1,914 research outputs found
PerspectivesX: A Proposed Tool to Scaffold Collaborative Learning Activities within MOOCs
In this work-in-progress paper, we introduce the PerspectivesX tool which
aims to scaffold collaborative learning activities within MOOCs. The
PerspectivesX tool has been designed to promote learner knowledge construction
and curation for a range of multi-perspective elaboration techniques (e.g.,
SWOT analysis and Six Thinking Hats). The PerspectivesX tool is designed to
store learner submissions in a searchable knowledge base which is able to be
persisted across course re-runs and promotes the use of natural language
processing techniques to allow course moderators to provide scalable feedback.
In this paper we outline the design principles that structured collaborative
learning tools need to adhere to, design a prototype tool (PerspectivesX) and
evaluate whether MOOC platform extension frameworks are able to support the
implementation of the tool.Comment: Accepted as a Work In Progress paper at EMOOC 201
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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
MOOC adaptation and translation to improve equity in participation
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and which, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs
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Quality in MOOCs: Surveying the Terrain
The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It draws on the literature on both MOOCs and quality in education more generally in order to provide a framework for thinking about quality and the different variables and questions that must be considered when conceptualising quality in MOOCs. The review adopts a relativist approach, positioning quality as a measure for a specific purpose. The review draws upon Biggs’s (1993) 3P model to explore notions and dimensions of quality in relation to MOOCs — presage, process and product variables — which correspond to an input–environment–output model. The review brings together literature examining how quality should be interpreted and assessed in MOOCs at a more general and theoretical level, as well as empirical research studies that explore how these ideas about quality can be operationalised, including the measures and instruments that can be employed. What emerges from the literature are the complexities involved in interpreting and measuring quality in MOOCs and the importance of both context and perspective to discussions of quality
EOSC Synergy WP6: Initial review of systems, initiatives and development of selection criteria of the online learning/training platforms and initiatives
This report describes a review of possible learning platforms and tools, and relevant previous and current projects and initiatives in the area of Open Science and EOSC training and education. It also includes reflections on the criteria we will use to select the platform and tools for the EOSC-Synergy project.European Commission. The report is a deliverable of EOSC-synergy project (INFRAEOSC-05(b)), Grant agreement ID: 857647.Peer reviewe
MOOCKnowledge: Establishing a large-scale data-collection about participants of European Open Online Courses
While MOOCS have emerged as a new form of open online education around the world,there are still no cross- provider and large-scale data collections that provides reliable information about demographic details of the population of MOOC participants on the one hand, and their
motivation, intentions, social context, lifelong learning profile and impact on study success and career development on the other hand. The MOOCKnowledge project is an initiative to establish a large-scale data-collection about participants of European MOOCs. In this paper we describe the motivation behind the project and discuss the research focus. We explain the structure of the survey instrument, report about the data collection process and provide an outlook on potential future developments of the project.JRC.J.3-Information Societ
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