29 mars 2014

The Discrete Optimization MOOC: An Exploration in Discovery-Based Learning

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. Download Print Version.
The Discrete Optimization MOOC: An Exploration in Discovery-Based Learning
By Carleton Coffrin, Pascal Van Hentenryck. The practice of discrete optimization involves modeling and solving complex problems which have never been encountered before and for which no universal computational paradigm exists.
Teaching such skills is challenging: students must learn not only the core technical skills, but also an ability to think creatively in order to select and adapt a paradigm to solve the problem at hand. More...

Posté par pcassuto à 22:48 - - Permalien [#]


Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. Download Print Version.
Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings
By René F. Kizilcec, Daniel McFarland. Online discussion forums have been shown to contribute to the trust and cohesion of groups, and their use has been associated with greater overall engagement in online courses.
We devised two experimental interventions to encourage learners to participate in forums. A collectivist (“your participation benefits everyone”), individualist (“you benefit from participating”), or neutral (“there is a forum”) framing was employed to tailor encouragements for forum participation. An email encouragement was sent out to all enrolled users at the start of the course (study 1: general encouragement), and later in the course, to just those who had not participated in the forum (study 2: targeted encouragement). More...

Posté par pcassuto à 22:46 - - Permalien [#]

Designing Your First MOOC from Scratch: Recommendations After Teaching “Digital Education of the Future”

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. Download Print Version.
Designing Your First MOOC from Scratch: Recommendations After Teaching “Digital Education of the Future”
By Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Israel Gutiérrez, Derick Leony, Hugo A. Parada G. Massive Open Online Courses (MOOCs) have been a very promising innovation in higher education for the last few months. Many institutions are currently asking their staff to run high quality MOOCs in a race to gain visibility in an education market that is increasingly abundant in choice.
Nevertheless, designing and running a MOOC from scratch is not an easy task and requires a high workload. This workload should be shared among those generating contents, those fostering discussion in the community around the MOOC, those supporting the recording and subtitling of audiovisual materials, and those advertising the MOOC, among others. Sometimes the teaching staff has to assume all these tasks (and consequently the associated workload) due to the lack of adequate resources in the institution. This is just one example of the many problems that teachers need to be aware of before riding the MOOC wave.
This paper offers a set of recommendations that are expected to be useful for inexperienced teachers that now face the challenge of designing and running a MOOC. Most of these recommendations come from the lessons learned after teaching a nine-week MOOC on educational technologies, called “Digital Education of the Future”, at the Universidad Carlos III in Madrid, Spain. More...

Posté par pcassuto à 22:43 - - Permalien [#]

Toward a Quality Model for UNED MOOCs

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. Download Print Version.
Toward a Quality Model for UNED MOOCs
By Timothy Read, Covadonga Rodrigo. This article discusses a prototype quality model developed for courses in the first edition of the UNED MOOC initiative (where over 170,000 students undertook 20 MOOCs between October 2012 and May 2013).
It is argued that since it is not easy to differentiate between a MOOC and other types of online courses, it is therefore difficult to specify a quality model for the former.
At the time of starting this project there were no other quality models that could be applied directly. Hence, a practical two-part solution was assumed. Firstly, it considers the overall structure and function of each course in terms of a variable set of characteristics that can be used to evaluate the initial design of the course.
Secondly, it uses a flexible student certification model, argued to demonstrate that a course has achieved its objectives given the results intended by the teaching team. More...

Posté par pcassuto à 22:28 - - Permalien [#]

Cultural Translation in Massive Open Online Courses (MOOCs)

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. Download Print Version.
Cultural Translation in Massive Open Online Courses (MOOCs)
By Bernard Nkuyubwatsi. This paper discusses how courses are made relevant to students in their respective cultural settings. Practices that enable such contextualisation, or cultural translation, are investigated in five Coursera Massive Open Online Courses (MOOCs).
I collected data from lecture videos, quizzes, assignments, course projects and discussion forums, using a cultural translation observation protocol I developed for this study. I found that cultural translation was enabled in the course design of two courses and in the forum discussions of all five courses. The course design that enabled cultural translation included activities, tasks, assignments and/or projects that are applicable to students’ own settings and gave students freedom to choose the setting of their projects and people with whom they worked.
As for forum discussions, students in the five courses created informal study groups based on geographical locations, languages and professional disciplines. Findings in this study can inform best practices in designing and learning courses addressed to a culturally diverse group. The study is particularly important to MOOC designers and students. More...

Posté par pcassuto à 22:25 - - Permalien [#]


Dropout Prediction in MOOCs using Learner Activity Features

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. Download Print Version.
Dropout Prediction in MOOCs using Learner Activity Features
By Sherif Halawa, Daniel Greene, John Mitchell. While MOOCs offer educational data on a new scale, many educators have been alarmed by their high dropout rates. Learners join a course with the motivation to persist for some or the entire course, but various factors, such as attrition or lack of satisfaction, can lead them to disengage or totally drop out. Educational interventions targeting such risk factors can help reduce dropout rates. However, intervention design requires the ability to predict dropouts accurately and early enough to allow for timely intervention delivery. In this paper, we present a dropout predictor that uses student activity features to predict which students have a high risk of dropout. The predictor succeeds in red-flagging 40% - 50% of dropouts while they are still active. An additional 40% - 45% are red-flagged within 14 days of absence from the course. More...

Posté par pcassuto à 22:23 - - Permalien [#]

Issue No.37 Experiences and best practices in and around MOOCs

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. The success of this conference with more than 450 participants demonstrates that MOOCs are at the beginning of a wave and a first step towards opening up education.
Why are MOOCs innovative? They provide alternative ways for students to gain new knowledge according to a given curriculum. MOOCs can also enhance learners’ ability to think creatively to select and adapt a paradigm to solve the problem at hand. These are the main findings of a case study on the Discrete Optimization MOOC on Coursera.
Many higher education institutions are asking their staff to run high quality MOOCs in a race to gain visibility in an education market that is increasingly abundant with choice. Nevertheless, designing and running a MOOC from scratch is not an easy task and requires a high workload. Professors from Universidad Carlos III in Madrid offer a set of recommendations that will be useful to inexperienced professors. An MIT study also gives key findings on optimizing video consumption across courses.
What are the defining characteristics of a MOOC? Can we categorically differentiate a MOOC from other types of online courses? This is one of the central questions of the debate on the future of MOOCs. An UNED study proposes a quality model based on both course structure and certification process. Most of the debate around the future of MOOCs focuses on learners’ attitudes such as attrition or a lack of satisfaction that leads to disengagement or dropout. A Stanford study shows how educational interventions targeting such risk factors can help reduce dropout rates, as long as the dropouts are predicted early and accurately enough. A French researcher shows that learners who interact on the forums and assess peer assignments are more likely to complete the course. Another Stanford study tested different approaches to measure the extent to which online learners experience a sense of community in current implementations of online courses. In a similar context, a German team of researchers studied the collaborative endeavour of planning and implementing a cMOOC.
One of the key elements of the discussion around MOOCs is their relevance to students in their respective cultural settings. A Leicester University researcher contemplates whether activities, tasks, assignments and/or projects can be applicable to students’ own settings; for example, giving students the freedom to choose the setting of their projects and the people with whom they work. These questions are central to making MOOCs truly accessible to all.
Download Print Version.

Posté par pcassuto à 22:18 - - Permalien [#]

Special Issue of eLearning Papers just published on latest MOOC research

eLearning Papers Issue 37 is a special issue dedicated to the latest research on MOOCs (what is a MOOC?). The papers are based on the research contributions made to the recent European MOOCs Stakeholders Summit (EMOOCs2014).
Massive open online courses (MOOCs) have become a widely recognized as a valuable form of informal learning. The task now at hand is to develop a rich body of research and documented practice so that educational institutions and learners can better benefit from this new form of education.
This issue of the eLearning Papers contributes to that body of knowledge with four in-depth research papers and six reports. More...

Posté par pcassuto à 22:15 - - Permalien [#]

Introduction aux droits de l’homme

Ce cours propose une introduction à la protection internationale des droits de l’homme. Il en présente les sources, les catégories, le contenu et les limites qui leur sont opposables, ainsi que les obligations qu’ils génèrent à la charge des Etats. Il expose aussi les principaux mécanismes de mise en œuvre prévus au niveau universel et régional pour assurer leur respect.

Depuis la fin de la Seconde Guerre mondiale, les droits de l’homme sont un domaine en plein essor. De nombreuses causes sont aujourd’hui défendues et débattues sous la bannière des droits de l’homme : la protection des minorités, la lutte contre la discrimination des femmes, des personnes lesbiennes, gaies, bisexuelles et transgenres (LGBT), la lutte contre la torture et les disparitions forcées, la lutte contre la pauvreté ou encore la protection de l’environnement et la protection des données. Partout dans le monde, ces causes mobilisent des acteurs politiques, la société civile et elles sont discutées dans de multiples enceintes, nationales et internationales.
 
Le présent cours vise à offrir les bases nécessaires pour appréhender et comprendre le domaine vaste et complexe que sont devenus les droits de l’homme. Quelles sont les caractéristiques et les différentes catégorie des droits de l’homme ? Quels sont leurs fondements philosophiques et historiques ? Pourquoi ces droits sont-ils importants ? Quels instruments visent à les protéger ? Comment rendre ces droits opérationnels ? Quels mécanismes existent pour les mettre en œuvre et quels sont leurs avantages et leurs inconvénients ?
 
En abordant ces questions, le cours s’adresse tant à des membres de la communauté universitaire qu’à des praticiens (responsables politiques, membres du corps diplomatique, fonctionnaires, journalistes, membres d’ONG, défenseurs des droits de l’homme et spécialistes de la coopération au développement, de l’aide humanitaire et des questions relatives aux réfugiés), ainsi qu’à toutes les personnes qui sont engagées dans la protection des droits de l’homme ou simplement désireuses de mieux comprendre ce phénomène.
 
Le cours est conçu et dispensé par les Professeurs Maya Hertig Randall et Michel Hottelier, de la Faculté de droit de l’Université de Genève. Durant le cours, des membres d’organes et institutions voués à la protection des droits de l’homme et des spécialistes de la communauté académique, seront invités à intervenir. 
 
Programa del curso
Semaine 1 : Les fondements des droits de l’homme
Semaine 2 : L’internationalisation des droits de l’homme
Semaine 3 : Les sources des droits de l’homme
Semaine 4 : La typologie de droits de l’homme
Semaine 5 : Les obligations découlant des droits de l’homme
Semaine 6 : Les limites des droits de l’homme
Semaine 7 : Les mécanismes de mise en œuvre des droits de l’homme (partie I)
Semaine 8 : Les mécanismes de mise en œuvre des droits de l’homme (partie II)
Features
  • Assessment tools
  • Lecture notes
  • Video lectures

View the MOOC.

Posté par pcassuto à 22:12 - - Permalien [#]

Are universities fostering graduate employability?

EPRS logoBy . EU faces a paradox: the youth employment rate stands at 23% while there are around 2 million unfilled vacancies across Europe, and a high number of employers cannot find the right mix of skills in the job market, especially with regard to e-skills.
Many employers hold the inability of the educational system to provide work-related skills responsible for this increasing ‘mismatch’. Higher Education Authorities around Europe have put employability at the centre of their national HE strategies. However students contend that higher education should be steered by the needs of society rather than that of the job market and ask whether employability should be part of the university mission. HE institutions and academics, asked to prove the relevance or utility of their teaching and research for societal and economic needs, have concerns about preserving academic freedom and autonomy. More...

Posté par pcassuto à 22:06 - - Permalien [#]