TY - CHAP A1 - Jacqmin, Julien A1 - Özdemir, Paker Doğu A1 - Fell Kurban, Caroline A1 - Tunç Pekkan, Zelha A1 - Koskinen, Johanna A1 - Suonpää, Maija A1 - Seng, Cheyvuth A1 - Carlon, May Kristine Jonson A1 - Gayed, John Maurice A1 - Cross, Jeffrey S. A1 - Langseth, Inger A1 - Jacobsen, Dan Yngve A1 - Haugsbakken, Halvdan A1 - Bethge, Joseph A1 - Serth, Sebastian A1 - Staubitz, Thomas A1 - Wuttke, Tobias A1 - Nordemann, Oliver A1 - Das, Partha-Pratim A1 - Meinel, Christoph A1 - Ponce, Eva A1 - Srinath, Sindhu A1 - Allegue, Laura A1 - Perach, Shai A1 - Alexandron, Giora A1 - Corti, Paola A1 - Baudo, Valeria A1 - Turró, Carlos A1 - Moura Santos, Ana A1 - Nilsson, Charlotta A1 - Maldonado-Mahauad, Jorge A1 - Valdiviezo, Javier A1 - Carvallo, Juan Pablo A1 - Samaniego-Erazo, Nicolay A1 - Poce, Antonella A1 - Re, Maria Rosaria A1 - Valente, Mara A1 - Karp Gershon, Sa’ar A1 - Ruipérez-Valiente, José A. A1 - Despujol, Ignacio A1 - Busquets, Jaime A1 - Kerr, John A1 - Lorenz, Anja A1 - Schön, Sandra A1 - Ebner, Martin A1 - Wittke, Andreas A1 - Beirne, Elaine A1 - Nic Giolla Mhichíl, Mairéad A1 - Brown, Mark A1 - Mac Lochlainn, Conchúr A1 - Topali, Paraskevi A1 - Chounta, Irene-Angelica A1 - Ortega-Arranz, Alejandro A1 - Villagrá-Sobrino, Sara L. A1 - Martínez-Monés, Alejandra A1 - Blackwell, Virginia Katherine A1 - Wiltrout, Mary Ellen A1 - Rami Gaddem, Mohamed A1 - Hernández Reyes, César Augusto A1 - Nagahama, Toru A1 - Buchem, Ilona A1 - Okatan, Ebru A1 - Khalil, Mohammad A1 - Casiraghi, Daniela A1 - Sancassani, Susanna A1 - Brambilla, Federica A1 - Mihaescu, Vlad A1 - Andone, Diana A1 - Vasiu, Radu A1 - Şahin, Muhittin A1 - Egloffstein, Marc A1 - Bothe, Max A1 - Rohloff, Tobias A1 - Schenk, Nathanael A1 - Schwerer, Florian A1 - Ifenthaler, Dirk A1 - Hense, Julia A1 - Bernd, Mike ED - Meinel, Christoph ED - Staubitz, Thomas ED - Schweiger, Stefanie ED - Friedl, Christian ED - Kiers, Janine ED - Ebner, Martin ED - Lorenz, Anja ED - Ubachs, George ED - Mongenet, Catherine ED - Ruipérez-Valiente, José A. ED - Cortes Mendez, Manoel T1 - EMOOCs 2021 N2 - From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference. Due to the COVID-19 situation, the conference was held fully online. The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year’s EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops. KW - e-learning KW - microcredential KW - MOOC KW - digital education KW - experience KW - online course design KW - online course creation KW - higher education Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-510300 SN - 978-3-86956-512-5 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Meinel, Christoph A1 - Willems, Christian A1 - Staubitz, Thomas A1 - Sauer, Dominic A1 - Hagedorn, Christiane T1 - openHPI T1 - openHPI BT - 10 Years of MOOCs at the Hasso Plattner Institute BT - 10 Jahre MOOCs am Hasso-Plattner-Institut N2 - On the occasion of the 10th openHPI anniversary, this technical report provides information about the HPI MOOC platform, including its core features, technology, and architecture. In an introduction, the platform family with all partner platforms is presented; these now amount to nine platforms, including openHPI. This section introduces openHPI as an advisor and research partner in various projects. In the second chapter, the functionalities and common course formats of the platform are presented. The functionalities are divided into learner and admin features. The learner features section provides detailed information about performance records, courses, and the learning materials of which a course is composed: videos, texts, and quizzes. In addition, the learning materials can be enriched by adding external exercise tools that communicate with the HPI MOOC platform via the Learning Tools Interoperability (LTI) standard. Furthermore, the concept of peer assessments completed the possible learning materials. The section then proceeds with further information on the discussion forum, a fundamental concept of MOOCs compared to traditional e-learning offers. The section is concluded with a description of the quiz recap, learning objectives, mobile applications, gameful learning, and the help desk. The next part of this chapter deals with the admin features. The described functionality is restricted to describing the news and announcements, dashboards and statistics, reporting capabilities, research options with A/B testing, the course feed, and the TransPipe tool to support the process of creating automated or manual subtitles. The platform supports a large variety of additional features, but a detailed description of these features goes beyond the scope of this report. The chapter then elaborates on common course formats and openHPI teaching activities at the HPI. The chapter concludes with some best practices for course design and delivery. The third chapter provides insights into the technology and architecture behind openHPI. A special characteristic of the openHPI project is the conscious decision to operate the complete application from bare metal to platform development. Hence, the chapter starts with a section about the openHPI Cloud, including detailed information about the data center and devices, the used cloud software OpenStack and Ceph, as well as the openHPI Cloud Service provided for the HPI. Afterward, a section on the application technology stack and development tooling describes the application infrastructure components, the used automation, the deployment pipeline, and the tools used for monitoring and alerting. The chapter is concluded with detailed information about the technology stack and concrete platform implementation details. The section describes the service-oriented Ruby on Rails application, inter-service communication, and public APIs. It also provides more information on the design system and components used in the application. The section concludes with a discussion of the original microservice architecture, where we share our insights and reasoning for migrating back to a monolithic application. The last chapter provides a summary and an outlook on the future of digital education. N2 - Anlässlich des 10-jährigen Jubiläums von openHPI informiert dieser technische Bericht über die HPI-MOOC-Plattform einschließlich ihrer Kernfunktionen, Technologie und Architektur. In einer Einleitung wird die Plattformfamilie mit allen Partnerplattformen vorgestellt; diese belaufen sich inklusive openHPI aktuell auf neun Plattformen. In diesem Abschnitt wird außerdem gezeigt, wie openHPI als Berater und Forschungspartner in verschiedenen Projekten fungiert. Im zweiten Kapitel werden die Funktionalitäten und gängigen Kursformate der Plattform präsentiert. Die Funktionalitäten sind in Lerner- und Admin-Funktionen unterteilt. Der Bereich Lernerfunktionen bietet detaillierte Informationen zu Leistungsnachweisen, Kursen und den Lernmaterialien, aus denen sich ein Kurs zusammensetzt: Videos, Texte und Quiz. Darüber hinaus können die Lernmaterialien durch externe Übungstools angereichert werden, die über den Standard Learning Tools Interoperability (LTI) mit der HPI MOOC-Plattform kommunizieren. Das Konzept der Peer-Assessments rundet die möglichen Lernmaterialien ab. Der Abschnitt geht dann weiter auf das Diskussionsforum ein, das einen grundlegenden Unterschied von MOOCs im Vergleich zu traditionellen E-Learning-Angeboten darstellt. Zum Abschluss des Abschnitts folgen eine Beschreibung von Quiz-Recap, Lernzielen, mobilen Anwendungen, spielerischen Lernens und dem Helpdesk. Der nächste Teil dieses Kapitels beschäftigt sich mit den Admin-Funktionen. Die Funktionalitätsbeschreibung beschränkt sich Neuigkeiten und Ankündigungen, Dashboards und Statistiken, Berichtsfunktionen, Forschungsoptionen mit A/B-Tests, den Kurs-Feed und das TransPipe-Tool zur Unterstützung beim Erstellen von automatischen oder manuellen Untertiteln. Die Plattform unterstützt außerdem eine Vielzahl zusätzlicher Funktionen, doch eine detaillierte Beschreibung dieser Funktionen würde den Rahmen des Berichts sprengen. Das Kapitel geht dann auf gängige Kursformate und openHPI-Lehrveranstaltungen am HPI ein, bevor es mit einigen Best Practices für die Gestaltung und Durchführung von Kursen schließt. Zum Abschluss des technischen Berichts gibt das letzte Kapitel eine Zusammenfassung und einen Ausblick auf die Zukunft der digitalen Bildung. Ein besonderes Merkmal des openHPI-Projekts ist die bewusste Entscheidung, die komplette Anwendung von den physischen Netzwerkkomponenten bis zur Plattformentwicklung eigenständig zu betreiben. Bei der vorliegenden deutschen Variante handelt es sich um eine gekürzte Übersetzung des technischen Berichts 148, bei der kein Einblick in die Technologien und Architektur von openHPI gegeben wird. Interessierte Leser:innen können im technischen Bericht 148 (vollständige englische Version) detaillierte Informationen zum Rechenzentrum und den Geräten, der Cloud-Software und dem openHPI Cloud Service aber auch zu Infrastruktur-Anwendungskomponenten wie Entwicklungstools, Automatisierung, Deployment-Pipeline und Monitoring erhalten. Außerdem finden sich dort weitere Informationen über den Technologiestack und konkrete Implementierungsdetails der Plattform inklusive der serviceorientierten Ruby on Rails-Anwendung, die Kommunikation zwischen den Diensten, öffentliche APIs, sowie Designsystem und -komponenten. Der Abschnitt schließt mit einer Diskussion über die ursprüngliche Microservice-Architektur und die Migration zu einer monolithischen Anwendung. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 148 KW - openHPI KW - MOOC KW - digital learning platform KW - digital enlightenment KW - lifelong learning KW - openHPI KW - MOOC KW - digitale Lernplattform KW - digitale Aufklärung KW - lebenslanges Lernen Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-560208 SN - 978-3-86956-544-6 SN - 1613-5652 SN - 2191-1665 IS - 148 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Staubitz, Thomas A1 - Teusner, Ralf A1 - Meinel, Christoph T1 - MOOCs in Secondary Education BT - Experiments and Observations from German Classrooms T2 - 2019 IEEE Global Engineering Education Conference (EDUCON) N2 - Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online Course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops. KW - MOOC KW - Secondary Education KW - School KW - Teamwork KW - K-12 KW - Programming course KW - Java KW - Python Y1 - 2019 SN - 978-1-5386-9506-7 U6 - https://doi.org/10.1109/EDUCON.2019.8725138 SN - 2165-9567 SP - 173 EP - 182 PB - IEEE CY - New York ER - TY - GEN A1 - Staubitz, Thomas A1 - Meinel, Christoph T1 - Collaborative Learning in MOOCs - Approaches and Experiments T2 - 2018 IEEE Frontiers in Education (FIE) Conference N2 - This Research-to-Practice paper examines the practical application of various forms of collaborative learning in MOOCs. Since 2012, about 60 MOOCs in the wider context of Information Technology and Computer Science have been conducted on our self-developed MOOC platform. The platform is also used by several customers, who either run their own platform instances or use our white label platform. We, as well as some of our partners, have experimented with different approaches in collaborative learning in these courses. Based on the results of early experiments, surveys amongst our participants, and requests by our business partners we have integrated several options to offer forms of collaborative learning to the system. The results of our experiments are directly fed back to the platform development, allowing to fine tune existing and to add new tools where necessary. In the paper at hand, we discuss the benefits and disadvantages of decisions in the design of a MOOC with regard to the various forms of collaborative learning. While the focus of the paper at hand is on forms of large group collaboration, two types of small group collaboration on our platforms are briefly introduced. KW - MOOC KW - Collaborative learning KW - Peer assessment KW - Team based assignment KW - Teamwork Y1 - 2018 SN - 978-1-5386-1174-6 SN - 0190-5848 PB - IEEE CY - New York ER - TY - BOOK A1 - Meinel, Christoph A1 - Willems, Christian A1 - Staubitz, Thomas A1 - Sauer, Dominic A1 - Hagedorn, Christiane T1 - openHPI T1 - openHPI BT - 10 Jahre MOOCs am Hasso-Plattner-Institut BT - 10 Years of MOOCs at the Hasso Plattner Institute N2 - Anlässlich des 10-jährigen Jubiläums von openHPI informiert dieser technische Bericht über die HPI-MOOC-Plattform einschließlich ihrer Kernfunktionen, Technologie und Architektur. In einer Einleitung wird die Plattformfamilie mit allen Partnerplattformen vorgestellt; diese belaufen sich inklusive openHPI aktuell auf neun Plattformen. In diesem Abschnitt wird außerdem gezeigt, wie openHPI als Berater und Forschungspartner in verschiedenen Projekten fungiert. Im zweiten Kapitel werden die Funktionalitäten und gängigen Kursformate der Plattform präsentiert. Die Funktionalitäten sind in Lerner- und Admin-Funktionen unterteilt. Der Bereich Lernerfunktionen bietet detaillierte Informationen zu Leistungsnachweisen, Kursen und den Lernmaterialien, aus denen sich ein Kurs zusammensetzt: Videos, Texte und Quiz. Darüber hinaus können die Lernmaterialien durch externe Übungstools angereichert werden, die über den Standard Learning Tools Interoperability (LTI) mit der HPI MOOC-Plattform kommunizieren. Das Konzept der Peer-Assessments rundet die möglichen Lernmaterialien ab. Der Abschnitt geht dann weiter auf das Diskussionsforum ein, das einen grundlegenden Unterschied von MOOCs im Vergleich zu traditionellen E-Learning-Angeboten darstellt. Zum Abschluss des Abschnitts folgen eine Beschreibung von Quiz-Recap, Lernzielen, mobilen Anwendungen, spielerischen Lernens und dem Helpdesk. Der nächste Teil dieses Kapitels beschäftigt sich mit den Admin-Funktionen. Die Funktionalitätsbeschreibung beschränkt sich Neuigkeiten und Ankündigungen, Dashboards und Statistiken, Berichtsfunktionen, Forschungsoptionen mit A/B-Tests, den Kurs-Feed und das TransPipe-Tool zur Unterstützung beim Erstellen von automatischen oder manuellen Untertiteln. Die Plattform unterstützt außerdem eine Vielzahl zusätzlicher Funktionen, doch eine detaillierte Beschreibung dieser Funktionen würde den Rahmen des Berichts sprengen. Das Kapitel geht dann auf gängige Kursformate und openHPI-Lehrveranstaltungen am HPI ein, bevor es mit einigen Best Practices für die Gestaltung und Durchführung von Kursen schließt. Zum Abschluss des technischen Berichts gibt das letzte Kapitel eine Zusammenfassung und einen Ausblick auf die Zukunft der digitalen Bildung. Ein besonderes Merkmal des openHPI-Projekts ist die bewusste Entscheidung, die komplette Anwendung von den physischen Netzwerkkomponenten bis zur Plattformentwicklung eigenständig zu betreiben. Bei der vorliegenden deutschen Variante handelt es sich um eine gekürzte Übersetzung des technischen Berichts 148, bei der kein Einblick in die Technologien und Architektur von openHPI gegeben wird. Interessierte Leser:innen können im technischen Bericht 148 (vollständige englische Version) detaillierte Informationen zum Rechenzentrum und den Geräten, der Cloud-Software und dem openHPI Cloud Service aber auch zu Infrastruktur-Anwendungskomponenten wie Entwicklungstools, Automatisierung, Deployment-Pipeline und Monitoring erhalten. Außerdem finden sich dort weitere Informationen über den Technologiestack und konkrete Implementierungsdetails der Plattform inklusive der serviceorientierten Ruby on Rails-Anwendung, die Kommunikation zwischen den Diensten, öffentliche APIs, sowie Designsystem und -komponenten. Der Abschnitt schließt mit einer Diskussion über die ursprüngliche Microservice-Architektur und die Migration zu einer monolithischen Anwendung. N2 - On the occasion of the 10th openHPI anniversary, this technical report provides information about the HPI MOOC platform, including its core features, technology, and architecture. In an introduction, the platform family with all partner platforms is presented; these now amount to nine platforms, including openHPI. This section introduces openHPI as an advisor and research partner in various projects. In the second chapter, the functionalities and common course formats of the platform are presented. The functionalities are divided into learner and admin features. The learner features section provides detailed information about performance records, courses, and the learning materials of which a course is composed: videos, texts, and quizzes. In addition, the learning materials can be enriched by adding external exercise tools that communicate with the HPI MOOC platform via the Learning Tools Interoperability (LTI) standard. Furthermore, the concept of peer assessments completed the possible learning materials. The section then proceeds with further information on the discussion forum, a fundamental concept of MOOCs compared to traditional e-learning offers. The section is concluded with a description of the quiz recap, learning objectives, mobile applications, gameful learning, and the help desk. The next part of this chapter deals with the admin features. The described functionality is restricted to describing the news and announcements, dashboards and statistics, reporting capabilities, research options with A/B testing, the course feed, and the TransPipe tool to support the process of creating automated or manual subtitles. The platform supports a large variety of additional features, but a detailed description of these features goes beyond the scope of this report. The chapter then elaborates on common course formats and openHPI teaching activities at the HPI. The chapter concludes with some best practices for course design and delivery. The third chapter provides insights into the technology and architecture behind openHPI. A special characteristic of the openHPI project is the conscious decision to operate the complete application from bare metal to platform development. Hence, the chapter starts with a section about the openHPI Cloud, including detailed information about the data center and devices, the used cloud software OpenStack and Ceph, as well as the openHPI Cloud Service provided for the HPI. Afterward, a section on the application technology stack and development tooling describes the application infrastructure components, the used automation, the deployment pipeline, and the tools used for monitoring and alerting. The chapter is concluded with detailed information about the technology stack and concrete platform implementation details. The section describes the service-oriented Ruby on Rails application, inter-service communication, and public APIs. It also provides more information on the design system and components used in the application. The section concludes with a discussion of the original microservice architecture, where we share our insights and reasoning for migrating back to a monolithic application. The last chapter provides a summary and an outlook on the future of digital education. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 150 KW - openHPI KW - MOOC KW - digitale Lernplattform KW - digitale Aufklärung KW - lebenslanges Lernen KW - openHPI KW - MOOC KW - digital learning platform KW - digital enlightenment KW - lifelong learning Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-561792 SN - 978-3-86956-546-0 SN - 1613-5652 SN - 2191-1665 IS - 150 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Steinbeck, Hendrik A1 - Meinel, Christoph ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - What makes an educational video? BT - deconstructing characteristics of video production styles for MOOCs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - In an effort to describe and produce different formats for video instruction, the research community in technology-enhanced learning, and MOOC scholars in particular, have focused on the general style of video production: whether it is a digitally scripted “talk-and-chalk” or a “talking head” version of a learning unit. Since these production styles include various sub-elements, this paper deconstructs the inherited elements of video production in the context of educational live-streams. Using over 700 videos – both from synchronous and asynchronous modalities of large video-based platforms (YouTube and Twitch), 92 features were found in eight categories of video production. These include commonly analyzed features such as the use of green screen and a visible instructor, but also less studied features such as social media connections and changing camera perspective depending on the topic being covered. Overall, the research results enable an analysis of common video production styles and a toolbox for categorizing new formats – independent of their final (a)synchronous use in MOOCs. Keywords: video production, MOOC video styles, live-streaming. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622086 SP - 47 EP - 58 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Renz, Jan A1 - Shams, Ahmed A1 - Meinel, Christoph T1 - Offline-Enabled Web-based E-Learning for Improved User Experience in Africa T2 - 2017 IEEE Africon N2 - Web-based E-Learning uses Internet technologies and digital media to deliver education content to learners. Many universities in recent years apply their capacity in producing Massive Open Online Courses (MOOCs). They have been offering MOOCs with an expectation of rendering a comprehensive online apprenticeship. Typically, an online content delivery process requires an Internet connection. However, access to the broadband has never been a readily available resource in many regions. In Africa, poor and no networks are yet predominantly experienced by Internet users, frequently causing offline each moment a digital device disconnect from a network. As a result, a learning process is always disrupted, delayed and terminated in such regions. This paper raises the concern of E-Learning in poor and low bandwidths, in fact, it highlights the needs for an Offline-Enabled mode. The paper also explores technical approaches beamed to enhance the user experience inWeb-based E-Learning, particular in Africa. KW - Educational Technology KW - E-Learning KW - Internet KW - Bandwidth KW - Mobile Learning KW - Mobiles KW - MOOC KW - Offline-Enabled KW - Ubiquitous Y1 - 2017 SN - 978-1-5386-2775-4 U6 - https://doi.org/10.1109/AFRCON.2017.8095574 SN - 2153-0025 SP - 736 EP - 742 PB - IEEE CY - New York ER - TY - GEN A1 - Staubitz, Thomas A1 - Wilkins, Christian A1 - Hagedorn, Christiane A1 - Meinel, Christoph T1 - The Gamification of a MOOC Platform T2 - Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON) N2 - Massive Open Online Courses (MOOCs) have left their mark on the face of education during the recent years. At the Hasso Plattner Institute (HPI) in Potsdam, Germany, we are actively developing a MOOC platform, which provides our research with a plethora of e-learning topics, such as learning analytics, automated assessment, peer assessment, team-work, online proctoring, and gamification. We run several instances of this platform. On openHPI, we provide our own courses from within the HPI context. Further instances are openSAP, openWHO, and mooc.HOUSE, which is the smallest of these platforms, targeting customers with a less extensive course portfolio. In 2013, we started to work on the gamification of our platform. By now, we have implemented about two thirds of the features that we initially have evaluated as useful for our purposes. About a year ago we activated the implemented gamification features on mooc.HOUSE. Before activating the features on openHPI as well, we examined, and re-evaluated our initial considerations based on the data we collected so far and the changes in other contexts of our platforms. KW - MOOC KW - Gamification KW - e-learning KW - Massive Open Online Courses Y1 - 2017 SN - 978-1-5090-5467-1 U6 - https://doi.org/10.1109/EDUCON.2017.7942952 SN - 2165-9567 SP - 883 EP - 892 PB - IEEE CY - New York ER - TY - JOUR A1 - Thomas, Max A1 - Staubitz, Thomas A1 - Meinel, Christoph ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Preparing MOOChub metadata for the future of online learning BT - optimizing for AI recommendation services JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - With the growing number of online learning resources, it becomes increasingly difficult and overwhelming to keep track of the latest developments and to find orientation in the plethora of offers. AI-driven services to recommend standalone learning resources or even complete learning paths are discussed as a possible solution for this challenge. To function properly, such services require a well-defined set of metadata provided by the learning resource. During the last few years, the so-called MOOChub metadata format has been established as a de-facto standard by a group of MOOC providers in German-speaking countries. This format, which is based on schema.org, already delivers a quite comprehensive set of metadata. So far, this set has been sufficient to list, display, sort, filter, and search for courses on several MOOC and open educational resources (OER) aggregators. AI recommendation services and further automated integration, beyond a plain listing, have special requirements, however. To optimize the format for proper support of such systems, several extensions and modifications have to be applied. We herein report on a set of suggested changes to prepare the format for this task. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624830 SP - 329 EP - 338 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Esveld, Selma van A1 - Vries, Nardo de A1 - Becchetti, Sibilla A1 - Dopper, Sofia A1 - Valkenburg, Willem van A1 - Carlon, May Kristine Jonson A1 - Yokoi, Kensuke A1 - Gayed, John Maurice A1 - Suyama, Hiroshi A1 - Cross, Jeffrey Scott A1 - Jin, Tonje A1 - Xue, Wei A1 - Bruillard, Éric A1 - Steinbeck, Hendrik A1 - Meinel, Christoph A1 - Özdemir, Paker Doğu A1 - Can Bayer, Burak A1 - Mercan, Duygu A1 - Buyurucu, Gamze A1 - Haugsbakken, Halvdan A1 - Hagelia, Marianne A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Lipp, Silvia A1 - Schön, Sandra A1 - Xiaoxiao, Wang A1 - Shuangshuang, Guo A1 - Morales-Chan, Miguel A1 - Amado-Salvatierra, Héctor R. A1 - Hernández-Rizzardini, Rocael A1 - Egloffstein, Marc A1 - Hünemohr, Holger A1 - Ifenthaler, Dirk A1 - Dixon, Fred A1 - Trabucchi, Stefania A1 - Khaneboubi, Mehdi A1 - Giannatelli, Ada A1 - Tomasini, Alessandra A1 - Staubitz, Thomas A1 - Serth, Sebastian A1 - Thomas, Max A1 - Koschutnig-Ebner, Markus A1 - Rampelt, Florian A1 - Stetten, Alexander von A1 - Wittke, Andreas A1 - Theeraroungchaisri, Anuchai A1 - Thammetar, Thapanee A1 - Duangchinda, Vorasuang A1 - Khlaisang, Jintavee A1 - Mair, Bettina A1 - Steinkellner, Iris A1 - Stojcevic, Ivana A1 - Zwiauer, Charlotte A1 - Thirouard, Maria A1 - Villèsbrunne, Marie de la A1 - Bernaert, Oliver A1 - Nohr, Magnus A1 - Alario Hoyos, Carlos A1 - Delgado Kloos, Carlos A1 - Kiendl, Doris A1 - Terzieva, Liliya A1 - Concia, Francesca A1 - Distler, Petr A1 - Law, Gareth A1 - Macerata, Elena A1 - Mariani, Mario A1 - Mossini, Eros A1 - Negrin, Maddalena A1 - Štrok, Marko A1 - Neuböck, Kristina A1 - Linschinger, Nadine A1 - Lorenz, Anja A1 - Bock, Stefanie A1 - Schulte-Ostermann, Juleka A1 - Moura Santos, Ana A1 - Corti, Paola A1 - Costa, Luis Felipe Coimbra A1 - Utunen, Heini A1 - Attias, Melissa A1 - Tokar, Anna A1 - Kennedy, Eileen A1 - Laurillard, Diana A1 - Zeitoun, Samar A1 - Wasilewski, Julie A1 - Shlaka, Souhad A1 - Ouahib, Sara A1 - Berrada, Khalid A1 - Dietz, Michael A1 - Roth, Dennis ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Jonson Carlon, May Kristine ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - EMOOCs 2023 BT - Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - From June 14 to June 16, 2023, Hasso Plattner Institute, Potsdam, hosted the eighth European MOOC Stakeholder Summit (EMOOCs 2023). The pandemic is fortunately over. It has once again shown how important digital education is. How well-prepared a country was could be seen in our schools, universities, and companies. In different countries, the problems manifested themselves differently. The measures and approaches to solving the problems varied accordingly. Digital education, whether micro-credentials, MOOCs, blended learning formats, or other e-learning tools, received a major boost. EMOOCs 2023 focusses on the effects of this emergency situation. How has it affected the development and delivery of MOOCs and other e-learning offerings all over Europe? Which projects can serve as models for successful digital learning and teaching? Which roles can MOOCs and micro-credentials bear in the current business transformation? Is there a backlash to the routine we knew from pre-Corona times? Or have many things become firmly established in the meantime, e.g. remote work, hybrid conferences, etc.? Furthermore, EMOOCs 2023 has a closer look at the development and formalization of digital learning. Micro-credentials are just the starting point. Further steps in this direction would be complete online study programs or full online universities. Another main topic is the networking of learning offers and the standardization of formats and metadata. Examples of fruitful cooperations are the MOOChub, the European MOOC Consortium, and the Common Micro-Credential Framework. The learnings, derived from practical experience and research, are explored in EMOOCs 2023 in four tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Research & Experience Track, the Business Track and the International Track. N2 - Vom 14. bis 16. Juni 2023 fand am Hasso-Plattner-Institut in Potsdam der achte European MOOC Stakeholder Summit (EMOOCs 2023) statt. Die Pandemie ist zum Glück vorbei. Sie hat einmal mehr gezeigt, wie wichtig digitale Bildung ist. Wie gut ein Land darauf vorbereitet war, zeigte sich in unseren Schulen, Universitäten und Unternehmen. In den verschiedenen Ländern haben sich die Probleme unterschiedlich manifestiert. Entsprechend unterschiedlich waren auch die Maßnahmen und Lösungsansätze. Die digitale Bildung, ob Micro-Credentials, MOOCs, Blended-Learning-Formate oder andere E-Learning-Tools, erhielt einen großen Schub. EMOOCs 2023 befasst sich mit den Auswirkungen dieser Notsituation. Wie hat sie die Entwicklung und Bereitstellung von MOOCs und anderen E-Learning-Angeboten in ganz Europa beeinflusst? Welche Projekte können als Modelle für erfolgreiches digitales Lernen und Lehren dienen? Welche Rolle können MOOCs und Micro-Credentials bei der aktuellen Transformation der Wirtschaft spielen? Gibt es eine Rückbesinnung auf die Routine, die wir aus der Zeit vor Corona kennen? Oder haben sich viele Dinge inzwischen fest etabliert, z.B. Remote Work, hybride Konferenzen, etc. Darüber hinaus wirft EMOOCs 2023 einen genaueren Blick auf die Entwicklung und Formalisierung des digitalen Lernens. Microcredentials sind nur der Anfang. Weitere Schritte in diese Richtung wären komplette Online-Studiengänge oder vollständige Online-Universitäten. Ein weiteres Schwerpunktthema ist die Vernetzung von Lernangeboten und die Standardisierung von Formaten und Metadaten. Beispiele für fruchtbare Kooperationen sind der MOOChub, das European MOOC Consortium und das Common Micro-Credential Framework. Die aus der Praxis und der Forschung gewonnenen Erkenntnisse werden auf der EMOOCs 2023 in vier Tracks und zusätzlichen Workshops zu verschiedenen Aspekten des Themas vertieft. In dieser Publikation stellen wir Beiträge aus dem Research & Experience Track, dem Business Track und dem International Track vor. KW - MOOC KW - digital education KW - e-learning KW - online course design KW - online course creation KW - micro-credential KW - micro degree KW - online teaching KW - MOOC KW - Onlinekurs KW - Digitale Bildung KW - Online-Lehre KW - Kursdesign KW - Onlinekurs-Produktion KW - Micro Degree Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-576450 ER -