Identifying Game Elements Suitable for MOOCs

Massive Online Open Courses (MOOCs) have increasingly become objects of research interest and studies in recent years. While MOOCs could be a means to address massive audiences, they suffer from high drop-out rates and low user engagement. Gamification is known as the application of game design elements in non-gaming scenarios to solve problems or to influence a user’s behaviour change. By applying gamification to MOOCs, we aim to enhance users’ engagement and goal achievement within a MOOC environment. To define our gamification strategy, we asked 42 experts in the fields of game design, learning science and technology-enhanced learning to rate 21 selected game design patterns according to their suitability within a MOOC environment application. The data collected allowed us to identify a set of nine game design patterns as promising candidates to be tested in MOOC environment

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Wearable Technology in Education to Enhance Technical MOOCs

The low completion rate issue in MOOCs has become one of the main highlights by researchers. It is reported that only 10 to 15 percent of the students were able to complete the MOOCs. This low completion rate is due to the students are less engaged with the MOOCs content causing them to become demotivated to complete the whole MOOCs. Engaging students in MOOCs environment, especially for non-technical subjects, suited very well. However, for technical MOOCs, it involves significant challenges because technical MOOCs must be able to offer the students with practice-oriented learning outcome in-order for the MOOCs to be effective and engaging. Due to the above issue, this paper discussed an improvised MOOCs model for teaching technical subjects with the intervention in the use of wearable technology. A discussion on the e-content and e-activity of the technical MOOC learning design was presented. This study implemented the proposed technical MOOC model through the MOOC development. The students’ perception of the technical MOOC was then evaluated, and all the results were explained in the discussion part. Results of the correlation test revealed that all of the technical MOOC variables correlated substantially and held a positive relationship with students’ perception variable with r=.3 to 1.0, p < .0005. In addition, this result also suggests that the learning materials produced by wearable technology do contribute towards the positive effect of students’ perception when learning technical MOOC

Identifying good practices in information literacy education; creating a multi-lingual, multi-cultural MOOC

This presentation reports an analysis of good practices in information literacy (IL) education, with particular reference to practices which may be incorporated in the design on a Massive Open Online Course (MOOC). Based on an analysis of published literature and reports, analysis of existing IL MOOCs, and expert opinion, it presents good practice eleven area: IL definition and models; IL content and contexts; pedagogical frameworks; teaching and learning methods; interaction and collaboration by learners; structuring of learning materials; assessment methods; multi-lingual and multi-cultural aspects; IL outside higher education; MOOC management; and MOOCs in LIS and IL

Smart, social, flexible and fun: Escaping the flatlands of virtual learning environments

© 2019, Springer Nature Switzerland AG. This paper describes the development of intelligent, social, flexible and game-based pedagogic approaches and their applications in Virtual Learning Environment based Education. Applications of computer science technologies and techniques can enable, facilitate and change educational approaches, allowing scalable approaches that can address both individual student needs whilst managing large – sometimes-massive - cohort sizes. The benefits of these information systems include supporting the wide range of contexts met in education, in terms of individual needs and specific subject and curriculum requirements. Technologies and approaches that are considered range from the representation of knowledge and the use of intelligent systems, the use of social computing, through to the enabling opportunities of ubicomp and the practical application of game mechanics (gamification). This paper concludes with practical illustrations in the context of undergraduate computer science didactics

Intelligent recruitment: how to identify, select, and retain talents from around the world using artificial intelligence.

This research analyzes how digital technologies contribute to improving the successive stages of the recruitment process: identifying, selecting, and retaining talented people. E-recruitment is an emerging and polymorphous phenomenon that starts with identification of candidates on social networks, continues through gamification of recruitment and job interviews with chatbots, and ends by matching a candidate and a job using artificial intelligence. These technologies are particularly useful for social businesses looking to recruit not only skilled people, but above all employees who have behaviors and values that match their mission. The methodology is based on grounded theory, participant observation, and qualitative data collection. A multiple case study is designed to analyze, compare, and combine several technologies dedicated to recruitment: (1) a social network with LinkedIn, (2) a MOOC with Udacity, (3) a serious game called Reveal from L'Oréal, (4) a chatbot called Ari from TextRecruit, and (5) a massive data analysis matching system with Randstad.tech. The discussion examines the respective performance and limits of these tools and their convergence via a progressive integration that leads to an uberization of recruitment. Managerial recommendations are formulated to support recruiters in their adoption of e-recruitment

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

How to Prepare High-Level Massive Online Open Courses for the Metaverse: Tools and Needs

The adoption of methodologies and practices from distance learning (MOOC) and gamification is a promising basis to facilitate the design of a new generation of MOOCs (massive online open courses) and well suited for XR-based immersive shared social spaces, i.e., educational metaverses. Therefore, we discuss the tools and requirements to assist teachers to acquire two levels of competence, “beginner-level creator” and “advanced-level creator”, within the current ecosystem of metaverses. The adoption of such tools and XR platforms within STEM university educational settings is discussed to introduce the novel concept of the edu-metaverse