LOOCs -- Linked Open Online Courses: A Vision

Höver, Kai Michael; Mühlhäuser, Max

doi:10.1109/icalt.2014.160

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…We are not the first ones to indicate that LOD could play an important role in MOOCs. Previous authors presented the vision of LOOCs (Linked Open Online Courses) to avoid the monolithic and closed creations [41], other colleagues proposed MOOCLink that seeks to integrate data from different MOOC providers [42], and previous work also used LOD to automatically matching MOOC learning outcomes with learners' needs [43]. Thinking about potential platforms that could host the unMOOCed resources, the use of LOD could play an important role; for example, by greatly facilitating the findability, reusability, and interoperability of these materials.…”

Section: Discussionmentioning

confidence: 99%

The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs

et al. 2020

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Massive Open Online Courses (MOOCs) came into the educational ecosystem attracting the attention of the public media, businesses, teachers, and learners from all over the world. The original courses were completely open and free, targeting the worldwide population. However, current MOOC providers have pivoted towards more private directions, and we often find that MOOC materials are completely closed within their hosting platforms and cannot be retrieved from them by their learners. This diminishes the potential of MOOCs by making content available to a small proportion of learners and severely limits the reusability of the educational resources. In this paper, we present a process that we call ‘unMOOCing’, in which we transform the resources of a MOOC into OERs. We taught a MOOC on Open Education in the UNED Abierta platform, and we ‘unMOOCed’ all of its educational resources, making them available to download by the learners that are taking the course. The results of the unMOOCing were very encouraging: the possibility of downloading the course resources was the most highly rated component of the course. Additionally, the two unMOOCed materials that were considered as most useful (presentations and contents in a PDF) were downloaded by 90% of the learners. Now that the majority of MOOC providers are moving towards a more closed educational approach, we believe that this paper sends a powerful message for bringing back the original MOOC concept of ‘Openness’ with the unMOOCing process, thus contributing to the wider dissemination and democratization of education across the globe.

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Section: Discussionmentioning

confidence: 99%

The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs

et al. 2020

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“…Coming to MOOC, fortunately, there is a group of works that addressed involving LD abilities to serve a MOOC learning paradigm. In addition to [32], effort that intersects with the last section, the [36][37][38][39][40][41] research works are published in this direction. The work in [41] is an effort of building 'learning resource repository manager' called COMETE based on LD principles.…”

Section: Ld In Moocsmentioning

confidence: 99%

“…Additionally, the idea of providing the confidence value to measure the quality of association is presented in it. In addition, in [39], authors discussed moving from MOOCs to LOOCs (Linked Open Online Courses) to have integrated data with interoperability features by following LD technologies. Ref.…”

Section: Ld In Moocsmentioning

confidence: 99%

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Added Values of Linked Data in Education: A Survey and Roadmap

et al. 2018

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Education values such as knowledge sharing, and the linked data (LD) abilities such as interoperability are in perfect harmony. Much research has exploited that and provided important contributions and improvements in education through LD. International universities, large open education repositories, OpenCourseWare (OCW) and Massive Open Online Courses (MOOCs) initiatives, educational search engines, blending and adaptive learning, learning analysis and other various areas were the targets of many works on leveraging LD. However, this research exists in a scattered way without any type of categorization or organization. In this paper, we present a survey on the current works in educational linked data (ELD) to provide a starting point and a comprehensive roadmap to help researchers in recognizing the main tracks in ELD area. In addition, the paper extracted the common life cycle, outcome datasets and vocabularies from the overall presented works. The paper also provides samples of applications that exhibit the practical benefit of adopting LD in the various tracks and highlights the challenges that each track faced during the utilization of LD. Pioneer ELD’s projects, other existing overviews and landscapes and the most used tools based on the stages and prevalent are presented. Lastly, discussion and recommendations were provided based on the overall study.

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