CominOpenCourseware

26March

AGENDA 1.team

2.context

3.support

4.goals

5.principles

6.work

TEAMCamila

CanellasOlivier Aubert

Yannick Prié

Colin de la Higuera

Some organisations is involved with

Some concrete elements• Colin de la Higuera is conference chair of OCWC 2014• Colin de la Higuera is trustee of the Knowledge 4 All foundation• Yannick Prié is OpenCourseware delegate for University of Nantes• Yannick Prié is member of the PCs of…• The COCo team members are active in the different French working

groups for MOOCs, e-learning or educational ressources.

SUPPORTACTORS

Université de NantesÉcole des Mines de NantesCentrale NantesTélécom BretagneUniversité du Maine (Laval, Le Mans)UEB (Rennes, Brest, etc.)CNRSINRIAIRISAFUNVideolectures.net …

OUR GOALS

Exploring new techniques for e-

learning

Creating open multimodal contents

for knowledge diffusion

Leveraging annotations in video-centered pedagogical

resources

Using machine learning to support open educational

resources

RESEARCHDOMAINData ScienceeLearning (annotation, traces)Machine LearningNatural Language Processing

CHALLENGEIndexationPedagogical InnovationAnnotationEvaluation

PRINCIPLES

OpennessOpen content, freely reusable and remixable, as in the 4 Rs of OERs: Reuse, Revise, Remix, Redistribute.

Video-centeredFocus on video-based content enriched and augmented by annotations. Rich media and hypervideo rendering. Features for collaborating on videos.

End-user empowermentActive reading and appropriation aimed at learners, teachers, general public. Individual and collaborative engagement. Integration within other tools (anchoring possibilities, standards respect).

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PRINCIPLES

Continuous evaluationStrive for quality at several levels: content, user experience and platform. Continuous improvement with regular testing.

Open-source and standardsUsers and developers have access to the source code. Platform building with open source technologies. Systematic use of standards and standardization effort.

Operational principlesFull sovereignty over the produced data and metadata. Mobile design (responsive design). Offline ability, digital accessibility (low bandwidth users, variety of learning situations).

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Video Course/Lecture Enrichment(1) A video is available and (2) it is possible for the learners to annotate it (active reading). (3) The teacher analyses the annotations and may use them to (4) improve his next lecture. (5) Using the annotations it is also possible to add an abstract, a table of contents, i.e. making the content of the video easier to understand. It can be made by a pedagogical team or directly by the learners themselves.

Emergence of a Scenarized Seminar(1) A rough/catch up seminar (V1) is available. (2) Users (teacher, learners and colleagues, depending on the situation) annotate the video. (3) A pedagogical team as well as the teacher use the annotations to scenarize and improve the seminar. (4) A new version (V2) is produced. This scenario can also be used in lectures.

Leveraging Annotations in MOOCsIn this scenario a MOOC enriched by the possibility to annotate the video lectures is provided. This way, learners find a MOOC that is interactive and dynamic concerning the learning process. Our vision is to perceive Moocs as an experiment in pedagogy.

Course Enrichment/Flipped Classroom(1) The teacher is involved and makes video course modules or complimentary material. (2) Learners can annotate, discuss the material, prepare questions, etc. (3) The teacher reads the annotations and prepare his class. (4) Learners and teacher discuss the content and answer questions, what we call an active lesson.

WORKUnivers et Planètes

WORKInformatique | L1

WORKSeminars

comin-ocw.fr/THANK YOU