Collaborative MOOC Content Design and Automatic Assessment Based on ODALA Approach

Abstract

Since the fall of 2011, the Massive Open Online Course (MOOC) phenomenon is still being qualified as the most attractive and discussed subject by educational communities and public. In the literature, there are many researches about this recent e-learning generation that vary as the goals vary from raising pedagogical issues to economics ones. Several case studies state that MOOCs are challenging the use of technologies to enhance learning; others think that MOOCs can induce to disruptive in education and educational institutions. In this paper, we propose an instructional design for a kind of MOOC platforms where mainly the use of disciplines specifications and automated evaluation of MOOC learners are possible to settle the source of these problems. Our proposition is based on ODALA (Ontology-Driven Auto-evaluation Learning Approach) principles and on the disciplines' knowledge capitalization using a meta-model represented as domain ontology for disciplines modeling inspired by this approach.

Internet Addiction

“…It is not only intended that the subjects understand the addiction to the Internet (informative approach), but it seeks to control it while increasing digital competence by focusing on the Learning to Learn Competence and Media and Information Literacy (work of transversal competences), essential to have greater autonomy by the subjects. All this through the Collaborative Work methodology (Hammid, Haddadi and Bouarab-Dahmani, 2017), key for the development of competencies, favoring greater autonomy of the subjects before the Internet from the beginning. This approach also takes into account the importance of integrating the family and teachers in the activity of prevention and skills development.…”

Peer assessment and groups formation in massive open online courses

“…In the first step of the PAP validation, we developed an additional module integrating the PAP for the last level of the pyramid. The second step concerns the integration of this module to the MOOC platform that contains the pyramidal assessment process already described in references [18,20]. At the third step, we have tested the proposed PAP module on a small sample with an undergraduate training course from LMD system in Algerian universities.…”

“…This paper proposes a method for peer assessment. This method is a follow‐up of our previous works about assessment in MOOCs . We designed a larger MOOC system, in which the methodology separates the MOOC authoring tool from the MOOC platform [18,20].…”

“…The MOOC authoring tool is the process of designing the MOOC content using computer graphics technologies . This process is divided into two main steps: knowledge capitalization process and courses/learning activities engineering.…”

“…We used for that an already developed MOOC platform prototype that implements the proposed assessment activities pyramid. The general view on the main parts of the proposed MOOC platform with the assessment levels is detailed in references [18,20]. We remind that four levels for learner assessment were proposed : closed‐ended, half‐open, open‐ended questions, and problem solving.…”