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Abstract Title: From Reformed Blended Course to MOOC
Abstract: We describe the development of an introductory mechanics MOOC originating from content and pedagogy developed for a blended classroom. The content was created to support the implementation of MAPs pedagogy : Modeling Applied to Problem Solving. Using MAPS, students work in groups on multi concept problems during class,while online content is used to provide pre-requisite knowledge of MAPs before class, and to build problem solving skills after class where students choose their own path through homework presented in increasing levels of difficulty. The courses evolved to a MOOC that is advertised as a "Re-View" for people with some background in introductory mechanics, attracting 20,000 registrants over the 3 offering from Spring 2012-Summer 2013. We describe the similarities and differences between the residential course and the MOOC offerings, including demographics, use of resources and student behaviour and engagement.
Abstract Type: Symposium Poster
Targeted Session: Getting Involved in Online PER

Author/Organizer Information

Primary Contact: Saif Rayyan
Massachusetts Institute of Technology
Co-Author(s)
and Co-Presenter(s)
Colin Fredericks, Kim Colvin, Alwina Liu, Raluca Teodorescu, Analia Barrantes, 
Andrew Pawl, Daniel Seaton and David E. Pritchard
Massachusetts Institute of Technology

Contributed Poster

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