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
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
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
2018-07-13 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
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
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
2018-07-13 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
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.
Curriculum vitae of MOOC
Did you take tourism and hospitalityMOOC so far?
USI Pilot MOOCeTourism: Communication PerspectivesHow to Moo?
4 Drivers for USI to provide MOOC
MOOCs work flow
Team forming
Partner platform selection
Instructional design
Content creation
Promotion
Course delivery
Internal project assessment
How to evaluate the performance of a MOOC
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
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.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
MOOC and the workplace: key support elements in digital lifelong learning Robert Farrow
This presentation accompanies a paper examining the relationship between trends in workplace learning and training; the EU policy for lifelong learning; and describes the role that alternative forms of educational delivery such as MOOC can play in supporting future scenarios such as automation and digitalization.
Open, online, flexible, technology-enhanced… and sustainable? Understanding n...Robert Farrow
Interim results from the OOFAT (Models for Open, Online, Flexible and Technology-Enhanced learning) project - conducted by FIBS and The Open University (UK) and funded by the International Council for Distance Education. Presented at The Online, Open and Flexible Higher Education Conference 2017: Higher Education for the Future - 'Accelerating and Strengthening Innovation'.
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
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.
Curriculum vitae of MOOC
Did you take tourism and hospitalityMOOC so far?
USI Pilot MOOCeTourism: Communication PerspectivesHow to Moo?
4 Drivers for USI to provide MOOC
MOOCs work flow
Team forming
Partner platform selection
Instructional design
Content creation
Promotion
Course delivery
Internal project assessment
How to evaluate the performance of a MOOC
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
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.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
MOOC and the workplace: key support elements in digital lifelong learning Robert Farrow
This presentation accompanies a paper examining the relationship between trends in workplace learning and training; the EU policy for lifelong learning; and describes the role that alternative forms of educational delivery such as MOOC can play in supporting future scenarios such as automation and digitalization.
Open, online, flexible, technology-enhanced… and sustainable? Understanding n...Robert Farrow
Interim results from the OOFAT (Models for Open, Online, Flexible and Technology-Enhanced learning) project - conducted by FIBS and The Open University (UK) and funded by the International Council for Distance Education. Presented at The Online, Open and Flexible Higher Education Conference 2017: Higher Education for the Future - 'Accelerating and Strengthening Innovation'.
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
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.
20160413 OE Global Conference Open Education Revolution or MOOCs Christian M....Christian M. Stracke
Is Open Education a Revolution or are MOOCs only marketing instruments? Paper presentation and speech at OE Global Conference 2016 in Krakow by Dr. Christian M. Stracke (OUNL)
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
20160415 MIEF Free Education Open Learning Christian M. StrackeChristian M. Stracke
Free Education for Open Learning: Open educational policies, strategies and access for all - Speech at UNESCO Conference at International Education Fair 2016 in Moscow by Dr. Christian. M. Stracke (OUNL)
How can universities scale up learning analytics beyond small-scale pilots to seriously use data to improve student learning? This interactive workshop was designed to help you think this through for your institution.
Universities are hard to change. Having good data and analytics is a good start, but is only one part of success. This session will provide tools and frameworks to help you analyse what else is needed, building on experiences of successful large-scale learning analytics activity at the Open University and the University of Technology, Sydney, and from the pan-European Learning Analytics Community Exchange project.
Slides for a talk at Bett, London, 20 January 2016.
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/
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
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.
ICDE Policy Forum in partnership with UNESCO: Directions and challenges for g...icdeslides
The annual ICDE Standing Conference of Presidents (SCOP) meeting included the ICDE Policy Forum, co-organized with UNESCO. On the theme of "Directions and challenges for government and institutions when post-secondary education moves into the MOOC territory: public policies and institutional strategies in the digital learning age", the Policy Forum included organizations and key stakeholders including UNESCO, OECD, the European Commission, Open Courseware Consortium and International Association of Universities.
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
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
2017-10-27 Open Education Europe portal by European Union - Online Discussion on the Quality in Open Education moderated by Christian M. Stracke from the Welten Institute of the 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
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.
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!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Stracke Tan
1. Towards a Quality
Reference Framework
for MOOCs
@ EARLI SIG 7 in Bonn, 2018-08-23
by Christian M. Stracke & Esther Tan
Open University of the Netherlands
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
6. Two core factors:
1. Globalisation &
2. Worldwide Internet
The Digital Age
Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education
7. Global Competitions and societal changes
Close the gaps
& open new
opportunities
Challenges:
Learn to Learn
Internationalization
Figure: http://www.weforum.org/issues/global-competitiveness
18. 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
19. 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
27. 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
28. 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
29. 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
30. 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
33. 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
38. n VB B N G VG
Learning
experience
166 4 4 13 75 70
Learning Experience (Learners)
39. n VB B N G VG
Design
experience
68 1 2 13 33 19
Design Experience (Designers)
40. 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
41. 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
42. 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
43. 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
45. No of respondents across the six domains
Domain Learners Designers Facilitators
Social Sciences, Humanities &
Law
24 9 2
Education & Lifelong Learning 19 12 18
Computing & Informatics 18 5 2
Science, Math & Engineering 16 5 1
Nature, Environment & Health 21 6 1
Business, Management &
Economics
20 5 3
Total 118 42 27
46. 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?
47. Open-ended Questions (MOOC Learners)
Q1. What were the three main strengths of the MOOC?
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
48. Open-ended Questions (MOOC Learners)
Q2. What were the three main weaknesses of the MOOC?
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
49. 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
51. MOOC Open-ended Questions (OEQ)
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?
52. 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?
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
53. Open-ended Questions (MOOC Designers)
Q2. Which were the three biggest difficulties that you faced when designing the
MOOC?
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
54. 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
59. 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
61. 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 …