En général, les modèles de conception sont élaborés et évalués en appliquant quatre méthodes: les connaissances des experts, l’analyse des artefacts, les observations sociales et les ateliers. Par exemple, les experts discutent des connaissances, de l’interprétation des artefacts, des modèles sociaux et de la clarté de ceux-ci. Voir l'article...

In the course Mobile Application Development in our Bachelor computing programmes, students follow a MOOC of Stanford University. In this course, our students master key concepts and theories directed at building mobile apps, and follow the course in a flipped classroom setting. In our context, students watch videos of the MOOCs at home, make and submit exercises before classroom discussions, attend classes at school and present their mobile programming skills in a serious project. More...

Personnalisation: comprendre l’expérience d’apprentissage en ligne pour permettre la conception d’une solution d’apprentissage en ligne inclusive et intégrée pour les étudiants. Voir l'article...

Les CLOM se caractérisent souvent par des taux de décrochage élevés et en général, peu de participants parviennent au bout des cours. Au départ, le public est «massif»: des milliers de personnes attendent le début du cours, mais en fin de processus, un petit nombre de participants seulement reste en course et suit le cours jusqu’à son terme. Voir l'article...

Pedagogies based on active and collaborative learning approaches have been recognised as both effective and engaging in online course settings. However, implementing such pedagogies poses challenges for instructors in terms of educational design, orchestration and assessment. More...

MOOCs have the potential to transform professional learning, but require learners to be self-regulated. Most MOOCs are not designed in ways that encourage self-regulated learning. Therefore there is a need for design tools that can guide instructional designers and teachers in designing MOOCs that promote self-regulation. More...

MOOCs often suffer from high drop-out and low completion rates. At the beginning of the course, the audience is indeed “massive”; thousands of people wait for the course to begin, but in the end only a low number of participants stay active and complete the course. More...