Qualität von MOOCs - Folien zum GMW Workshop mit Rolf Schulmeister, Claudia Bremer und Sandra Hofhues


Published on

Folien zum GMW Workshop mit Rolf Schulmeister, Claudia Bremer und Sandra Hofhues

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Qualität von MOOCs - Folien zum GMW Workshop mit Rolf Schulmeister, Claudia Bremer und Sandra Hofhues

  1. 1. www.efquel.org Qualität von MOOCs Ulf-Daniel Ehlers, Duale Hochschule Baden-Württemberg/ EFQUEL Rolf Schulmeister, Universität Hamburg Sandra Hofhues, PH Heidelberg Claudia Bremer, Universität Frankfurt
  2. 2. www.efquel.org Was ist die Qualität von MOOCs? • (Wie) kann man sie messen? • Was sind Qualitätskriterien? • Gute MOOCs – schlechte MOOC? • Was sind wertvolle MOOCs? • Sind sie besser, je massiver? • Sind sie besser, je niedriger die Dropout- Quote? • Sind Dropouts eigentlich überhaupt ein Kriterium für Qualität von MOOCs?
  3. 3. www.efquel.org Ablauf • 15 Minuten pro Runde • 5-7 Minuten Präsentation • 5-7 Minuten Fragen und Diskussion • Wechsel zum nächsten Tisch • 4 Runden Trendreport MOOC Geschäftsmodellen und ihr Einfluss auf die amerikanischen Hochschulpolitik, Rolf Schulmeister
  4. 4. www.efquel.org Thementische • Tisch 1: Rolf Schulmeister - Erfahrungen zur Qualität von MOOCs aus Sicht eines MOOC Teilnehmers unter Pseudonym • Tisch 2: Claudia Bremer – Erfahrungen zur Qualität von MOOCs aus Sicht einer MOOC Anbieterin/ Organisatorin • Tisch 3: Sandra Hofhues - Erfahrungen zur Qualität von MOOCs in der Initiative MoocProductionFellowship (Stiferverband/ iversity) • Tisch 4: Ulf Ehlers - Erfahrungen zur Qualität von MOOCs aus Sicht des Projektes “The MOOC Quality Project" (http://mooc.efquel.org)
  5. 5. www.efquel.org Empfehlungen zur Qualität bei MOOCs Results from The MOOC Quality Project Prof. Dr. Ulf-Daniel Ehlers Vicepresident Baden-Wurttemberg Cooperative State University President European Foundation for Quality in E-Learning
  6. 6. www.efquel.org The MOOC Quality Project • The MOOC Quality Project • Was ist Qualität von MOOCs? • Lineup: Personen der ersten Stunde • 12 weeks (May-July 2013) • 12 Autoren • 12 Beiträge á 1500 Wörter • Großes Interesse: 12.000 Leser/ innen • Auswertung: Empfehlungen für gute MOOC Qualität
  7. 7. www.efquel.org 1. Massive target audience? Change from „no target audience“-thinking to having one in mind, even if it is wide. Take into acount new participation profiles. MOOC Lurkers Passive participants Active participants Drop-ins HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available: http://mfeldstein.com/the-four- student-archetypes-emerging-in-moocs/
  8. 8. www.efquel.org 2. Mixing groups Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed), e.g. mixing campus and MOOC Students might be challenging (totally different motivations) → drive in/by learners and highly motivated learners who want a masters degree.
  9. 9. www.efquel.org 3. What is the context of a MOOC? Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because there is no common context or purpose. Quality measures become individualised, quality methods like self- & peer-assessment and reflection matter more.
  10. 10. www.efquel.org 4. Support Self-Organization Be open about your requirements of self- organisation, provide scaffolding for those who lack that self-organisation.
  11. 11. www.efquel.org 5. Quality Self-Declaration Be precise about the content and purpose of the MOOC (self- declaration) and keep promises! (Use a MOOC description model)
  12. 12. www.efquel.org 1. the degree of openness, 2. the scale of participation (massification), 3. the amount of use of multimedia, 4. the amount of communication, 5. the extent to which collaboration is included, 6. the type of learner pathway (from learner centred to teacher- centred and highly structured), 1. the level of quality assurance, 2. the extent to which reflection is encouraged, 3. the level of assessment, 4. how informal or formal it is, 5. autonomy, 6. and diversity. Be precise about the content and purpose of the MOOC (self- declaration) and keep promises! (Use a MOOC description model)
  13. 13. www.efquel.org 6. Peer-to-Peer Pedagogy • Use peer-to-peer pedagogy: peer-learning, peer-review, peer-assessment, collaborative learning, multiple learning pathways and exploratory learning • Understand that teaching is not a prerequsite of learning.
  14. 14. www.efquel.org 10. Leverage Mass Participation • Use technology which supports social learning: blogs, chat, discussion forums, wikis, and group assignments • Leverage massive participation: Have all students contribute something that adds to or improves the course overall.
  15. 15. www.efquel.org 7. From MOOC o MOOL(earning) • Be aware that MOOC learning is an opt- in/out learning model: MOOCs encourage “dipping in for some time” • The majority of learners does not use MOOCs as coherent courses • Get away from looking at MOOCs like (structured, paced, timebound) courses
  16. 16. www.efquel.org 8. MOOCs are choice based learning Get away from the notion that „ending a MOOC early“ means dropping out - MOOCs follow voluntary sequencing and are based on choices-
  17. 17. www.efquel.org 9. Disaggregation Understand the disaggregation of learning and assessment/ certification is coming along with MOOCs (xMOOCs are starting to move away from challenging universities - they start to challenge publishing houses, franchise models are developed now which enable universities to use input & content from a MOOC but the credits are given by the university)