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„How to MOOC? -
– A pedagogical guideline for practitioners“
Elke Lackner, Michael Kopp, Martin Ebner
Definitions
MOOC
„Massive Open Online Course“
First „MOOC“ done by
George Siemens („connectivism“)
Stephen Downes
„MOOC“ stands for
Massive = huge amount of learners
Open = open source, open learning
Online = only in the World Wide Web
Course = similar to a lecture
xMOOC
•  „x“ = „extension“
•  Harvard did in that way for the first time
•  Very straight course form offered on a special
platform
•  Sequential learning units, mostly done by at least one
short video (up to 15 minutes) and a short assessment
afterwards
Behnam Taraghi, Martin Ebner, Sandra Schön (2013). Systeme im Einsatz
WBT, LMS, E-Portfolio-Systeme, PLE und andere. In: Martin Ebner & Sandra Schön (Hrsg.), Lehrbuch für Lernen und
Lehren mit Technologien (L3T). URL:
http://l3t.eu/homepage/das-buch/ebook-2013/kapitel/o/id/137/name/systeme-im-einsatz
Typical xMOOC consits of:
•  course structure with learning targets,
•  video lectures (recordings or new products),
•  additional learning content according to the video
lectures
•  asynchronous communication possibilities (e.g.
discussion forums)
•  self-assessment according to the video lectures
•  certificates for successful completion of the course
•  information system that provides all these contents
Behnam Taraghi, Martin Ebner, Sandra Schön (2013). Systeme im Einsatz
WBT, LMS, E-Portfolio-Systeme, PLE und andere. In: Martin Ebner & Sandra Schön (Hrsg.), Lehrbuch für Lernen und
Lehren mit Technologien (L3T). URL:
http://l3t.eu/homepage/das-buch/ebook-2013/kapitel/o/id/137/name/systeme-im-einsatz
Problems
•  Teacher to student interaction
•  High drop out rate
•  Grading, certificates, no ECTS?
•  Financial aspects (platform, content, videos, ...)
•  Quality aspects
xMOOCs in Austria
How to MOOC? – A pedagogical guideline for practitioners
How to MOOC? – A pedagogical guideline for practitioners
How to improve the quality of MOOCS?
„This research study strongly concentrates on developing
a checklist for practitioners who would like to do an
xMOOC in the future by examining different xMOOCs
and reflecting first experiences gathered through daily
work on MOOCs “
Seven main categories
1.  core requirements
2.  structure
3.  participant requirements
4.  assignments
5.  media design
6.  communication
7.  resources
For example category 5
All categories and subitems are listed in the appendix as well as in the conference proceeding
Discussion
Assistance: The checklist was done to support educators
doing a first Massive Open Online
Importance of the issues: The checklist is not an
obligatory list.With other words, the educators or
administrators have to decide if a listed issue is relevant
for their courses
Completeness: The checklist will never be finished, as
forthcoming MOOCs will address new elements and
carry out new technical, didactical or administrative
ideas.
contact
Martin Ebner | TU Graz |
martin.ebner@tugraz.at
http://elearningblog.tugraz.at
Appendix
category 1
category 2
category 3
category 4
category 5
category 6
category 7

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How to MOOC? – A pedagogical guideline for practitioners

  • 1. „How to MOOC? - – A pedagogical guideline for practitioners“ Elke Lackner, Michael Kopp, Martin Ebner
  • 4. First „MOOC“ done by George Siemens („connectivism“) Stephen Downes
  • 5. „MOOC“ stands for Massive = huge amount of learners Open = open source, open learning Online = only in the World Wide Web Course = similar to a lecture
  • 6. xMOOC •  „x“ = „extension“ •  Harvard did in that way for the first time •  Very straight course form offered on a special platform •  Sequential learning units, mostly done by at least one short video (up to 15 minutes) and a short assessment afterwards Behnam Taraghi, Martin Ebner, Sandra Schön (2013). Systeme im Einsatz WBT, LMS, E-Portfolio-Systeme, PLE und andere. In: Martin Ebner & Sandra Schön (Hrsg.), Lehrbuch für Lernen und Lehren mit Technologien (L3T). URL: http://l3t.eu/homepage/das-buch/ebook-2013/kapitel/o/id/137/name/systeme-im-einsatz
  • 7. Typical xMOOC consits of: •  course structure with learning targets, •  video lectures (recordings or new products), •  additional learning content according to the video lectures •  asynchronous communication possibilities (e.g. discussion forums) •  self-assessment according to the video lectures •  certificates for successful completion of the course •  information system that provides all these contents Behnam Taraghi, Martin Ebner, Sandra Schön (2013). Systeme im Einsatz WBT, LMS, E-Portfolio-Systeme, PLE und andere. In: Martin Ebner & Sandra Schön (Hrsg.), Lehrbuch für Lernen und Lehren mit Technologien (L3T). URL: http://l3t.eu/homepage/das-buch/ebook-2013/kapitel/o/id/137/name/systeme-im-einsatz
  • 8. Problems •  Teacher to student interaction •  High drop out rate •  Grading, certificates, no ECTS? •  Financial aspects (platform, content, videos, ...) •  Quality aspects
  • 12. How to improve the quality of MOOCS?
  • 13. „This research study strongly concentrates on developing a checklist for practitioners who would like to do an xMOOC in the future by examining different xMOOCs and reflecting first experiences gathered through daily work on MOOCs “
  • 14. Seven main categories 1.  core requirements 2.  structure 3.  participant requirements 4.  assignments 5.  media design 6.  communication 7.  resources
  • 15. For example category 5 All categories and subitems are listed in the appendix as well as in the conference proceeding
  • 17. Assistance: The checklist was done to support educators doing a first Massive Open Online Importance of the issues: The checklist is not an obligatory list.With other words, the educators or administrators have to decide if a listed issue is relevant for their courses Completeness: The checklist will never be finished, as forthcoming MOOCs will address new elements and carry out new technical, didactical or administrative ideas.
  • 18. contact Martin Ebner | TU Graz | martin.ebner@tugraz.at http://elearningblog.tugraz.at