Identification and modeling of the skills within MOOCs

International audienceThe MOOCs (Massive Open Online Courses) rep- resent a category in the frame of TEL (Technology Enhanced Learning) particularly fashionable today since they allow the largest number of learners to access specific teachings. However, the principle of proposing very sequential and linear pedagogical paths is not attractive enough. In fact, the low success rate shows that it is necessary to maintain the motivation and attractiveness of the learner according to his learning progress. In this context, we propose in this article, an approach concerning paths’ flexibility within a MOOC that can meet the needs of the learner. In fact, our proposed approach relies on a retroaction cycle around the learners’ global representation (skills, sociological characteristics, practices). The elaborated proposals in this paper were experimented in a new MOOC platform: Claroline Connect

Identification and modeling of the skills within MOOCs

International audienceThe MOOCs (Massive Open Online Courses) rep- resent a category in the frame of TEL (Technology Enhanced Learning) particularly fashionable today since they allow the largest number of learners to access specific teachings. However, the principle of proposing very sequential and linear pedagogical paths is not attractive enough. In fact, the low success rate shows that it is necessary to maintain the motivation and attractiveness of the learner according to his learning progress. In this context, we propose in this article, an approach concerning paths’ flexibility within a MOOC that can meet the needs of the learner. In fact, our proposed approach relies on a retroaction cycle around the learners’ global representation (skills, sociological characteristics, practices). The elaborated proposals in this paper were experimented in a new MOOC platform: Claroline Connect