This presentation presents a case study paper of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students. The aim of the study is to explore the design challenges emerged from this blended learning ap-proach, the students’ learning outcomes and satisfaction with the course content as well as investigating the students’ behavior with the MOOCs once the f2f course ended. Results indicate that students learned through the course and were satisfied with the learning design. Moreover, some of them took advantage of the MOOCs once the campus course finished.

1. Breaking the walls of a campus summer course
for high school students
with 2 MOOCs
Laia Albó & Davinia Hernández-Leo
Universitat Pompeu Fabra, Barcelona
@LaiaAlbo, @daviniahl

2. Introduction
Case study: hybridization of a f2f course with 2 external MOOCs
2
Design challenges Students’ learning
outcomes & satisfaction
Continuity of learning

3. Hybridization and design challenges
3
13 videos from the MOOC :
“¡A programar! Una introducción a
la programación”
Universidad ORT Uruguay &
University of Edinburgh
6 videos from the MOOC:
“Videojuegos: de qué hablamos”
Universitat Autònoma de Barcelona
f2f Course, 30 students:
“Design and program your
own video game!”
Universitat Pompeu Fabra

4. Design of the course
4
Monday Tuesday Wednesday Thursday Friday
9:30
10:00
Welcome, Course
presentation, and
Scratch intro
Iteration: count-
controlled loops
Makey-Makey
Intro & Demo
Invited talk
Final projects’
presentations
10:00
10:30
Iteration: condition-
controlled loops
Working on the
final project
10:30
11:00
Software design and
variables Programming practice
with examples
11:00
11:30
Invited talk
11:30
12:00
Break Break Break Break Break
12:00
12:30
Coursera intro &
Videogames intro
Programming practice
with examples
Sensors: camera &
microphone
Working on the
final project
Final projects’
presentations
12:30
13:00
Intro to algorithms
Working on the final
project
13:00
13:30
Intro to selection
13:30
14:00
Iteration: infinite loop
Groups formation for
the final project
Farewell
6 vid.
4 vid. + 3 q.
2 vid. + 2 q.
1 vid. + 2 q.
1 vid. + 2 q.
4 vid. + 5 q.
1 vid. + 1 q.
Pre-test
Post-test
On-time test
Satisf. quest.

5. Students’ learning outcomes
5

6. 6
Students’ learning outcomes

7. Students’ satisfaction
7
3.3
6.7
16.7
13.3
50.0
46.7
30.0
33.3
0 20 40 60 80 100
Did you like the use of videos during the class to
explain the theoretical content?
Had videos been useful to understand the
theoretical concepts of the course?
1 (Not at all) 2 3 4 5 (Extremely )

8. Continuity of learning
8

9. Conclusions
9
Design challenges Students’ learning
outcomes & satisfaction
Continuity of learning
Pedagogical
Technological
Legal
Positive results
Less than the expressed

10. Thanks for your attention!
Laia Albó & Davinia Hernández-Leo
Universitat Pompeu Fabra, Barcelona
@LaiaAlbo, @daviniahl
Acknowledgments. This research is partly funded by the Spanish Ministry (TIN2014-53199-C3-3-R, MDM-
2015-0502). Authors want to thank K. Michos, K. Manathunga, J. Chacón and all the students who
participated in the CJ course as well as S. Losa for her help in the legal issues. Special thanks to I. Kereki, A.
Manataki and E. Martí for giving us permission to use the videos of their MOOCs.