To combine a MOOC to a regular face-to-face course-A study of three blended pedagogical patterns
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ID Serval
serval:BIB_6E06D974EAA6
Type
Actes de conférence (partie): contribution originale à la littérature scientifique, publiée à l'occasion de conférences scientifiques, dans un ouvrage de compte-rendu (proceedings), ou dans l'édition spéciale d'un journal reconnu (conference proceedings).
Collection
Publications
Institution
Titre
To combine a MOOC to a regular face-to-face course-A study of three blended pedagogical patterns
Titre de la conférence
CEUR Workshop Proceedings
Statut éditorial
Publié
Date de publication
2019
Peer-reviewed
Oui
Langue
anglais
Résumé
Since 2016, the University of Liege (Belgium) has been developing
MOOCs. To be funded, faculty willing to design a MOOC must commit to
making their own local students benefit from this MOOC. The paper describes
3 ways teachers used to fulfil their obligation. In all cases, it went through the
set-up of new blended instructional designs, whose variations are documented
as “pedagogical patterns” candidates. This orderly, visual and comparative
presentation of MOOC/on-campus-course junctions is relevant to lecturers in
search for renewed teaching/learning practice and to staff development units
supporting this pedagogical effort.
MOOCs. To be funded, faculty willing to design a MOOC must commit to
making their own local students benefit from this MOOC. The paper describes
3 ways teachers used to fulfil their obligation. In all cases, it went through the
set-up of new blended instructional designs, whose variations are documented
as “pedagogical patterns” candidates. This orderly, visual and comparative
presentation of MOOC/on-campus-course junctions is relevant to lecturers in
search for renewed teaching/learning practice and to staff development units
supporting this pedagogical effort.
Création de la notice
22/03/2021 17:58
Dernière modification de la notice
21/02/2024 7:16
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