The École Polytechnique Fédérale de Lausanne Experience with MOOCs (Situated in the European Context)
- 1. (1) MOOCs European Stakeholders Summit (2) Lessons from EPFL MOOCs
- 2. ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE
- 3. (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
- 8. Cambridge EPFL Oxford ETHZ Imperial Coll London Univ Coll London Univ 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 NumberofERCgrants(6calls) FP7 EU contributions (in milion EUR) Leading European Universities: FP7 contributions vs ERC grants Where are we ?
- 9. • • • • • ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE
- 12. Retention rates 65% show up 16% watch videos at Week 8 24’000 students
- 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. 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) We got good news …
- 15. 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
- 16.
- 17. What motivates students to enroll? Median and range across 5 post-course surveys 0% 20% 40% 60% 80% 100%
- 19. 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 MOOC ‘FRP SCALA’ (Odersky)
- 20. In French 0 15 30 45 60 Asia Americas Europe Africa Oceania Proportion of students dsp analys… linearopt
- 21. 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)
- 22. R = .51 R = .55
- 24. Exams ?
- 25. 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 …
- 31. MOOCS
- 36. Over-expectations are the worst friends of learning technologies
- 37. Better be an actor than a spectator