Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale

Sergis, Stylianos; Sampson, Demetrios G.; Pelliccione, Lina

doi:10.1007/978-3-662-52925-6_3

Cited by 15 publications

(12 citation statements)

References 61 publications

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“…Based on 7C's, there is a Conceptualized phase that insists on the essence of the content besides the preparation process to ensure the content is compatible with the MOOC environment and learner's expectation. MOOC only exists in massiveness and openness; we decided to put that two dimension as part of the core in the planning phase [49].…”

Section: Methodsmentioning

confidence: 99%

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Quality Model for Massive Open Online Course (MOOC) Web Content

Rahman¹,

Zulzalil²,

Ishak³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider's reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content's provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C's model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content.

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Section: Methodsmentioning

confidence: 99%

“…The dimension divided into three (3) categories, which are communication, learneroriented and technologies. On the other hand, the ADDIEbased education design framework that aims to accommodate unique features of "Massiveness" and "Openness" in xMOOCs [49]. These two models focus more on external qualities.…”

Section: Understanding the Quality Of Mooc Web Contentmentioning

confidence: 99%

Quality Model for Massive Open Online Course (MOOC) Web Content

Rahman¹,

Zulzalil²,

Ishak³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…(Bonk et al, 2016 ;Chotel, 2017 ;Kennedy, 2014 ;Pomerol et al, 2015 ;Sambe et al, 2018 ). D'autres travaux proposent des solutions et des modèles pour soutenir les enseignants dans la phase de conception des MOOC (Alario-hoyos et al, 2014 ;Ferguson et al, 2016 ;Hatzipanagos, 2015 ;Mamman et al, 2017 ;Blanco et al, 2013 ;Fassbinder et al, 2017 ;Fidalgo-Blanco et al, 2015 ;Guàrdia et al, 2013 ;Jasnani, 2013 ;King et al, 2014;Ross & Bayne, 2014 ;Sergis et al, 2016 ;Staubitz & Meinel, 2017;Xiao & Pardamean, 2016). Certain de ces travaux visent principalement à démontrer l'intérêt et les bénéfices d'une méthodologie et d'une méthode scénarisation et de mise en oeuvre de tels cours.…”

Section: Questions Autour Du Rôle De L'enseignant Et De Ses Pratiquesunclassified

“…Le rôle du scénario pédagogique tel que nous le concevons n'est pas seulement de décrire les actions que l'apprenant doit exécuter pour réaliser une tâche. L'enseignant exprime la manière dont sont organisés les activités pédagogiques et leurs enchaînements, sans perdre de vue que les participants participeront à ces activités d'apprentissage dans un contexte non-linéaire, de manière conditionnelle (par exemple, en fonction de leur motivation initiale, de leurs préférences et/ou compétences) Rubens, 2014 ;Sergis et al, 2016).…”

Section: Evaluatingunclassified

A Model and Tool to Support Pedagogical Scenario Building for Connectivist MOOC

et al. 2020

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“…The role of the pedagogical scenario as we perceive it is not merely to describe the actions that the learner must perform to complete a task. The teachers express the organization of pedagogical activities and their sequencing, bearing in mind that participants will participate in these learning activities in a non-linear context, in a conditional way [22,30]. When the teachers create a pedagogical scenario, they have explicit access to these concepts, by creating a pedagogical workflow and then defining a temporal sequence of the proposed activities.…”

Section: Mooc Authoring Tool: Elements and Architecturementioning

confidence: 99%

Design and Operationalization of Connectivist Activities: An Approach Through Business Process Management

Bakki¹,

Oubahssi²,

George³

2019

Lecture Notes in Computer Science

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The work presented in this paper focuses on massive open online course (MOOC) environments, and more specifically on the activity of designing and implementing pedagogical scenarios for a connectivist MOOC (cMOOC). This paper presents a research work, which aims to propose a model and tool to support the design of connectivist MOOC scenarios. The major contribution of this work is a visual authoring tool that is intended for the design and deployment of cMOOC-oriented scenarios. The tool is based on the BPMN notation that we have extended to suit our objectives. The tool was evaluated primarily from the point of view of utility and usability. The findings confirm that the tool can be used to design connectivist pedagogical scenarios and can provide all the necessary elements to operationalize such courses.

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Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale

Cited by 15 publications

References 61 publications

Quality Model for Massive Open Online Course (MOOC) Web Content

Quality Model for Massive Open Online Course (MOOC) Web Content

A Model and Tool to Support Pedagogical Scenario Building for Connectivist MOOC

Design and Operationalization of Connectivist Activities: An Approach Through Business Process Management

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