How to MOOC? – A pedagogical guideline for practitioners

2,937 views

Published on

Presentation at The 10th eLearning and Software for Education Conference, April 2014, Bucharest

Published in: Education, Technology

How to MOOC? – A pedagogical guideline for practitioners

  1. 1. „How to MOOC? - – A pedagogical guideline for practitioners“ Elke Lackner, Michael Kopp, Martin Ebner
  2. 2. Definitions
  3. 3. MOOC „Massive Open Online Course“
  4. 4. First „MOOC“ done by George Siemens („connectivism“) Stephen Downes
  5. 5. „MOOC“ stands for Massive = huge amount of learners Open = open source, open learning Online = only in the World Wide Web Course = similar to a lecture
  6. 6. xMOOC •  „x“ = „extension“ •  Harvard did in that way for the first time •  Very straight course form offered on a special platform •  Sequential learning units, mostly done by at least one short video (up to 15 minutes) and a short assessment afterwards Behnam Taraghi, Martin Ebner, Sandra Schön (2013). Systeme im Einsatz WBT, LMS, E-Portfolio-Systeme, PLE und andere. In: Martin Ebner & Sandra Schön (Hrsg.), Lehrbuch für Lernen und Lehren mit Technologien (L3T). URL: http://l3t.eu/homepage/das-buch/ebook-2013/kapitel/o/id/137/name/systeme-im-einsatz
  7. 7. Typical xMOOC consits of: •  course structure with learning targets, •  video lectures (recordings or new products), •  additional learning content according to the video lectures •  asynchronous communication possibilities (e.g. discussion forums) •  self-assessment according to the video lectures •  certificates for successful completion of the course •  information system that provides all these contents Behnam Taraghi, Martin Ebner, Sandra Schön (2013). Systeme im Einsatz WBT, LMS, E-Portfolio-Systeme, PLE und andere. In: Martin Ebner & Sandra Schön (Hrsg.), Lehrbuch für Lernen und Lehren mit Technologien (L3T). URL: http://l3t.eu/homepage/das-buch/ebook-2013/kapitel/o/id/137/name/systeme-im-einsatz
  8. 8. Problems •  Teacher to student interaction •  High drop out rate •  Grading, certificates, no ECTS? •  Financial aspects (platform, content, videos, ...) •  Quality aspects
  9. 9. xMOOCs in Austria
  10. 10. How to improve the quality of MOOCS?
  11. 11. „This research study strongly concentrates on developing a checklist for practitioners who would like to do an xMOOC in the future by examining different xMOOCs and reflecting first experiences gathered through daily work on MOOCs “
  12. 12. Seven main categories 1.  core requirements 2.  structure 3.  participant requirements 4.  assignments 5.  media design 6.  communication 7.  resources
  13. 13. For example category 5 All categories and subitems are listed in the appendix as well as in the conference proceeding
  14. 14. Discussion
  15. 15. Assistance: The checklist was done to support educators doing a first Massive Open Online Importance of the issues: The checklist is not an obligatory list.With other words, the educators or administrators have to decide if a listed issue is relevant for their courses Completeness: The checklist will never be finished, as forthcoming MOOCs will address new elements and carry out new technical, didactical or administrative ideas.
  16. 16. contact Martin Ebner | TU Graz | martin.ebner@tugraz.at http://elearningblog.tugraz.at
  17. 17. Appendix
  18. 18. category 1
  19. 19. category 2
  20. 20. category 3
  21. 21. category 4
  22. 22. category 5
  23. 23. category 6
  24. 24. category 7

×