By combining MOOC and digital portfolio based on competencies repository, the portfolio MOOC or pMOOC is the technological foundation upon which to build competency-based learning using MOOC [Coulombe 2013]. More specifically, we are talking about portfolios that put « competencies assessment » at the heart of the learning process [PAQUETTE 2002a], [RAYNAULD et al. 2011], [RAYNAULD et al. 2012].
Digital portfolios
In education, digital portfolios (or eportfolios) are already used for student projects in order to provide documents and artifacts often accompanied by a description of the steps of the project. Digital portfolios can be used for many purposes: for personal resume, for job seach, for learning by providing tools for formative and summative evaluations and self-reflection, for the assessment of competencies and even the certification by demonstrating the satisfaction of standards. The digital portfolios can be used for many purposes: to present yourself (kind of digital resume), for job search, to improve learning by providing tools for formative and summative evaluations and also self-reflection, for the assessment of competencies and even to certify competencies by demonstrating the satisfaction of standards.
The pMOOC is an hybrid!
The pMOOC is an hybrid in the sense that it is part of the normal evolution of the xMOOC platforms based on knowledge transfer (with the "x" in reference to the EdX initiative) whose teaching is centered on the teacher but borrowing elements to cMOOC (c for « connectivism ») where the teaching is more focused on the generation and sharing of knowledge by the participants according to the nomenclature proposed by Stephen Downes and published on the blog of George Siemens [SIEMENS 2012]. However, we are well aware of the uncertainty associated with these definitions.
The purpose of a portfolio-MOOC is to expand from « à la carte » individual courses to the broader approach of studies program, involving multiple courses, which aims a complete training based on competencies acquisition.
In terms of content, the pMOOC is based on structured content like xMOOC but the syllabus and the assessments are based entirely on a competencies repository [RAYNAULD 2011].
Available at any time on computer or mobile platform, the pMOOCs appear to be the ideal support for competency-based learning, for their assessment, then monitor learning progress, the achievement of competencies and in order to set the criterias of the competencies certification [GERBÉ & al. 2012].
Assessments are everywhere in pMOOC
Current MOOCs are well adapted to students who are mostly digital natives but at the same time are inadequate in the context of organized and efficient learning, especially in a competency-based approach.
Given the massive nature of MOOCs, the only types of evaluation that can be performed « automatically » are rather superficial. Basically, four types of evaluation are proposed. 1) Short multiple-choice questions are directly embedded in each educational videoclips which should be answered immediately to ensure that students have well followed and have paid sufficient attention to educational content according to a pedagogy called « mastery learning » [Wikipédia 2013]. 2) Assessments at the end of each module in the form of more elaborate questionnaires. 3) Programming exercises that can be subjected to automatic evaluation. 4) Finally homeworks or short essays to be peer reviewed. In the peer review, one can introduce a reputation score to identify the best evaluators and encourage ethical behavior [JOSANG et al. 2007].
But precisely, competency-based digital portfolios are characterized by a wealth of assessment tools involving multiple agents: automatic assessments, self-assessments, peer assessments and assesment scenarios with tutors, teachers, internship responsibles, laboratory instructors, practical work instructors which may also involve committees and juries [RAYNAULD et al. 2012].
The pMOOC viewed as an integrator element
In many situations MOOCs can be used for so-called « flipped classrooms » where students go online to consult educational contents and do exercises before going to class. Thus, the regular class becomes the place where to discuss difficulties, go deeper into certain subjects, achieve richer and interactive learning activities such as workshops or laboratories. [HOPKINS 2012].
This is a great opportunity to add value for students in attendance (with discussions, Q/R sessions, examples, case studies, role plays, etc.) who will pay a premium for these privileges (of course!). One thinks of the contributions of simulations and serious games that mobilize other forms of learning, but do not replace practical experience.
We also saw that many disciplines taught at the university require practice with simulations, case studies, internships and laboratories.
Here again, a portfolio-MOOC is particularly well suited because it plays the role of an integrator element and ensures the monitoring and coordination of the various learning activities and assessments by computer and teaching staff.
Competencies repository, the core element of pMOOCs
Competency-based learning requires that lessons be broken down into competencies of different levels that can be assessed using well defined operational observables [TARDIF 2006]. All these modeled and computable informations are contained in a digital competencies repository. The competencies repository is therefore the core element of portfolio-MOOC.
The use of a competencies repository allows the design of modular courses where students can follow different learning paths depending on their needs and interests. Competencies can then be combined according to different learning scenarios depending of students and their learning objectives.
Support to the learning processes
Another key element of pMOOC is their support to learning. While in conventional MOOCs like xMOOCs the user's support is mainly based on the use of discussion forums, then individual blogs and wikis in the case of cMOOC, for their part the pMOOCs are characterized by a multi-stakeholders approach and structured pedagogical scenarios with integration of social networks to support users [FILIPPI et al. 2012].
Conclusion and future
The MOOCs will evoluate in many directions. The use of MOOCs in combination with digital portfolios for competency-based learning is an important and predictable evolution.
Le billet original en français
[COULOMBE 2013] Coulombe C., Vers les CLOM-p - Les CLOM portfolios pour l'agrément des compétences, Journée MATI Montréal 2013, L’innovation dans les modèles, méthodes et outils pour l’apprentissage et le développement des compétences, Montréal, 1er mai 2013. Diapos de la présentation - consulté en 2013 Vidéo de la présentation - consulté en 2013
[RAYNAULD et al. 2012] Raynauld, J., Martel, C., Gerbé, O. et Coulombe, C. Les portfolios d'évaluation : un dispositif intégré reposant sur l'évaluation des compétences dans le cadre de situations pédagogiques variées, Actes du Colloque de l'Association internationale de pédagogie universitaire, 14 au 18 mai 2012, Trois-Rivières, Québec, p.634-641.
[SIEMENS 2012] Siemens, G., What Is the Theory That Underpins Our Moocs?, Blogue. Elearnspace, 3 juin 2012. http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/ - consulté en 2013
[RAYNAULD 2011] Raynauld, J., Référentiels de compétences : des besoins exprimés à la mise en oeuvre, GTN - Québec: journée d'étude sur le développement et la diffusion des ressources numériques d'apprentissage, 29 novembre 2011 , Montréal, Québec.
[GERBÉ & al. 2012] Gerbé, O., Coulombe, C. et Raynauld, J. Zone Cours Mobile : toutes les informations à caractère pédagogique pour les apprenants nomades, 2ème journée de MATI Montréal dans le cadre du colloque scientifique international sur les TIC en éducation, 3 au 4 mai 2012, Montréal, Québec.
[Wikipédia 2013] Wikipédia, Mastery learning. In Wikipedia, the free encyclopedia 24 février 2013, http://en.wikipedia.org/w/index.php?title=Mastery_learning - consulté en 2013
[JOSANG et al 2007] Josang A., Ismail R., Boyd C., A Survey of Trust and Reputation Systems for Online Service Provision, Decision Support Systems, vol. 43, no 2, Elsevier, mars 2007, p. 618-644.
[HOPKINS 2012] Hopkins, C, Future U: Fear and Loathing in Academia. Ars Technica, June 10, 2012. http://arstechnica.com/business/2012/06/future-u-fear-and-loathing-in-academia/ - consulté en 2013
[FILIPPI et al. 2012] Filippi, L., Cantaroglou, F., Gerbé, O. et Raynauld, J. Du portefeuille de formation au portfolio de compétences : valoriser les communautés professionnelles pour favoriser l'accès à l'emploi, Actes du colloque 508 sur les systèmes pédagogiques intégrés, ACFAS 2012, 7 mai 2012 Montréal, Québec.
[RAYNAULD et al. 2011] Raynauld, J., Martel, C., Gerbé, O. et Coulombe, C. « Assessment Portfolios: An Integrated Model-Based Approach Supporting The Needs And Scenarios Across Users, ePic 2011 », Proceedings of the ePIC2011 ePortfolio & Identity Conference, 11 au 13 juillet 2011, London, England, p.162-167.
Affichage des articles dont le libellé est plagiarism. Afficher tous les articles
Affichage des articles dont le libellé est plagiarism. Afficher tous les articles
mercredi 19 juin 2013
lundi 20 mai 2013
Turning the competencies corner with the MOOCs
The current MOOCs have a fragmented vision of training with courses « à la carte », very punctual and the lack of program or long-term training. This is probably due to their youth, since very little content has been published on these platforms for now. In addition, MOOCs would provide little guidance nor any educational support to less motivated or less autonomous students [ROSENTHAL 2013]. Many of the disciplines taught at the university such as medicine, dentistry, engineering, biology, chemistry, physics and arts require practical training with internships, studios or laboratories which are not provided by the current MOOCs.
Most importantly, MOOCs are confined in the transmission of knowledge, as we called xMOOC, and neglect the much needed shift towards competencies as urged by Thomas L. Friedman, the celebrated New York Times columnist, in an article evocatively titled « The Professor's Big Stage » whose we highlight few passages [FRIEDMAN 2013].
Friedman shares this point of view with Gilbert Paquette, researcher at Téluq and former minister of sciebce who enjoined Quebecers in 2002 « to meet the challenge of the knowledge society » by developing learning platforms to improve skills [PAQUETTE 2002b].
What is a competency-based approach?
The competency-based approach of learning which is born from the encounter between the pragmatism of business and the teaching by objectives is a logical step towards training customization, student's empowerment and self-reflection. In that vision, the competency-based learning approach also includes the project-based approach and the internships monitoring.
First conceived in a behavioural approach, the competency is now understood in a more systemic and global approach. We will draw on the definition of « competency » as articulated by Jacques Tardif, a renowned Québec's expert of the competency-based approach [TARDIF 2006].
We find that the phrase « knowing how to act » has replaced the term « know-how », the word « resource » has replaced the word « knowledge » and we acknowledge that external resources may be crucial in mobilization of expertise.
The competency-based approach also meets the growing needs upon « professionalization » of academic training by the professional associations which often deliver accreditation to the university training programs.
Another aspect relates to the acquisition of competencies and maintaining these competencies through a program of lifelong learning or continuous education [PAQUETTE 2002a].
Turning the competencies corner
With the increasing demand for diversification of learning means by digital natives, the mobility of labor and the competition from emerging internet superpowers such as MOOCs, Google, LinkedIn and other digital badges givers, competencies development is becoming a major strategic challenge for traditional universities that should establish clearly the « value of the diplomas » issued [COULOMBE 2013a]. Some even argue that competency-based learning will be the catalyst for change in the economic model of higher education [MORRISON 2012].
Furthermore, in a world where multiply plagiarisms, misrepresentations, digital badges and certificates of dubious value, recruiters will build their confidence on the results of activities that demonstrate the actual competencies of candidates [COULOMBE 2012].
Assessment at the heart of the competency-based approach
At the heart of the competency-based approach are found a practice of frequent assesments in order to track, monitor and document the learning process of competencies [TARDIF 2006]. We can even see the importance given to the "measurement" in competency-based learning as a characteristic of the transition from pedagogical crafting to a true pedagogical engineering.
The competency-based approach is also a logical step towards student performance support, the accreditation (or certification) of operational knowledge and / or competencies and the accreditation of courses and programs by professional associations. This is an opportunity for recognized educational institutions to distinguish themselves by the certification in using electronic signatures, not only for diplomas but also to a more granular level for each competency.
Competency-based learning requires monitoring and control framework that is rather unpopular in the academic context, but may be supported by appropriate technological solutions.
In a future post we will present software tools to be added to the MOOCs in order to better support the competency-based approach.
Le billet original en français
[ROSENTHAL 2013] Rosenthal, A. The Trouble With Online College, Article de journal, The New York Times, 18 février 2013, sec. Opinion. http://www.nytimes.com/2013/02/19/opinion/the-trouble-with-online-college.html - consulté en 2013
[FRIEDMAN 2013] Friedman, T. L., The Professors’ Big Stage, Article de journal, New York Times, 6 mars 2013. http://www.nytimes.com/2013/03/06/opinion/friedman-the-professors-big-stage.html - consulté en 2013
[PAQUETTE 2002b] Paquette, G.. Modélisation des connaissances et des compétences. Presses de l’Université du Québec, 2002. Québec, Québec, p. 66
[TARDIF 2006] Tardif, J. L’évaluation des compétences. Chenelière Éducation, 2006, p.
[COULOMBE 2013a] Coulombe, C. Réinventer l’université québécoise à l’Âge du numérique Blogue. La rhétorique de l’Homme de Java, 12 janvier 2013. http://hommedejava.blogspot.ca/2013/01/reinventer-luniversite-quebecoise-lage.html - consulté en 2013
[MORRISON 2012] Morrison, Debbie. The Next Big Disruptor - Competency-based Learning. Blog. Online Learning Insights, June 12, 2012. http://onlinelearninginsights.wordpress.com/2012/06/12/the-next-big-disruptor-competency-based-learning/ - consulté en 2013
[COULOMBE 2012] Coulombe C., L'infonuagique éducative : promesses et défis!, Colloque international sur les TIC en éducation, 3 et 4 mai 2012, Montréal, Québec.
[PAQUETTE 2002a]Paquette, G., L’ingénierie pédagogique. Presses de l’Université du Québec, 2002, Québec, Québec, p. 62
Most importantly, MOOCs are confined in the transmission of knowledge, as we called xMOOC, and neglect the much needed shift towards competencies as urged by Thomas L. Friedman, the celebrated New York Times columnist, in an article evocatively titled « The Professor's Big Stage » whose we highlight few passages [FRIEDMAN 2013].
The world only cares, and will only pay for, what you can do with what you know. … We’re moving to a more competency-based world where there will be less interest in how you acquired the competency — in an online course, at a four-year-college or in a company-administered class — and more demand to prove that you mastered the competency. - Thomas L. Friedman, New-York Times – 6 mars 2013
Friedman shares this point of view with Gilbert Paquette, researcher at Téluq and former minister of sciebce who enjoined Quebecers in 2002 « to meet the challenge of the knowledge society » by developing learning platforms to improve skills [PAQUETTE 2002b].
What is a competency-based approach?
The competency-based approach of learning which is born from the encounter between the pragmatism of business and the teaching by objectives is a logical step towards training customization, student's empowerment and self-reflection. In that vision, the competency-based learning approach also includes the project-based approach and the internships monitoring.
First conceived in a behavioural approach, the competency is now understood in a more systemic and global approach. We will draw on the definition of « competency » as articulated by Jacques Tardif, a renowned Québec's expert of the competency-based approach [TARDIF 2006].
A competency is a complex set of « knowing how to act » bearing on the effective mobilization and combination of a variety of internal and external resources within a family of situations.
We find that the phrase « knowing how to act » has replaced the term « know-how », the word « resource » has replaced the word « knowledge » and we acknowledge that external resources may be crucial in mobilization of expertise.
The competency-based approach also meets the growing needs upon « professionalization » of academic training by the professional associations which often deliver accreditation to the university training programs.
Another aspect relates to the acquisition of competencies and maintaining these competencies through a program of lifelong learning or continuous education [PAQUETTE 2002a].
Turning the competencies corner
With the increasing demand for diversification of learning means by digital natives, the mobility of labor and the competition from emerging internet superpowers such as MOOCs, Google, LinkedIn and other digital badges givers, competencies development is becoming a major strategic challenge for traditional universities that should establish clearly the « value of the diplomas » issued [COULOMBE 2013a]. Some even argue that competency-based learning will be the catalyst for change in the economic model of higher education [MORRISON 2012].
Furthermore, in a world where multiply plagiarisms, misrepresentations, digital badges and certificates of dubious value, recruiters will build their confidence on the results of activities that demonstrate the actual competencies of candidates [COULOMBE 2012].
Assessment at the heart of the competency-based approach
At the heart of the competency-based approach are found a practice of frequent assesments in order to track, monitor and document the learning process of competencies [TARDIF 2006]. We can even see the importance given to the "measurement" in competency-based learning as a characteristic of the transition from pedagogical crafting to a true pedagogical engineering.
The competency-based approach is also a logical step towards student performance support, the accreditation (or certification) of operational knowledge and / or competencies and the accreditation of courses and programs by professional associations. This is an opportunity for recognized educational institutions to distinguish themselves by the certification in using electronic signatures, not only for diplomas but also to a more granular level for each competency.
Competency-based learning requires monitoring and control framework that is rather unpopular in the academic context, but may be supported by appropriate technological solutions.
In a future post we will present software tools to be added to the MOOCs in order to better support the competency-based approach.
Le billet original en français
[ROSENTHAL 2013] Rosenthal, A. The Trouble With Online College, Article de journal, The New York Times, 18 février 2013, sec. Opinion. http://www.nytimes.com/2013/02/19/opinion/the-trouble-with-online-college.html - consulté en 2013
[FRIEDMAN 2013] Friedman, T. L., The Professors’ Big Stage, Article de journal, New York Times, 6 mars 2013. http://www.nytimes.com/2013/03/06/opinion/friedman-the-professors-big-stage.html - consulté en 2013
[PAQUETTE 2002b] Paquette, G.. Modélisation des connaissances et des compétences. Presses de l’Université du Québec, 2002. Québec, Québec, p. 66
[TARDIF 2006] Tardif, J. L’évaluation des compétences. Chenelière Éducation, 2006, p.
[COULOMBE 2013a] Coulombe, C. Réinventer l’université québécoise à l’Âge du numérique Blogue. La rhétorique de l’Homme de Java, 12 janvier 2013. http://hommedejava.blogspot.ca/2013/01/reinventer-luniversite-quebecoise-lage.html - consulté en 2013
[MORRISON 2012] Morrison, Debbie. The Next Big Disruptor - Competency-based Learning. Blog. Online Learning Insights, June 12, 2012. http://onlinelearninginsights.wordpress.com/2012/06/12/the-next-big-disruptor-competency-based-learning/ - consulté en 2013
[COULOMBE 2012] Coulombe C., L'infonuagique éducative : promesses et défis!, Colloque international sur les TIC en éducation, 3 et 4 mai 2012, Montréal, Québec.
[PAQUETTE 2002a]Paquette, G., L’ingénierie pédagogique. Presses de l’Université du Québec, 2002, Québec, Québec, p. 62
jeudi 2 mai 2013
MOOC - Towards a new economic model for the higher education and professional training
The current MOOCs do not issue diplomas nor course credits, but only small course's completion certificates, without even ensuring that students have done their work themselves. One can even imagine situations in which students pay someone external to do their homeworks or exams (i.e. outsource their homeworks) . They can also open and use many fictitious accounts to better succeed [ANDERS 2012]. The present MOOcs are the realm of plagiarism!
With time, things evolve, we will eventually find way to ensure that students did not cheat and they deserved the credits or diplomas that could be potentially awarded to them by MOOCs [SCHMIDT 2012].
In the short term, the best way to achieve this is by using controlled exams. There exist specialized test centers where after being duly identified, the student is evaluated in a controlled environment (isolated workstation, surveillance camera, no internet access, sometimes even a Faraday cage which is preventing to communicate using radio-frequency). Moreover EdX and Udacity, two of the three main MOOCs from USA have signed agreements with Pearson VUE, which operates some 4,000 test centers in 170 countries [UDACITY 2012], [KOLOWICH 2013]. Online monitoring systems based on the analysis of student behavior, analysis of student's typing style and eye tracking using a personal webcam have been announced recently [EISENBERG 2013].
Meanwhile in parallel is emerging a vast ecosystem for allocation of digital badges and peer recommendations which compete with established educational institutions, but more for short and one-time courses [CAREY 2012a].
The economic model that is looming on the horizon is the following: Education and all educational contents will be free and accessible to all people, but this is the certification process by passing exams that will be for profit [CAREY 2012b]. Here we recognize a strategy of "loss leader" (or freemium), we attract the customer through the « free stuff » and then we sell him the critical complement, in our case, the certification.
In a future post we will see how the emergence of this new business model entails a shift towards learning according to competency-based approach.
Le billet original en français
[ANDERS 2012] Anders, G. How Would You Like A Graduate Degree For $100?, Magazine, Forbes, 5 juin 2012. http://www.forbes.com/sites/georgeanders/2012/06/05/udacity-sebastian-thrun-disrupting-higher-education/ - consulté en 2013
[SCHMIDT 2012] Schmidt, D. C. Massively Open Online Courses, Baladodiffusion Software Engineering Radio, 7 janvier 2013, Vol. 191. http://www.se-radio.net/2013/01/episode-191-massively-open-online-courses/ - consulté en 2013
[UDACITY 2012] Udacity, Udacity in Partnership with Pearson VUE Announces Testing Centers, Blogue. Udacity Blog, 1 juin 2012,http://blog.udacity.com/2012/06/udacity-in-partnership-with-pearson-vue.html - consulté en 2013
[KOLOWICH 2013] Kolowich, S., How EdX Plans to Earn, and Share, Revenue From Its Free Online Courses, Article de journal, The Chronicle of Higher Education, 21 février 2013, sec. Technology. http://chronicle.com/article/How-EdX-Plans-to-Earn-and/137433/ - consulté en 2013
[EISENBERG 2013] Eisenberg, A., Keeping an Eye on Online Test-Takers, Article de journal, The New York Times, 2 mars 2013, sec. Technology. http://www.nytimes.com/2013/03/03/technology/new-technologies-aim-to-foil-online-course-cheating.html - consulté en 2013
[CAREY 2012a] Carey, K., A Future Full of Badges, Article de journal, The Chronicle of Higher Education, 8 avril 2012, sec. Commentary. http://chronicle.com/article/A-Future-Full-of-Badges/131455/ - consulté en 2013
[CAREY 2012b] Carey, K.. Into the Future With MOOC’s, Article de journal, The Chronicle of Higher Education, 3 septembre 2012, sec. Commentary. http://chronicle.com/article/Into-the-Future-With-MOOCs/134080// - consulté en 2013
With time, things evolve, we will eventually find way to ensure that students did not cheat and they deserved the credits or diplomas that could be potentially awarded to them by MOOCs [SCHMIDT 2012].
In the short term, the best way to achieve this is by using controlled exams. There exist specialized test centers where after being duly identified, the student is evaluated in a controlled environment (isolated workstation, surveillance camera, no internet access, sometimes even a Faraday cage which is preventing to communicate using radio-frequency). Moreover EdX and Udacity, two of the three main MOOCs from USA have signed agreements with Pearson VUE, which operates some 4,000 test centers in 170 countries [UDACITY 2012], [KOLOWICH 2013]. Online monitoring systems based on the analysis of student behavior, analysis of student's typing style and eye tracking using a personal webcam have been announced recently [EISENBERG 2013].
Meanwhile in parallel is emerging a vast ecosystem for allocation of digital badges and peer recommendations which compete with established educational institutions, but more for short and one-time courses [CAREY 2012a].
The economic model that is looming on the horizon is the following: Education and all educational contents will be free and accessible to all people, but this is the certification process by passing exams that will be for profit [CAREY 2012b]. Here we recognize a strategy of "loss leader" (or freemium), we attract the customer through the « free stuff » and then we sell him the critical complement, in our case, the certification.
In a future post we will see how the emergence of this new business model entails a shift towards learning according to competency-based approach.
Le billet original en français
[ANDERS 2012] Anders, G. How Would You Like A Graduate Degree For $100?, Magazine, Forbes, 5 juin 2012. http://www.forbes.com/sites/georgeanders/2012/06/05/udacity-sebastian-thrun-disrupting-higher-education/ - consulté en 2013
[SCHMIDT 2012] Schmidt, D. C. Massively Open Online Courses, Baladodiffusion Software Engineering Radio, 7 janvier 2013, Vol. 191. http://www.se-radio.net/2013/01/episode-191-massively-open-online-courses/ - consulté en 2013
[UDACITY 2012] Udacity, Udacity in Partnership with Pearson VUE Announces Testing Centers, Blogue. Udacity Blog, 1 juin 2012,http://blog.udacity.com/2012/06/udacity-in-partnership-with-pearson-vue.html - consulté en 2013
[KOLOWICH 2013] Kolowich, S., How EdX Plans to Earn, and Share, Revenue From Its Free Online Courses, Article de journal, The Chronicle of Higher Education, 21 février 2013, sec. Technology. http://chronicle.com/article/How-EdX-Plans-to-Earn-and/137433/ - consulté en 2013
[EISENBERG 2013] Eisenberg, A., Keeping an Eye on Online Test-Takers, Article de journal, The New York Times, 2 mars 2013, sec. Technology. http://www.nytimes.com/2013/03/03/technology/new-technologies-aim-to-foil-online-course-cheating.html - consulté en 2013
[CAREY 2012a] Carey, K., A Future Full of Badges, Article de journal, The Chronicle of Higher Education, 8 avril 2012, sec. Commentary. http://chronicle.com/article/A-Future-Full-of-Badges/131455/ - consulté en 2013
[CAREY 2012b] Carey, K.. Into the Future With MOOC’s, Article de journal, The Chronicle of Higher Education, 3 septembre 2012, sec. Commentary. http://chronicle.com/article/Into-the-Future-With-MOOCs/134080// - consulté en 2013
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