The document discusses the challenges and opportunities in the realm of MOOCs (Massive Open Online Courses) and online education, emphasizing the importance of quality, innovation, and inclusivity in enhancing learning experiences. It outlines various types of MOOCs, quality indicators, and frameworks to assess and improve the quality of online learning. Additionally, it highlights international cooperation and initiatives aimed at fostering open education and improving teaching methodologies.

1. Digital Risks - Digital Chances
MOOCs & Online Courses
13th December 2016
SLIMhuis, Sittard, The Netherlands
Christian M. Stracke, Esther Tan,
Alessandra Antonaci, Katerina Riviou
OUNL

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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. Open University of the Netherlands
Singapore Future School Project:
Mobile Learning Activities to Foster
Critical Thinking Skills and In-Situ Know-
ledge Building in Integrated Humanities
Dr. Esther Tan
Technology-Enhanced Learning,
Innovations in & out Classroom

5. Alessandra Antonaci
Adult Education - TEL Researcher
PhD Candidate at the WELTEN Institute
Open University of the Netherlands
Research Fellow at the Italian National
Research Council:
Stimulate Entrepreneurship through
Serious Games (& Gamification in MOOC)
Meeting Teachers’ Needs by means of
Integrated Learning Environments

6. Katerina Riviou
Technology-Enhanced Learning, OER,
Teachers CPD, School Innovation, LD
Open University of the Netherlands
Universal Design for Learning Network
TRANSIt for Competence based Learning
Hands-On ICT MOOC
Open Discovery Space – ODS
LD-Skills

7. Selected Projects:
Quality Management and EvaluationTechnology-Enhanced Learning at Large Scale
Open Education and ResearchCompetence and Skills Modelling

8. Selected Projects:
www.mooc-quality.euwww.isecure-edu.euwww.wacom-project.euwww.ecompetence.eu
www.pure-h2o-learning.eu www.aristotele-ip.eu www.opendiscoveryspace.euwww.inclusive-education.net
www.eMundus-project.euwww.digifem.euwww.voa3r.eu
www.agriculture-
competences.eu
www.inspiringscience.euhttp://lelle.gtk.uni-pannon.huwww.learning-standards.euwww.aristotele-ip.eu

9. MOOQ
Overview of Workshop:
How can we improve the quality
of MOOC & online courses?

10. Workshop Outline
 Open Issues in MOOCs
 MOOQ: Quality Matrix & Indicators
 Hands-on-Session:
Exploring quality indicators
 Summary & Discussion

11. Open Issues in MOOCs
What is the current status?

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

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

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

15. Meso: Organisation and Design
Micro: Learner and Course
Macro: Policies and Curricula
Open Education (OE)
Strategic & organisational

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

17. Source: https://www.flickr.com/photos/catspyjamasnz/

18. Source: https://www.flickr.com/photos/gforsythe/

19. Source: https://www.flickr.com/photos/-ed/

20. Current Issues & Challenges:
• Quality development of MOOCs
(adopting, designing, developing,
managing & assessing; research on
content & processes)
• New pedagogies & organizational
mechanisms
• Sustainability (for learners & providers)
Open Issues in MOOCs

21. 1. MOOCs & Quality
“When we are evaluating a tool, we evaluate it against its
design specifications… it is only when we evaluate the
use of a tool that we evaluate against the actual outcome.
So measuring drop-out rates, counting test scores, and
adding up student satisfaction scores will not tell us whether
a MOOC was successful, only whether this particular
application of this particular MOOC was successful in this
particular instance” (Downes, 2013).
Open Issues in MOOCs

22. 2. Types of MOOCs & their characteristics (Downes, 2010)
Open Issues in MOOCs
• transferMOOCs: existing courses are
transferred to a MOOC
• groupMOOCs: focus is on
collaboration in small groups
• madeMOOCs: more innovative,
making effective use of video &
interactive material and more
quality driven
• adaptiveMOOCs: provide
personalised learning experiences,
based on dynamic & data
gathering on the course
• synchMOOCs: with a fixed start &
end date
• miniMOOCSs: much smaller than
the traditional massive MOOC
• asynchMOOCs: no fixed start & end
dates; more flexible assignment
deadlines
• connectivistMOOCS: emphasis on
connection across a network of
peers

23. 3. Quality of Learning Opportunities (ISO/IEC 19796-1)
Open Issues in MOOCs
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

24. 3. Quality of Learning Opportunities (ISO/IEC 19796-1)
Open Issues in MOOCs
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

25. 4. Dimensions to classify & measure MOOCs (Conole, 2013)
Open Issues in MOOCs
• Open: degree of openness • Quality Assurance: level of quality
assurance
• Massive: scale of participation • Amount of reflection: extent to
which reflection is encouraged
• Use of multimedia: amount • Certification: level of assessment
• Degree of communication: amount
of communication
• Formal Learning: how informal or
formal it is
• Degree of collaboration: extent to
which collaboration is included
• Autonomy: measure of tutor
support
• Learning pathway: types from
learner- to teacher-centered
• Diversity: target groups e.g. for
medics only

26. The Vision of MOOQ
Quality Matrix and Indicators

27. What is
Quality in
Online Education?

28. What is
Quality?

29. A simple
experiment ...

30. A simple
experiment ...

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

32. 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

33. Quality Reference Framework with
indicators for design & comparison
Launch of MOOC Pre-Survey at EDEN 2016:
www.pre-survey.MOOC-quality.eu
45 participants until now

34. Four main surveys for MOOC learners,
designers, implementers & providers
To be launched in December 2016:
www.survey.MOOC-quality.eu
Your feedback is most welcome!

35. 1. Pedagogical
2. Technological
3. Business Model
MOOQ Matrix

36. 1. MOOC Learners
2. MOOC Designers
3. MOOC Facilitators
4. MOOC Providers
MOOC Target Groups

37. Quality Indicators
Constructs Learners Designers Facilitators
Pedagogical Decisions X
Learning Objectives X X X
Duration & Structure X X
Duration & Interaction X
Learning Resources X X X
Learning Support X X X
Flexibility & Inclusion X X
Learning Progress X
Learning Environment X X
Learning Assessment X X X
Learning Certification X X
Design Process X
Online Facilitation X

38. Hands-on-Session
Explore the quality indicators of
MOOCs

39. What is Open Education (OE)?
Quality dimensions of OE in practice?
Quality indicators for OE in practice?
Quality Open Education

40. Quality dimensions of OE in practice?
Dimension 1:
Dimension 2:
Dimension n:
OE Quality Dimensions

41. Quality dimensions of OE in practice?
Dimension 1:
Dimension 2:
Dimension 3:
Dimension 4:
Dimension 5:
Dimension 6:
OE Quality Dimensions

42. Quality indicators for technology in OE:
• XXX
OE D1:

43. What is Open Education (OE)?
Quality dimensions of OE in practice?
Quality indicators for OE in practice?
Quality Open Education

44. How can you participate
and contribute to
Open Learning?

45. The leading European and
international Conference on
Learning INnovations & Quality
www.learning-innovations.eu
LINQ

46. ICORE: International Community for
Open Research and Open Education
Launched 15th May 2013 in Rome
Already more than 300 members within one year
First recognition by key stakeholders & EC:
Let us join forces and become ICORE member!
www.ICORE-online.org
ICORE

47. To improve the learning quality!
Series of ICORE Workshops with key organisations
“How to re-establish Openness as default?"
First ICORE Workshops at ICDE Conference
in South Africa & at OE Global 2016 in Poland!
Towards a global joint initiative!
www.ICORE-online.org
Opening up education

48. O Open your mind for openness
P Put an open license on it
E Enrich OER and share them
N Network with same minded
I Involve your management
N Notify your communities
G Generate consensus
How to Open Education?

49. U Unite your open collections
P Promote them worldwide
E Enter global movements
D Discuss with decision makers
U U make the difference!
How to Open Education?

50. Publish and share your content!
Re-use existing content!
Connect to colleagues!
How can you participate?

51. Conclusions

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

53. Let us Opening up Learning,
Education and Training for ALL!
Towards Open Learning

54. 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!

55. How to improve quality
by Open Education?

56. Stracke, C. M. (2016). Openness for learning quality and change by Open Education in
theory and practice - Overview, history, innovations and policies: How can Open
Learning, OER and MOOCs achieve impact for earners, organizations and in society?
In T. Amiel (Ed.), Utopias and Dystopias in Education. Sao Paulo: UNICAMP. [in print]
Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online
Courses Towards a Common Quality Reference Framework. In EDEN Proceedings.
Bucharest: EDEN. pp. 215-221.
Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In
C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in
Education: Openness as Default?. Berlin: Logos. pp. 11-23.
All also online available at: http://www.opening-up.education
Further References

57. Stracke, C. M. (2014). How Innovations and Competence Development support Quality
in Lifelong Learning. The International Journal for Quality and Innovation
(INNOQUAL), Vol. 2 (3). pp. 35-44.
Stracke, C. M. (2014). Evaluation Framework EFI for Measuring the Impact of Learning,
Education and Training. 华东师范大学学报（自然科学版） Journal of East China
Normal University. Vol. 2014 (2). Shanghai: ECNU. pp. 1-12.
[DOI: 10.3969/j. ISSN 1000-5641. 2012.02.012]
Stracke, C. M. (2014). The Concept of Open Learning for Opening Up Education. In C. M.
Stracke et al. (Eds.), Changing the Trajectory: Quality for Opening up Education.
Berlin: Logos. pp. 15-24.
All also online available at: http://www.opening-up.education
Further References

58. Stracke, C. M. (2013). Open Learning: The Concept for Modernizing School Education and
Lifelong Learning through the Combination of Learning Innovations and Quality.
In C. M. Stracke (Ed.), Learning Innovations and Quality: The Future of Digital
Resources. Berlin: Logos. pp. 15-28.
Stracke, C. M. (2013). The Evaluation Framework for Impact Assessment. In Proceedings
of 6th International Conference of Education, Research and Innovations 2013
[= ICERI 2013]. Madrid: IATED. pp. 4654-4663 [ISBN: 978-84-616-3847-5].
Stracke, C. M. et al. (2013). Open School Learning. A vision to improve European schools
towards 2030 – using the results of the Open Discovery Space project. In
OPEN EDUCATION 2030. JRC-IPTS Call for Vision Papers. Part II: School Education.
Sevilla: JRC. pp. 99-104.
All also online available at: http://www.opening-up.education
Further References

59. Stracke, Christian M. (2012): "Learning Innovations and Learning Quality: Relations,
Interdependences, and Future"; in: Stracke, Christian M. (ed.) (2012): The
Future of Learning Innovations and Learning Quality. How do they fit together?
Brussels: Gito. p. 13-25.
Stracke, Christian M. (2012): "Competences and skills for learning-outcome orientation:
Competence development, modelling, and standards for human resources
development, education and training"; in: 华东师范大学学报（自然科学版）
Journal of East China Normal University. Vol. 2012 (2). Shanghai: ECNU. p. 115-130.
Stracke, Christian M. (2011): "Competence and Skills Modelling for European HR and
Policies"; in: Stracke, Chr. M. (ed.): Competence Modelling for Human Resources
Development and European Policies. Bridging Business, Education and Training.
Brussels: Gito. p. 12-37.
All also online available at: http://www.opening-up.education
Further References

60. Stracke, Christian M. (2011): "Competences and Skills in the Digital Age: Competence
Development, Modelling, and Standards for Human Resources Development";
in: Proceedings of the International Conference on Metadata and Semantics
Research Conference (MTSR 2011), Berlin/ Heidelberg: Springer. p. 34-46.
Stracke, Christian M. (2011): "Competence Modelling for Innovations and Quality
Development in E-Learning: Towards learning outcome orientation by
competence models"; in: Proceedings of World Confe-rence on Educational
Multimedia, Hypermedia and Telecommunication 2011 [= ED-MEDIA 2011];
Chesapeake, VA: AACE. p. 1885-1894.
Stracke, Christian M. (2010): "Quality development and standards in learning, education,
and training: adaptation model and guidelines for implementations"; in:
Информатизация образования и науки [= Информике (Informika),
ISSN 2073-7572]; Vol. 7 (3), 2010. Moscow (Russian Federation), S.136-146.
All also online available at: http://www.opening-up.education
Further References

61. Stracke, Christian M. (2010): "The Benefits and Future of Standards: Metadata and beyond";
in: Proceedings of the International Conference on Metadata and Semantics
Research Conference (MTSR 2010). Berlin/ Heidelberg: Springer. p. 354-361.
Stracke, Christian M. (2010): "Quality and Standards in Learning, Education, and Training:
The Adaptation Model IDEA for the Introduction of Quality Development"; in:
Proceedings of the International Conference on the Past and Future of e-Learning
Standards. Tokyo (Japan). p. 26-36.
Stracke, Christian M. (2007): Quality Standards for Quality Development in e-Learning:
Adoption, Implementation and Adaptation of ISO/IEC 19796-1. Essen: eLC / Q.E.D.
Stracke, Christian M. (2006): "Process-oriented Quality Management", in: Ehlers, U.-D./
Pawlowski, J. M. (Eds.): Handbook on Quality and Standardisation in E-Learning.
Berlin: Springer. p. 79-96.
All also online available at: http://www.opening-up.education
Further References

62. Let us Opening up Learning,
Education and Training for ALL!
Towards Open Learning

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

64. Thank you!
Questions?