Speaker sessions - topic-specific

Back to program

Monday November 2, 2020

Collaboration and MOOCs

3:15–3:45PM – Presentation 1

MOOCs on EDUlib: from knowledge transfer to enabling learning

MOOCs can certainly be designed for knowledge transfer – but how can they also become a part of more active forms of pedagogy? The EDUlib team has been working to answer this question since the launch of its very first MOOCs. Both the approach and functions of this platform are unique. Moving beyond learning activities built into partner institutions’ courses, we have also sought to multiply the ways instructors can use our MOOCs and to develop associated resources (videos, quizzes, etc.), as well as teaching approaches and innovations that can be reused in other settings (hybrid courses, online courses, SPOCs). This roundtable will discuss how MOOCs designed by EDUlib partners are becoming vectors for learning.

3:45–16:15PM – Presentation 2

Innovation, inclusion and reputation – drivers of MOOC co-creation

MOOCs have generated much enthusiasm since The New York Times recognized them as the phenomenon of the year in 2012. This presentation sets out the various steps in the co-creation process for an interdisciplinaryMOOC developed by the École des sciences de l’administration at Université TÉLUQ.

The authors describe the three institutional factors (reputation, inclusion and innovation) that have guided the project and brought together the various categories of players who were involved right from the conceptualization phase.

The first task was to bring them together and convince them to participate, draw up a diagnostic, identify the main problems and develop a unifying project centred on a depiction of the future that was conceivable, feasible and easy to communicate. To facilitate the next steps – design, delivery, promotion and evaluation – we developed reference points and a formal framework of conditions for co-creation.

Various forms of converging circumstances, ideas and people reinforced the iterative nature of the process.

4:15–4:45PM – Presentation 3

General chemistry, the inverted classroom and MOOCs

This presentation is intended to show our transformation process for the qualifying-year General chemistry course at Polytechnique Montréal. We will discuss our process for converting the traditional course to an inverted classroom setting, and how we designed the brief videos (theory, interviews and lab sessions). The adaptations used to make this course fully remote will also be explained. Finally, we will present the results of a satisfaction survey completed by students taught in this inverted classroom.

4:45–5:15PM – Presentation 4

FADIO – a living educational ecosystem

Last spring, educational institutions in the Lower St. Lawrence and Gaspésie/Îles-de-la-Madeleine regions overcame a tremendous challenge that took them entirely by surprise. What better way to test the success of their collaborative governance at FADIO? Through pre-established communication and mutual aid between partners, a number of initiatives were carried out and helped to quickly train hundreds of education stakeholders to deliver distance education. Without this collaboration, participants would have found training sessions, tools and support services harder to access on this scale. This experience demonstrated the benefits of working collaboratively, and thoroughly prepared participants to resume classes. Following renewal of the third collaborative arrangement, find out how the 18 partners were able to develop quality practices in distance education.

Back to program