(1) MOOCs European Stakeholders Summit

(2) Lessons from EPFL MOOCs

Pierre Dillenbourg, EPFL Center for Digital Education

Massive Open Online Courses (2008)Technology-enhanced learning (2004)

Swiss Virtual Campus (2000)Learning Management Systems (1999)

Virtual University (1999)Open Learning (1995)

e-Learning (1993)Online Education (1993)

Computer-Mediated Learning (1990)Educational telematics (1988)

Computer-Assisted Learning (1985)Computer-Based Learning (1980)

Computer-Assisted Instruction (1960)

É C O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E

(A) Graz University of Technology(B) Université Catholique de Louvain(B) Université Libre de Bruxelles(CH) EPFL (CH) ETHZ(CH) IDIAP(CH) IMD(CH) Université de Genève(D) Hasso-Plattner-Institut (D) IWM-KMRC(D) Ludwig Maximillians Universität(D) Technische Universität Müchen (DK) Danish Technical University(F) CNRS(F) Ecole Normale Supérieure, Lyon(F) Ecole Normale Supérieure, Ulm(F) INRIA(F) Telecom Bretagne(F) Université Pierre &Marie Curie(F) Ecole Polytechnique, Paris

(FIN) Aalto University(I) Universita degli Studi di Napoli Federico (IRE) Institute of Technology in Sligo(NL) Open Universiteit(NL) Technical University Delft(NL) Technical University Eindhoven(NL) Universiteit Leiden(P) Nova University (P) Universidade Alberta(P) University of Porto(PL) Poznan Supercomp- & Networking Center (SP) UNED(SP) Universidad Carlos III de Madrid(SP) Universitat Politècnica de València (UK) Edinburgh University(UK) Open University

Universities & Research Institutes

Associations & Institutions

EU Commission

EUCEN (222) European Universities Continuing Education

Network

EUNIS (128) European University Information

Systems

EUA (900) European University Association

EDEN (200) European Distance & E-learning Network

EADTU (29) European Association of Distance

Teaching University

ELIG e-Learning Industry Group

SCHOOLNET (30) Ministries of Education

EUROTECH (4) Network of Science & Technologies Universities

AMUE French U

CINECA Italian U

IVERSITY.org

Corporate Actors

US Platforms

EU Platforms

European MOOC activity

• There is a lot of energy in Europe for MOOCs

• Europe has great assets: Bologna (ECTS), Erasmus, FP7,

language diversity, public funding.

• The diversity of MOOCs does not enable a shared strategy at

EU level

• E.g. Giving credits, online proctoring, etc,

• Suprisingly, the MOOC lanscape remains quite geographical

• EU-commission strategy is not clear yet

• Portals and initiatives versus Platforms

• Associations write white papers but no action yet, except

EADTU

Some elements that emerges from the EU summit

Cambridge

EPFL

OxfordETHZ

Imperial Coll London

Univ Coll LondonUniv Leuven

Karolinska Inst Stockholm

Univ Edinburgh

Weizmann Inst Sci

Univ Zurich

Hebrew Univ Jerusalem

Univ Geneva

Univ Helsinki

Univ Bristol

Univ Munich

0

5

10

15

20

25

30

35

40

45

50

20 30 40 50 60 70 80 90 100

Num

ber o

f ERC

gra

nts (

6 ca

lls)

FP7 EU contributions (in milion EUR)

Leading European Universities: FP7 contributions vs ERC grants

Where are we ?

EPFL Situation on 01.06.2013

• Partnerhsip with Coursera and EdX

• 4 MOOC finished

• 17 MOOCs in preparation

• 12/21 are in French

• 3 Networks: EuroTech, RESCIF, FROOG

Center for Digital Education ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E

EPFL Center for Digital Education

Retention rates

65% show up16% watch videos at Week 8

24’000 students

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 online 7 online + 7 on campus 14 on campus no opinion0%

10%

20%

30%

40%

50%

60%

70%

«In the future, I would prefer to take this course…. »

Dat

a pr

oduc

ed b

y H

eath

er M

iller

& M

artin

Ode

rsky

MOOC ‘FRP SCALA’ (Odersky)

We got good news …

We do not decide who watch a MOOC

Data produced by Heather Miller & Martin Odersky

0

5

10

15

20

25

30

35

40

45

No HS Some HS HS Some Univ Bachelor Master PhD Other

Percentage

PARTICIPANTS' HIGHEST DEGREES

In a MOOC, how much time do students take to watch the video materialthat correspond to a 2 hours lecture ?

1.5 h 3 h 5 h

The need for reasonable over-generalisations

What motivates students to enroll?Median and range across 5 post-course surveys

Genera

l inter

est

Exten

d curre

nt knowled

ge

Professio

nal Dev

elopmen

t

Interest

in M

OOCs

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ent t

raditional

class

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ucation

Might t

ake f

ormal

colle

ge cl

ass

Geogra

phically

isolat

ed0%

20%

40%

60%

80%

100%

Yvonne Belanger, head Assesment & Planning, Duke University

By Patrick Jermann

Data produced by Heather Miller & Martin Odersky

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MOOC ‘FRP SCALA’ (Odersky)

MOOCs start to be taken in Africa

In French

0

15

30

45

60

Asia Americas Europe Africa Oceania

Proportion of students

dsp

analys…

linearopt

Lessons learned: MOOCs are demanding for students

assignments

videos, quizzes

http://www.chipestimate.com/blogs/IPInsider/?p=458

assignments

9+ 7 or 8 6 5 4 30%

5%

10%

15%

20%

25%

30%

35%

On-lineOn-campus

Answers from 84 EPFL students, M. Odersly & H. Miller

MOOC ‘FRP SCALA’ (Odersky)

Correlation between peer’s grades and TA’s grades

EPFL Center for Digital Education

R = .51R = .55

Lessons learned: MOOCs are demanding for teachers

assignments

Dat

a pr

oduc

ed b

y H

eath

er M

iller

& M

artin

Ode

rsky

MOOC ‘FRP SCALA’ (Odersky)

Exams ?

1. Plagiarism is massive

2. Students fear a loss of contact

3. Flipped classes are difficult to set up

4. Managing both internal & external students

5. The workload frightens teachers

6. Students criticize data owned by platforms

We got problems …

X|Cπ|φ

MOOCs are more social than you

believe

Individualisation

Social interactions

1960

1980

2000

2020

The Myth of Individualisation

MOOCS

Result from Loya Aniruddha, Aarthi Gopal, Isha Shukla // Patrick Jermann, Roland Tormey 

Regular Irregular0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1542

8786

301

17070

Drop OutStay In

Regular Irregular0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1542

8786

216

6427

Drop OutStay In

Routines reduce drop out MOOC ‘SCALA’

(Students who watched at least 1 lecture)(Students who uploaded at least 1 assignement)

Is Learning Analytics a Bubble ?

(1) Eye-tracking study of the role of deictics

http://www.youtube.com/watch?v=_8ev-qaA4TM

(2) Gaze-driven player for hands-free note taking:

http://www.youtube.com/watch?v=AffjJm6etY8

Over-expectations are the worst friends

of learning technologies

Better be an actor than a spectator

Pierre Dillenbourg, EPFL Center for Digital Education