Schlagwort: MOOC

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[gol, imoox] „Gratis Online Lernen“ startet wieder – am 10.10.16 geht’s los #gol #gol16 #imoox

„Gratis Online Lernen“, der mit dem österreichischen Staatspreis ausgezeichnete kostenlose Online-Kurs für Einsteiger/innen beim kostenfreien, selbstorganisierten Lernen im Internet, geht im Herbst in
eine neue Runde. Da wir diesesmal keinen Kooperationspartner haben, wird es kein großes Drumherum geben (Ausgabestellen für die Hefte, Begleitangebote, PR). Los geht’s am 10. Oktober 2016 wie immer auf imoox.at.

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[presentation] Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children #tugraz #imoox #research #maker

Our presentation about „Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children“ at this year ICL conference in Belfast is online available – enjoy it:

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[publication] On Using Learning Analytics to Track the Activity of Interactive MOOC Videos #lak16

As part of the Workshop on Smart Environments and Analytics in Video-Based Learning at this year LAK`16 conference our contribution about „On Using Learning Analytics to Track the Activity of Interactive MOOC Videos“ got published.
Abstract:

It is widely known that interaction, as well as communication, are very important parts of successful online courses. These features are
considered crucial because they help to improve students‘ attention in a very significant way. In this publication, the authors present an innovative application, which adds different forms of interactivity to learning videos within MOOCs such as multiple-choice questions or the possibility to communicate with the teacher. Furthermore, Learning Analytics using exploratory examination and visualizations have been applied to unveil learners‘ patterns and behaviors as well as investigate the effectiveness of the application. Based upon the quantitative and qualitative observations, our study determined common practices behind dropping out using videos indicator and suggested enhancements to increase the performance of the application as well as learners‘ attention.

[Publication @ ResearchGate]

Reference: Wachtler, J., Khalil, M., Taraghi, B. & Ebner, M. (2016). On Using Learning Analytics to Track the Activity of Interactive MOOC Videos. Paper presented at LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, United Kingdom, 26/04/16 – 26/04/16, pp. 8-17

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[publication] How OER Enhances MOOCs—A Perspective from German-Speaking Europe #OER #MOOC #imoox

Our chapter on „How OER Enhances MOOCs—A Perspective from German-Speaking Europe“ got published as part of the book Open Education: from OERs to MOOCs.

Abstract:

In this chapter, we discuss why OER and MOOCs are a necessary and pow- erful combination, especially in German-speaking Europe. We begin with an introduc- tion to open online courses and an overview of copyright law in Germany and Austria. We then describe the evolution of OER MOOCs in Austria and Germany, especially the development of two MOOC platforms. Finally, we present examples of the impact of OER on MOOCs to conclude that an approach combining OER and MOOCs can be very valuable to foster new and innovative didactical approaches as well as future education.

[Full chapter @ Springer]

[Draftversion @ ResearchGate]

Reference: Ebner, M., Lorenz, A., Lackner, E., Kopp, M., Kumar, S., Schön, S., Wittke, A. (2016) How OER enhance MOOCs – A Perspective from German-speaking Europe. In: Open Education: from OERs to MOOCs. Jemni, M., Kinshuk, Khribi, M. K. (Eds.). Springer. Lecture Notes in Educational Technology. pp. 205-220

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[imoox] Learning To Code – Programmieren mit Pocket Code #imoox #tugraz

Am 17.10.2016 startet ein weiterer MOOC auf iMooX: „Learning To Code„. Wir laden dazu herzlich vor allem Schulkinder und ihre Lehrenden ein mitzumachen, denn der Kurs wurde speziell dafür entwicklet. Auch haben wir noch ein paar „Bierdeckel“ als Werbematerial. Wer daran Interesse hätte, dem kann ich gern ein paar noch zusenden (bitte mir eine E-Mail an martin.ebner [at] tugraz.at schicken und die Anschrift mitteilen).

[Anmeldung zum MOOC]

Kursinhalt:

Bezüglich Programmieren bestehen viele Vorurteile und Ängste. Mithilfe von Pocket Code sollen vor allem Kinder erste Erfahrungen mit dem Programmieren sammeln. Durch eine einfache und visuelle Benutzeroberfläche wird eine spielerische Umsetzung eigener Ideen ermöglicht.

Der Kurs richtet sich somit an Kinder und Jugendliche (Altersgruppe 10-14 Jahre) und hat als Hauptinhalt das Erstellen eigener Spiele, interaktiver Animationen sowie Apps mithilfe von Pocket Code. Primär werden dabei Struktur und Funktionsweise der App vorgestellt, im Hintergrund werden „Computational Thinking”-Konzepte erarbeitet wie zum Beispiel: Konditionale, Variablen, Events oder Parellelismus. Dabei ist es den Kindern überlassen ob sie die den Kurs selbsständig oder gemeinsam mit ihren Eltern machen.

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[GalleryWalk] Offene Lizenzen als Treiber für neuartige Kooperationen und Innovationen in der Bildung #gmw16

Andreas Wittke hat unseren Beitrag zu „Offene Lizenzen als Treiber für neuartige Kooperationen und Innovationen in der Bildung“ bei der GMW 2016 in Innsbruck im Rahmen eines Gallery Walks vorgestellt.
Dabei hat er dieses wunderschöne Plakat alle 7 Minuten neuen interessierten Zuhörerinnen und Zuhörern gezeigt:

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[flipped conference] Vom Modellprojekt über den Online-Kurs bis zum Handbuch – von gelungenen Projekten und Kooperationen im Bereich des Making mit Kindern #gmw16

Beim Flipped-Conference-Beitrag geht es darum, eben nicht einen Vortrag über den bereits veröffentlichen Beitrag im Tagungsband der GMW 2016 zu halten, sondern offenes, Fragen der Teilnehmer/innen etc. zu adressieren. Die folgenden Slides hat Sandra für uns zusammengestellt – aber was dann genaut diskutiert, vertieft, vorgestellt wird, wird sie wahrscheinlich noch berichten.

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[publication] Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning? #LearningAnalytics

Our publication about „Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning?“ at this year ED-Media conference is now online available. The presentation slides have been published right here.

Abstract:

In order to study learners’ behaviors and activities in online learning environments such as MOOCs, the demanding for a framework of practices and procedures to collect, analyze and optimize their data emerged in the educational learning horizon. Learning Analytics is the field that arose to comply with such needs and was denominated as a “technological fix to the long-standing problems” of online learning platforms (Knox, 2014). This paper discusses the significance of applying Learning Analytics in MOOCs to overcome some of its issues. We will mainly focus on improving students’ retention and learning using an algorithm prototype based on divergent MOOC indicators, and propose a scheme to reflect the results on MOOC students

[Full publication @ ResearchGate]

Reference: Khalil, M. & Ebner, M. (2016). Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning?. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 569-576). Association for the Advancement of Computing in Education (AACE).

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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