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The Discrete Optimization MOOC An Exploration in Discovery-Based Learning Carleton Coffrin and Pascal Van Hentenryck learning, so the students not only learn the core technical skills but how to apply them to unfamiliar tasks. The success of the course design was demonstrated through data analytics, enabled by the wealth of information produced in MOOCs. We believe the significant resource investment required to make the custom discovery-based learning assignments was a great investment in the course, and we hope our experience will inspire other MOOC practitioners to put in the additional effort try discovery-based learning tasks in their classes. References Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46, 26-29 Bruner, J. (1961). The Act of Discovery. Harvard Educational Review, 31, 21-32. Kizilcec, R., & Piech, C., & Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. Proceedings of the Third International Conference on Learning Analytics and Knowledge, 170-179 MOOCs@Edinburgh Group. MOOCs @ Edinburgh 2013: Report #1. Online: http://hdl.handle.net/1842/6683, accessed on May 2013. Experience Track |204
Recasting a Traditional Course into a MOOC by Means of a SPOC Sébastien Combéfis, Adrien Bibal and Peter Van Roy Abstract: We give a practical approach to recast an existing, mature traditional university course into a MOOC. This approach has two steps. The first step consists of transforming the existing course into a course with two tracks: a SPOC and a traditional track and will be carried out as the course is being taught. The second step, which takes place one semester later, is to make the SPOC available to the world as a MOOC. We have already implemented this approach with the course ‘LFSAB1402 Informatics 2,’ a second-year bachelor university-level programming course taught to all engineering students (approximately 300 per year) at Université catholique de Louvain (UCL). This approach has four advantages. Firstly it facilitates the design of a SPOC covering a section of the traditional course material. A 5-credit (ECTS), one-semester course has almost twice the material of a six-week MOOC with two/three-hour lessons per week. Second, the workload of the transformation is reduced. This can take place incrementally during the teaching of the traditional course. Third, it allows us to experience the world of MOOCs in a relative painless manner. And fourth, since the transformation is a large step, the risk of experiencing problems in the final MOOC is reduced. Introduction Online education supported by new technologies is a recent and increasingly successful development. MOOCs (Massive Open Online Courses) in particular (Cormier, 2008; Downes, 2008) are growing in popularity around the world with companies or associations focused on offering MOOCs with a platform to manage and offer those courses. Examples of such associations include edX, Coursera, Udacity, ITyPA and FutureLearn. UCL notably joined the edX consortium in early 2013 using the name ‘LouvainX’ and the experience reported in this paper is a consequence of this. We have taken a traditional, mature course in paradigms of computer programming and recast it in a new course structure containing two tracks: a SPOC (Small Private Online Courses) track and a traditional track. In the new course, the students do one SPOC lesson each week, between two lectures. The purpose of each lecture is twofold: to restructure the material of the SPOC (in the style of a flipped classroom) and to introduce advanced material that is not covered by the SPOC. There is also an exercise session that is held between each two lectures, while the SPOC lesson is ongoing. The purpose of the exercise session is also twofold: first to verify that all students are progressing on the SPOC (again, in the sense of a flipped classroom), and second to provide exercises on the advanced material of the previous lecture. There are several motivating factors for this organisation. For ourselves the primary motivation is to prepare a standalone MOOC. Since the SPOC is local and private, our students play the role of guinea pigs, and their comments and suggestions are instrumental in improving the quality of the SPOC before it is released as a MOOC. The SPOC was given in the ‘Fall’ semester of UCL’s 2013- 2014 academic year as part of the course LFSAB1402. The MOOC will be given by edX in the spring semester, starting in February 2014 and called ‘Louv1.01x: Paradigms of Computer Programming’. A second motivation is to make a first step into the world of teaching using MOOCs. In our case, completely converting the course into a SPOC is neither possible nor desirable. It is not possible because the SPOC does not cover all of the traditional course material. It is not desirable because the step from traditional course to MOOC is large, too large in terms of workload for conversion in terms of risk. We therefore decided to only convert part of the traditional course into a SPOC. The SPOC yields 3 credits (ECTS credits: European Credit Transfer System, a harmonised unit of course size at European level) of material, while the traditional course yields 5 credits. There are three challenges in creating the SPOC. Firstly, as the MOOC must serve on-site students for the already existing course, its integration as a SPOC will greatly influence its structure and organisation. Secondly, as the main objective of the course is to teach programming, assessing the students in the SPOC must be performed by checking their ability to produce code, which is a big technical challenge. Finally, the last challenge is social, requiring several teams and training staff to collaborate around a common project, each bringing their own skills. The remainder of the paper is structured as follows. The first section covers the structure and timeline of the re-mastered course which integrates the SPOC. The second section is about technological and social aspects that have been put together to serve the recasting of the traditional course. The final section presents a first evaluation Experience Track |205
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Proceedings of the European MOOC St
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Table of Contents Understanding Per
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Understanding Persistence in MOOCs
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Analysing student participation in
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Scaffolding Self-learning in MOOCs
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Towards an Outcome-based Discovery
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MOOC Learning in Spontaneous Study
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Dropout: MOOC Participants’ Persp
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MOOCs in fragile contexts Barbara M
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Characterizing video use in the cat
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How Students Learn using MOOCs: An
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An Academic Online Resource at Téc
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Project-based MOOCs. A Field Report
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Project-based MOOCs. A Field Report
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Reviewers of Experience Track: Carl
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