<p>Integrating MOOCs
in Physics preliminary undergraduate education:
beyond large size lectures.
Juliana Raffaghelli, Patrizia Ghislandi, Susanna Sancassani, Luisa Canal,
Rocco Micciolo, Barbara Balossi, Matteo Bozzi, Laura di Sieno,
Immacolata Genco, Paolo Gondoni, Andrea Pini, Maurizio Zani
ICEM, Napoli 22/09/2017
Teaching lab. (ST2)
Maurizio Zani, Juliana Raffaghelli
2/24
Universities are changing!
Two problems inside this
institutional change are:
the increasing number of students in
higher education
increasing drop-outs (Brown et al.,
2012)
This entails:
Higher teachers' workload
the need of pedagogical innovation
the adoption of
technologies
to
amplify the teachers' activities
Yet working with large size lectures impose new challenges
Maurizio Zani, Juliana Raffaghelli
3/24
The challenge of working with LSL
Content delivery is frequently the
focus
Less often,
the teacher explores
strategies to introduce collaborative
and active pedagogies as in smaller
lectures (Allendoerfer et al., 2016)
These strategies could be supported
by
technology-enhanced
learning
approaches
(Mangram,
Haddix,
Ochanji & Masingila, 2015)
Maurizio Zani, Juliana Raffaghelli
4/24
Educational Technologies
Pedagogical Dimension
MOOC's and OER's integration (blended learning) Access to content with tracking systems
periodically analyzed in class by the teacher
Students' response System
Mass immediate feed-back
Visualizations based on Learning Analytics
(student and teacher side)
Self-regulation: tools for planning, monitoring and
assessing the own progress in learning
Automatic systems for Peer-evaluation
Reflective skills, critical thinking, content
knowledge
Etc.!
Etc.!
Some TEL strategies to promote effective learning in LSL
Content delivery is frequently the focus
Less often, the teacher explores strategies to introduce collaborative and active
pedagogies as in smaller lectures (Allendoerfer et al., 2016)
These
strategies could be supported by technology-enhanced
learning
approaches
These strategies are being studied sepa