Application of a virtual scientific experiment model in different educational contexts

E-learning practice is continuously using experimentation in order to enhance the basic information transfer model where knowledge is passed from the system/ tutors to the students. Boosting student productivity through on-line experimentation is not simple since many organizational, educational and technological issues need to be dealt with. This work describes the application of a Learning Model for Virtual Scientific Experiments (VSEs) in two different scenarios: Information and Communication Technologies and Physics. As part of the first, a VSE for Wireless Sensor Networks was specified and deployed while the second involved the specification and design of a collaborative VSE for physics experiments. Preliminary implementation and deployment results are also discussed

Fostering quality in MOOCs: a european approach

Societal, educationaland personal changes have brought Open (Online) Education in the forefront of the global learning setting. One of the most significant challenges behind the EU Modernization Agenda is for education to respond to the characteristics of future students and to new needs in society. According to the Europe 2020 agenda, 40% of young people should complete higher education studies by 2020. The entire European university sector witnesses an increase of student numbers. Conventional learning methods are suboptimalsolutions for these massive student numbers. Thus, important questions and issues arise: How can we anticipate increasing student numbers combined with the likelihood of lower funding? How should we combine online and traditional formats to devise sustainable university business-models? In order to address these challenges Europe is investing in flexible educational solutions as this is embraced by the EC in its Open Educational Resource (OER) agenda. During the last years Massive Open Online Courses (MOOCs) became very popular: Since the year 2008, when the first MOOC was provided, the number of MOOCs is constantly increasing. The year 2012 was considered as the "Year of the MOOCs". However, MOOCs and OER are a good solution as long as they retain a certain level of quality. So far, experience and practice are leading to an increasing debate about their quality as an educational tool. The high drop-out rates of MOOCs that are typically measured in traditional distance education courses as well as in all formal education settings are discussed causing requests for rebooting MOOCs and the research on them and their quality. This article addresses the open issue of integration of quality approaches and mechanisms into the design of MOOCs through the development of a European MOOC Quality Reference Framework (QRF). The MOOC QRF provides a generic, organisation-wide system to help Higher Education Institutions and external stakeholders to design, develop, monitor, evaluate and improve the effectiveness of MOOCs along with the quality management practices. Based on flexible, configurable quality criteria and indicative descriptors, monitoring and reporting is adapted to organisational needs. The article presents the structure and quality dimensions of the MOOC QRF.It is based on the first international quality standard ISO/IEC 40180 and currently submitted to the European and international standardization committee (CEN TC 353 and ISO/IEC JTC1 SC36) for approval as first quality standard for MOOCs. The MOOC QRF is practical to encompass a wide range of approaches to quality assurance emphasizing that it is the quality of the outcomes that matters most in the design of MOOCs, thus leading to a new era of learning experiences in Europe.This article is supported by MOOQ, the European Alliance for Quality of Massive Open Online Courses (www.MOOC-quality.eu). The vision of MOOQ is to foster and improve quality in MOOCs leading to a new era of learning experiences. MOOQ is partly funded bythe European Commission under the following project number: 2015-1-NL01-KA203-008950.info:eu-repo/semantics/publishedVersio

Fostering quality in MOOCs: a european approach

Societal, educationaland personal changes have brought Open (Online) Education in the forefront of the global learning setting. One of the most significant challenges behind the EU Modernization Agenda is for education to respond to the characteristics of future students and to new needs in society. According to the Europe 2020 agenda, 40% of young people should complete higher education studies by 2020. The entire European university sector witnesses an increase of student numbers. Conventional learning methods are suboptimalsolutions for these massive student numbers. Thus, important questions and issues arise: How can we anticipate increasing student numbers combined with the likelihood of lower funding? How should we combine online and traditional formats to devise sustainable university business-models? In order to address these challenges Europe is investing in flexible educational solutions as this is embraced by the EC in its Open Educational Resource (OER) agenda. During the last years Massive Open Online Courses (MOOCs) became very popular: Since the year 2008, when the first MOOC was provided, the number of MOOCs is constantly increasing. The year 2012 was considered as the "Year of the MOOCs". However, MOOCs and OER are a good solution as long as they retain a certain level of quality. So far, experience and practice are leading to an increasing debate about their quality as an educational tool. The high drop-out rates of MOOCs that are typically measured in traditional distance education courses as well as in all formal education settings are discussed causing requests for rebooting MOOCs and the research on them and their quality. This article addresses the open issue of integration of quality approaches and mechanisms into the design of MOOCs through the development of a European MOOC Quality Reference Framework (QRF). The MOOC QRF provides a generic, organisation-wide system to help Higher Education Institutions and external stakeholders to design, develop, monitor, evaluate and improve the effectiveness of MOOCs along with the quality management practices. Based on flexible, configurable quality criteria and indicative descriptors, monitoring and reporting is adapted to organisational needs. The article presents the structure and quality dimensions of the MOOC QRF.It is based on the first international quality standard ISO/IEC 40180 and currently submitted to the European and international standardization committee (CEN TC 353 and ISO/IEC JTC1 SC36) for approval as first quality standard for MOOCs. The MOOC QRF is practical to encompass a wide range of approaches to quality assurance emphasizing that it is the quality of the outcomes that matters most in the design of MOOCs, thus leading to a new era of learning experiences in Europe.This article is supported by MOOQ, the European Alliance for Quality of Massive Open Online Courses (www.MOOC-quality.eu). The vision of MOOQ is to foster and improve quality in MOOCs leading to a new era of learning experiences. MOOQ is partly funded bythe European Commission under the following project number: 2015-1-NL01-KA203-008950.info:eu-repo/semantics/publishedVersio

Divergent perceptions from MOOC designers and learners on interaction and learning experience: findings from the Global MOOQ Survey

As the provision of MOOCs continues to grow exponentially across the globe, much of the criticism on the quality of the learning experiences provided is based on its typically low drop-out rates. There is strong evidence that completion is not a goal for the majority of MOOC participants neither does it affect their satisfaction and perception of the quality of their learning experiences. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted in order to access quality perceptions of actors in the MOOC design and implementation process(n = 267). In this paper, we present its first results relating to the designers’ and learners’ experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. The correlation differences of the MOOC learners and designers on the interaction in MOOCs are significantly very high. These results are also compared with the opinions from MOOC designers collected in a number of semi-structured interviews. Based on the analysis, we conclude this divergence is based on a misunderstanding between the two target groups on interaction. MOOC designers recognise its importance, but do not seem to understand and meet fully the expectations of MOOC learners, as their perception maybe influenced by institutional context.This article is supported by MOOQ, the European Alliance for Quality of Massive Open Online Courses (www.MOOC-quality.eu). The vision of MOOQ is to foster quality in MOOCs leading to a new era of learning experiences. MOOQ is funded by the European Commission under the project number: 2015-1-NL01-KA203-008950info:eu-repo/semantics/publishedVersio

Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs. Findings from the Global MOOC Quality Survey

Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.This article is supported by MOOQ, the European Alliance for Quality of Massive Open Online Courses (www.MOOC-quality.eu). The vision of MOOQ is to foster quality in MOOCs leading to a new era of learning experiences. MOOQ is funded by the European Commission under the project number: 2015-1-NL01-KA203-008950.info:eu-repo/semantics/publishedVersio

Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs. Findings from the Global MOOC Quality Survey

Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners’ and designers’ intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.This article is supported by MOOQ, the European Alliance for Quality of Massive Open Online Courses (www.MOOC-quality.eu). The vision of MOOQ is to foster quality in MOOCs leading to a new era of learning experiences. MOOQ is funded by the European Commission under the project number: 2015-1-NL01-KA203-008950.info:eu-repo/semantics/publishedVersio

Quality Reference Framework (QRF) for the Quality of Massive Open Online Courses (MOOCs):Developed by MOOQ in close collaboration with all interested parties worldwide

This document contains the Quality Reference Framework (QRF) developed by the European Alliance for the Quality of Massive Open Online Courses (MOOCs), called MOOQ. The Quality Reference Framework consists of three dimensions: Dimension 1: Phases Analysis, Design, Implementation, Realization, Evaluation Dimension 2: Perspectives Pedagogical, Technological, and Strategic Dimension 3: Roles Designer, Facilitator, and Provider It is most important to note that MOOC designers, facilitators and providers have to select the appropriate and relevant phases and processes according to their situation, the learning objectives, target groups, context and conditions. Some processes are already decided and (partly or completely) defined by pre-conditions and requirements (e.g., the available resources, budget and staff). In addition, the Quality Reference Framework provides the QRF Key Quality Criteria and the QRF Quality Checklist for designing and developing MOOCs. Main target groups of the Quality Reference Framework are the designers, facilitators and providers of MOOCs as well as the MOOC learners. The Quality Reference Framework can be used to analyse the needs and demands for MOOCs, to design, develop and implement new MOOCs and to evaluate and improve existing MOOCs. The main benefits of the Quality Reference Framework are: • It provides a generic framework that can be adapted to each specific context. • It identifies key quality criteria for better orientation on the MOOC design. • It presents a checklist for the quality development and evaluation of MOOCs. • It enables a continuous improvement cycle for MOOC design and provision. The Quality Reference Framework is based on the International ISO standard ISO/IEC 40180 (former ISO/IEC 19796-1) and the results from the mixed methods research by MOOQ. MOOQ has achieved huge impact at the local, regional, European and international levels: MOOQ could reach out to more than 100,000 MOOC learners, designers, facilitators and providers through the MOOQ dissemination and exploitation activities. In addition, in close cooperation with European and international institutions and associations, MOOQ could involve in the QRF finalization more than 10,000 MOOC learners, designers, facilitators and providers through the Global MOOC Quality Survey, the MOOQ presentations and workshops at regional, European and international conferences as well as communication and collaboration in traditional channels and social media

On the alpha formalism for the common envelope interaction

The {\alpha}-formalism is a common way to parametrize the common envelope interaction between a giant star and a more compact companion. The {\alpha} parameter describes the fraction of orbital energy released by the companion that is available to eject the giant star's envelope. By using new, detailed stellar evolutionary calculations we derive a user-friendly prescription for the {\lambda} parameter and an improved approximation for the envelope binding energy, thus revising the {\alpha} equation. We then determine {\alpha} both from simulations and observations in a self consistent manner. By using our own stellar structure models as well as population considerations to reconstruct the primary's parameters at the time of the common envelope interaction, we gain a deeper understanding of the uncertainties. We find that systems with very low values of q (the ratio of the companion's mass to the mass of the primary at the time of the common envelope interaction) have higher values of {\alpha}. A fit to the data suggests that lower mass companions are left at comparable or larger orbital separations to more massive companions. We conjecture that lower mass companions take longer than a stellar dynamical time to spiral in to the giant's core, and that this is key to allowing the giant to use its own thermal energy to help unbind its envelope. As a result, although systems with light companions might not have enough orbital energy to unbind the common envelope, they might stimulate a stellar reaction that results in the common envelope ejection.Comment: 17 pages, 8 figures. Accepted by MNRA