During the International MOOC conference that took place on 24-26 September in Naples, Italy, Rosanna de Rosa presented the EMMA project with these slides. To know more about the EMMA project go to: http://platform.europeanmoocs.eu/

1. 4-11 July @ Ischia (Italy)
PILOTING MOOCS IN A FLIPPED CLASSROOM
ROSANNA DE ROSA
UNIVERSITY OF NAPLES FEDERICO II
EMMA PROJECT
WWW.EUROPEANMOOCS.EU
CIP grant agreement no. 621030

2. Emma is a research-based project aiming at:
• exploring the new MOOC frontier
• supporting diversity in pedagogical approaches
• promoting cross-cultural learning
• offering personalization of learning-paths
WHAT’S EMMA
Emma is a MOOC Platform that offers:
• MOOC authomatic
translation/transcription services
• Integrated learning analitics and surveys
services
• Hosting and support services

3. 4-11 July @ Ischia (Italy)
PILOTING MOOC IN AN INSTITUTIONAL SETTING:
Research questions
• What happens when MOOCs are introduced in a traditional classroom?
• What is their role?
• How their own instructional design impacts on face-to-face teaching?
• What kind of organizational changes their use require?
• How the role of teacher is perceived, how it changes and what happens t
o their academic legitimacy?
• How the student assessment changes in a flipped classroom?
• How to connect final evaluation and outcomes?
CHALLENGE
OR
OPPORTUNITY?

4. 4-11 July @ Ischia (Italy)
This small pilot involved 100 students belonging
two parallel classes to be compared with a mix of
quali-quantitative approaches:
• Survey
• Textual analysis
• Etnographic observation
• Daily Stories through Social media
The pilot as been applied:
to a class of first level degree in Digital Culture
(30 students)
to a class of second level degree in Public,
Political and Social Communication (69 students)
PILOTING MOOC IN AN INSTITUTIONAL SETTING

5. CIP grant agreement no. 621030
STUDENTS AT WORK:
Challenge: use the concept of multiculturalism to promote the
Emma Project
Tasks: Coordination, Collaboration, Use of Critical Thinking,
experience diversity in skills, languages, cultures
Tools: MOOCs from the Emma and Canvas Platforms
Teaching Approach: Moocs-based Flipped Classroom
CREATE A
COMMUNICATION
STRATEGY FOR THE EMMA
PROJECT

6. STUDENTS AT WORK: RESULTS
Video realized by students as part of a MOOC-based flipped classroom project
Look at it on Youtube Channel

7. STUDENTS AT WORK: RESULTS
Challenge: let the people get out of the walled gard
en of social media.
Tasks: Coordination, Use of Critical Thinking, Expe
rience diversity in writing, creating, engaging discu
ssion
Tools: MOOCs from Emma and Canvas
Approach: Flipped Classroom
Blog realized by students as part of a Mooc-Bas
ed flipped classroom project
CREATE A BLOG ON DIGITAL CULTURE

8. CIP grant agreement no. 621030
Sample Profile
First degree:
Digital culture and Communication
30 students:
MOOC: Digital Literacy I on Canvas and
EMMA
Second level degree:
Public, political and social communication
68 students:
MOOC: Computer Mediated Communication
on West Virginia Tech University and EMMA
98 total participants
Age: 21- 46
65,3 % women
34,7 % men
31.3% (30) of
the sample
already followed
a MOOC
MOOC VALUE AND ROLE
On a scale 1-5 (min-max), 50.5% of the sample
considered as 4 the general value of the Mooc they
have followed
65.6% think that MOOCS have a
supporting function in traditional
teaching
45,8% see MOOCS as knowledge
integration tool
20.8% recognized to the MOOCS a
discovering function
10.4% see the MOOCS as an
orienting tool
Only 9.4% consider the MOOCS as
an alternative tool to the traditional
teaching
SURVEY RESULTS
ABOUT FOLLOWING FURTHER MOOCS?
62.9% is positive about and will follow them
35.1 % do not know yet
2.1% will not follow any other MOOC.
Alternative tool
Supporting function
Discovering Function
Orienting tool
Knowledge Integration

9. CIP grant agreement no. 621030
WHAT ABOUT THE ROLE OF THE TEACHER?
Mooc perception is consistent with what students think
about the function of teachers during their learning
paths.
● 52.6% recognizes to the teacher a quite important
role, as a source of support and ultimate decision
● 34% indicates that he is very important, for
guidance and interaction
● for 12.4% of the sample, teachers have an important
but not decisive role
● only 1% considers unnecessary the intervention of
the teacher (they could do well on their own)
source of support
guidance and interaction
Important but not decisive
unnecessary
ROLE TEACHER

10. STRENGHTS AND WEAKNESS OF A FLIPPED CLASSROOM
Students authonomy 30.9%
Students empowerment and responsibility 49.5
Auto-organization of activities 20.6%
Critical thinking development 25.8
Request for creativity 17.5
Others 0.0
Strengths
Weaknesses
Students authonomy 22%
Students empowerment and responsibility 11%
Auto-organization of activities
44%
Critical thinking development 12.1
Request for creativity 3.3
Others 15.4
«seguendo un corso on line da
soli ci siamo dovuti
responsabilizzare soprattutto per
quanto riguarda la gestione delle
attività di apprendimento e il
tempo da dedicarvi»
«in genere nell'insegnamento
tradizionale ci vengono inculcate
nozioni incontestabili "perché è
così"! L'approccio flipped classroom
rompe questi schemi»
«l'autonomia è un'arma a doppio
taglio, bisogna scegliere bene e
ragionare sulle giuste attività da
fare, pensare in un modo critico e
più pratico».
«non è facile trovarsi sprovvisti di
una guida per questo credo che
l'autorganizzazione delle attività
sia la cosa che non mi convince»

11. ROLE TEACHER AND PROJECT WORK
Teacher loses his centrality 5.3
Teacher has only an integration role 20.2%
Teacher can use material created by other 8.5%
Teacher leaves more action space to student 48.9%
Teacher interacts more with students 54.3%
Others (addresses students) 1.1
Students agree that:
Students do not agree that:
Teacher loses his centrality 40%
Teacher has only an integration role 37.8%
Teacher can use material created by other 6.7%
Teacher leaves more action space to student 7.8 %
Teacher interacts more with student
13.3
Others
Effectiveness of
Projectwork
Very effective: 91.4%
Not so effective: 8.6%
Learning Curve
Learning Curve
Learnt more then in a traditional
course: 60.2 %
Learnt the same: 29.5%
Learnt less: 10.2%

12. TAG-CLOUD DESCRIBING THE MOOC-BASED FLIPPED EXPERIENCE
• Fascinating
• Aggregative
• Endearing
• Freeing
• Appealing
• Autonomous
• Useful
• Diverse
«This project helps us to amplify
our knowledge and recognize the
role of new technologies in
learning letting us experiencing an
immersive context»
«This experience has been a mix of
studiyng, learning, collaborating:
a leaning by doing approach»

13. INSIGHTS FROM THE PILOT
CIP grant agreement no. 621030
Mooc and Flipped Classroom have the same
roots - the virtualization of processes – and a
common destiny: the progressive emancipation
of teaching approach from content, now widely
available and open.
THE VIRTUALIZATION OF
PROCESSES
The virtualization also imply the emancipation
of both the actors of the educational process
(student and teacher) from each other.
It’s the socalled “Uberization of teaching
phenomenon”.THE UBERIZATION OF
TEACHING

14. INSIGHTS FROM THE PILOT
CIP grant agreement no. 621030
The integration of MOOC into classroom
save MOOC from their destiny of shadow
education (with its own parallel business
model).
MOOC can scale content and container.
Flipped classroom can scale contexts through
capstone project design.
INSTRUCTIONAL DESIGN EMERGES
FROM THE SITUATION
BLENDING IS
A CRUCIAL KEY

15. INSIGHTS FROM THE PILOT
CIP grant agreement no. 621030
Time and space are freeing but they need to
be reenginereed and risyncronized
The university of tomorrow will be very much like a
learning network: temporary communities acting to
support learning needs. Evaluation as well as peer-
assessment become a type of access to distributed
knowledge
FREEING LEARNING
LEARNING NETWORK

16. CONCLUDING
Disintermediation of processes is a
driving force. Its power acts at any
level. Also in Education
A new re-mediation will be - at a
certain point - required.
But from where the new mediators
will come and how they will look
like?