Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures

In this paper, the authors discuss the effectiveness of MOOCs as part of a pedagogical strategy aimed at supporting Physics’ preliminary undergraduate students in large-size lectures. Our study is based on an experimental activity based on a blended course, which integrated a parallel MOOC delivered through the POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the Politecnico di Milano’s MOOC portal. The blended model also delivered face-to-face activities that included intensive technology enhanced learning, like feedback based on clickers. Specifically, we introduce the several elements of the approach (the tutors’ pedagogy, the adoption of clickers, the diversity amongst learning groups) and its process of implementation. The findings in this study highlight that the integrated model is effective in terms’ of students’ learning both for small and large size lectures. More importantly, it was found that the students in large size lectures demonstrated similar or even better performance than students in a small size group. Moreover, the students in all sizes lectures showed higher satisfaction with the MOOCs’ against other factors adopted within the learning design

Traditions west of the Euphrates at the beginning of the Late Chalcolithic. Characteristics, definitions, and supra-regional correlations

This paper discusses the relationships between the Turkish Upper Euphrates and regions located to the southwest, near the Syro-Turkish border, during the early stages of the Late Chalcolithic period. This period is best represented in these regions by the sites of Arslantepe and Oylum Höyük. While a detailed presentation of the early Late Chalcolithic occupation levels of Arslantepe and Oylum Höyük is provided elsewhere in this volume, their pottery assemblages are here compared in order to identify common characteristics, together with interregional connections with contemporary sites located to the north, the west and the east.Cet article traite des relations entre le Haut Euphrate turc et les régions du Sud-ouest, situées près de la frontière syro-turque, au tout début du Chalcolithique Récent. Arslantepe et Oylum Höyük en sont les sites les plus représentatifs. Tandis que les niveaux du Chalcolithique Récent de chaque site font l'objet d'une présentation détaillée dans deux articles séparés à l'intérieur de ce volume, leurs assemblages céramiques sont ici comparés afin d'identifier leurs caractéristiques communes, mais aussi d'établir des connexions interrégionales avec les établissements contemporains des régions situées plus au Nord, à l'Ouest ou à l'Est.Balossi Francesca, Helwing Barbara. Traditions west of the Euphrates at the beginning of the Late Chalcolithic. Characteristics, definitions, and supra-regional correlations. In: After the Ubaid. Interpreting change from the Caucasus to Mesopotamia at the dawn of urban civilization (4500-3500 BC). Papers from The Post-Ubaid Horizon in the Fertile Crescent and Beyond. International Workshop held at Fosseuse, 29th June-1st July 2009. Istanbul : Institut Français d'Études Anatoliennes-Georges Dumézil, 2012. pp. 291-302. (Varia Anatolica, 27

A novel approach to online Physics refresher courses at Politecnico di Milano

Among the challenges that universities are facing nowadays, one that deserves special attention is the increasing number of dropouts. Refresher courses for perspective freshmen have regularly been organised at Politecnico di Milano over the last years as a means to tackle this issue. Due to the Covid-19 pandemic, the present situation posed serious limitations to traditional teaching methods this year, especially for long (3-4 hours) lectures which may be difficult to follow online. In this paper we present a novel approach based on a blend of non-interactive conventional lectures in large groups and interactive lessons in smaller groups. The course was delivered online using the Microsoft Teams software according to the following structure: first, a live video of a 1-hour lecture was streamed by a single tutor for the whole pool of approximately 1000 students. During this streaming, the students were not allowed to interact with the tutor or with one another by any means. Afterwards, 8 teams of students were formed and assigned to different tutors for the following three hours of more interactive lectures. Each tutor presented examples and exercises of their own choice (mainly on the same topic as the streamed video) and delivered guided solutions while promoting the interaction among students. Furthermore, a common set of short problems was given to each team: this activity could be performed at any time during the second part of the block, as decided by each tutor. In order to span among different teaching styles, the student teams were assigned to a different tutor every day for the interactive part of the lesson. As an additional resource, an online forum was activated on a dedicated website, which allowed students to ask questions on the course topics in an asynchronous way. At the end of the course, every student was invited to fill in an anonymous survey to express their satisfaction with the course. The results of the survey indicate an overall degree of satisfaction with a mean rating over 75%

Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures

In this paper, the authors discuss the effectiveness of MOOCs as part of a pedagogical strategy aimed at supporting Physics' preliminary undergraduate students in large-size lectures. Our study is based on an experimental activity based on a blended course, which integrated a parallel MOOC delivered through the POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the Politecnico di Milano's MOOC portal. The blended model also delivered face-to-face activities that included intensive technology enhanced learning, like feedback based on clickers. Specifically, we introduce the several elements of the approach (the tutors' pedagogy, the adoption of clickers, the diversity amongst learning groups) and its process of implementation. The findings in this study highlight that the integrated model is effective in terms' of students' learning both for small and large size lectures. More importantly, it was found that the students in large size lectures demonstrated similar or even better performance than students in a small size group. Moreover, the students in all sizes lectures showed higher satisfaction with the MOOCs' against other factors adopted within the learning design