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INTRODUCTION TO VINE AND WINE SCIENCES: VINE AND WINE MASSIVE OPEN ONLINE COURSE (VINE&WINE MOOC)
LALLEMAND, Patrice1 ; GAMBETTA, Gregory2; LE FUR, Yves3; CHERVIN, Christian4; BLONDIN, Bruno5 1 Montpellier SupAgro, IHEV, 2 place Pierre Viala, 34060 Montpellier, France Bordeaux Sciences Agro, ISVV - UMR EGFV, 1 cours du Général de Gaulle, Gradignan, France 3 AgroSup Dijon, Centre des Sciences du Goût et de l'Alimentation, 17 rue Sully, 21065 Dijon, France 4 ENSAT, ENSAT-INPT, GBF, 31326 Castanet, France 5 Montpellier SupAgro, UMR SPO, 2 place Pierre Viala, 34060 Montpellier, France 2 *Corresponding author: patrice.lallemand@supagro.fr
Abstract: Digital technology has revolutionized the way we communicate. It should fundamentally transform the way we teach. Since late 2011, the rise of MOOCs (massive open online courses) has gradually redefined both access to and the design of higher education worldwide. In this context, the French government adopted an ambitious roadmap for digital teaching. The goal of the Ministry of Higher Education and Research is to make available an ambitious offer for online learning and to use digital tools to change teaching practices through the creation of the FUN platform (France Université Numérique). As one of France’s leading agronomy colleges and part of the national Agreenium network, Montpellier SupAgro is involved in this development together with Bordeaux Sciences Agro, ENSA Toulouse and AgroSup Dijon and has started to create MOOCs on several topics under the co-ordination of the Ministry of Agriculture. The Vine and Wine MOOC project is focused on vine and wine sciences, internationally recognized as one of France’s foremost areas of research and education. This MOOC project has two main goals: (i) to transmit basic heuristic knowledge in the vine and wine sciences, (ii) and to increase the international visibility of viticulture and oenology training institutions and reinforce their attractiveness for overseas students. Based on the high quality of the research and teaching team of the consortium involved in the project, and based on the skills and experience in e-learning of the TICE (Information and communication technologies for education) team of Montpellier SupAgro, the project will develop a five-week course. Key words: MOOC, e-learning, education, vine and wine sciences 1. Introduction Massive Open Online Courses first emerged in 2012 when the University of Stanford managed to enrol 160,000 students free-of-charge to follow an “Introduction to artificial intelligence”. On the strength of this success, Stanford created the world’s first MOOC platform “Udacity”. Other MOOCs have been developed exponentially in several North American universities, for example Edx at Harvard and MIT, and in Europe (Chart 1). In October 2013, the UK launched its platform with “FutureLearn”. Likewise Germany will launch its “Iversity” platform. The European Agency (EACEA) has created the “EMMA” platform. In this context in 2013 the French government adopted an ambitious roadmap on digital teaching, materialized by the creation of the French platform, FUN (France Université Numérique). Chart 1 - Aggregate growth of MOOC courses Source: Document de travail n° 2016-01, France Stratégie, février 2016 MOOCs provide a “showcase” for universities to communicate both nationally and internationally. They allow easier access to education and can thus provide guidance for students and contribute to institutional sourcing strategies. For example, the FutureLearn platform estimates that for 300,000 users, 20 students will be recruited by the university in initial training after the course. MOOC platforms take various forms, from private to non-profit status. Whatever the economic model chosen, the European universities and schools of excellence have entered the market for online courses. The Agreenium consortium of public institutions supervised by the French Ministry of Agriculture has chosen to participate in this movement by focusing on a theme for which France enjoys a solid international reputation: the vine and wine sciences. Methods The pedagogical context of the MOOC is designed to introduce innovative educational processes offering added value as an alternative to the face-to-face approach. This is not really a digital revolution, but rather the advent of a new tool transforming teaching practices in higher education. First of all, MOOCs offer flexibility, enabling learners to work wherever they are, whenever they wish. This is a mass tool accessible to anyone and everyone. The MOOC develops a participative approach with self-assessment (quizzes, personal projects) and peer-learning (forum, peer-evaluation, etc.). This kind of formative evaluation obeys a logic of regulation; it is designed to support the learning process, to help learners close in on the educational objectives; it is therefore part of a helping relationship, a contract of trust, and a cooperative enterprise. Secondly, MOOCs focus on “adaptive learning” as an organizational process through which to implement a personalized approach to learning. They provide learners with all the resources they need for their learning path and learning situations. They connect the needs and expectations of students, encourage student involvement in their education, and develop their autonomy. They will enable people to assert their individuality, their uniqueness, to anticipate situations, to make choices and order their priorities. Montpellier SupAgro has developed solid skills in this field of innovative pedagogy, and it already offers several MOOCs in different topics in agronomic sciences, such as Agroecology, Chemometrics and Entomology. The Agreenium consortium brings together the grandes écoles of agronomy, including Bordeaux Sciences Agro, ENSA Toulouse and AgroSup Dijon. Each of these institutions is recognized for its high quality research and teaching in the vine and wine sciences. Each institution is in charge of developing one specific topic of the MOOC, depending on its specific area of teaching and research excellence. The institutions involved in the project are in different locations, increasing the complementarity of the contexts described in the course, in terms of local knowhow, climate, soils, and vine and wine sector organization. The scientific partners are tasked with structuring and writing the course and compiling the resources. Montpellier SupAgro is in charge of the administrative, pedagogical and financial coordination of the project. The Montpellier SupAgro services are responsible for editing editing the course, its online availability, and ensuring it is user-friendly and attractive. The final objective is to develop a MOOC on vine and wine sciences providing a series of courses (in English and French) freely available online with a focus on the specificities of French production of wines, and the associated scientific innovations. It aims at promoting and transferring scientific research, especially in genetics and plant breeding, microbiology, viticulture, oenology and economics/social sciences. These disciplines are associated so as to develop the integrative concept of terroir, from grapes to wine, and from tradition to innovation. Results The expected outputs are modern and attractive open courses for academic education and life-long learners. Each participant in the project will develop one module based on their specific research topic. Five modules of four hours each, including two hours of personal work, will be offered during the five weeks the course lasts (see Table 1): - introduction - plant vine biology - vineyard management - wine production and enology - wine economy and industry Each module will include videos, quizzes, e-learning tools and exercises. Table 1: Vine & Wine MOOC structure and content week 0: MOOC introduction 1: vine biology 2 : viticulture, vineyard management 3: enology 4: Economy and wine market goals Introducing the choice of the topic and its relevance to agricultural issues , contemporary food and environmental Understanding the cycle of the vine in relation with the pedo-climatic context Understanding the qualitative elements of the plant material used for the production of wine grapes i) ampelography: grapes , grape varieties, rootstock and varietal selection , cloning, creation of new varieties ii) grape ripening, physical and chemical monitoring of maturity Understanding the main points that allow the producer to manage his vineyard i) systematic position of the vine concept of biocenosis ii) agrosystem concepts and terroir approach Understanding the main points that allow to the producer to manage his vineyard Understanding the elements of the production and preservation of a quality wine i) the main winemaking and stabilization processes ii) the microbiology of wine (alcoholic and malolactic fermentations, defaults ) Understanding the strategies of actors/stake-holders in the French wine sector economy i) Key success factors and curbs on the French wine economy in the domestic and export markets ii) Consumer profiles, purchasing practices and wine consumption behaviour in France and around the world iii) Constructing and enhancing the French offer, quality and origin indications and the concept of terroir iv) The structuring of the French vine-wine industry and interactions among its actors The WineFun MOOC is designed for a wide audience of students in initial training, institutional partners, summer school students, a national and international audience with some basic grounding in the life sciences. The MOOC will also be used as an initial training module offered to students on several MSc courses as an accredited “immersion” module for extra credits. It will be regularly upgraded. This MOOC course is equivalent to 2 ECTS (European credits). Most students will be able to attend the course free of charge and will obtain a numerical certificate like a digital badge. Conclusion In the context of the increased digitalization of education, it is clearly a priority for French universities to be involved in creating online courses, both for the pedagogical reasons and for enhanced visibility at international level. The Agreenium project to design a course in the vine and wine sciences has brought together four research units (UMR) of Montpellier and four prestigious national agronomy colleges to work together to develop an innovative e-learning tool. The project, implemented by the Agreenium teams at Montpellier, Dijon, Toulouse and Bordeaux, all located in the main French vineyards, is supported by the Agropolis Fondation (call for proposals Open Science “training and higher education”, ref CfP 201501). These courses will be available to various publics, academic students, English speakers, French speakers and professionals. These courses will be available in both English and French to audiences of students and professionals. This MOOC about the vine and wine sciences will be available on FUN (France Université Numérique) next January 2018, in English and French. Focusing on the integrative concept of the agro-system and innovation in the vine and wine sciences, it will present the latest research in this sector. In the medium and long term, the courses will be maintained and regularly updated and the MOOC will be a first step in the construction of an international e-learning platform in the vine and wine sciences. This project is supported by Agropolis Fondation under the reference ID 1403-026 through the « Investissements d’avenir » programme (Labex Agro: ANR-10-LABX-0001-01) »
Keywords:
Abstract: Digital technology has revolutionized the way we communicate. It should fundamentally transform the way we teach. Since late 2011, the rise of MOOCs (massive open online courses) has gradually redefined both access to and the design of higher education worldwide. In this context, the French government adopted an ambitious roadmap for digital teaching. The goal of the Ministry of Higher Education and Research is to make available an ambitious offer for online learning and to use digital tools to change teaching practices through the creation of the FUN platform (France Université Numérique). As one of France’s leading agronomy colleges and part of the national Agreenium network, Montpellier SupAgro is involved in this development together with Bordeaux Sciences Agro, ENSA Toulouse and AgroSup Dijon and has started to create MOOCs on several topics under the co-ordination of the Ministry of Agriculture. The Vine and Wine MOOC project is focused on vine and wine sciences, internationally recognized as one of France’s foremost areas of research and education. This MOOC project has two main goals: (i) to transmit basic heuristic knowledge in the vine and wine sciences, (ii) and to increase the international visibility of viticulture and oenology training institutions and reinforce their attractiveness for overseas students. Based on the high quality of the research and teaching team of the consortium involved in the project, and based on the skills and experience in e-learning of the TICE (Information and communication technologies for education) team of Montpellier SupAgro, the project will develop a five-week course. Key words: MOOC, e-learning, education, vine and wine sciences 1. Introduction Massive Open Online Courses first emerged in 2012 when the University of Stanford managed to enrol 160,000 students free-of-charge to follow an “Introduction to artificial intelligence”. On the strength of this success, Stanford created the world’s first MOOC platform “Udacity”. Other MOOCs have been developed exponentially in several North American universities, for example Edx at Harvard and MIT, and in Europe (Chart 1). In October 2013, the UK launched its platform with “FutureLearn”. Likewise Germany will launch its “Iversity” platform. The European Agency (EACEA) has created the “EMMA” platform. In this context in 2013 the French government adopted an ambitious roadmap on digital teaching, materialized by the creation of the French platform, FUN (France Université Numérique). Chart 1 - Aggregate growth of MOOC courses Source: Document de travail n° 2016-01, France Stratégie, février 2016 MOOCs provide a “showcase” for universities to communicate both nationally and internationally. They allow easier access to education and can thus provide guidance for students and contribute to institutional sourcing strategies. For example, the FutureLearn platform estimates that for 300,000 users, 20 students will be recruited by the university in initial training after the course. MOOC platforms take various forms, from private to non-profit status. Whatever the economic model chosen, the European universities and schools of excellence have entered the market for online courses. The Agreenium consortium of public institutions supervised by the French Ministry of Agriculture has chosen to participate in this movement by focusing on a theme for which France enjoys a solid international reputation: the vine and wine sciences. Methods The pedagogical context of the MOOC is designed to introduce innovative educational processes offering added value as an alternative to the face-to-face approach. This is not really a digital revolution, but rather the advent of a new tool transforming teaching practices in higher education. First of all, MOOCs offer flexibility, enabling learners to work wherever they are, whenever they wish. This is a mass tool accessible to anyone and everyone. The MOOC develops a participative approach with self-assessment (quizzes, personal projects) and peer-learning (forum, peer-evaluation, etc.). This kind of formative evaluation obeys a logic of regulation; it is designed to support the learning process, to help learners close in on the educational objectives; it is therefore part of a helping relationship, a contract of trust, and a cooperative enterprise. Secondly, MOOCs focus on “adaptive learning” as an organizational process through which to implement a personalized approach to learning. They provide learners with all the resources they need for their learning path and learning situations. They connect the needs and expectations of students, encourage student involvement in their education, and develop their autonomy. They will enable people to assert their individuality, their uniqueness, to anticipate situations, to make choices and order their priorities. Montpellier SupAgro has developed solid skills in this field of innovative pedagogy, and it already offers several MOOCs in different topics in agronomic sciences, such as Agroecology, Chemometrics and Entomology. The Agreenium consortium brings together the grandes écoles of agronomy, including Bordeaux Sciences Agro, ENSA Toulouse and AgroSup Dijon. Each of these institutions is recognized for its high quality research and teaching in the vine and wine sciences. Each institution is in charge of developing one specific topic of the MOOC, depending on its specific area of teaching and research excellence. The institutions involved in the project are in different locations, increasing the complementarity of the contexts described in the course, in terms of local knowhow, climate, soils, and vine and wine sector organization. The scientific partners are tasked with structuring and writing the course and compiling the resources. Montpellier SupAgro is in charge of the administrative, pedagogical and financial coordination of the project. The Montpellier SupAgro services are responsible for editing editing the course, its online availability, and ensuring it is user-friendly and attractive. The final objective is to develop a MOOC on vine and wine sciences providing a series of courses (in English and French) freely available online with a focus on the specificities of French production of wines, and the associated scientific innovations. It aims at promoting and transferring scientific research, especially in genetics and plant breeding, microbiology, viticulture, oenology and economics/social sciences. These disciplines are associated so as to develop the integrative concept of terroir, from grapes to wine, and from tradition to innovation. Results The expected outputs are modern and attractive open courses for academic education and life-long learners. Each participant in the project will develop one module based on their specific research topic. Five modules of four hours each, including two hours of personal work, will be offered during the five weeks the course lasts (see Table 1): - introduction - plant vine biology - vineyard management - wine production and enology - wine economy and industry Each module will include videos, quizzes, e-learning tools and exercises. Table 1: Vine & Wine MOOC structure and content week 0: MOOC introduction 1: vine biology 2 : viticulture, vineyard management 3: enology 4: Economy and wine market goals Introducing the choice of the topic and its relevance to agricultural issues , contemporary food and environmental Understanding the cycle of the vine in relation with the pedo-climatic context Understanding the qualitative elements of the plant material used for the production of wine grapes i) ampelography: grapes , grape varieties, rootstock and varietal selection , cloning, creation of new varieties ii) grape ripening, physical and chemical monitoring of maturity Understanding the main points that allow the producer to manage his vineyard i) systematic position of the vine concept of biocenosis ii) agrosystem concepts and terroir approach Understanding the main points that allow to the producer to manage his vineyard Understanding the elements of the production and preservation of a quality wine i) the main winemaking and stabilization processes ii) the microbiology of wine (alcoholic and malolactic fermentations, defaults ) Understanding the strategies of actors/stake-holders in the French wine sector economy i) Key success factors and curbs on the French wine economy in the domestic and export markets ii) Consumer profiles, purchasing practices and wine consumption behaviour in France and around the world iii) Constructing and enhancing the French offer, quality and origin indications and the concept of terroir iv) The structuring of the French vine-wine industry and interactions among its actors The WineFun MOOC is designed for a wide audience of students in initial training, institutional partners, summer school students, a national and international audience with some basic grounding in the life sciences. The MOOC will also be used as an initial training module offered to students on several MSc courses as an accredited “immersion” module for extra credits. It will be regularly upgraded. This MOOC course is equivalent to 2 ECTS (European credits). Most students will be able to attend the course free of charge and will obtain a numerical certificate like a digital badge. Conclusion In the context of the increased digitalization of education, it is clearly a priority for French universities to be involved in creating online courses, both for the pedagogical reasons and for enhanced visibility at international level. The Agreenium project to design a course in the vine and wine sciences has brought together four research units (UMR) of Montpellier and four prestigious national agronomy colleges to work together to develop an innovative e-learning tool. The project, implemented by the Agreenium teams at Montpellier, Dijon, Toulouse and Bordeaux, all located in the main French vineyards, is supported by the Agropolis Fondation (call for proposals Open Science “training and higher education”, ref CfP 201501). These courses will be available to various publics, academic students, English speakers, French speakers and professionals. These courses will be available in both English and French to audiences of students and professionals. This MOOC about the vine and wine sciences will be available on FUN (France Université Numérique) next January 2018, in English and French. Focusing on the integrative concept of the agro-system and innovation in the vine and wine sciences, it will present the latest research in this sector. In the medium and long term, the courses will be maintained and regularly updated and the MOOC will be a first step in the construction of an international e-learning platform in the vine and wine sciences. This project is supported by Agropolis Fondation under the reference ID 1403-026 through the « Investissements d’avenir » programme (Labex Agro: ANR-10-LABX-0001-01) »
Keywords: