After a while, you can access to the publications we presented in the Workshop we organized for the EC-TEL 2015: HybridED. Although the framework have evolved since then, it still captures the main ideas. We have been working on a journal paper that presents the evolution of the framework. I will share it with you as soon as if gets published (if it does! :)).
Abstract. The School of Engineering at Pontificia Universidad Católica (PUC) started developing its MOOC initiative in September 2014. Since then, the school has been producing MOOCs based on specialized topics for Coursera, besides working on MOOCs to complement on-campus courses for Open edX. In parallel with the course production, the school started implementing MOOC-based hybrid pedagogies. In order to organize and systematically analyze these pedagogies, the school proposed a framework that classifies them into three categories: remedial, complementary and flipped. As a preliminary evaluation of the framework, this paper presents a case study of a remedial hybrid MOOC-based pedagogy implemented for a Calculus course. Adoption and learning benefits were defined as key principal indicators (KPIs) to understand the impact of this pedagogy at an institutional level, and inform future institutional decisions. Further work includes validating complementary and flipped categories.
Pérez-Sanagustín, M.; Hilliger, I; Schwarzenberg, P.; Parra, D. (2016). A Framework of Hybrid MOOC-based Pedagogies, EC-TEL-WS 2015: Trends in Digital Education, CEUR Workshop Proceedings, ISSN 1613-0073. (Book Chapter)