1. MOOQ and the
Quality of MOOCs:
How it started and continues
Introduction @ MOOQ Conference
in Athens, 2018-07-13
by Christian M. Stracke
Open University of the Netherlands

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3. Open University of the Netherlands
Global cooperation: ECNU & KNOU
Global initiative ICORE for OR & OE
International WLS / LINQ Conference
eLC European Institute
ICDE Chair in OER
Dr. Christian M. Stracke:
Open Learning & Education, Innovations,
Policies, Quality & Competences, Impact

4. MOOQ and the
Quality of MOOCs:
What are we
talking about?

5. Two core factors:
1. Globalisation &
2. Worldwide Internet
The Digital Age
Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education

6. Global Competitions and societal changes
Close the gaps
& open new
opportunities
Challenges:
Learn to Learn
Internationalization
Figure: http://www.weforum.org/issues/global-competitiveness

7. We need
Change
in Education!

8. To improve
Quality
in Education!

9. Open Education (OE):
Innovations for changing
& opening up education
to improve the quality

10. Goal 4:
Inclusive and quality education
Sustainable dev goals
www.sustainabledevelopmentgoals.org

11. Goal 4:
Inclusive and quality education
Sustainable dev goals

12. What is
Quality
Education?

13. What is
Quality?

14. A simple
experiment ...

15. A simple
experiment ...

16. Quality
cannot be defined
... except through adaptation
to your situation and context!

17. Quality Standard with Reference Process Model:
Standard:ISO/IEC 40180
Communication
concept
Needs Analysis
Conception /
Design
Development /
Production
Implementation
Framework
Analysis
Learning Process
/ Realization
Initiation
Media realization
Technical
realization
Design realization
Content realizationAnalysis of the
external context
Testing of learning
resources
Learning objectives
Stakeholder
identification
Concept for
contents
Definition of
objectives
Demand analysis
Time and budget
planning
Environment
analysis
Activities
Organization of use
Activation of
learning resources
Adaptation of
learning resourcesDidactical
concept/ methods
Organizational
concept
Roles and activities
Technical concept
Concept for media
and interaction
design
Media Concept
Technical
infrastructure
Review of
competencies levels
Concept for tests
and evaluation
Analysis of staff
resources
Evaluation /
Optimization
Planning
Realization
Analysis
Optimization /
improvement
Analysis of the
institutional and
organizational
context
Analysis of target
groups
Concept for
maintenance
Administration
Maintenance

18. Example of required adaptation:
Standard:ISO/IEC 40180
Communication
concept
Needs Analysis
Conception /
Design
Development /
Production
Implementation
Framework
Analysis
Learning Process
/ Realization
Initiation
Media realization
Technical realization
Design realization
Content realizationAnalysis of the
external context
Testing of learning
resources
Learning objectives
Stakeholder
identification
Concept for contents
Definition of
objectives
Demand analysis
Time and budget
planning
Environment
analysis
Activities
Organization of use
Activation of
learning resources
Adaptation of
learning resources
Didactical
concept/ methods
Organizational
concept
Roles and activities
Technical concept
Concept for media
and interaction design
Media Concept
Technical
infrastructure
Review of
competencies levels
Concept for tests
and evaluation
Analysis of staff
resources
Evaluation /
Optimization
Planning
Realization
Analysis
Optimization /
improvement
Analysis of the
institutional and
organizational
context
Analysis of target
groups
Concept for
maintenance
Administration
Maintenance

19. MOOQ and the
Quality of MOOCs:
What are we
talking about?

20. A first answer:
MOOCs are
Open Education

21. What is
Open
Education?

22. Source: https://www.flickr.com/photos/opensourceway/

23. Visionary
Open
innovations
Dimensions
of Openness
Open
standards
Open
resources
Open
licensing
Open
recognition
Open
availability
Open
technologies
Open
methodologies
Open
access
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?

24. Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?

25. Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions
Assessment
Policies
Flipping
Inclusion
ISO/IEC
40180
CC licenses
Commu-
nities
OER MOOCs
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?

26. 1960s: Open Classrooms
1960s: Open Universities
1990s: Open Educational Resources
2000s: Open Collaboration & MOOCs
2010s: Open Educational Practices
Now: Open Educational Environments
Waves of OE
Stracke, C. M. (2018). How can Open Education improve learning quality and achieve impact for learners, organizations and in society?

27. Do not to forget the long-term history:
1000 BCE - : Open Educational Practices
• Open discourse (Confucius, Socrates)
1800 CE - : Open Learning
• Progressive theory (Pestalozzi, Humboldt)
• Competence building (Piaget, Vygotsky)
Open Education (OE)

28. We need Open
Quality Education!

29. We need Open
Quality Education!
... with fun!

30. A second answer:
MOOCs are
Open Educational
Resources (OER)

31. What are
Open Educational
Resources (OER)?

32. Open Educational Resources (OER)
• 2012: 1st World OER Congress:
Paris OER declaration by UNESCO
• 2017: 2nd World OER Congress
OER to share and re-use

33. Open Educational Resources (OER) are any type
of educational materials that are in the public
domain or introduced with an open license.
The nature of these open materials means that
anyone can legally and freely copy, use, adapt
and re-share them. OERs range from textbooks
to curricula, syllabi, lecture notes, assignments,
tests, projects, audio, video and animation.
OER definition by UNESCO:
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers
OER definition

34. Key benefits of OER:
• OER are openly and freely available
• OER can be used by open license
• OER can be re-used and adapted
• OER are supporting colleagues
• OER are recognised by colleagues
Benefits of OER

35. What are
MOOCs?

36. Source: https://www.flickr.com/photos/catspyjamasnz/
Source: https://www.flickr.com/photos/gforsythe/
What are MOOCs?
Massive (?) Open (?)
Online (?) Courses (?)

37. Source: https://www.flickr.com/photos/-ed/
And the Quality
of MOOCs?
Many issues
are leading
to high
drop-out
rates (>90%)

38. What is the Future
of MOOCs?
MOOCs are dead!
(Stracke, 2017 - and
long live the MOOCs!)
MOOCs are the
educational
buzzword of 2012
(Daniel, 2012)

39. What is the Future
of MOOCs?
The fact is:
Number of MOOCs, MOOC learners
and MOOC providers are growing
until today
(Class Central,
2018)

40. What is
?

41. MOOQ for the quality of MOOCs:
“We will make MOOCs better”
Quality Reference Framework with
indicators for design & comparison
www.MOOC-quality.eu
Frameworks: MOOQ

42. Coordinator & QRF
development lead
ENS
UAb
NQIS
HOU
OUNL
OUNL
HOU
NQIS
UAb
ENS
MOOC development
& QRF contributor
Standardization &
QRF contributor
Research & QRF
contributor
Research & QRF
contributor

43. Mixed Method
Research with many
sources & externals
RESEARCH
QRF DESIGN
PILOTING
STANDARD
STEP 4
STEP 3
2 STEP
1 STEP
Development and
refinement of QRF
with practitioners &
experts worldwide
Development of two
MOOCs for testing
the QRF
Proposal for QRF as
European CEN &
international ISO
standard

44. Quality Reference
Framework (QRF)
for MOOCs

45. The Quality Reference Framework
Dimension 1: Phases Analysis, Design, Implementation, Realization, Evaluation
Dimension 2: Perspectives Pedagogical, Technological, and Strategic
Dimension 3: Roles Designer, Facilitator, and Provider

46. Analysis of the
needs and
demands for
the MOOC
DESIGN REALIZATION
ANALYSIS
IMPLEMENTATION
EVALUATION
Design
decisions on all
aspects of the
MOOC
Development of
the MOOC
following the
design
Running of the
MOOC with all
learning and
facilitation
processes
Parallel ongoing
evaluation of all
other four
phases
The Quality Reference Framework

47. First References for GMQS
Stracke, C. M., et al. (2018). Gap between MOOC designers' and MOOC
learners' perspectives on interaction and experiences in MOOCs: Findings
from the Global MOOC Quality Survey. In M. Chang, N.-S. Chen, R. Huang,
Kinshuk, K. Moudgalya, S. Murthy, & D. G. Sampson (Eds.), Proceedings
18th IEEE International Conference on Advanced Learning Technologies
(ICALT) (pp. 1-5). IEEE: Computer Society. DOI 10.1109/ICALT.2018.0000
Stracke, C. M., & Tan, E. (2018). The Quality of Open Online Learning and
Education: Towards a Quality Reference Framework for MOOCs. In J. Kay, &
R. Luckin (Eds.), Rethinking learning in the digital age. Making the Learning
Sciences Count: The International Conference of the Learning Sciences
(ICLS) 2018 (pp. 1029-1032). London: ISLS.
Stracke, C. M. et al. (2017). The Quality of Open Online Education: Towards
a Reference Framework for MOOCs. In Proceedings of 2017 IEEE Global
Engineering Education Conference (EDUCON) (pp. 1712-1715).
IEEE Xplore. DOI: 10.1109/EDUCON.2017.7943080
To be continued …

48. Conclusions

49. Source: https://www.flickr.com/photos/opensourceway/

50. We need …
1. Education to change
2. Quality Education
MOOQ & Open Education
facilitate these changes

51. Open Education is a Vision
that is happening!
Quality is most important
for your situation & learners
Inclusion and equity for all
to improve our Global Society!

52. christian.stracke@ou.nl
@ChrMStracke
www.opening-up.education
Let us cooperate!

53. www.opening-up.education
Let us connect!
© Sabine Dertinger

54. Thank you!
Questions?