zmWmQs

Recommendations

Info

TORQUEs: Riding the MOOC wave to benefit on-campus courses Volk Benno, Reinhardt Andreas and Osterwalder Koni Production of TORQUEs In Spring Semester 2013, ETH produced its first three TORQUEs, with the intention of testing out various video types and learning settings (see Table 2). The first TORQUE was an independent learning course that taught the use of a statistical tool. This TORQUE is based on screencasts and tests, and allows students to apply theoretical knowledge in a standard statistics package without any further support. The second TORQUE, on an economics subject, was produced on a tablet where the instructor was able to add handwriting and highlighting to PowerPoint slides. This TORQUE serves students as preparation for each lecture, where face-to-face classes have now been replaced by more interactive and engaging scenarios. The third TORQUE, on solid-state physics, is similar in concept but uses videos produced with a visualizer and handwritten slides. The face-to-face activities of the course now comprise discussions and debates on scientific concepts. Experiments are also performed during classes. All three TORQUEs went online in Fall Semester 2013. The three new TORQUEs are compulsory courses within BSc curricula. Two are courses for very large classes. The economics course was previously taught in a blended learning scenario, meaning that a relatively large online component plus over 50 tests and a wealth of additional material could be deployed rapidly because many of these resources already existed. The statistics course, on the other hand, comprises the same amount of video time but around half the number of tests, because these were all developed from scratch. In the physics course the exercise series were similar to those previously used in the class, while nine specific quizzes were developed to check theoretical understanding. The initial motivations for producing these TORQUEs differed. They were, for the physics course, the lecturer’s interest in innovation; for the economics course, a vision for transforming the face-to-face lecture; and for the statistics course, the wish to achieve a specific learning objective (apply theory to software package R) not otherwise possible. The three TORQUEs deployed completely different video styles. The statistics course used a typical screencast setting, where the course designers demonstrated software functions and introduced exercises on the computer screen and then recorded it all on video. They wanted flexibility, producing material in their offices on their own laptops and on borrowed equipment (headsets, recording software). The economics clips comprise regular PowerPoint slides annotated by the author with the help of professionals in an ETH video studio. The clips for the physics TORQUE were produced using a visualizer setup installed in the designer’s office. Setting up and managing these three video types was very time-consuming for the ETH multimedia services unit, which is responsible for video production. The big challenges were the spatial distribution of production and the different needs and expectations of the course designers. A key lesson from these first TORQUEs is that a successful course requires the tight integration of three main Physics Economics Statistics, Tool R Description of course for which TORQUE was developed Number of students ca. 50 ca. 500 300-500 Face-to-face elements (on-campus) Lectures 4hrs/week Exercises 2hrs/week Lectures 2hrs/week 4 courses, each with lectures 2hrs/week and exercises 1hr/ week ECTS credits 7 credits 3 credits 3 credits each Type of course(s) in curriculum Compulsory course with mid-term and final exam, BSc level Compulsory course with exam, BSc level Description of online TORQUE component Type of video Filmed handwriting (visualizer) Annotated slides (PowerPoint with highlighting) Number of video segments Number of checking mechanisms (exercises, quizzes, tests) Online workload Link to f2f Reduction of f2f time Motivation for TORQUE Main activities in f2f time Four compulsory courses with exam, BSc level Screencast (Camtasia movies) 14 topics, 74 videos 12 topics, 29 videos 9 topics, 22 videos 11 exercise series and 9 quizzes 51 tests 22 tests ca. 14hrs video, rest not available ca. 5hrs video, rest not available yet yet Integration of online and face-to-face (f2f) activities Preparation for lecture, lecture then held incorporating questions Theory on economic models as of students preparation and in addition to f2f Reduction of lecture time by 2 hours per week Innovation project of lecturer Dialogue with students – question-driven approach, few live experiments 50% reduction – lectures only every other week Free time f2f to intensify teaching scenario Problem based learning, case studies, interactive sequences or group work, exercises, experiments and discussion ca. 5hrs video, rest not available yet Exercises with statistics tool R. Specific and elaborate exercises synchronised with f2f No f2f time; course is an additional offering. R is not part of an exam Not enough space in computer rooms for exercises Theoretical background in statistics Experience Track |190
TORQUEs: Riding the MOOC wave to benefit on-campus courses Volk Benno, Reinhardt Andreas and Osterwalder Koni components: on-campus (face-to-face) activities, online activities, and video clip design. Ideally, the pedagogical concept will combine on-campus and online activities, generating a well-balanced mix of activities and learning goals aligned with the overall goals of the course. In reality, however, the designers of the initial TORQUEs focused strongly on the production of the video clips because this was a new (and time-consuming) element for them. The face-to-face component, with its exercises and lectures, tended to be seen as something that could be left to a second step, even during the semester. In this context, shifting the focus from technical to pedagogical issues was hard, and required expert effort. Once video production starts it is in any case difficult to change the overall pedagogical scenario. These combined realisations led us to introduce a prototype phase in the current production workflow. Here the integration of all components is assessed by creating a small example module before video production even starts. This makes it possible to adjust the overall course concept more easily. Integration into face-to-face teaching A main focus of the ETH TORQUE initiative is how webbased courses can be integrated into face-to-face classes at the university, and what the outcome will be. In the above three cases, it became obvious as soon as video production was finished and the semester began that integrating the video component with face-to-face courses is challenging for faculty and those helping them. A blended learning setting based on a MOOC or TORQUE requires much more didactic planning and course redesign than most expected. Enormous faculty effort is required if the quality of teaching is really to be enhanced – without it the MOOC hype will come to little. It is a pleasure to watch students taking the new courses seriously: they watch their videos regularly, and do all the exercises and homework. When a class begins they are well prepared and expect further challenges. For this reason instructors must design every class carefully: what case study, complementary exercise or interesting experiment will match my students’ newly enhanced foreknowledge This question may generate a new form of interaction between faculty and students. Thus not only TORQUE videos, but also their face-to-face learning material has to be planned and developed in advance. The faculty involved in all three new TORQUEs are senior, experienced teachers. We assume that it is easier for a senior lecturer with a lot of experience to deal with presence teaching in TORQUE courses, where instructors are more exposed due to more student-driven, interactive, and unpredictable classroom situations. Having a wide range of materials at hand also helps, making it easier to adapt and reuse resources that would otherwise have to be developed from scratch. Working with online materials during the semester also requires detailed didactic planning of classes. In addition, activation of students does not happen by itself and tends to be underestimated in course development. One of the most popular ways to integrate MOOCs and TORQUEs into traditional lectures is via the flipped classroom (Berrett, 2012; Fitzpatrick, 2012). Although known for years in some disciplines, especially in the humanities, with the advent of MOOCs the flipped classroom has become a buzzword. Also known as the inverted classroom, the term means that students’ conventional classroom/home learning sequences are reversed. Traditionally students experience new knowledge and concepts during lectures. There learning and understanding generate questions, but with no means to express these in the lecture hall, the cognitive process is solitary. Later recapitulation or repetition is a solution but does not change the system. Studying at home then offers no way to apply knowledge and acquire scientific skills. By flipping the classroom, however, the gaining of knowledge is outsourced as prior homework and questions are addressed in class. The mechanism thus offers students a time and place to develop further knowledge in discussions with peers and faculty, and allows them to acquire competences by applying learning content (Sams & Bergmann, 2012; Bowen, 2013). To change learning processes at universities fundamentally, faculty must be willing to undertake this paradigm shift to the flipped classroom. They must be made aware not just of risks and difficulties, but also of advantages and benefits. Most faculty will also need didactic help to redesign their courses according to the flipped classroom concept. For universities, integrating it will certainly require a central commitment and promotion by the executive. Teaching a TORQUE course means planning and preparing materials for two types of course and integrating them into one. First, video production requires help with the choice of setting, assistance with technology, and pedagogical support with material preparation. A video format and a distribution platform must be established. Questions have to be developed for online tests, quizzes and/or other online activities. Depending on the form of online communication and collaboration, students may also need help with web-based aspects of the course. Then, faculty have to plan each class and provide faceto-face exercises, group work or experiments. They must deal with technical problems and be ready to supervise students during face-to-face time. Here they need knowledge of various educational concepts and a broad repertoire of methods. (Citing current events and recent press developments relevant to class topics is one of the best ways to begin a problem-based learning session.) Student activities (e.g. peer instruction and project or group work) must be planned in advance and require faculty monitoring and supervision. Instructors need to predict where Experience Track |191
Page 1 and 2:
Proceedings of the European MOOC St
Page 3 and 4:
Table of Contents Understanding Per
Page 5 and 6:
Understanding Persistence in MOOCs
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Analysing student participation in
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Signals of Success and Self-directe
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Analyzing completion rates in the F
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Challenges for conceptualising EU M
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Scaffolding Self-learning in MOOCs
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Towards an Outcome-based Discovery
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Dropout Prediction in MOOCs using L
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Self-Regulated Learning in MOOCs: D
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Extending the MOOCversity A Multi-l
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Encouraging Forum Participation in
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
MOOC Learning in Spontaneous Study
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Dropout: MOOC Participants’ Persp
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Reflections on Enrollment Numbers a
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
The SIRET Training Platform: Facing
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
MOOCs in fragile contexts Barbara M
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Cultural Translation in Massive Ope
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
A typology and dimensions of a desc
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140: A typology and dimensions of a desc
Page 141 and 142: Characterizing video use in the cat
Page 147 and 148: How Students Learn using MOOCs: An
Page 155 and 156: A Platform that Integrates Quizzes
Page 161 and 162: Designing Video for Massive Open On
Page 169 and 170: Proceedings Experience Track Procee
Page 171 and 172: Opening up higher education through
Page 173 and 174: Designing your first MOOC from scra
Page 179 and 180: “A hostage to fortune” - Valida
Page 185 and 186: and others discussed COER13 issues
Page 187 and 188: tion process, in addition to the mu
Page 189: TORQUEs: Riding the MOOC wave to be
Page 193 and 194: TORQUEs: Riding the MOOC wave to be
Page 195 and 196: Engineering MOOCs for Future Engine
Page 201 and 202: The Discrete Optimization MOOC An E
Page 205 and 206: Recasting a Traditional Course into
Page 209 and 210: Evaluation and field trials of MOOC
Page 215 and 216: Learning Electronics through a Remo
Page 217 and 218: Learning Electronics through a Remo
Page 219 and 220: abiertaUGR: modelling online learni
Page 221 and 222: abiertaUGR: modelling online learni
Page 223 and 224: University of London International
Page 229 and 230: The EPFL MOOC Factory Patrick Jerma
Page 235 and 236: Open Online Courses in the context
Page 237 and 238: Open Online Courses in the context
Page 241 and 242:
Friendly Handmade Explanation Video
Page 243 and 244:
Friendly Handmade Explanation Video
Page 245 and 246:
Designing for the Unknown Learner H
Page 247 and 248:
Designing for the Unknown Learner H
Page 249 and 250:
MOOC Experience in the University o
Page 251 and 252:
MOOC Experience in the University o
Page 253 and 254:
Mathematics Courses: Fostering indi
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
First time MOOC provider: reflectio
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
An Academic Online Resource at Téc
Page 267 and 268:
An Academic Online Resource at Téc
Page 269 and 270:
Opening up higher education through
Page 271 and 272:
SPOCs for Remedial Education: Exper
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Experiments with connectivism from
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Towards a quality model for UNED MO
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Project-based MOOCs. A Field Report
Page 291 and 292:
Project-based MOOCs. A Field Report
Page 293:
Reviewers of Experience Track: Carl
show all

zmWmQs

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?