Why make MOOCs? Effects on on-campus teaching and learning

Why make MOOCs? It is expensive and nobody can foresee if this tendency will last. Is it a reasonable investment for a university? What is the meaning of engaging in MOOCs? We address those questions from the point of view of an pedagogical advisor, discussing the added values of MOOCs for Higher Education, in particular through their effects on on-campus teaching and learning. Following the previous works of Docq, Lebrun & Smidts (2010), we analyze MOOCs effects through three categories and 13 criteria. While managing MOOCs as an on-campus innovative project, we show first evidences that they have a pedagogical worth

WebLinux: a scalable in-browser and client-side Linux and IDE

International audience“WebLinux” is a web app tool providing a standard Linux OS and an IDE in the browser, including a terminal, a code editor and a file browser. It provides a client-side and offline Linux OS environment based on a Javascript emulated processor. By avoiding the use of a Virtual Machine or any Linux server, Weblinux enables learners to directly start experimenting with the Linux OS without installing any software. The tool is entirely client-side which makes it extremely scalable and easy to deploy within a large community of online learners.</p

Teaching Linux and C programming in MOOCs with a scalable in-browser and 100% client-side Linux IDE

International audienc

Teaching Digital Manufacturing Experimenting Blended-Learning Models By Combining MOOC And On-site Workshops In FabLabs

International audienceTeaching digital manufacturing at scale using MOOCs has opened opportunities for IMT, a network of French graduate engineering schools, to work closely with a community of learners and educators in physical spaces called Fab Labs. By setting up a cohort of lifelong learning trainees taking the MOOC online and attending hands-on in-person workshops, IMT to experiment blended learning models and hybrid skills certification for project-based STEM courses

Teaching Linux and C programming in MOOCs with a scalable in-browser and 100% client-side Linux IDE

International audienc

Coding Tutorials for any Programming Language or Interactive Tutorials for C and Arduino

International audienc

An analysis of retention and motivation based on the MOOC ‘Découvrir la science politique’

One oft-heard criticism about MOOCs is the fact that few learners complete the course and finally obtain a certificate. This article addresses this issue on the basis of the analysis of the MOOC “Découvrir la science politique” (whose acronym is Louv3x and is available on the edX platform). With a retention rate of 18%, this MOOC scores above the average. In order to refine empirically the question, and building on existing literature, the authors draw a distinction between levels of active retention and passive retention. In this perspective, the paper digs into data – both quantitative and qualitative – collected throughout the MOOC and explores several explanatory factors of retention and motivation for the learners and the teaching tea

Entre taux de rétention passif et taux de rétention actif : une analyse de la motivation à partir du MOOC « Découvrir la science politique » (Louv3x) sur la plateforme edX

One recurring criticism about MOOCs is the fact that few learners complete the course they have registered for and finally earn a certificate. This article delves into this issue on the basis of the analysis of the MOOC « Découvrir la science politique » (Louv3x, on the edX platform). With a retention rate of 18%, this MOOC scores above the average. In order to refine empirically the approach, and building on the existing literature, the authors distinguish between levels of active retention and passive retention. In this perspective, the paper digs into data collected throughout the MOOC and explores several explanatory factors of retention and motivation for the learners and the teaching team

Teaching political science with a MOOC: analyzing the supply side and the demand side

Massive Open Online Courses (MOOC) have been considered by some observers as a powerful media opportunity to improve learning. The Catholic University of Louvain (UCL) was the first Belgian university to deliver a political science MOOC, in French, entitled “Discovering political science”. This MOOC brings about new challenges for both supply and demand sides. The objective of this paper is threefold: 1- from the faculty members’ perspective to present the deep transformations in conceiving a political science introductory course for first year students. 2- to what extent introducing MOOC in the classroom affects students’ learning outcomes. 3- Finally, we also show how a MOOC can create opportunities to offer a wider variety of learning assignments, taking advantage of new media possibilities, of online peer-assessment and, in the classroom, by fostering active learning and work groups with instant feedback

Teaching political science with a mooc: analysing the supply side and the demand side

Massive Open Online Courses (MOOC) have been considered by some observers as a powerful media opportunity to improve distant learning. The Catholic University of Louvain (UCL) was the first Belgian university to deliver a political science MOOC (Louv3x), in French, entitled ‘Discovering political science’. This MOOC brings about new challenges as well for the pedagogical team that created the course as for the students to whom it is addressed. The objective of this paper is twofold: On the one hand, we want to illustrate the challenges a pedagogical team faces when transforming a ‘traditional’ political science introductory course into a MOOC. On the other hand, we aim at exploring how the use of a MOOC might impact the learning outcome within on-campus and worldwide student