Is there value of learning analytics in MOOCs?

This paper discusses if and how learning analytics might add value to MOOCs.The EMMA and ECO projects have received funding from the European Union’s Competitiveness and Innovation Framework Programme. EMMA under grant agreement no 621030; ECO project under grant agreement n° 21127. This publication [communication] reflects the views only of the authors and the Commission cannot be held responsible for any use which may be made of the information contained therein

Implementing infrastructures for managing learning objects

Klemke, R., Ternier, S., Kalz, M., & Specht, M. (2010). Implementing infrastructures for managing learning objects. British Journal of Educational Technology, 41(6), 873-882. doi: 10.1111/j.1467-8535.2010.01127.x PrePrint Version. Original available at: http://dx.doi.org/10.1111/j.1467-8535.2010.01127.x Retrieved October 20, 2010.Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission's eContentPlus programme. This article analyses standards and protocols relevant for making learning objects accessible in distributed data provider networks. Types of metadata associated with learning objects and methods for metadata generation are discussed. Experiences from European projects highlight problems in implementing infrastructures and mapping metadata types into common application profiles. The use of learning contents and its associated metadata in different scenICOPER, Share.TEC, OpenScou

Future Challenges in Heterogeneous Catalysis: Understanding Catalysts under Dynamic Reaction Conditions

In the future, (electro-)chemical catalysts will have to be more tolerant towards a varying supply of energy and raw materials. This is mainly due to the fluctuating nature of renewable energies. For example, power-to-chemical processes require a shift from steady-state operation towards operation under dynamic reaction conditions. This brings along a number of demands for the design of both catalysts and reactors, because it is well-known that the structure of catalysts is very dynamic. However, in-depth studies of catalysts and catalytic reactors under such transient conditions have only started recently. This requires studies and advances in the fields of 1) operando spectroscopy including time-resolved methods, 2) theory with predictive quality, 3) kinetic modelling, 4) design of catalysts by appropriate preparation concepts, and 5) novel/modular reactor designs. An intensive exchange between these scientific disciplines will enable a substantial gain of fundamental knowledge which is urgently required. This concept article highlights recent developments, challenges, and future directions for understanding catalysts under dynamic reaction conditions

Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach

Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and overcome them. Therefore, the aim of this study was to advance insight and knowledge about barriers to learning in MOOCs. Assessment and reassessment of the data using exploratory factor analysis provided a good model fit for a 6-factor structure. This was confirmed by a confirmatory factor analysis. Further classification of the factors revealed that barriers experienced by learners were predominantly non-MOOC related. To get insight into the barriers learners experience, it was suggested to convert the identified factor structure into a diagnostic instrument (dashboard) powered by learner self-report. This dashboard then provides information about barriers learners experience and can be valuable for making (re) design decisions and for developing learner supporting tools and interventions.</p

New learning opportunities in a networked world: developing a research agenda on innovative uses of ICTS for learning and teaching

IDRC Project Title: Developing a Research Agenda on Expanding New Digital Learning Opportunities in Developing Countries;IDRC Project Number: 107628The report describes outcomes of the activities carried out for the project “New Learning Opportunities in a Networked World: Developing a Research Agenda on Innovative uses of ICTs for Learning and Teaching”. The research consists of three main activities, namely desk research, written expert consultation and group concept mapping study involving a 2-day workshop and a follow-up with experts who could not attend the workshop. These activities are interconnected elements of the consultative approach to establishing a research agenda.International Development Research Centre (IDRC), Canad