Pedagogical Project

MOOC is a real course (with start and end, with assessments and with certification), where value comes from innovation in pedagogy that is at the heart of the MOOC project. New ways of thinking the learning process and news technologies help putting in place alternative and progressive pedagogical model that expands capacity, improve quality and reduce costs.

  • MOOC reinforce the known “flipping the classroom” process that is structured in three parts:
    • Part 1 : The course preparation : In a “Semi-synchronous” way, learners explore & study new content  online and prepare to the debate (online or on campus) almost independently with loose guidance from teachers :
      • most of the learning happens not through an expert lecturing the learners but by giving learners independent access to the same course materials.
      • the usage of digital board (blog post, tweets, chat, forum, wikis, group assignments,..) become basic,
      • this design provides each learner the opportunity to learn his or her own way, his or her own time and to motivate each other as they go through the program.
    • Part 2 : The Middle office course :
      • While the pedagogical team observe and analyze the way learners works on Part 1, the are able to anticipate the subjects that are of interest for the majority of learners. Thus, they can adapt and optimize the final part of the course.
      • The pedagogical team can select some active learners and offer them to be part of the pedagogical team to prepare and organize the debate,
      • The pedagogical team, can identify learner or group of learner that will need specific guidance.
    • Part 3 : The course debate :
      • each learner probe, discuss, debate issues, put its new knowledge to work with role-plays, assigned problems, use cases and exercises. The debate offering more interaction with students in live (online or on campus):
        • all together with fellow learners, with the pedagogical team or with the rest of the extend community,
        • or in a small group (even a one to one interaction : Tutorial).  The pedagogical team offers more personalized guidance.
  • Learning happens through relationships and MOOCs foster collaboration and feedback. We know this improves learning outcomes. It is all about experiences within a network through community interaction & participation : the social learining, the Crowdlearning.
    • The Knowledge provider is already a « Networked Man » : Place the learner at the center of the teacher network.


Source : Networked Teacher Diagram – Update by Alec Couros CC BY-NC-SA

    • Various parts of the traditional professor’s role can be pulled apart (course and assessments creations, course delivery, assessment animation, learner review, ….)
    • Depending on the maturity of the community, the Peer-to Peer academic support can play a more or less important role. Members, including learner, can participate at every step of the pedagogical process  (Course preparation, translation, correcting assignments, animating forums, evaluating peers, providing assistance to pears, ..)
  • Innovation in Technologies sustain innovation in pedagogy:
    • Open source platform, and free & easy access to a large amount of resources,
    • Assignment automatisation (Students’ homework, quizzes, and exams graded by computer)

We recommend to

  • Each one should share the root of the innovations that are taking place, beyond the “Massive” aspect,
  • Provide centralized instructional design support, with expert used to social network,
  • Leverage massive participation – have all members contribute something that adds to or improves your objective,
  • More you know to whom and why you are building a MOOC, more your MOOC can be successful. Nevertheless, be as open as possible,
  • Use OER and openly license your resources using Creative Commons licenses in a way that allows reuse, revision, remix, and redistribution.