Creating a Small, Private, Online Course (SPOC) at EMLYON Business School: Lessons learned
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Transcript of Creating a Small, Private, Online Course (SPOC) at EMLYON Business School: Lessons learned
![Page 1: Creating a Small, Private, Online Course (SPOC) at EMLYON Business School: Lessons learned](https://reader034.fdocuments.in/reader034/viewer/2022042607/55ada36c1a28ab2d0c8b4630/html5/thumbnails/1.jpg)
Creating a Small, Private, Online Course (SPOC) for Msc Students at EMLYON Business SchoolLessons learned
April 19, 2015
By Clément Levallois, Assist. Prof.
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Clement Levallois
Outline
1. Context: a new course at EMLYON Business School
2. Pedagogy of the course
3. Tools used
4. Feedback received
5. How it felt
6. Lessons learned
7. Next steps: towards a MOOC!
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Clement Levallois
1. Context
- New course approved in May/June 2014, to be created during the summer for September 2014.
- Evolution of technologies at EMLYON (iCampus platform -> ???)
- New strategy (EMLYON encourages blended courses, MOOCs…)
- Personal history: a course I find fundamental for students!
=> Why not creating this course as a blended course from the start?
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Clement Levallois
2. Pedagogy: one typical session
+ 2 x 25 minutes videos avail. one week before the class+ 1 online quizz with 3 free-form questions+ Links for further reading
• Work in groups on a case related to the topic of the week
OR tutorial on a softwareOR presentation by a speaker
online
In-class
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Clement Levallois
2. Tools used
• Online platform: Canvas by Instructure (free)
• Video hosting: Youtube (unlisted videos)
• Slide hosting: Slideshare (free)
• Video editing: Lightworks (free)
• Video recording:– My personal mobile phone video capture (Samsung S2)
– A powerful laptop by EMLYON for video editing– Sound equipment I bought– My living room
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Clement Levallois
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Clement Levallois
Resulting video on Youtube:https://www.youtube.com/watch?v=oplp6JL8d4Q
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Clement Levallois
Video Recording (1 take = 45 min)
Audio Recording(simultaneous with video rec.)
Uploading (1h)
Video + Audio synch and editing(1 take = 2 hours)
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Clement Levallois
How it looks for the students on www.canvas.instructure.com
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Clement Levallois
Number of web pages clicked by the 45 students + observers(the course ended early December)
Completion rates for “open answer” quizzes (one per week).Red: missing assignmentYellow: late assignmentNote: the last quizz (on the right) was not mandatory.
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Clement Levallois
4. Feedback from students
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Clement Levallois
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Clement Levallois
Some critical verbatims
“Interesting course overall, but I would have appreciated to learn more technical things, maybe instead of the general cases we worked on during the in-class sessions.”
“Les slides du cours de Clément Levallois étaient intéressantes et complètes. Cependant, vu qu'elles étaient fournies en amont, les 3h de cours paraissaient inutiles. Nous les avons passé à vaguement réfléchir et trouver des pseudo idées sur des thèmes à chaque fois différents, sans rien creuser et sans data ! »
“Very interesting course but i would have expect more technical works at the end.”
“The content of the online course is interesting but I really didn't like the in-class sessions. I would have preferred either just a MOOC or a real in-class lesson but the brainstorming seemed a loss of time to me.”
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Clement Levallois
5. How it felt
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Clement Levallois
• Doing the videos: like writing a textbook– It is dreadful but you do it just once and it makes life easier
for the next years
• Actual fun in the face to face sessions– Feels weird to walk in the classroom without a slide deck!
– No students dozing off, they tend to work more
– Rediscovery of a variety of in-class pedagogical activities, since the lecturing has already taken place
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Clement Levallois
5. Lessons learned
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Clement Levallois
On the pedagogy
1. Reintroducing a stronger role of the lecturer during in-class sessions-> tutorials, hands-on exercises, debrief on the videos…-> students appreciate not to be thrown directly and autonomously into applied cases, following an online lecture.
2. Shortening the in-class lectures-> Because the 1st edition of the course was actually too long (3h in class + online lectures > 5 ECTS).-> With a better designed in-class experience, the content to deliver will fit in a shorter session.
3. Keeping the online side pretty much as it is-> even if it is very tempting to transform the weekly “open answer” quizzes into MCQ, because they take so long to grade…
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Clement Levallois
On the tools
1. Shifting to Screencast-o-Matic to record the videosBecause with a good webcam and a good mic, the quality should be as good as my home-made solution, and much less time intensive to edit.
2. Finding a better place to record videosI need better lighting! But I also need flexibility to book the place!
3. Shifting from Canvas to D2L, the new LMS for EMLYON
Which will be easy, it is just copy pasting the content.
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Clement Levallois
5. Next steps: towards a MOOC
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Clement Levallois
• Lessons learned from the SPOC can apply to MOOCs
• Plan for a course for PreMaster students (400+) and a MOOC in parallel for Sept 2015:
-> https://exploreyourdata.wordpress.com/2015/02/17/towards-a-mooc-creating-mobile-apps-for-entrepreneurs/
• ~ 75% online videos, ~ 25% conferences or in class tutorials
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Clement Levallois
Plans to make video recording less time intensive:
-> using Screencast O’ Matichttp://www.screencast-o-matic.com/
-> in a dedicated studio at EMLYON
(see test video using this setup on the next slide)
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Clement Levallois
Test on using Screencast-O-Matic: http://youtu.be/3m3ayFT_YVw
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Clement Levallois
Thanks
• Contact: [email protected]
• Twitter: @seinecle
• Website: www.clementlevallois.net