@article{AlarioHoyosDelgadoKloosKiendletal.2023,
  author    = {Alario Hoyos, Carlos and Delgado Kloos, Carlos and Kiendl, Doris and Terzieva, Liliya},
  title     = {Innovat MOOC},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62456},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624560},
  pages     = {229 -- 237},
  year      = {2023},
  abstract  = {The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC "Innovative Teaching in Higher Education." This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.},
  language  = {en}
}
@article{ConciaDistlerLawetal.2023,
  author    = {Concia, Francesca and Distler, Petr and Law, Gareth and Macerata, Elena and Mariani, Mario and Mossini, Eros and Negrin, Maddalena and Štrok, Marko},
  title     = {An experience in developing models to use MOOCs in teaching and to advocate OERs},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62460},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624609},
  pages     = {239 -- 254},
  year      = {2023},
  abstract  = {Loss of expertise in the fields of Nuclear- and Radio-Chemistry (NRC) is problematic at a scientific and social level. This has been addressed by developing a MOOC, in order to let students in scientific matters discover all the benefits of NRC to society and improving their awareness of this discipline. The MOOC "Essential Radiochemistry for Society" includes current societal challenges related to health, clean and sustainable energy for safety and quality of food and agriculture. NRC teachers belonging to CINCH network were invited to use the MOOC in their teaching, according to various usage models: on the basis of these different experiences, some usage patterns were designed, describing context characteristics (number and age of students, course), activities' scheduling and organization, results and students' feedback, with the aim of encouraging the use of MOOCs in university teaching, as an opportunity for both lecturers and students. These models were the basis of a "toolkit for teachers". By experiencing digital teaching resources created by different lecturers, CINCH teachers took a first meaningful step towards understanding the worth of Open Educational Resources (OER) and the importance of their creation, adoption and sharing for knowledge progress. In this paper, the entire path from MOOC concept to MOOC different usage models, to awareness-raising regarding OER is traced in conceptual stages.},
  language  = {en}
}
@article{DespujolZabalaAlarioHoyosTurroRibaltaetal.2024,
  author    = {Despujol Zabala, Ignacio and Alario Hoyos, Carlos and Turr{\´o} Ribalta, Carlos and Delgado Kloos, Carlos and Montoro Manrique, Germ{\´a}n and Busquets Mataix, Jaime},
  title     = {Transforming Open Edx into the next On-Campus LMS},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62512},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-625122},
  pages     = {5},
  year      = {2024},
  abstract  = {Open edX is an incredible platform to deliver MOOCs and SPOCs, designed to be robust and support hundreds of thousands of students at the same time. Nevertheless, it lacks a lot of the fine-grained functionality needed to handle students individually in an on-campus course. This short session will present the ongoing project undertaken by the 6 public universities of the Region of Madrid plus the Universitat Polit{\`e}cnica de Val{\`e}ncia, in the framework of a national initiative called UniDigital, funded by the Ministry of Universities of Spain within the Plan de Recuperaci{\´o}n, Transformaci{\´o}n y Resiliencia of the European Union. This project, led by three of these Spanish universities (UC3M, UPV, UAM), is investing more than half a million euros with the purpose of bringing the Open edX platform closer to the functionalities required for an LMS to support on-campus teaching. The aim of the project is to coordinate what is going to be developed with the Open edX development community, so these developments are incorporated into the core of the Open edX platform in its next releases. Features like a complete redesign of platform analytics to make them real-time, the creation of dashboards based on these analytics, the integration of a system for customized automatic feedback, improvement of exams and tasks and the extension of grading capabilities, improvements in the graphical interfaces for both students and teachers, the extension of the emailing capabilities, redesign of the file management system, integration of H5P content, the integration of a tool to create mind maps, the creation of a system to detect students at risk, or the integration of an advanced voice assistant and a gamification mobile app, among others, are part of the functionalities to be developed. The idea is to transform a first-class MOOC platform into the next on-campus LMS.},
  language  = {en}
}
@article{DietzRoth2023,
  author    = {Dietz, Michael and Roth, Dennis},
  title     = {Student-centered re-design of an online course with card sorting},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62484},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624843},
  pages     = {339 -- 350},
  year      = {2023},
  abstract  = {"How can a course structure be redesigned based on empirical data to enhance the learning effectiveness through a student-centered approach using objective criteria?", was the research question we asked. "Digital Twins for Virtual Commissioning of Production Machines" is a course using several innovative concepts including an in-depth practical part with online experiments, called virtual labs. The teaching-learning concept is continuously evaluated. Card Sorting is a popular method for designing information architectures (IA), "a practice of effectively organizing, structuring, and labeling the content of a website or application into a structuref that enables efficient navigation" [11]. In the presented higher education context, a so-called hybrid card sort was used, in which each participants had to sort 70 cards into seven predefined categories or create new categories themselves. Twelve out of 28 students voluntarily participated in the process and short interviews were conducted after the activity. The analysis of the category mapping creates a quantitative measure of the (dis-)similarity of the keywords in specific categories using hierarchical clustering (HCA). The learning designer could then interpret the results to make decisions about the number, labeling and order of sections in the course.},
  language  = {en}
}
@article{DixonTrabucchi2023,
  author    = {Dixon, Fred and Trabucchi, Stefania},
  title     = {Using analytics in a large virtual classroom for Open edX},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62389},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623895},
  pages     = {113 -- 120},
  year      = {2023},
  abstract  = {The main aim of this article is to explore how learning analytics and synchronous collaboration could improve course completion and learner outcomes in MOOCs, which traditionally have been delivered asynchronously. Based on our experience with developing BigBlueButton, a virtual classroom platform that provides educators with live analytics, this paper explores three scenarios with business focused MOOCs to improve outcomes and strengthen learned skills.},
  language  = {en}
}
@article{DoğuOezdemirCanBayerMercanetal.2023,
  author    = {Doğu {\"O}zdemir, Paker and Can Bayer, Burak and Mercan, Duygu and Buyurucu, Gamze},
  title     = {MOOC-based Personalized Learning Experience (Ple)},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62209},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-622098},
  pages     = {59 -- 66},
  year      = {2023},
  abstract  = {This qualitative study explores the impact of Personalized Learning Experience (PLE) courses at a higher education institution from the perspective of undergraduate students. The PLE program requires students to take at least one of their elective courses in the form of MOOCs during their undergraduate studies. Drawing on interviews with six students across different faculties, the study identified four key themes that encapsulate the effects of PLE courses: (1) Certificate driven learning with a focus on occupation skill enhancement, (2) diverse course offerings to enhance personal and academic development, (3) learning flexibility, and (4) student satisfaction. The findings suggest that PLE courses offered through MOOC platforms allow students to broaden their academic horizons, gain valuable skills, and tailor their education to better align with their interests and goals. Furthermore, this study highlights the potential benefits of incorporating PLE courses in higher education institutions, emphasizing their role in promoting a more dynamic and student-centered learning environment.},
  language  = {en}
}
@article{EbnerEdelsbrunnerHohlaSejkoraetal.2023,
  author    = {Ebner, Martin and Edelsbrunner, Sarah and Hohla-Sejkora, Katharina and Lipp, Silvia and Sch{\"o}n, Sandra},
  title     = {Role of MOOCs and Imoox for Austrian Universities},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62213},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-622134},
  pages     = {77 -- 84},
  year      = {2023},
  abstract  = {This research paper provides an overview of the current state of MOOCs (massive open online courses) and universities in Austria, focusing on the national MOOC platform iMooX.at. The study begins by presenting the results of an analysis of the performance agreements of 22 Austrian public universities for the period 2022-2024, with a specific focus on the mention of MOOC activities and iMooX. The authors find that 12 of 22 (55 \%) Austrian public universities use at least one of these terms, indicating a growing interest in MOOCs and online learning. Additionally, the authors analyze internal documentation data to share insights into how many universities in Austria have produced and/or used a MOOC on the iMooX platform since its launch in 2014. These findings provide a valuable measure of the current usage and monitoring of MOOCs and iMooX among Austrian higher education institutions. Overall, this research contributes to a better understanding of the current state of MOOCs and their integration within Austrian higher education.},
  language  = {en}
}
@article{EbnerEdelsbrunnerHohlaSejkoraetal.2023,
  author    = {Ebner, Martin and Edelsbrunner, Sarah and Hohla-Sejkora, Katharina and Mair, Bettina and Sch{\"o}n, Sandra and Lipp, Silvia and Steinkellner, Iris and Stojcevic, Ivana and Zwiauer, Charlotte},
  title     = {Impact assessment of a MOOC platform},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62422},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624222},
  pages     = {171 -- 186},
  year      = {2023},
  abstract  = {In 2020, the project "iMooX - The MOOC Platform as a Service for all Austrian Universities" was launched. It is co-financed by the Austrian Ministry of Education, Science and Research. After half of the funding period, the project management wants to assess and share results and outcomes but also address (potential) additional "impacts" of the MOOC platform. Building upon work on OER impact assessment, this contribution describes in detail how the specific iMooX.at approach of impact measurement was developed. Literature review, stakeholder analysis, and problem-based interviews were the base for developing a questionnaire addressing the defined key stakeholder "MOOC creators". The article also presents the survey results in English for the first time but focuses more on the development, strengths, and weaknesses of the selected methods. The article is seen as a contribution to the further development of impact assessment for MOOC platforms.},
  language  = {en}
}
@article{EgloffsteinHuenemohrIfenthaler2023,
  author    = {Egloffstein, Marc and H{\"u}nemohr, Holger and Ifenthaler, Dirk},
  title     = {Modularization of open online courses on the eGov-Campus},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62388},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623888},
  pages     = {105 -- 112},
  year      = {2023},
  abstract  = {Modularization describes the transformation of MOOCs from a comprehensive academic course format into smaller, more manageable learning offerings. It can be seen as one of the prerequisites for the successful implementation of MOOC-based micro-credentials in professional education and training. This short paper reports on the development and application of a modularization framework for Open Online Courses. Using the example of eGov-Campus, a German MOOC provider for the public sector linked to both academia and formal professional development, the structural specifications for modularized MOOC offerings and a methodology for course transformation as well as associated challenges in technology, organization and educational design are outlined. Following on from this, future prospects are discussed under the headings of individualization, certification and integration.},
  language  = {en}
}
@inproceedings{EsveldVriesBecchettietal.2023,
  author    = {Esveld, Selma van and Vries, Nardo de and Becchetti, Sibilla and Dopper, Sofia and Valkenburg, Willem van and Carlon, May Kristine Jonson and Yokoi, Kensuke and Gayed, John Maurice and Suyama, Hiroshi and Cross, Jeffrey Scott and Jin, Tonje and Xue, Wei and Bruillard, {\´E}ric and Steinbeck, Hendrik and Meinel, Christoph and {\"O}zdemir, Paker Doğu and Can Bayer, Burak and Mercan, Duygu and Buyurucu, Gamze and Haugsbakken, Halvdan and Hagelia, Marianne and Ebner, Martin and Edelsbrunner, Sarah and Hohla-Sejkora, Katharina and Lipp, Silvia and Sch{\"o}n, Sandra and Xiaoxiao, Wang and Shuangshuang, Guo and Morales-Chan, Miguel and Amado-Salvatierra, H{\´e}ctor R. and Hern{\´a}ndez-Rizzardini, Rocael and Egloffstein, Marc and H{\"u}nemohr, Holger and Ifenthaler, Dirk and Dixon, Fred and Trabucchi, Stefania and Khaneboubi, Mehdi and Giannatelli, Ada and Tomasini, Alessandra and Staubitz, Thomas and Serth, Sebastian and Thomas, Max and Koschutnig-Ebner, Markus and Rampelt, Florian and Stetten, Alexander von and Wittke, Andreas and Theeraroungchaisri, Anuchai and Thammetar, Thapanee and Duangchinda, Vorasuang and Khlaisang, Jintavee and Mair, Bettina and Steinkellner, Iris and Stojcevic, Ivana and Zwiauer, Charlotte and Thirouard, Maria and Vill{\`e}sbrunne, Marie de la and Bernaert, Oliver and Nohr, Magnus and Alario Hoyos, Carlos and Delgado Kloos, Carlos and Kiendl, Doris and Terzieva, Liliya and Concia, Francesca and Distler, Petr and Law, Gareth and Macerata, Elena and Mariani, Mario and Mossini, Eros and Negrin, Maddalena and Štrok, Marko and Neub{\"o}ck, Kristina and Linschinger, Nadine and Lorenz, Anja and Bock, Stefanie and Schulte-Ostermann, Juleka and Moura Santos, Ana and Corti, Paola and Costa, Luis Felipe Coimbra and Utunen, Heini and Attias, Melissa and Tokar, Anna and Kennedy, Eileen and Laurillard, Diana and Zeitoun, Samar and Wasilewski, Julie and Shlaka, Souhad and Ouahib, Sara and Berrada, Khalid and Dietz, Michael and Roth, Dennis},
  title     = {EMOOCs 2023},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Cross, Jeffrey and Jonson Carlon, May Kristine and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  doi       = {10.25932/publishup-57645},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-576450},
  year      = {2023},
  abstract  = {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.},
  language  = {en}
}