From software engineering to courseware engineering

Proceedings of: 2016 IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, United Arab EmiratesThe appearance of MOOCs has contributed to the use of educational technology in new contexts. As a consequence, many teachers face the challenge of creating educational content (courseware) to be offered in MOOCs. Although some best practices exist, it is true that most of the content is being developed without much thought about adequacy, reusability, maintainability, composability, etc. The main thesis at this paper is that we are facing a "courseware crisis" in the same way as there was a "software crisis" 50 years ago, and that the way out is to identify good engineering discipline to aid in the development of courseware. We need Courseware Engineering in the same way as at those times we needed Software Engineering. Therefore, the challenge is now to define and develop fundamentals, tools, and methods of Courseware Engineering, as an analogy to the fundamentals, tools, and methods that were developed in Software Engineering.The eMadrid Excellence Network is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness Project RESET (TIN2014-53199-C3-1-R) and from the European Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP) and SHEILA (562080-EPP-1-2015-BE-EPPKA3-PI-FORWARD). The first author would like to acknowledge fruitful discussions with Martin Wirsing and his group from LMU München during his research stay at this university with a scholarship from the Spanish Ministry of Education, Culture, and Sport

Design and Implementation of a Distance Training Device of Physical and Sports Education’s Future Teachers : Application of ADDIE Model

Distance learning has largely infiltrated several higher education institutions in Morocco driven by the expansion of opportunities offered by information and communication technologies such as ODL, MOOC, SPOC. However, countless challenges continue to hamper the design, implementation and evaluation of these devices in education and vocational training for desired effectiveness.                                                                                        The aim of this study is to design an ODL system based on the SPOCs model which aims to develop professional skills for 70 future teachers of Physical and Sports Education.We have used ADDIE model as a methodological tool for our technopedagogical design with its Analysis, Design, Development, Implementation and Evaluation phases.Using Chi-square test, we examined the effect of the following independent variables: form of content, on trained type groups : hybrid and distanced at the threshold of p <.05. The results obtained show that trainee teachers have an increased need for their professional skills development through our FP@STAPS device using various digital resources. Thus, the evaluation of this device has shown its usefulness and effectiveness.The study therefore recommends the integration of this type of training into vocational training centers in Morocco. In addition, the study recommends that its technopedagogical design be based on referenced models such as ADDIE

Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation

In 2014, Massive Open Online Courses (MOOCs) are expected to witness a phenomenal growth in student registration compared to the previous years (Lee, Stewart, & Claugar-Pop, 2014). As MOOCs continue to grow in number, there has been an increasing focus on assessment and evaluation. Because of the huge enrollments in a MOOC, it is impossible for the instructor to grade homework and evaluate each student. The enormous data generated by learners in a MOOC can be used for developing and refining automated assessment techniques. As a result, “Smart Systems” are being designed to track and predict learner behavior while completing MOOC assessments. These automated assessments for MOOCs can automatically score and provide feedback to students multiple choice questions, mathematical problems and essays. Automated assessments help teachers with grading and also support students in the learning processes. Theseassessments are prompt, consistent, and support objectivity in assessment and evaluation (Ala-Mutka, 2005). This paper reviews the emerging trends in MOOC assessments and their application in supporting student learning and achievement. The paper concludes by describing how assessment techniques in MOOCs can help to maximize learning outcomes.AbstractIn 2014, Massive Open Online Courses (MOOCs) are expected towitness a phenomenal growth in student registration compared to the previous years. As MOOCs continue to grow in number, therehas been an increasing focus on assessment and evaluation. Because of the huge enrollments in a MOOC, it is impossible for the instructor to grade homework and evaluate each student. The enormous data generated by learners in a MOOC can be used for developing and refining automated assessment techniques. As a result, "Smart Systems" are being designed to track and predict learner behavior while completing MOOC assessments. These automated assessments for MOOCs can automatically score and provide feedback to students multiple choice questions, mathematical problems and essays. Automated assessments help teachers with grading and also support students in the learning processes. These assessments are prompt, consistent, and support objectivity in assessment and evaluation (Ala-Mutka, 2005). This paper reviews the emerging trends in MOOC assessments and their application in supporting student learning and achievement. The paper concludes by describing how assessment techniques in MOOCs can help to maximize learning outcomes

Boosting interaction with educational technology

Proceeding of: 2017 IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece.The MOOC movement has helped faculty in focusing on how to lecture. However, once this is done, it would not make sense not to use this content for on-campus classes. In this paper, we will explain how to harness top content created for MOOCs to improve on-campus classes, where the personal interaction is a key added feature. Interactive practices and on-site interaction, especially in-class interaction, are of particular relevance in the evolution of Higher Education towards a more effective learning.The eMadrid Excellence Network is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness, Project RESET (TIN2014-53199-C3-1-R) and fellowship FPDI-2013-17411, and from the European Commission through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP) and SHEILA (562080-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD).Publicad

Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in higher University

SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On the basis of SPOC development, combined with open education analysis of SPOC with instructional design theory and philosophy from flipped classroom as a guide, the present research try to propose instructional design model based on flipped classroom, including design of teaching content system, design of personalized learning strategies, design of teaching activities and teaching evaluation system. Four designs above contribute to the effective implementation of the open teaching activities based on the blended model of flipped classroom and SPOC teaching, so as to enhance the quality of education. Keywords: Teaching design model; SPOC; Teaching methods; Flipped classroo

Towards Economic Models for MOOC Pricing Strategy Design

MOOCs have brought unprecedented opportunities of making high-quality courses accessible to everybody. However, from the business point of view, MOOCs are often challenged for lacking of sustainable business models, and academic research for marketing strategies of MOOCs is also a blind spot currently. In this work, we try to formulate the business models and pricing strategies in a structured and scientific way. Based on both theoretical research and real marketing data analysis from a MOOC platform, we present the insights of the pricing strategies for existing MOOC markets. We focus on the pricing strategies for verified certificates in the B2C markets, and also give ideas of modeling the course sub-licensing services in B2B markets

Analyzing the behavior of students regarding learning activities, badges, and academic dishonesty in MOOC environment

Mención Internacional en el título de doctorThe ‘big data’ scene has brought new improvement opportunities to most products and services, including education. Web-based learning has become very widespread over the last decade, which in conjunction with the Massive Open Online Course (MOOC) phenomenon, it has enabled the collection of large and rich data samples regarding the interaction of students with these educational online environments. We have detected different areas in the literature that still need improvement and more research studies. Particularly, in the context of MOOCs and Small Private Online Courses (SPOCs), where we focus our data analysis on the platforms Khan Academy, Open edX and Coursera. More specifically, we are going to work towards learning analytics visualization dashboards, carrying out an evaluation of these visual analytics tools. Additionally, we will delve into the activity and behavior of students with regular and optional activities, badges and their online academically dishonest conduct. The analysis of activity and behavior of students is divided first in exploratory analysis providing descriptive and inferential statistics, like correlations and group comparisons, as well as numerous visualizations that facilitate conveying understandable information. Second, we apply clustering analysis to find different profiles of students for different purposes e.g., to analyze potential adaptation of learning experiences and pedagogical implications. Third, we also provide three machine learning models, two of them to predict learning outcomes (learning gains and certificate accomplishment) and one to classify submissions as illicit or not. We also use these models to discuss about the importance of variables. Finally, we discuss our results in terms of the motivation of students, student profiling, instructional design, potential actuators and the evaluation of visual analytics dashboards providing different recommendations to improve future educational experiments.Las novedades en torno al ‘big data’ han traído nuevas oportunidades de mejorar la mayoría de productos y servicios, incluyendo la educación. El aprendizaje mediante tecnologías web se ha extendido mucho durante la última década, que conjuntamente con el fenómeno de los cursos abiertos masivos en línea (MOOCs), ha permitido que se recojan grandes y ricas muestras de datos sobre la interacción de los estudiantes con estos entornos virtuales de aprendizaje. Nosotros hemos detectado diferentes áreas en la literatura que aún necesitan de mejoras y del desarrollo de más estudios, específicamente en el contexto de MOOCs y cursos privados pequeños en línea (SPOCs). En la tesis nos hemos enfocado en el análisis de datos en las plataformas Khan Academy, Open edX y Coursera. Más específicamente, vamos a trabajar en interfaces de visualizaciones de analítica de aprendizaje, llevando a cabo la evaluación de estas herramientas de analítica visual. Además, profundizaremos en la actividad y el comportamiento de los estudiantes con actividades comunes y opcionales, medallas y sus conductas en torno a la deshonestidad académica. Este análisis de actividad y comportamiento comienza primero con análisis exploratorio proporcionando variables descriptivas y de inferencia estadística, como correlaciones y comparaciones entre grupos, así como numerosas visualizaciones que facilitan la transmisión de información inteligible. En segundo lugar aplicaremos técnicas de agrupamiento para encontrar distintos perfiles de estudiantes con diferentes propósitos, como por ejemplo para analizar posibles adaptaciones de experiencias educativas y sus implicaciones pedagógicas. También proporcionamos tres modelos de aprendizaje máquina, dos de ellos que predicen resultados finales de aprendizaje (ganancias de aprendizaje y la consecución de certificados de terminación) y uno para clasificar que ejercicios han sido entregados de forma deshonesta. También usaremos estos tres modelos para analizar la importancia de las variables. Finalmente, discutimos todos los resultados en términos de la motivación de los estudiantes, diferentes perfiles de estudiante, diseño instruccional, posibles sistemas actuadores, así como la evaluación de interfaces de analítica visual, proporcionando recomendaciones que pueden ayudar a mejorar futuras experiencias educacionales.Programa Oficial de Doctorado en Ingeniería TelemáticaPresidente: Davinia Hernández Leo.- Secretario: Luis Sánchez Fernández.- Vocal: Adolfo Ruiz Callej

Design & Learner-Centric Analytics. Proceedings of the 6th International Conference on Designs for Learning. 23-25 May, 2018, Bergen Norway

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