The discrete optimization MOOC: An exploration in discovery-based learning
| Alternate title | Issue No.37 Experiences and best practices in and around MOOCs |
| Published | March 2014 |
| Journal | eLearning Papers Volume 37, Issue March 2014, Pages 51-56 |
| Publisher | elearningeuropa.info |
| Original Publication | EMOOCS 2014 conference |
| Editors | Ullmo, Pierre-Antoine and Koskinen, Tapio |
| Country | Spain |
ABSTRACT
The practice of discrete optimization involves modeling and solving complex problems which have never been encountered before and for which no universal computational paradigm exists. Teaching such skills is challenging: students must learn not only the core technical skills, but also an ability to think creatively in order to select and adapt a paradigm to solve the problem at hand.This paper explores the question of whether the teaching of such creative skills translates to Massive Open Online Courses (MOOCs). It first describes a discovery-based learning methodology for teaching discrete optimization, which has been successful in the classroom for over fifteen years. It then evaluates the success of a MOOC version of the class via data analytics enabled by the wealth of information produced in the MOOC.
| Keywords | computer science education · discovery-based learning · MOOC · problem solving skills |
| Published at | Barcelona |
| ISSN | 1887-1542 |
| Refereed | Yes |
| Rights | by-nc-nd/3.0 |
| URL | http://openeducationeuropa.eu/en/article/The-Discrete-Optimization-MOOC%3A-An-Exploration-in-Discovery-Based-Learning?paper=136477 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 389 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Evaluation of the UNED MOOCs implementation: Demographics, learners' opinions and completion rates
Gil-Jaurena, Inés; Callejo-Gallego, Javier; Agudo, Yolanda
The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as ...
Match: MOOC; Spain
OER in and as MOOCs
Czerniewicz, Laura; Deacon, Andrew; Walji, Sukaina; Glover, Michael; et al.
This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators ...
Match: MOOC
Quad-blogging: Promoting peer-to-peer learning in a MOOC
Towndrow, Angela; Aranguiz, Ary; Purser, Emily; Pradhan, Madhura; et al.
We present the concept of quad-blogging, and its potential for facilitating and enhancing peer-to-peer learning in higher education, specifically in a massive open online course (MOOC) by increasing peer engagement, ...
Match: MOOC; Spain
What's Next for MOOCs
Downes, Stephen
This talk looks at the recent resurgence of MOOCs and describes this growth (despite claims that they are 'dead'), shows how they are providing access to micro-credentials and skills-based learning, and explains how ...
Match: MOOC
Accessibility in MOOCs: The current state and next steps
Iniesto, Francisco
An effective open eLearning environment should take into account each learner?s abilities, learning goals, where learning takes place, and which specific devices the learner uses. Technologies used in Massive Open ...
Match: MOOC
From a small Liberal Arts college to the world: Our blended courses, SPOC, and MOOCs in Italian Studies
Bartalesi-Graf, Daniela; Kloos, Carlos Delgado; Jermann, Patrick; Pérez-Sanagustín, Mar; et al.
In this contribution I focus on the structure and contents of an online course in the Italian language and culture offered through different venues and formats, i.e. as a summer SPOC (Small Private Online Course); as a ...
Match: MOOC; Spain
The impact and reach of MOOCs: A developing countries’ perspective
Liyanagunawardena, Tharindu Rekha; Williams, Shirley; Adams, Andrew; Koskinen, Tapio; Mor, Yishay
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs ...
Match: MOOC; Spain
Gamification in MOOCs: A review of the state of the art
Khalil, Mohammad; Wong, Jacqueline; de Koning, Bjorn; Ebner, Martin; Paas, Fred
A Massive Open Online Course (MOOC) is a type of online learning environment that has the potential to increase students' access to education. However, the low completion rates in MOOCs suggest that student engagement ...
Match: MOOC; Spain
Validation of non-formal MOOC-based learning: An analysis of assessment and recognition practices in Europe (OpenCred)
Witthaus, Gabi; dos Santos, Andreia Inamorato; Childs, Mark; Tannhauser, Anne-Christin; et al.
This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following ...
Match: MOOC
Factors influencing learning in MOOCs (Massive Open Online Courses)
Holanda, Ana Carla A.; Tedesco, Patrícia C. A. R.
Massive Open Online Courses (MOOCs) are remote courses that stand out in heterogeneity and quantity of their students. Due to the peculiarity of being massive and the large amount of data generated, it is necessary to ...
Match: MOOC
