MIT, Cambridge, Massachusetts, 21 June 2018.Hasta el 20 de Abril se puede participar.

Blended Learning (BL) has gained considerable attention and debate within the education community, particularly in Higher Education (HE). BL (or hybrid learning or flipped classroom) has been proposed as as an effective and low-risk strategy to blend online with face-to-face learning in HE and other educational levels. Although different authors have described varied approaches in how this blend, promising BL models have remained undocumented.  

Prior efforts have been made to organize BL practices based on MOOCs in a framework called H-MOOC, since HE institutions have started to\use their MOOC materials in hybrid learning initiatives implemented as traditional courses with face-to-face meetings. The H-MOOC framework classifies these practices as a continuum of two factors: (1) institutional support to reuse an existing MOOC, and (2) curricular content alignment between the MOOC and the program or course to blend. In STEM education, different blended approaches have been adopted to avoid the traditional lecture and stimulate student interest and engagement with online course material. There is some evidence that BL contributes to improved course outcomes and attendance in face-to-face classes . However, more information is needed in what makes a BL practice successful.

In this context, the goal of this workshop is to promote the documentation of successful and promising experiences in BL. The workshop will encourage attendees to share their BL scenarios and the metrics for success that guided their blended educational practices using MOOCs or other online resources as well as share the lessons learned from those promising practices that did not turn out as expected. The Program Committee will provide inspiring talks and participatory activities based on the H-MOOC framework and recent research findings.

In summary, we aim to document and sustain BL experiences with MOOCs.

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