The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
The discrete optimization MOOC: An exploration in discovery-based learning
Coffrin, Carleton and Hentenryck, Pascal Van

Alternate titleIssue No.37 Experiences and best practices in and around MOOCs
PublishedMarch 2014
JournaleLearning Papers
Volume 37, Issue March 2014, Pages 51-56
Publisherelearningeuropa.info
Original PublicationEMOOCS 2014 conference
EditorsUllmo, Pierre-Antoine and Koskinen, Tapio
CountrySpain

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 atBarcelona
ISSN1887-1542
RefereedYes
Rightsby-nc-nd/3.0
URLhttp://openeducationeuropa.eu/en/article/The-Discrete-Optimization-MOOC%3A-An-Exploration-in-Discovery-Based-Learning?paper=136477
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
From-field_37_2.pdf · 743.4KB94 downloads



Viewed by 365 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

Connectivity of learning in MOOCs: Facilitators’ experiences in team teaching
Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad
The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses ...
Match: MOOC

Supporting Learners' Self-regulation in LMOOCs: What Have We Done and How Far We Can Go?
Gafaro, Barbara Conde; Yildiz, Hilal Seda
This half-day workshop aims at collecting experiences of MOOC designers and MOOC educators to discuss what has been done to support SRL and what can be done to scaffold learners in MOOCs, particularly MOOCs for language ...
Match: MOOC

The limitations of access alone: moving towards open processes in education technology
Knox, Jeremy
“Openness” has emerged as one of the foremost themes in education, within which an open education movement has enthusiastically embraced digital technologies as the central means of participation and inclusion. Open ...
Match: MOOC

Trend report: Open Educational Resources 2012
Jacobi, Ria; van der Woert, Nicolai; Arnoldus, Martijn; Bijsterveld, Cora; et al.
This report describes the trends in the Netherlands and elsewhere in the field of Open Educational Resources. It comprises twelve articles by Dutch experts in the field of OER in higher education. It also contains ...
Match: MOOC

OER and MOOCs at the National Open University of Nigeria
McGreal, Rory
The National Open University of Nigeria (NOUN) is the second largest university in Africa with more than 180,000 students. The OER project at NOUN was initially motivated in response to the 2012 UNESCO/Commonwealth of ...
Match: MOOC

Identifying interaction patterns and teacher-learner roles in connectivist massive open online courses
Bozkurt, Aras
The purpose of this doctoral dissertation is to identify interaction patterns and teacher-learner roles in connectivist massive open online courses (MOOCs). To accomplish this purpose, mixed method and the explanatory ...
Match: MOOC

Measuring the degree of innovation in education through the implementation of an indicator based on analyzing MOOC-related activities
Alvarez-Rodríguez, Jose María; de Amescua, Antonio; García-Guzman, Javier; Sánchez-Segura, Maribel; et al.
Nowadays, the digital transformation is affecting any task, activity, process that is done in any organization or even in our daily life activities. The education sector, considered as one of the leading sectors in ...
Match: MOOC; Spain

A social learning space grid for MOOCs: Exploring a FutureLearn case
Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike; Kloos, Carlos Delgado; et al.
Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible ...
Match: MOOC; Spain

Moving forward with TESSA: What is the potential for MOOCs?
Stutchbury, Kris
Teacher Education in sub-Saharan Africa (TESSA) is an educational development project run by The Open University, UK. Working collaboratively with partners in Africa, The Open University published (in 2010) a set Open ...
Match: MOOC

A Kenyan cloud school. Massive open online & ongoing courses for blended and lifelong learning
Jobe, William
This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects ...
Match: MOOC