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A collection of MOOCs to create digital programsPierre Rolin, Denis Moalic, Rémi Badonnel, Olivier Berger, Jihane Fouzai

To cite this version:Pierre Rolin, Denis Moalic, Rémi Badonnel, Olivier Berger, Jihane Fouzai. A collection of MOOCs tocreate digital programs. OOFHEC 2019: the Online, Open and Flexible Higher Education Conference,Oct 2019, Madrid, Spain. pp.86-99. �hal-02398007�

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CollectionofMOOCtoCreateDigitalProgramsPierreROLINIMT,France,[email protected] DenisMoalic IMTAtlantique,France,[email protected]

RémiBadonnelUniversitédeLorraine,LORIA/INRIA,[email protected]élécomSudParis,Franceolivier.berger@telecom-sudparis.euJihaneFOUZAILaboratoireBONHEURS,UniversitéCergy-Pontoise,[email protected] After thepioneeringage, IMT isnowenteringthedevelopmentandprofessionalizationphase.ThepurposeofthispaperistopresentthedevelopmentofacollectionofMOOCintheareaofNetworks– Telecommunications, how those contents are designed and used in programs for students andprofessionals

Thecreationofafullonlinedegree,bachelorormaster,requirestheavailabilityofalargenumberofcourses,sharingsimilarrulesofdesign(length,structure…)andconsistentvocabulary.FLIRT1projectpurposes were to create a collection of on line lectures in a common technical domain(telecommunications).ThiscollectionprovidesnowasolidbasistocreateeducationprogramseitherforinitialeducationandlifelonglearningcontexttoexperimentrevenuegenerationfromMOOCandbusiness model [1]. This paper provides design rules, use cases and figures about first programsexperimentation.

Keywords: lifelonglearning,on-lineeducation,mooc,spoc,telecommunications

1. IMTcontextIMT (Institut Mines-Télécom), a network of French graduate engineering schools, is a publicinstitution dedicated to higher education, research and innovation in engineering and digitaltechnology.Alwaysattentivetotheeconomicworld,IMTcombinesacademiclegitimacywithstrongcorporaterelationships.

1 ProjectsupportedbyANRprograminvestissementsd’avenir–FLIRTstandsforFormationsLibresetInnovantes dans les Réseaux et Télécoms – Free and Innovative Courses for Networks andTelecommunications)

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Focusingonkeytransformationsindigitaltechnology,industry,energyandeducation,IMTtrainstheengineers,managersandPhDswhowillplayanactiveroleinthemajorchangesofthe21stcentury.

13,660 students are studying in Master of Science in Engineering, Master of Science, Master inManagement,ExecutiveMBAandPhD.IMTisstronglyinvolvedintheproductionofMOOCinFrenchand English languages. Since 2013, 45MOOCs have been produced and broadcastedmainly on 2platforms: FUN (France Université Numérique) and EdX.org. Scientific domains covered by theMOOCsareNetworks–Telecommunications (subjectof thispaper), Sciences forengineers, ITandprogrammingandDigital,energyandindustrialtransitions.

MOOCsareapillarof learning transformationat IMT inGraduateprograms.MOOCsare currentlyusedintheframeworkofcorecurriculainengineeringandmanagementcourses.

Lifelong learning programs, mainly followed by professionals and job seekers, MOOCs areincreasinglyusedbycompanies:theyregularlyusethiskindofflexibletrainingmethodtotrainstaffmembersbyrecommendingaMOOCorofferingthemasaSPOC(SmallPrivateOnlineCourse).

2. ProducingacollectionNetworks and telecommunications fields are historical education domains of 5 IMT engineeringschools for developing professional skills. Although MOOCs have a similar purpose as classicalcourses (acquiring knowledge and skills), pedagogy must be adapted to on line learning. FLIRT1project,fundedbyANR2from2016to2020,aimsatdevelopingacollectionofcontents,intheformofMOOC,sothatconsistentonlinecursuscanbeproposedtostudentsandprofessionalsinlifelonglearningcanbeevaluated.

2.1. CommonpedagogicalframeworkFirstlytheprojecthasdesignedacommonpedagogicalframeworkapplicabletoallMOOCproduced.EachMOOCimplements3onlineactivitiestodevelop:

Knowledge: mainly based on video lectures to establish knowledge and quiz to enforce it andevaluate. Theoretical concepts are developed, vocabulary is defined andmodels (mathematical…)aredescribedandexplained.

Practicalapplication:theassociatedskillsaredevelopedthroughcasestudiesapplyingknowledgetoreal cases. Learner has to apply his/her knowledge to solve a problem, evaluate a situation andproposeasolution…

Know how: these skills development are based on labs to apply knowledge inside “equipment”.Learnerhastosetup,configureandmeasureadescribedsituation.

Professionals’skillsaredevelopedthroughthepracticalandknow-howactivities.

Ageneralstructureforeachlecturehasbeendefinedhasfollowed:

Durationor organization: 5 to 6 chapters (orweek). A typical chapter (orweek) consists in 4 to 7lectures,ausecaseactivityandanonlinelaboratoryactivity(e.g.,simulation). 2 Agence Nationale de la Recherche program Investissements d’avenir.

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Thestudentworkloadforthewholecourseactivitiesisabout25hours(around5hoursperchapter)whichroughlycorrespondto1ECTS(providedthestudenthastheappropriatepre-requisites).

EachMOOCcontains2sectionscommontoallMOOCinthecollection

First section: contains personal questions (who are you,motivations…) useful to analyze studentexpectations, personal presentation to other students in a dedicated forum, pedagogical teampresentation,aprerequisiteQuizandrecommendationsaboutcourseorganization,workload,skillstargetedbythecourse…

Attheenda:“Youropinion”sectionqueriesaboutlevelofsatisfactionandquestionsaboutskilllevelachievementbeforeandafterthecourse.

Most teachers implied in the project produced their very first on line lecture. The project alsorecommendsthebuildingofmulti-teachers/schoolsteams.Thishasmanyadvantages:lesswork-loadfor each teacher; benefit from teacher best expertise (practice) on each issue; content reuse byteachersintheirtraditionallecturesandalsoincreaseteachersskillstoonlineeducation(productionand use). As a consequencemanaging the pedagogical team and vocabulary consistency are twocriticalissues.EachMOOChasascientificleader,managingtheMOOCproductionandthesupportofapedagogicalengineer(masteringtheplatformandvideoproduction).

2.2. Common“edition”frameworkWhile different universities and partners are associated to produce MOOCs in the project, is itimportanttoensureconsistencyamongMOOCs.Thus,severaltoolsandprocesseshavebeensetup,toguideandhelpMOOCproducersintheirwaytodevelopMOOCs.

Aproductionprocessandchartrulestoguideteachersworkhavebeenproduced.ChartingrulesarebasedonaPowerPointframeworkdefiningacommonlookandfeel,aMOOClogoandtextsizesoastobeeasytoreadduringvideoandhowteachervideocanbeincrusted(Figure1).

Look&feelisimportanthasitsignsvisuallythecollectionineachvideo.Agraphicalcharterhasalsobeendevelopandprovidedtovideoeditorsandteachers.

ThePowerPointmodel canbedirectlyusedbyprofessorandgiven to thevideoproduction. Ithasbeen recommended that each video sequence stay below 7 minutes and focus on one or twoconceptsmaximum.

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Figure1Recommendationexample

3. FeedbacktopedagogicalteamAcriticalissueforprofessorsinonlinecourseistoknowwhatlearnersaredoing.Dotheyprogress?Are theysatisfied?Wheredo theyspend timeorgetblocked?The forumprovidesa feelingaboutlearners’difficultiesbutveryfewstudentsarepostingontheforum[2].Accordingtoourexperiencethis is lessthan10%ofactive3students inpublicMOOCandbarelyused inSPOC.FLIRTprojecthasdevelopedtoolstotrackandmanagelearners’progressandbehavior.

3.1. FollowingstudentsMOOCpilot4tool,developedwithintheproject,collectsperiodicallycoursegradesandpresenttheresultingraphicalform3.

The graph (Figure 2) represents the exercises’ success rate. Columns represent exercises. Onecolumn contains all learners who completed this exercise. It is made up of several groupsrepresentingthelearners’distributionbasedontheirresults(below0.25,from0.25to0.5,from0.5to0.75,over0.75). Thisprovides informationaboutwhere studenthavedifficulties (gradesbelow50%)andhowmanyhavedoneeachexercise(oneexercisepercolumn).

3.1.1. Diligentlearnersevaluation

3 Anactiveorstartedstudenthasgotagradeinatleastonegradedexercise.Thereareusuallymuchlessactivestudentsthanenrolledstudents.

4MOOCpilotisfreesoftwareavailableonGithubthedevelopmentplatformforopensource.

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Figure2Studentsprogressandresultsquality.

We define as “diligent learners” (one can also say assiduous) students that did the first gradedexercise in week 2 and week 1 exercise(s). This criterion is useful as one knows that a strongproportion of learners drop out during the first week. The “diligent learners” proportion thatcomplete the course, obtains the required global grade for success, is a significantMOOC qualityindicator.

Thegraph(Figure3)displaysthenumberoflearnersperformingeachexercise,basedonwhentheyperformthem.Linesgiveexercises’name.ColumnTotalgivehowmanydidexercisescitedonline,columnsC1,C2,…givegradescollectiondate andhowmanydid theexercisesduringperiodspan(datacollectiondate)C1-C2,C2-C3….Onebubblecontainsnumberof learnerswhocompletedthisexercise. When browsing over each bubble, percentage enrolled students and active students’5percentage are given.On Figure 3 the first graded exercise inweek 2 is ES02 also reading bubble(ColumnTotal,LineES02)gives“diligentlearners”numberandpercentage.

5 An active or started student has got a grade in at least one graded exercise.

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Figure3:Temporalprogressionalsocalledcumulative

Asanexampleonfigure3above:forexercise“ES02”

• 378learnerstooktheexerciseintotal.

o 283ofthemtookitbeforedatacollectiondate“C1”(i.e.,2019-06-15),

o 35ofthemtookitbetweendatacollectiondate“C1”(i.e.,2019-06-15)andC2(2019-06-22)

o Etc.

MOOCpilot measures many other criteria, including forum performance (number of posts,unanswered questions,most active learners, etc.), individual progression, students list that did anexercise.Interestedreaderwillfindin[PLA18]moreinformation’s.

3.1.2. MOOCglobalevaluation

In order to compare different sessions of the sameMOOC or differentMOOC five indicators arefollowed(Figure4).InaMOOCtheenrolledlearners’proportionthatdoesagradedexercise,namedstartedoractiveorstudents,intheMOOCisalwayslow.Inthisexamplethiswasonly22%andthosethatcontinueafterfirstweek,diligentstudents,isevenlower.

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Successful studentshaveaglobalgradehigher than the thresholddefined for theMOOC.Figure3canbecomputedwithathreshold,thenlinegradeprovidesdirectlysuccessfulstudentsnumberandpercentage.

Figure4:Commonindicatorsfollowed

3.2. SkillachievementThe final QUIZ asks students to scale their perceived skills level mastering before and after theMOOC. Each student evaluates its personal skill level in the range [0, 10]. The Figure 5 showsstudents responses synthesis for MOOC PRD6 session 8 (spring 2019). A graph shows responsedefinitionandanaverage iscomputed.MOOCPRDsession7(Autumn2019) isalsogiven.Onecanobserve that for two learners’ population, temporally separated, average gain values are prettyclose.

Figure5:Skill2personalevaluation 6 PrincipedesRéseauxdeDonnées(DataNetworksEssentials)

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As an example for figure 5: for skill 2 targeted by theMOOC PRD8, skill mastering perceived bylearnersis

• 4,91beforetakingtheMOOC,

• 6,74aftertheMOOC,

• Meaningagainof1,82pointsoutof10.

4. BuildingcursusFLIRT project includes more than 10 courses (Figure 6) covering partially the scientific domain(networksandtelecoms).Theyareusedto:

- proposetostudents(initiallearners)partialorcompletedegree,

- answertolifelonglearningdemands.

Figure6MOOCslist,MOOCabbreviationsnamesusedinsidethispaperareenclosedby()

Thecoursestructuredescribedinparagraph2.1providesvaluableargumentstoproposetolearnerseitheronlinefreeaccesstoknowledgeorpaidaccesstoprofessionalskillsassociatedtoacertificatedelivery. For example, MOOC can propose a free access for video lectures and quizzes, whilepremiummemberscanaccesscasestudies,labsandsimulators

4.1. StandaloneMOOC4.1.1. FreeMOOCsessions

MostMOOChavebeenbroadcastedpublicallyonFUNinFrenchlanguage.Pubicis55%inFranceand40% inAfrica (French speaking countries).Wehaveobserved that for thenetworksand telecomsdomain,more than60%of enrolled learners areprofessional occupying a position.Amongwhich50%workinlargecompaniesand50%insmallormiddlecompanies.Themotivationsexpressedbythesetwogroupsaresignificantlydifferent.

Largecompanieslearnerswishtoobtainabetterposition,changeofcategory.

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SMEsandPMEslearnersexplainthattheyanticipateevolutionbusinessandwanttokeeptheirskillsuptodate.AcomparisonofdifferentMOOC(Figure7)exhibitssignificantdifferencesaccordingtopre-requisiteslevelbuttheMOOCbroadcastingperiodmeritsmoreattention.Onecanobservethatinaverage14.4%enrolledstudentbegins,65%ofstartedbecomesdiligent.Thediligentsuccessrateishigh67.9%.WeakdiligentsuccessratearetypicalofMOOCsdifficulty.PRDrequiresalotofwork(6 to7hoursperweek),Propag-Radioassumesverygoodknowledge inPhysicand targetsmasterdegree students also many enrolled mays have abandoned after pre-requisite quiz. Even whendifficultyandpre-requisiteareclearlypresentedintheMOOCdescriptionmanylearnersenrolled.

MOOCname Average PRD_6 RO FTTH Propagradio SR_1 SR-2 LAN_1 LAN_2Targetedaudience preBachelor Bachelor preBachelor postBachelor Bachelor Bachelor MOOCPRD MOOCPRD

Enrolled 7267 10246 6250 4325 6352 6080 8313 5774

%started 14,4% 12,9% 22,0% 30,3% 6,0% 8,3% 8,4% 18,9% 8,5%

%diligent 9,3% 7,8% 14,0% 18,6% 2,8% 7,4% 7,2% 12,6% 4,3%

%success 6,5% 3,9% 8,9% 15,3% 1,1% 6,2% 5,7% 7,8% 3,4%

%diligentsuccess 67,9% 49,4% 63,0% 84,9% 40,0% 85,0% 79,0% 62,0% 79,5%

Figure7MultiMOOCofthecollectioncomparison

Theaverageglobalperceivedgain is2 (Figure8).TheMOOCFTTHbeinganexceptionasstudent’sprerequisiteknowledgeonthetopicislow.MOOCPropag-Radio,evencomplex,achievesthesecondbestgain.

PRD_6 PRD_7 PRD_8 RO FTTH Propagradio SR_1 SR-2 LAN_1Average preBachelor preBachelor preBachelor MOOCPRD preBachelorpostBachelor Bachelor Bachelor MOOCPRD

Skillgain 2,46 2,38 1,71 1,78 2,02 5,35 2,68 2,11 2,30 1,81Estimationbefore 4,46 3,92 3,91 4,17 5,53 2,68 5,35 4,61 4,54 5,43Estimationafter 6,92 6,30 5,62 5,95 7,55 8,03 8,03 6,72 6,84 7,24

Figure8Skillgaincomparison

Collection impact on enrolment is important. A communication for each new MOOC (or MOOCsession) is made to all enrolled students of otherMOOCs in the collection. Important enrolmentpeaksareclearlyandimmediatelyvisible.

We alsomeasure dual enrolment in theMOOC of the collection. Figure 9 shows dual enrolmentfiguresforMOOCROsession1(morethan10000enrolmentseeFigure7).ThecloseristhepreviousMOOCsession,themorestudentsenroll.OnFigure9FTTHwas3monthbeforeROsession.LANandSRfinished6monthbefore.PRD6tookplaceoneyearbeforeandmoreforPRD5

PRD5 PRD6 LAN SR FTTH1239 1329 1929 1768 246512% 13% 19% 17% 24%

Figure9:Collectionimpactonenrollments,proportionofdualenrolments.

4.1.2. Certificate

TheprojecthasexperimentedonMOOCPRD(session7and8)afreemium/premiumproposal:

- DISCOVERY:freebutprovideaccesstoreducecontent,merelythetheoreticalcontents.

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- QUALIFYING:providingaccess toallcontent:knowledge,useandknowhow(asdefined inparag2.1),additionalcontents,onlinebas(seeparag4)plusaproctoredexamtoobtainanIMTcertificate.Thepriceis150€.

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QualifyingFormula Session8 Sesion7

Percentageofenrolledlearnerstakingthe«qualifing»offer”. 0,4% 0,5%

%started 100% 80%%diligent 80% 63%

%diligentcertified 56% 70%%certified 45% 44%

Figure10:ObservedresultsinformulaQUALIFYING

Figure10showsthatsurprisinglythere isstilla learner’sproportionthatdoesnotevenstartwhilepayingforadditionalcontent.DiligentproportionismuchhigherthaninpublicMOOC(seeFigure7).Andonly45%of themobtained thecertificate, this ismuch less than inaclassical teaching.SomelearnersdidachieveaprettygoodgradeintheMOOCbutdidnotmaketheproctoredexam.Queriedby mail all explained that they were not feeling self-confident. Achieving student self-confidenceappearsanonlinecourseweakness.Inaclassroom,directcontactwithotherstudentsandateacherbuildsabetterself-confidence.Onlinestudentsworkaloneandbarelyusetheforumstogethelp,evenwhentheypaythecourse.

One can also observe on Figure 8 that from PRD6 (session 6) to PRD7 (session 7) the skill gaindecreases. This corresponds to the fact that inPRD6all studentshadaccess to thewhole content(equivalenttoQUALIFYINGformula)whileinPRD7mosthadonlyaccesstoDISCOVERYcontent.Self-skillevaluationappearsconsistentwithaccessiblecontentreduction.

4.2. MOOCPrograms

IMToffersseveralMOOCprogramsfordevelopingskills stepbystep. IMTMOOCsareproposed insession mode (as opposed at self-paced or always available). These enables to provide supportlimitedintime(teachingassistantduringthesession)andtocontrolforum(avoidillegalusage).Thedrawbackisthatlearnersmustdoalltheworkduringthesession.

4.2.1. NetworksMOOCprogramonFUN

A threeMOOCs sequence in thedomain “networks and telecommunication” has beenplanned sothatlearnerscanfollowMOOCAALDT(January–February)thenMOOCPRD(March–April)andthenMOOCRQOS(May-June)CommunicationhasbeenmadeonthesequenceasawholeandnotMOOCbyMOOC.OnecanobserveonFigure11that thecommonenrolmentproportion is importantandhigherthanobservedonFigure9.15%haveenrolledinthethreeMOOC.

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Figure11CommonenrolmentsinsequencedMOOCsessions

But ifwe lookon“started”Figure1(Figure12) resultsaremoredisappointing.There isnoobviousproofofstudentcommonlystarted2MOOCincrease.Theproportionofstartingstudentdecreasesfrom first MOOC to second and third. A possible explanation is that the broadcasting period isprobablythemostimportantcriteriauponstudentavailabilitytoperformMOOCactivities.

ALDDT PRD8 RQOS6NBstarted 1112 867 445%started 33% 22% 12%NbstartedcommontoALDTand 1112 194 40%startedcommon 100% 17% 4%

Figure12:Anlysisofstarted

4.2.2. “Networksbasics”programwithcertificateThe program “Networks basics” composed of 4 on line courses (ALDDT, PRD, LAN and FTTH seeFigure 6) is proposedwith “Ecole Supérieure Polytechnique” (ESP)Dakar Senegal for 100000 Fcfa(paidatESP).SuccessfulstudentsobtainanIMT-ESPcertificate.Studentworkloadisevaluatedto150hours.Theprogramdurationisonesemester.Itisplannedtoproposetheprogramtwiceayear,forautumnsemesterandspringsemester.ItisImplementedas4SPOC(ie,notpublicMOOCs)onFUNcampusplatform.

Communication is made in newspapers and radio. ESP has enrolled 75 students in 2019 session.SPOCsweresequentiallyopened,oneeverymonthandremainopeneduntiltheendoftheprogram.Weekly mail was sent to students in order to maintain their attention. Teaching assistants wereavailabletoanswertostudentsquestionsbuttheyhadnearlynoquestionontheforum.

Teaching assistant are quite passive and only reactwhen triggered by learners. Conclusion is thatteaching assistant should be more proactive as community managers and coaches to enhancedlearners’interaction,senseofcommunityandmotivation.

Moststudentshaddifficultiestoworkregularlyandthemajorityisquicklygettingbehindschedule.Finallyonly14studentsamong75gotthecertificate.

4.3. Lifelonglearning-Blendedprograms[4]–HybridMOOC5

Encouraged by observation about public MOOC professional audience (cf. parag 4.1.1) multiplemarketingapproacheshavebeenexperimentedduring theprojectby IMT lifelong learning service(TelecomEvolutionTeV).

The initial businessmodel was to sell programs based on severalMOOCs associated with labs inphysicalspaceswithIMT’sequipmentandacertificate.Itappearedthat100to150hoursprograms

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donotrespondmarketexpectations:theyaretooheavyforcompaniesandprofessionalswhoprefershort and modular trunks. Shorter modules have been set up such as a single course (SPOC)associatedwith a learner progress survey available tomanager, a teaching assistant to answer tolearners questions. An administrative person to enrolls learner and responds to technical issues(questionsrelatedtotheplatform).Adedicatedplatformthatprovidesacompletionprocess(learnermustdosequentiallythecourse)hasbeenused.Evenifthisproposalgotaverygoodfeedbackwhenproposed tocompanies thenumberof realcustomers remains low.Theuseof forum isalsoquiteinexistentalso itnotworthwhile topay fora learningassistantduringa session if theyactonly in“reactivemode”andnotascoaches.Whenaquestionrelatedtothecontentandneedinganexpertappears, theadministrativeperson relays it toa teacher. Learners’ feedbackwasverypositivebuttheyexpresseddemandsforhandsonactivitiesinphysicalworkshops.

Alsonewofferingaremerelyhybrid[6].Aoneortwodayssessionforpracticalactivities(Lab,casestudies)isproposedaftertheonlinecourse.

Somecoursesaredeployedinhybridmode,mixingonlineactivities(mainlytheoretical)intheformofMOOCorSPOCandhandsonactivitiesinphysicalspaces,suchaslabs.

Resultsareveryencouragingintermsof

• Meetingmarketneeds

• Revenuegenerationinacommercialapproach

• Skillacquisitionforlearners

• Learners’satisfaction

Asanexample,ahybridcourseon InternetofThinghasbeendeployed forprofessionals inmarch2019.

Coursewasdeployedduring3days,mixingonlineactivitiesandhandsonactivitiesinworkshops.

13traineesboughtthiscourse(1900€).

100%werecertified(basedononlineevaluationandworkshopproduction)

• 100%weresatisfied(35%verysatisfiedand65satisfied)

Feedbackfromlearnerswasverypositive

• They much appreciated the hybrid format – learn at their own pace, autonomy in theirlearning,flexibilitytopickupareasofinterest

• Theyappreciatedthemixbetweentheoryandhandsonactivities,ingroup

Difficultiesidentified:

• Aslearnersareprogressingatdifferentspeeds,itisdifficulttosynchronizethewholegroup(e.g.,sumupachapterwhilesomehavefinishedlongtimeagoandothernot)

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• Forthesamereason,difficultiestoperformworkingroup

• Additionalcostsforblendingthecoursesneededto

o resourcesneededtomanageonlinecontentandaccessascomparedtoatraditionalfacetofacetraining

o resourcesneededtoperformtheworkshopsascomparedtoa100%onlinecourse

While online content is provided teacher is more focused on providing additional explanations,answeringquestionsandsupportingthehandsonactivities.

Fromabusinessmodelpointofview,whilethehybridformatseemstoanswermarketandlearners’expectations,thecostisthemainissueasonlinetrainingisoftenperceivedasameantodecreasecostwhileinrealityblendedlearningismorecostlythan100%facetofaceoronlinetraining.7

5. OnlineLabsactivitiesMOOCs and SPOCs of the collection include labs using simulators to be installed on the learners’computer.Thisraisesmultipledifficulties.

- Simulatorsworksonlyoncomputers.ThiseliminateslearnersonMobilephoneandtablets.

- Simulator installation is only possible by learners that administrate personally theircomputer.Thisisnotthecaseinmanycompanies.

- Installationrequirescomputerscienceskillsthatareoutsidetheprerequisiteofthecourse.Veryofteninstallationerrorsorparameterssettingsbuildincorrectlabconfiguration.

- Somecomputersarenotpowerfulenoughtosupportthesimulators(slowCPU,notenoughmemory…).

- Teachersmustprovideinstallationdescriptionandfilesforthedifferentexistingcomputersand operating systems (Macintosh, PC, Unix, Linux…). Providing a virtual machine to beinstalledmaymakethissimplerbutfilestouploadarehuge.Theseissuesrepresentnearly30%ofthepostintheforum.

- Thereisnowaytoobservelearnerprogressorbehaviorduringtheirlabactivity.Answerstoquizzesareproposedinthecoursebutanymistakeinlabconfigurationbystudentleadstoerroneousanswer.Helpingstudentneedscreenscopyontheforum,andmanyinteractions.

Consequently a significant effort has been made by the project to provide on line lab access(simulators hosted on a remote server in the Cloud) specifically to allow professional learners toperform lab fromtheircompanyandtoavoidstudents tohavetomastercomputersciencesskills.SolutiondevelopedbyProcancompany (FLIRTprojectpartner) is toperform labhosted inaCloudserverwithall interactioninalearnerbrowserscreen.Teachersconfigureoncethevirtualmachinein the cloud so those learners don’t have to do it. Learners have just to click on a link inside thecourse to access the lab environment in a browser window. This solution is accepted by mostcompanyfirewall.

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Virtualmachineinsidethecloudisnotfree,sothissolutioncanbeusedonlywiththeQUALIFYINGformuladescribedinparag4.1.2.tocoverthiscost.

Thissolutionsignificantlyreducesteachingassistantsupport.TheVMinthecloudisselectedsoastobeenoughpowerfulsothatlabenvironmentismoreconvenient.

Withthissolution,teacherscanseewhatisdoneinrealtimebylearners.Thisopensanopportunitytoenrichcommercialoffering.

6. ConclusionCourse collection availability opens the opportunity to propose coherent learning programs andexperimentlifelonglearningofferingandbusinessmodel.

References: 1 Epelboin,Y. (2017).MOOCs:aviablebusinessmodel?. InOpenEducation: fromOERs toMOOCs(pp.241-259).Springer,Berlin,Heidelberg.

2Onah,D.F.,Sinclair,J.E.,&Boyatt,R.(2014,November).ExploringtheuseofMOOCdiscussionforums.InProceedingsofLondonInternationalConferenceonEducation(pp.1-4).

3[MichelPlantié,MichelCrampes,“Moocpilot:Moocanalytics,studentslearnersautomaticFollow-upanalytics,OpenEdxforum2018,Montréal,Canada,may201

4C.Kloos,C.D.,Muñoz-Merino,P.J.,Alario-Hoyos,C.,Ayres,I.E.,&Fernández-Panadero,C.(2015,March).MixingandblendingMOOCTechnologieswithface-to-facepedagogies.In2015IEEEGlobalEngineeringEducationConference(EDUCON)(pp.967-971).IEEE.

5Hamonic,E.,Hopma,A.,Gaultier,B.,&Moalic,D.TeachingDigitalManufacturingExperimentingBlended-LearningModelsByCombiningMOOCAndOn-siteWorkshopsInFabLabs.Madrid,may2018.Availableonhttp://educate.gast.it.uc3m.es/wp-content/uploads/2018/06/HybridEd_2018_paper_7.pdf(checked23/08/2019)

6Pérez-Sanagustín,M.,Hilliger,I.,Alario-Hoyos,C.,Kloos,C.D.,&Rayyan,S.(2017).H-MOOCframework:reusingMOOCsforhybrideducation.JournalofComputinginHigherEducation,29(1),47-64.

7DenisMoalic,BaptisteGaultier,«UsingMOOCforhybridlearninginlifelonglearningcontextandbusinessmodelexperiment”,june2019,.Cambridge,MA,USA,Availableonhttps://web.mit.edu/mitxbio/img/LINC_Workshop_2019_paper_2.pdf