2018-07-10 Paper presentation at ICALT 2018 in Mumbai on Gap between MOOC Designers and Learners on Interaction and GMQS findings by Christian M. Stracke and Esther Tan from OUNL
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
2018-08-23 Paper Presentation at EARLI SIG 6-7 Conference in Bonn on The Quality Reference Framework for MOOCs by Christian M. Stracke and Esther Tan from OUNL
2018-07-13 MOOQ Conference in Athens MOOQ and the Quality of MOOCs - Findings...Christian M. Stracke
2018-07-13 Presentation at European MOOQ Conference in Athens on MOOQ and the Quality of MOOCs - Findings and Tools by Christian M. Stracke and Esther Tan from OUNL
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
2018-08-23 Paper Presentation at EARLI SIG 6-7 Conference in Bonn on The Quality Reference Framework for MOOCs by Christian M. Stracke and Esther Tan from OUNL
2018-07-13 MOOQ Conference in Athens MOOQ and the Quality of MOOCs - Findings...Christian M. Stracke
2018-07-13 Presentation at European MOOQ Conference in Athens on MOOQ and the Quality of MOOCs - Findings and Tools by Christian M. Stracke and Esther Tan from OUNL
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...Vitomir Kovanovic
LAK'17 Conference paper presentation:
Abstract:
In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the focus of the public discourse around the world. Although researchers were excited with the vast amounts of MOOC data being collected, the benefits of this data did not stand to the expectations due to several challenges. The analyses of MOOC data are very time-consuming and labor-intensive, and require a highly advanced set of technical skills, often not available to the education researchers. Because of this MOOC data analyses are rarely done before the courses end, limiting the potential of data to impact the student learning outcomes and experience.
In this paper we introduce MOOCito (MOOC intervention tool), a user-friendly software platform for the analysis of MOOC data, that focuses on conducting data-informed instructional interventions and course experimentations. We cover important design principles behind MOOCito and provide an overview of the trends in MOOC research leading to its development. Although a work-in-progress, in this paper, we outline the prototype of MOOCito and the results of a user evaluation study that focused on system’s perceived usability and ease-of-use. The results of the study are discussed, as well as their practical implications.
Apps for teaching and learning: An institutional approachJisc
Here at Manchester Metropolitan University we have recently completed the roll out of an apps for teaching and learning project that is centrally licencing and supporting 5 apps (Vevox, Mentimeter, Kahoot, Padelt and Nearpod) that we believe promote and enhance active learning practices for our students.
To do this we developed a learning activities frame work based on some research we undertook into the types of activities teaching staff were employing in their practice. This framework has allowed us to select a relative small, but we think, well mapped set of tools to enable colleagues to design and deliver a broad range of learning activities in their practice.
By Rod Cullen, Senior lecturer at Manchester Metropolitan University
Embedding MOOCs in University courses: experiences and lessons learnedSólveig Jakobsdóttir
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
Promoting Student Access and Success Through ResearchTanya Joosten
October 16, 2015 - 10:45am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Diane Reddy (University of Wisconsin-Milwaukee, USA)
Track: Student Services and Learner Support
Featured Session
Location: Southern Hemisphere II
Session: Concurrent Session 10
Session Duration: 45 Minutes
Virtual Session
Abstract:
The University of Wisconsin-Milwaukee discusses promoting access and success of distance education students through research efforts. They will share their agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education.
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...Vitomir Kovanovic
LAK'17 Conference paper presentation:
Abstract:
In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the focus of the public discourse around the world. Although researchers were excited with the vast amounts of MOOC data being collected, the benefits of this data did not stand to the expectations due to several challenges. The analyses of MOOC data are very time-consuming and labor-intensive, and require a highly advanced set of technical skills, often not available to the education researchers. Because of this MOOC data analyses are rarely done before the courses end, limiting the potential of data to impact the student learning outcomes and experience.
In this paper we introduce MOOCito (MOOC intervention tool), a user-friendly software platform for the analysis of MOOC data, that focuses on conducting data-informed instructional interventions and course experimentations. We cover important design principles behind MOOCito and provide an overview of the trends in MOOC research leading to its development. Although a work-in-progress, in this paper, we outline the prototype of MOOCito and the results of a user evaluation study that focused on system’s perceived usability and ease-of-use. The results of the study are discussed, as well as their practical implications.
Apps for teaching and learning: An institutional approachJisc
Here at Manchester Metropolitan University we have recently completed the roll out of an apps for teaching and learning project that is centrally licencing and supporting 5 apps (Vevox, Mentimeter, Kahoot, Padelt and Nearpod) that we believe promote and enhance active learning practices for our students.
To do this we developed a learning activities frame work based on some research we undertook into the types of activities teaching staff were employing in their practice. This framework has allowed us to select a relative small, but we think, well mapped set of tools to enable colleagues to design and deliver a broad range of learning activities in their practice.
By Rod Cullen, Senior lecturer at Manchester Metropolitan University
Embedding MOOCs in University courses: experiences and lessons learnedSólveig Jakobsdóttir
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
Promoting Student Access and Success Through ResearchTanya Joosten
October 16, 2015 - 10:45am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Diane Reddy (University of Wisconsin-Milwaukee, USA)
Track: Student Services and Learner Support
Featured Session
Location: Southern Hemisphere II
Session: Concurrent Session 10
Session Duration: 45 Minutes
Virtual Session
Abstract:
The University of Wisconsin-Milwaukee discusses promoting access and success of distance education students through research efforts. They will share their agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
2018-04-24 Presentation at OE Global 2018 in Delft on "How to make MOOCs better for specific target groups and developing countries?" by Christian M. Stracke, OUNL, Carlos Delgado Kloos (UC3M) et al.
2019-07-09 Quality and Future of Open Education and MOOCs - Keynote at IEC201...Christian M. Stracke
2019-07-09 Quality and Future of Open Education and MOOCs - Invited Keynote at 10th International E-Learning Conference 2019 in Bangkok by Christian M. Stracke, OUNL
Marcelo Maina and Lourdes Guàrdia from Universitat Oberta de Catalunya gave a presentation about the EMMA 5D MOOC Framework as part of the online events by expert pool Curriculum development & Course design within EMPOWER.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
UCD and Technical Communication: The Inevitable MarriageChris LaRoche
Presentation about the increasingly collaboration and needs of technical communication to work with and become competent within UX and UCD methods and principles.
Similar to 2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on Interaction GMQS Stracke Tan (20)
Invited speech at the Hearing of the European Parliament on "Promoting online education and research across national borders" in Paris on 5th of Decmber 2022 by Dr. Christian M. Stracke
Global Smart Education (GSE) Conference 2022 in Beijing, China: Invited Keynote on "Learning Quality, Artificial Intelligence and Ethics" hold by Christian M. Stracke (Germany), live streamed online and in the national TV programme in China
2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et alChristian M. Stracke
2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
2017-10-27 OEE Online Discussion Quality in Open Education StrackeChristian M. Stracke
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2017-05-14 KNOU Seminar Open Education OER MOOCs Learning Analytics StrackeChristian M. Stracke
2017-05-14 Speech at KNOU Seminar - Technology-Enhanced Learning and Open Education: OER MOOCs and Learning Analytics by Christian M. Stracke from OUNL
2017-03-08 OE Global Panel on Open Policies for OE with ICORE CC OEC UNESCO IITE by Christian M. Stracke from Open University of the Netherlands and ICORE
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on Interaction GMQS Stracke Tan
1. Gap between MOOC designers' and
learners' perspectives on inter-
action and experiences in MOOCs:
Findings from the Global MOOC
Quality Survey (GMQS)
Christian M. Stracke & Esther Tan
2. Open CC License for
sharing & re-using slides
This work is free to share under the creative commons licence:
"Attribution – Noncommercial – Share Alike 3.0"
You can copy, distribute and transmit the work under the following conditions:
1. Attribution –
2. Noncommercial –
3. Share Alike
Licence: Attribution-Noncommercial-Share Alike
Some rights reserved, see: http://creativecommons.org/licenses/by-nc-sa/3.0/
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
The Quality of MOOCs
Let’s Learn to Learn
Seamless Learning
Dr. Esther Tan
Technology-Enhanced Learning,
Innovations in & out Classroom
5. Selected Projects:
Quality Management and EvaluationTechnology-Enhanced Learning at Large Scale
Open Education and ResearchCompetence and Skills Modelling
7. Presentation Outline
1. The Quality of MOOCs: What is the problem?
2. A Conceptual Framework towards MOOC QRF:
Theoretical & Methodological Approach
3. Findings from MOOC surveys:
Learners, Designers & Facilitators
4. Findings from MOOC OEQ:
Learners, Designers & Facilitators
8. Goal 4:
Inclusive and quality education
Sustainable dev goals
www.sustainabledevelopmentgoals.org
15. Any discussion on the quality of MOOCs should consider the goals
of both, the MOOC learner and the provider. (Hayes, 2015)
Critical questions to be addressed:
Who are the MOOC users, and why?
What makes a good MOOC from the learners’ experiences
with MOOCs?
What are the best design principles and best practices
as indicators of quality?
Are these quality indicators also MOOC domain specific and/ or
MOOC type specific?
Problem Statement
16. A Research Framework for MOOQ
“When one designs any course, one has to have some learner
cohort in mind.” (Macleod et al., 2015, p. 9)
Main research goals:
1. Establish a research framework for the subsequent analysis of
MOOC design patterns and best practices
2. Develop a Quality Reference Framework (QRF) for MOOCs
Theoretical Framework
18. Quality Reference Framework with
criteria & checklist for MOOC design
Our main goal is the collaboration with all
to improve Open Education & MOOCs
www.MOOC-quality.eu
19. Subjects of Investigation:
MOOC Learners, Designers, Facilitators & Providers
Mixed Methods Approach:
Quantitative & qualitative data
Combining the results from:
1. Global MOOC Quality Survey (GMQS)
2. Open-Ended questions (OEQ) from the GMQS
3. Semi-structured interviews
4. Many workshops at international conferences
Methodological Framework
21. MOOC Survey Constructs
Constructs Learners Designers Facilitators
Experience with MOOC X X X
Learning Objectives X X X
Duration and Structure X X
Learning Resources X X X
Accessibility and Inclusion X X
Learning Progress X
Learning Environment X X
Learning Assessment X X X
Learning Certification X X
Design Process X
Pedagogical Decisions X
Learning Support
Feedback & Facilitation
Interaction & Collaboration
X X X
26. n VB B N G VG
Learning
experience
166 4 4 13 75 70
Learning Experience (Learners)
27. n VB B N G VG
Design
experience
68 1 2 13 33 19
Design Experience (Designers)
28. Interaction from Learners‘ Perspective
n N/A SD D N A SA
LF 146 20 5 13 48 37 23
LL 146 15 3 17 34 51 26
LR 146 9 2 8 25 61 41
GG 146 37 4 15 50 24 16
Note:
LF: Interaction between learners and facilitators
LL: Interaction among learners
LR: Interaction between learners and learning resources
GG: Interaction among teams and groups
29. n R2 M2 p
LF by
learners
125 .094 9.382 .000***
LL by
learners
130 .101 10.818 .000***
LR by
learners
136 .112 12.286 .000***
GG by
learners
108 .045 4.131 .026*
Bivariate Correlations between LLR4 and LLE4
30. Interaction from Designers‘ Perspective
n N/A SD D N A SA
LF 52 2 1 5 11 24 9
LL 52 1 1 3 11 19 17
LR 52 3 1 0 4 22 22
GG 52 8 2 10 14 13 5
Note:
LF: Interaction between learners and facilitators
LL: Interaction among learners
LR: Interaction between learners and learning resources
GG: Interaction among teams and groups
31. n R2 M2 p
LF by
designers
49 .003 0.109 .703
LL by
designers
50 .043 1.595 .143
LR by
designers
48 .046 1.537 .138
GG by
designers
43 .001 0.038 .821
Bivariate Correlations between DLR4 and DDE4
33. MOOC Open-ended Questions (OEQ)
MOOC Learners
Q1. What were the three main strengths of the MOOC?
Q2. What were the three main weaknesses of the MOOC?
Q3. What was missing in the MOOC?
Q4. Looking ahead into the development of this type of learning
experiences, what could be improved in future MOOCs?
MOOC Designers
Q1. Which were the main design decisions that you made during
the development of the MOOC that later proved to be successful?
Q2. Which were the three biggest difficulties that you faced when
designing the MOOC?
Q3. Which design decisions did not pay off as you expected?
Q4. Looking ahead into the development of this type of learning
design experiences, what methods and tools could be helpful to
improve the design of future MOOCs?
34. No of respondents across the six domains
Domain Learners Designers
Social Sciences, Humanities and Law 24 9
Education and Lifelong Learning 19 12
Computing and Informatics 18 5
Science, Math and Engineering 16 5
Nature, Environment and Health 21 6
Business, Management and Economics 20 5
Total 118 42
35. Open-ended Questions (MOOC Learners)
Q1. What were the three main strengths of the MOOC? 217 units of analysis
0
10
20
30
40
50
60
70
80
90
Curriculum
Design &
Delivery
Instructional
Design &
Technology
Assessment &
Evaluation
Facilitation &
Feedback
Interaction &
Collaboration
NumberofComments
Social Sciences, Humanities and Law
Education and Lifelong Learning
Computing and Informatics
Science, Maths and Engineering
Nature, Environment and Health
Business, Management and
Economics
36. Open-ended Questions (MOOC Learners)
Q2. What were the three main weaknesses of the MOOC? 123 units of analysis
0
5
10
15
20
25
30
35
Curriculum Design Instructional
Design &
Technology
Assessment &
Evaluation
Faciliation &
Feedback
Interaction &
Collaboration
NumberofComments
Social Sciences, Humanities and Law
Education and Lifelong Learning
Computing and Informatics
Science, Maths and Engineering
Nature, Environment and Health
Business, Management and Economics
37. Open-ended Questions (MOOC Learners)
Three main strengths and weaknesses of the MOOC
Strengths Weaknesses
Curriculum Design & Delivery
• Good choice & quality of content
• Good teachers, presenters & tutors
• LO aligns with content
• Weak choice & quality of content
• Short duration
Instructional Design & Technology
• Good integration of IT & media
• Support self-regulation & individual
learning paths
• Poor use of IT technological tools
• Resources lack variety & quality
Interaction & Collaboration
• Encourage local group discussion &
activities
• Foster interaction with field experts
• Lack interaction: learner-tutor
• No support for community building
38. Open-ended Questions (MOOC Designers)
Q1. Which were the main design decisions that you made during the
development of the MOOC that later proved to be successful?
59 units of analysis
1
3
3
42
1
1
3
3
6
5
4
0
4
8
12
16
20
24
Assessibility&
Inclusion
Assessment &
Evaluation
Interaction &
Collaboration
Certification&
Accreditation
Curriculum
Design& Delivery
Expertise &
Manpower
Feedback &
Facilitation
Instructional
Design&
Technology
No.ofComments
Social Sciences, Humanities and Law
Education and Lifelong Learning
Computer and Informatics
Science, Maths and Engineering
Nature, Environment and Health
Business, Management and Economics
39. Open-ended Questions (MOOC Designers)
Q2. Which were the three biggest difficulties that you faced when designing the
MOOC? 74 units of analysis
3 3
1
3
3
2
8
1
2
2
1
1
1
2
3
5
4
4
2
5
3
0
4
8
12
16
20
24
Assessment &
Evaluation
Curriculum
Design&
Delivery
Expertise &
Manpower
Feedback &
Facilitation
Institutional
Support &
Funding
Instructional
Design&
Technology
Interaction &
Collaboration
Open Access,
Copyrights &
Licensing
No.ofComments
Social Sciences, Humanities and Law
Education and Lifelong Learning
Computer and Informatics
Science, Maths and Engineering
Nature, Environment and Health
Business, Management and
Economics
40. Open-ended Questions (MOOC Designers)
Successful Decisions Biggest Challenges
Curriculum Design & Delivery
• Content delivery format
• Content structure & LOs
• Weak choice & quality of content
• Short duration
Instructional Design & Technology
• Choice of learning activities
• Integration of IT & media
• Platform, software & production
decisions
Interaction & Collaboration Expertise & Manpower
• Creating community of learners
• Foster interaction between learner
& tutor/ facilitator
• Gap in content & instructional
design knowledge
• Coordination & collaboration, e.g.,
different experts & teaching staff
Three main successful decisions and three biggest challenges
41. Overview of QRF (work-in-progress)
Dimension 1: Phases Analysis, Design, Implementation, Realization, Evaluation
Dimension 2: Perspectives Pedagogical, Technological, and Strategic
Dimension 3: Roles Designer, Facilitator, and Provider
42. Kind Invitation: MOOQ Conference
on 13th of July 2018 in Athens, Greece
The Quality Reference Framework (QRF) to be
discussed & improved in interactive sessions:
Registration is open and free!
www.conference.MOOC-quality.eu
43. 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
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To be continued …