Because the single acronym of MOOC (Massive Online Open Course) refers to many different realities, we need to accurately describe a MOOC. In this context, we propose to build a description framework for MOOCs with the aim of complementing a typology of MOOCs. We have first presented different attempts to classify MOOCs. Next, we show how they are still confusing. Then, we apply some typologies, which were efficient for Technology Enhanced Learning (TEL). For the description framework, we have gathered properties that describe MOOCs. Then, in an abduction approach, we have structured them in eight dimensions. We have also proposed an initial typology that uses simple and concrete name for types.

1. A typology and
dimensions of a description framework
for MOOCs
Marilyne Rosselle, Pierre-André Caron, Jean Heutte
Amiens and Lille, North of France
marilyne.rosselle@u-picardie.fr, {pierre-andre.caron,jean.heutte}@univ-lille1.fr

2. Plan
• An observation
• The problem we are addressing
• Our methodology
– State of the art version
– Discussion
• Proposals
• A conclusion
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3. Let’s hear an Indian tale …
rope
Hand fan
ear
tail
Solid pipe
wall
tusk
belly
pillar
branch
leg
trunk
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4. Characterizing the problem
• Observations OK – Inferences (inductions) KO
– Contradictory assertions - many cons-examples
– Different educational practices, different interaction modes ,
etc.
• How can we describe a MOOC ?
• How can we balance between comprehensiveness
and relevance ?
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5. Methodology
• Choice
– Using what is existing each time it’s possible
• State of the art
– Types of MOOCs
– Features of a MOOC
• Application to four examples of MOOCs
• Making Proposals
• Defining how to validate them
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6. State of the art version on
• Description frameworks for TEL devices and MOOCs
• Existing typologies for MOOCs
– cMOOC, xMOOC [Downes]
– Content-based MOOC, Task-based MOOC (tMOOC),
Network-based MOOC [Lane 2012]
– cMOOC, iMOOC, xMOOC [Gilliot et al.]
– TransferMOOC, MadeMOOC, SynchMOOC, aSynchMOOC,
AdaptativeMOOC, GroupMOOC, MiniMOOC,
ConnectivistMOOC [Clark 2013]
(Yesterday : pMOOC, LMOOC, SOOC, TOOC, MOOCI, …)
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7. A state of the art discussion
• We explored the limits of these Typologies &
frameworks
– Too many acronyms
– Two MOOCs of the same type could be so different
 None of these typologies matches our needs
 Something in the state of the art for TEL convene
• The frameworks
– … for TEL don’t take into account social aspects
– … for MOOC : what is the building principle
 No pre-existing framework allows us to describe a MOOC
in a satisfactory manner
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8. Introduction of our proposals
(1/2)
• 2 outline proposals
– An initial (temporary) typology
– A description framework
• Building and validation of our Proposals
– A typology: using an existing one
– A description framework
• Incremental building: one theoretical framework at a time
• Tested on an existing MOOC, yet
• Validation by applying it to other MOOCs (TBP)
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9. Introduction of our proposals
(2/2)
• For whom?
– Researchers
• With which point of view?
– To find methodological tools
– To allow to define descriptors
• With what level of detail?
– Not too deep, not too large
Everything needn’t to be filled
Extensible Framework
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10. 1st Proposal : using the 6
configuration of [Hy-Sup 2012]
• Designed for blended learning in Higher Education
• 6 configurations
1. Stage (Scene): content4. Crew: for learning focused on
oriented teaching, support to faceto-face education, with mainly
textual resources
2. Screen: stage with added
supporting the process of
knowledge construction and on
interpersonal interactions
5. Public Space: learning
multimedia resources
3. Cockpit: course organization
oriented teaching, guided by the use
of tools (and sometimes integrating
relational and reflective goals)
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centered on the opening of the
training device to external resources
6. Ecosystem: learning by
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operating a large number of
technological and educational
opportunities
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11. Our description framework at a glance…

12. 2nd proposal : main
dimensions of a description
framework
We have chosen our main dimension
Based on theoretical frameworks
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13. Trend
• Methodology to test our proposals
– Implementing a platform using
• semantic web tools,
• metadata
• and standards
For researchers, who accompany MOOC designers, to describe
a MOOC
– Using EDM on our collection of MOOC descriptions
to improve our temporary typology based on Hy-Sup
configurations
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14. Conclusion
• Defining 6 types of MOOCs: stage, screen, cockpit,
crew, public space & ecosystem
• Structuring features of a MOOC in 8 dimensions
Should be refined based on feedbacks and
contributions of researchers from diverse horizons
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15. Thank you very much
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16. References and credits
• Elephant image: CC-BY-NC / brittanyhock
http://www.flickr.com/photos/thelivelygirl/
• Cited references : please see the article
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