Kategorie: MOOC

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[publication] How to integrate and automatically issue Open Badges in MOOC platforms #imoox #badge

Our last publication at this year European MOOC Stakeholder Summit 2016 in Graz about „How to integrate and automatically issue Open Badges in MOOC platforms“ is now online available.
Abstract:

Though MOOC platforms offer quite good online learning opportunities, thereby gained skills and knowledge is not recognized appropriately. Also, they fail in main-taining the initial learner’s motivation to complete the course.
Mozilla’s Open Badges, which are digital artifacts with embedded meta-data, could help to solve these problems. An Open Badge contains, beside its visual component, data to trustworthy verify its receipt. In addition, badges of different granularity cannot just certify successful course completion, but also help to steer the learning process of learners through formative feedback during the course.
Therefore, a web application was developed that enabled iMooX to issue Open Badges for formative feedback as well as summative evaluation. A course about Open Educa-tional Resources served as prototype evaluation, which confirmed its aptitude to be also used in other courses.

[Full text @ ResearchGate]

Reference: Wüster, M., Ebner, M. (2016) How to integrate and automatically issue Open Badges in MOOC platforms. In: Proceedings of the European MOOC Stakeholder Summit 2016. Khalil, M., Ebner, M., Kopp, M., Lorenz, A., Kalz, M. (ed.). Book On Demand. Norderstedt. pp.279-286

[Full text of Conference Proceeding]

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[publication] A MOOC on Open Educational Resources as an Open Educational Resource: COER13 #coer13 #research

Our chapter on „A MOOC on Open Educational Resources as an Open Educational Resource: COER13“ as part of the MOOC Case Book has been published now.
Abstract:

In this book chapter we describe and analyze the case of COER13 (https://www.coer13.de/about.html), a community-oriented cMOOC titled ‘Online Course on Open Educational Resources’ that was run as an Austrian-German joint venture in 2013. All but one of the authors of this chapter were convenors of the course. COER13 was deliberately designed and implemented to promote the OER cause. The overall aim was to generate a comprehensive OER on the topic of OER with the course itself, using a cMOOC format to possibly reach a large audience. As a consequence all materials were openly licensed and the course design was oriented towards the production of OER on various levels. With this particular focus the case of COER13 addresses the ethical dimension of Khan’s (2006) e-learning framework, which involves viewing and evaluating e-learning with a socio-political lens, e.g. analyzing in what ways e-learning tackles urgent social challenges such as access to education for all or bridging the digital divide. Within the ethical dimension, issues of copyright and other legal issues are explicitly addressed. Hence the case presented here, with its close link to open education and alternative licensing schemes, exemplifies the challenges that have to be met when developing e-learning from an ethical perspective, striving for greater equity of access to education.

[Draft article @ ResearchGate]

[Order Book]

Reference: Arnold, P., Kumar, S. Schön, S. Ebner, M., & Thillosen, A. (2015). A MOOC on Open Educational Resources as an Open Educational Resource: COER13. In: Corbeil, J.R., Corbeil, M.E., Khan, B. H. (Eds.): The MOOC Case Book: Case Studies in MOOC Design, Development and Implementation. NY: Linus Learning, pp. 247-258

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[publication] Engaging Learning Analytics in MOOCS: the good, the bad, and the ugly #tugraz #mooc

Our publication about „Engaging Learning Analytics in MOOCS: the good, the bad, and the ugly“ at this year END Conference in Lubijana is now online available. The presentation slides have already been published here.

Abstract:

Learning Analytics is an emerging field in the vast areas of Educational Technology and Technology Enhanced Learning (TEL). It provides tools and techniques that offer researchers the ability to analyze, study, and benchmark institutions, learners and teachers as well as online learning environments such as MOOCs. Massive Open Online Courses (MOOCs) are considered to be a very active and an innovative form of bringing educational content to a broad community. Due to the reasons of being free and accessible to the public, MOOCs attracted a large number of heterogeneous learners who differ in education level, gender, and age. However, there are pressing demands to adjust the quality of the hosted courses, as well as controlling the high dropout ratio and the lack of interaction. With the help of Learning Analytics, it is possible to contain such issues. In this publication, we discuss the principles of engaging Learning Analytics in MOOCs learning environments and review its potential and capabilities (the good), constraints (the bad), and fallacy analytics (the ugly) based on our experience in last year’s.

[Full arcticle @ ResearchGate]

Reference: Khalil, M., Taraghi, B. & Ebner, M. (2016) Engaging Learning Analytics in MOOCS: the good, the bad, and the ugly. In:International Conference on Education and New Developments. Ljubljana, Slovenia, p. 3-7

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[publication] Rolle und Herausforderungen von Online-Kursen (MOOCs) für die Hochschullehre #research #mooc

Unser Beitrag „Rolle und Herausforderungen von Online-Kursen (MOOCs) für die Hochschullehre“ wurde nun als Teil des Buches „Qualität in Studium und Lehre – Kompetenz- und Wissensmanagement im steirischen Hochschulraum“ veröffentlicht.

Zusammenfassung:

Über den Einsatz von Massive Open Online Courses (MOOCs) in der Hochschullehre wird mittlerweile ein breiter wissenschaftlicher Diskurs geführt, der jedoch zumeist allgemeine Rahmenbedingungen sowie geografische und gesellschaftliche Unterschiede weitgehend außer Acht lässt. Der vorliegende Beitrag beschäftigt sich daher mit den allgemeinen Herausforderungen bei der Integration von Online-Kursen in die Hochschullehre, wobei der deutschsprachige Raum (und besonders Österreich) im Mittelpunkt steht. Auf der Basis von Experteninterviews und den bisherigen Erfahrungen mit der ersten österreichischen MOOC-Plattform www.imoox.at werden notwendige Voraussetzungen und Erfolgsfaktoren für die Produktion und die Verwendung von MOOCs an (österreichischen) Universitäten dargestellt. Dabei wird explizit auf die spezifischen Rollen der AkteurInnen als Lehrende und Studierende sowie auf die Verantwortlichkeiten der Hochschulen und der politischen EntscheidungsträgerInnen eingegangen.

[Link zum Artikel bei Springer]

[Vorabversion @ ResearchGate]

Zitation: Ebner, M., Kopp, M., Dorfer-Novak, A. (2016) Rolle und Herausforderungen von Online-Kursen (MOOCs) für die Hochschullehre. In: Qualität in Studium und Lehre – Kompetenz- und Wissensmanagement im steirischen Hochschulraum. Springer. S. 323-334. ISBN 978-3-658-13737-3

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[publication] What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? #tugraz

Our chapter about „What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?“ got published as part of the International Compendium of Theory, Research, Practice, and Policy of Learning, Design and Technology.
Abstract:

Massive open online courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students. On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners’ performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrates use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions, and to optimize learning with applicable and convenient interventions.

[Full Chapter @ Springer]

[Draft Version @ ResearchGate]

Reference: Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30

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[publication] De-Identification in Learning Analytics #LA #research

Our publication about „De-Identification in Learning Analytics“ got published in the Journal of Learning Analytics.
Abstract:

Learning Analytics has reserved its position as an important field in the educational sector. However, the large-scale collection, processing and analyzing of data have steered the wheel beyond the border lines and faced an abundance of ethical breaches and constraints. Revealing learners’ personal information and attitudes, as well as their activities, are major aspects that lead to personally identify individuals. Yet, de-identification can keep the process of Learning Analytics in progress while reducing the risk of inadvertent disclosure of learners’ identities. In this paper, the authors talk about de-identification methods in the context of learning environment and propose a first prototype conceptual approach that describes the combination of anonymization strategies and Learning Analytics techniques.

[Full Paper @ ResearchGate]

[Full Paper @ Journal’s Homepage]

Reference: Khalil, M. & Ebner, M. (2016) De-Identification in Learning Analytics. Journal of Learning Analytics. 3(1). pp. 129 – 138

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[publication] Programmieren für Kinder #imoox

Im Herbst startet eine neuer Online-Kurs „Learning to Code: Programmieren mit Pocket Code“ und man kann sich bereits jetzt dafür anmelden [Link zur Anmeldung]. In LA-Multimedia Magazin haben wir hierzu einen kleinen Artikel veröffenlticht.
Zusammenfassung:

Das „Maker Movement“ erlebt derzeit einen großen Aufschwung. Dies liegt einerseits am Aufkommen von FabLabs, Makerspaces und andererseits an immer günstiger werdender Hardware und zunehmender Digitalität innerhalb der Gesellschaft:
Do It Yourself – einfach Machen lautet die Devise.

[Artikel bei ResearchGate]

Zitation: Janisch, S., Slany, W., Ebner, M. (2016) Programmieren für Kinder. L.A. Multimedia 2016 (2). S. 40-41

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[presentation] Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning? #edmediaconf #tugraz

Our presentation at this year ED-Media Conference in Vancouver about „Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning? “ is now online available. Here are the slides:

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[coer, imoox] OER an Schule, Hochschule und darüberhinaus #imoox #coer16

COER 16Der MOOC zu Open Educational Resources – kurz coer16 – geht (leider) schon in die sechste und damit letzte Woche. Diesesmal ist das Thema OER an Schulen und Hochschulen. Dazu haben wir versucht einige sehr erfahrene Personen zu bitten uns ihre Sichtweisen, Erfahrungen und Beispiele zu nennen. Freuen Sie sich sich mit mir auf Sandra Schön, Ricarda Reimer, Christian Hoppe, Hannes Rothe, das Schulbuch-O-Mat-Team Hans und Heiko, Jöran Muuß-Meerholz, Markus Schmidt, Hedwig Seipel, Joachim Sucker und last but not least Anja C. Wagner. Besser geht es aus meiner Sicht fast gar nicht 🙂
Also schnell anmelden, der Einstieg ist noch jederzeit möglich.