Applying UDL Principles in an Inclusive Design Project Based on MOOCs Reviews

The wide-scale adoption of Massive Open Online Courses (MOOCs) comes with learners that have variable needs. While MOOCs may be attracting a wide range of learners, there is a need to provide those learners with a means to evaluate what is working in MOOCs and what areas of learning design can be improved. While learners may have compliments and criticisms of course designs, there is a need to organize feedback from such a wide range of participants into a coherent and actionable structure. This chapter describes the YourMOOC4all project, which offers the possibility for any learner to freely judge and provide feedback on the design of MOOCs in accordance with how it meets learner needs and Universal Design for Learning (UDL) principles. This kind of user feedback can be of great value for the future development of MOOC platforms, courses, and associated educational resources. YourMOOC4all gathers valuable information directly from the learners themselves to improve aspects such as the educational quality, accessibility, and usability of the learning environment

MyLearningMentor: a mobile App to support learners participating in MOOCs

MOOCs have brought a revolution to education. However, their impact is mainly benefiting people with Higher Education degrees. The lack of support and personalized advice in MOOCs is causing that many of the learners that have not developed work habits and self-learning skills give them up at the first obstacle, and do not see MOOCs as an alternative for their education and training. My Learning Mentor (MLM) is a mobile application that addresses the lack of support and personalized advice for learners in MOOCs. This paper presents the architecture of MLM and practical examples of use. The architecture of MLM is designed to provide MOOC participants with a personalized planning that facilitates them following up the MOOCs they enroll. This planning is adapted to learners' profiles, preferences, priorities and previous performance (measured in time devoted to each task). The architecture of MLM is also designed to provide tips and hints aimed at helping learners develop work habits and study skills, and eventually become self-learners.This work has been funded by the Spanish Ministry of Economy and Competitiveness Project TIN2011-28308-C03-01, the Regional Government of Madrid project S2013/ICE-2715, and the postdoctoral fellowship Alliance 4 Universities. The authors would also like to thank Israel Gutiérrez-Rojas for his contributions to the ideas behind MLM and Ricardo García Pericuesta and Carlos de Frutos Plaza for their work implementing different parts of the architecture

Beyond A/B Testing: Sequential Randomization for Developing Interventions in Scaled Digital Learning Environments

Randomized experiments ensure robust causal inference that are critical to effective learning analytics research and practice. However, traditional randomized experiments, like A/B tests, are limiting in large scale digital learning environments. While traditional experiments can accurately compare two treatment options, they are less able to inform how to adapt interventions to continually meet learners' diverse needs. In this work, we introduce a trial design for developing adaptive interventions in scaled digital learning environments -- the sequential randomized trial (SRT). With the goal of improving learner experience and developing interventions that benefit all learners at all times, SRTs inform how to sequence, time, and personalize interventions. In this paper, we provide an overview of SRTs, and we illustrate the advantages they hold compared to traditional experiments. We describe a novel SRT run in a large scale data science MOOC. The trial results contextualize how learner engagement can be addressed through inclusive culturally targeted reminder emails. We also provide practical advice for researchers who aim to run their own SRTs to develop adaptive interventions in scaled digital learning environments

Design in the Wild: Interfacing the OER learning journey

Open Educational Resources (OERs) such as talks, lectures, texts, slideshows, and online activities, offer much potential for people to study a broad range of topics. However, the choice among millions of OERs can be overwhelming and many learners give up on their goals prematurely. Our ongoing research aims to help self-directed learners study effectively and enjoyably by providing a personalized route through appropriately prioritized OERs. However, there are many aspects that can be considered including motivation, getting lost, determining whether to continue, and what resource to look at next. How can we begin to design an interface that can support these? To this end, we describe our iterative ‘design in the wild’ approach, showing how it helped us to determine how to operationalise and support these aspects and, in doing so, provide us with a way of assessing the overall learning experience

The Innovation of MOOC Based E-Marketing to Improve Entrepreneurship Administration Management for Vocational Education Students in Industrial Revolution 4.0 Era

Abstract: This research has aims to: (1) develop MOOCs based e-marketing; (2) testing theattractiveness of MOOCs based e-marketing; and (3) knowing the level of effectiveness ofMOOCs based e-marketing. The method in this study is research and development. The resultsof this study include: (1) the results of the e-marketing expert test and website marketing designexpert test have a percentage: 81.50% (ease of accessing consumers), 84.10% (presentation ofgoods/services sold), 79.10 % variation of website content), 86.00% (compatibility with websitegoals), 83.70% (harmony of each page of views), 83.70% (complete description of products sold),83.70% (attractiveness of e-website marketing), 85.00% (ease of order process for consumers),81.50% (responsible admin e-marketing), 81.50% (trouble shooting website problems); (2)MOOCs based e-marketing proved effective in improving the management of studententrepreneurship administration in the vocational sector in the Industrial Revolution 4.0 era,indicated by the results of the final ability test which showed significant differences betweencontrol classes without using e-marketing based MOOCs and experimental classes using MOOCsbased e-marketing; and (3) E-marketing based MOOCs needs to be further developed because itcan improve the management of entrepreneurial administration in vocational students in theIndustrial Revolution era 4.0

Technology-Enhanced Learning Environments and Adaptive Learning Systems – Development of Functionality Taxonomies

Especially against the background of the current coronavirus crisis, technology-enhanced learning environments (TELEs) increasingly characterize teaching at universities. For the successful use and integration of TELEs, it is important to understand the functionalities of the technologies used. Based on the state of the art and following [1], we develop two taxonomies. The first taxonomy depicts eleven functionalities with different dimensions relevant for successfully designing TELEs. Sound knowledge of the functionalities supports research on adaptive learning within TELEs and the implementation of student-centered learning opportunities, which is structured in a second functionality taxonomy for adaptive learning systems (ALSs). We contribute to current research on TELEs and ALSs by providing a structured overview of functionalities and suggestions for further research with our research opportunities