- École Polytechnique Fédérale de Lausanne (EPFL) engages in Massive Open Online Courses (MOOCs) to enhance its reputation, improve teaching methods, enable collaboration opportunities, and potentially generate revenue from continued education programs. - Retention rates for EPFL MOOCs show that 65% of students enroll but only 16% are still watching videos by week 8 of the courses. - Surveys of MOOC students found that the most common motivations for enrolling were a desire to learn about the subject and for personal enrichment or interest in the topic, rather than for career or academic reasons.

1. ÉCOLE POLYTECHNIQUE
FÉDÉRALE DE LAUSANNE

3. http://blog.recherche-action.fr/intermedes/files/2012/08/DSC01688.jpg

4. http://upload.wikimedia.org/wikipedia/commons/f/f7/Veterans_day.jpg

6. Over-expectations are the worst friends
of learning technologies
ÉCOLE POLYTECHNIQUE
FÉDÉRALE DE LAUSANNE

10. Retention rates
65% show up
16% watch videos at Week 8
24’000 students

11. Explicit indicators of student intent
A B

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ÉCOLE POLYTECHNIQUE
FÉDÉRALE DE LAUSANNE

13. Why does EPFL engage in MOOCs?
Visibility: Enhance EPFL reputation
– Unique selling point MOOCs
Internal: Improving teaching
– Learning data analytics
– « Flipped » classrooms
Networks: collaboration opportunities
– RESCIF: education for French speaking Africa
– EuroTech: MOOCs for postgraduate education, with DTU, TUM, TU/e
Continued Education
– Potential source of revenue
Citizens
– Raising interest in the population

14. DataproducedbyHeatherMiller&MartinOdersky

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16. What motivates students to enroll?
Median and range across 5 post-course surveys
0%
20%
40%
60%
80%
100%

17. Most students appreciate MOOCs
0%
10%
20%
30%
40%
50%
60%
70%
14 online 7 online + 7 on campus 14 on campus no opinion
«In the future, I would prefer to take this course…. »
DataproducedbyHeatherMiller&MartinOdersky
MOOC ‘FRP SCALA’ (Odersky)

18. assignments
videos, quizzes
http://www.chipestimate.com/blogs/IPInsider/?p=458
assignments
0%
5%
10%
15%
20%
25%
30%
35%
9+ 7 or 8 6 5 4 3
On-line
On-campus
MOOC ‘FRP SCALA’ (Odersky)

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http://www.futuregov.asia/photologue/photo/academia/
http://tccl.rit.albany.edu/knilt/index.php/Unit_One:_Web_2.0_in_Education

20. assignments

21. assignments
DataproducedbyHeatherMiller&MartinOdersky
MOOC ‘FRP SCALA’ (Odersky)

22. Data produced by Heather Miller & Martin Odersky
0
500
1000
1500
UnitedStates
RussianFederation
UnitedKingdom
Germany
France
Poland
Ukraine
India
Spain
Switzerland
Canada
Sweden
Netherlands
Other
Brazil
Italy
Finland
Australia
Belgium
Argentina
Norway
China
CzechRepublic
Belarus
Afghanistan
Hungary
Romania
Austria
Israel
Ireland
Greece
Denmark
Mexico
Japan
Croatia
Portugal
Singapore
SouthAfrica
Turkey
Slovakia
Bulgaria
Estonia
NewZealand
Serbia
Korea,Republicof
Colombia
Philippines
Uruguay
Iran,IslamicRepublicof
Vietnam
Kazakstan
Taiwan,Provinceof
Chile
Lithuania
Pakistan
Slovenia
Lessons learned: becoming global
MOOC ‘FRP SCALA’ (Odersky)
China?

23. In French
0
15
30
45
60
Asia Americas Europe Africa Oceania
Proportion of students
dsp
analys…
linearopt

24. – Subtitling and translation
– Volunteers for tutoring
– Local study groups

25. R = .51
R = .55

30. MOOCS

34. Better be an actor than a spectator