My presentation in Bett show 2016 Massive Open Online Courses (MOOCSs) are playing an important role in university strategy discussions since they offer new learning opportunities and can change teaching practices. Despite the overall impact of these courses in the higher education system is still unknown, there is an emerging teaching practice that considers the use of MOOC content and activities as part of formal learning courses in face-to-face universities. These practices convey diverse types of hybrid methodological combinations. These emerging scenarios are worth exploring to understand the potential and challenges of the phenomena. To contribute to this understanding, in this talk I will present our research about the use of MOOC resources (basically videos) in blended learning practices in the higher education sector Read more: http://www.bettshow.com/Seminar/MOOC-videos-in-blended-learning-practices#ixzz4J0NB7Irb

1. MOOC videos
in blended learning practices
Laia Albó
Universitat Pompeu Fabra (Barcelona)
Interactive Technologies Group
laia.albo@upf.edu @LaiaAlbo

2. Universitat Pompeu Fabra, Barcelona

3. Technology Enhanced Learning
Interactive technologies group
http://gti.upf.edu/

4. •New learning opportunities
•Changes in teaching practices
MOOCs

5. MOOCs in higher education
Albó, L., Hernández-Leo, D., Oliver, M. (2016) Are higher
education students registering and participating in
MOOCs? The case of MiríadaX. EMOOCs 2016
conference, Graz, Austria.
33% of MiríadaX participants
are higher education students

6. Blended MOOCs
•Diverse types of
combinations
•Emerging scenarios

7. Survey
Albó, L., Hernández-Leo, D., Oliver, M. (2015). Blended
MOOCs: University teachers’ perspective. HybridEd
Workshop inside EC-TEL 2015, Toledo, Spain.
University teachers’ perspective

8. Research questions
University teachers’ perspective
• Level of acceptance
• Main entry barriers
• bMOOC models
• Challenges

9. • High level of
acceptance
• Flipped classroom
• Entry barrier: novelty
University teachers’ perspective
Results

10. • Institutional
• Technological
• Pedagogical
University teachers’ perspective
Challenges

11. Video-based learning experiment
Activity in class where
students could access
the videos by using…

12. All videos Half videos Any
Students(%)
Laptop
Smartphone
Video views by device used

13. A Hands-on Experience with Wireless Sensor Networks
MOOC in P2PU: http://course.handsonwsn.org/

14. MOOC resources
Videos

15. MOOC resources: videos

16. MOOC resources: videos

17. MOOC resources: videos

19. Computers + electronic components

20. Computers + electronic components
Students working in groups

21. Computers + electronic components
Students working in groups

22. Computers + electronic components
Students working in groups

23. Computers + electronic components
Students working in groups

24. Computers + electronic components
Students working in groups
2 facilitators

25. Computers + electronic components
Students working in groups
2 facilitators

26. Flipped classroom?

27. Flipped classroom?

28. Students interactions with the course content

29. • 93% have fulfilled all their initial expectations.
• Utility of videos in 3.64 out of 5.
73%
20%
7%
Strongly
agree
Agree
Videos have helped you to become more
autonomous?

30. Hands-on classroom
•Autonomous
•Flexible
•Significant

31. • Nature of the course
• Behaviour emerging from the students
• Design of the activities
Flipped or Hands-on?

32. EDEN 2015 Annual Conference
Albó, L., Hernández-Leo, D., Barceló, L., Sanabria, L.
(2015). Video-Based Learning in Higher Education: The
Flipped or the Hands-On Classroom? EDEN Annual
Conference, Barcelona, Spain.

33. MOOC videos
in blended learning practices
Laia Albó
Universitat Pompeu Fabra (Barcelona)
Interactive Technologies Group
laia.albo@upf.edu @LaiaAlbo