%0 Journal Article %1 koppepatterns %A Köppe, Christian %A Holwerda, Robert %A Tijsma, Lars %A van Diepen, Niek %A van Turnhout, Koen %A Bakker, René %D 2015 %J eLearning papers %K ODAT design eduplopdk learning mooc moocdesign moocs patterns %T Patterns for Using Top-level MOOCs in a Regular University %U https://www.researchgate.net/publication/278022434_Patterns_for_Using_Top-level_MOOCs_in_a_Regular_University %V 42 %X In this paper we describe pedagogical patterns for using MOOCs in a flipped classroom setting. These patterns are grounded on good practices in flipped classrooms. In the course Mobile Application Development in our Bachelor computing programmes, students follow a MOOC of Stanford University. In this course, our students master key concepts and theories directed at building mobile apps, and follow the course in a flipped classroom setting. In our context, students watch videos of the MOOCs at home, make and submit exercises before classroom discussions, attend classes at school and present their mobile programming skills in a serious project. In addition to passing the course goals, students find that they can successfully follow advanced top-class education. This supports them in developing lifelong learning skills. Furthermore, successfully completing an advanced Stanford course boosts their self- esteem. The resulting patterns describe good practices for the design and use of MOOCs in a flipped classroom context.

@article{koppepatterns, abstract = {In this paper we describe pedagogical patterns for using MOOCs in a flipped classroom setting. These patterns are grounded on good practices in flipped classrooms. In the course Mobile Application Development in our Bachelor computing programmes, students follow a MOOC of Stanford University. In this course, our students master key concepts and theories directed at building mobile apps, and follow the course in a flipped classroom setting. In our context, students watch videos of the MOOCs at home, make and submit exercises before classroom discussions, attend classes at school and present their mobile programming skills in a serious project. In addition to passing the course goals, students find that they can successfully follow advanced top-class education. This supports them in developing lifelong learning skills. Furthermore, successfully completing an advanced Stanford course boosts their self- esteem. The resulting patterns describe good practices for the design and use of MOOCs in a flipped classroom context.}, added-at = {2016-02-16T00:15:05.000+0100}, author = {Köppe, Christian and Holwerda, Robert and Tijsma, Lars and van Diepen, Niek and van Turnhout, Koen and Bakker, René}, biburl = {https://www.bibsonomy.org/bibtex/24d63b8922910b12c3f144cefa79cd560/yish}, interhash = {641a8cd05ed17fe97419551b49fd7d30}, intrahash = {4d63b8922910b12c3f144cefa79cd560}, journal = {eLearning papers}, keywords = {ODAT design eduplopdk learning mooc moocdesign moocs patterns}, timestamp = {2016-12-17T20:31:20.000+0100}, title = {Patterns for Using Top-level MOOCs in a Regular University}, url = {https://www.researchgate.net/publication/278022434_Patterns_for_Using_Top-level_MOOCs_in_a_Regular_University}, volume = 42, year = 2015 }