@misc{Heyde2021, author = {Heyde, J{\"u}rgen}, title = {Daniel B. Schwartz, Ghetto: The History of a Word (Cambridge, MA: Harvard University Press, 2019), 288 p.}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53753}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-537530}, pages = {151 -- 154}, year = {2021}, language = {en} } @misc{OPUS4-53752, title = {Transnational American Jewish Studies}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53752}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-537525}, pages = {143 -- 147}, year = {2021}, language = {en} } @article{GallasRuerup2021, author = {Gallas, Elisabeth and R{\"u}rup, Miriam}, title = {"Advocate of the Jewish People"}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53750}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-537501}, pages = {135 -- 142}, year = {2021}, language = {en} } @article{Cooperman2021, author = {Cooperman, Jessica}, title = {Jewish-Christian Dialogue and American Visions of the Postwar World}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53748}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-537488}, pages = {117 -- 131}, year = {2021}, abstract = {American occupying forces made the promotion of Jewish-Christian dialogue part of their plans for postwar German reconstruction. They sought to export American models of Jewish-Christian cooperation to Germany, while simultaneously validating and valorizing claims about the connection between democracy and tri-faith religious pluralism in the United States. The small size of the Jewish population in Germany meant that Jews did not set the terms of these discussions, and evidence shows that both German and American Jews expressed skepticism about participating in dialogue in the years immediately following the Holocaust. But opting out would have meant that discussions in Germany about the Judeo-Christian tradition that the American government advanced as the centerpiece of postwar democratic reconstruction would take place without a Jewish contribution. American Jewish leaders, present in Germany and in the US, therefore decided to opt in, not because they supported the project, but because it seemed far riskier to be left out.}, language = {en} } @article{SchwarzKutzinski2021, author = {Schwarz, Ingo and Kutzinski, Vera M.}, title = {A Letter from Alexander von Humboldt to Joseph Albert Wright - Archival Traces}, series = {HiN : Alexander von Humboldt im Netz}, volume = {XXII}, journal = {HiN : Alexander von Humboldt im Netz}, number = {43}, editor = {Ette, Ottmar and Knobloch, Eberhard}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {2568-3543}, doi = {10.25932/publishup-53278}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-532787}, pages = {5 -- 12}, year = {2021}, abstract = {A few months before his death, A. v. Humboldt attended the celebration in honor of the 127th birthday of George Washington at the US legation in Berlin. A letter to the American Envoy, Joseph A. Wright (1810 - 1867), underlines Humboldt's admiration for the fi rst president of the United States. At the same time Humboldt asked the diplomat to mail a letter to the German-American Bernard Moses (1832 - 1897) in Clinton, Louisiana, who had named his son Alexander Humboldt Moses (grave on the Hebrew Rest Cemetery \#2 in New Orleans, burial plot A, 12, 5). It appears to be possible that the Moses family still owns Humboldt's letter.}, language = {en} } @article{Schmidt2021, author = {Schmidt, Imanuel Clemens}, title = {A Secular Tradition}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53286}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-532868}, pages = {85 -- 100}, year = {2021}, abstract = {This article focuses on the social philosopher Horace Kallen and the revisions he made to the concept of cultural pluralism that he first developed in the early 20th century, applying it to postwar America and the young State of Israel. It shows how he opposed the assumption that the United States' social order was based on a "Judeo-Christian tradition." By constructing pluralism as a civil religion and carving out space for secular self-understandings in midcentury America, Kallen attempted to preserve the integrity of his earlier political visions, developed during World War I, of pluralist societies in the United States and Palestine within an internationalist global order. While his perspective on the State of Israel was largely shaped by his American experiences, he revised his approach to politically functionalizing religious traditions as he tested his American understanding of a secular, pluralist society against the political theology effective in the State of Israel. The trajectory of Kallen's thought points to fundamental questions about the compatibility of American and Israeli understandings of religion's function in society and its relation to political belonging, especially in light of their transnational connection through American Jewish support for the recently established state.}, language = {en} } @article{Czendze2021, author = {Czendze, Oskar}, title = {In Search of Belonging}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53285}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-532857}, pages = {69 -- 83}, year = {2021}, abstract = {More than 200,000 Jews left the Habsburg province of Galicia between 1881 and 1910. No longer living in the places of their childhood, they settled in urban centers, such as in New York's Lower East Side. In this neighborhood, Galician Jews began to search for new relationships that linked the places they left and the ones where they arrived and settled. By looking at Galicia through the lens of autobiographical writings by former Jewish immigrants who became established residents of New York, this article emphasizes the role of regionalism in the context of transnational conceptions of a new American Jewish self-understanding. It argues that the key to analyzing the evolution of "eastern Europe" as a common place of origin for American Jewry is the constant dialogue between the places of origin and arrival. Specifically, philanthropic efforts during and after the First World War and the proliferation of tourism both enabled these settled immigrants to gradually replace regional notions, such as the idea of Galicia, with a mythical image of eastern Europe to create a sense of community as American Jews.}, language = {en} } @article{Thulin2021, author = {Thulin, Mirjam}, title = {Instituting Transnational Jewish Learning}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53284}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-532842}, pages = {53 -- 67}, year = {2021}, abstract = {When the Jewish Theological Seminary in Breslau opened its doors in 1854, it established a novel form of rabbinical education: the systematic combination of Jewish studies at the seminary in parallel with university studies. The Breslau seminary became the model for most later institutions for rabbinical training in Europe and the United States. The seminaries were the new sites of modern Jewish scholarship, especially the academic study of Judaism (Wissenschaft des Judentums). Their function and goal were to preserve, (re)organize, and transmit Jewish knowledge in the modern age. As such, they became central nodes in Jewish scholarly networks. This case study highlights the multi-nodal connections between the Conservative seminaries in Breslau, Philadelphia, New York, Budapest, and Vienna. At the same time, it is intended to provide an example of the potential of transnational and transfer studies for the history of the Jewish religious learning in Europe and the United States.}, language = {en} } @article{Schwartz2021, author = {Schwartz, Yitzchak}, title = {American Jewish Ideas in a Transnational Jewish World, 1843-1900}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53283}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-532835}, pages = {39 -- 52}, year = {2021}, abstract = {As mid-19th-century American Jews introduced radical changes to their religious observance and began to define Judaism in new ways, to what extent did they engage with European Jewish ideas? Historians often approach religious change among Jews from German lands during this period as if Jewish immigrants had come to America with one set of ideas that then evolved solely in conversation with their American contexts. Historians have similarly cast the kinds of Judaism Americans created as both unique to America and uniquely American. These characterizations are accurate to an extent. But to what extent did Jewish innovations in the United States take place in conversation with European Jewish developments? Looking to the 19th-century American Jewish press, this paper seeks to understand how American Jews engaged European Judaism in formulating their own ideas, understanding themselves, and understanding their place in world Judaism.}, language = {en} } @article{BeirneNicGiollaMhichilBrownetal.2021, author = {Beirne, Elaine and Nic Giolla Mhich{\´i}l, Mair{\´e}ad and Brown, Mark and Mac Lochlainn, Conch{\´u}r}, title = {Confidence Counts}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51722}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517220}, pages = {201 -- 208}, year = {2021}, abstract = {The increasing reliance on online learning in higher education has been further expedited by the on-going Covid-19 pandemic. Students need to be supported as they adapt to this new learning environment. Research has established that learners with positive online learning self-efficacy beliefs are more likely to persevere and achieve their higher education goals when learning online. In this paper, we explore how MOOC design can contribute to the four sources of self-efficacy beliefs posited by Bandura [4]. Specifically, we will explore, drawing on learner reflections, whether design elements of the MOOC, The Digital Edge: Essentials for the Online Learner, provided participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities, to evaluate and develop their online learning self-efficacy beliefs. Findings from a content analysis of discussion forum posts show that learners referenced three of the four information sources when reflecting on their experience of the MOOC. This paper illustrates the potential of MOOCs as a pedagogical tool for enhancing online learning self-efficacy among students.}, language = {en} } @article{Rabin2021, author = {Rabin, Shari}, title = {Mobile Jews and Porous Borders}, series = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, journal = {PaRDeS : Journal of the Association for Jewish Studies in Germany}, number = {27}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-520-0}, issn = {1614-6492}, doi = {10.25932/publishup-53282}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-532822}, pages = {25 -- 38}, year = {2021}, abstract = {This article explores the multi-directional geographic trajectories and ties of Jews who came to the United States in the 19th century, working to complicate simplistic understandings of "German" Jewish immigration. It focuses on the case study of Henry Cohn, an ordinary Russian-born Jew whose journeys took him to Prussia, New York, Savannah, and California. Once in the United States he returned to Europe twice, the second time permanently, although a grandson ended up in California, where he worked to ensure the preservation of Cohn's records. This story highlights how Jews navigated and transgressed national boundaries in the 19th century and the limitations of the historical narratives that have been constructed from their experiences.}, language = {en} } @misc{Mihanovic2021, author = {Mihanovic, Andelko}, title = {Review of Patrick Gray: Shakespeare and the Fall of the Roman Republic: Selfhood, Stoicism and Civil War}, series = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s}, volume = {2021}, journal = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s}, number = {13}, editor = {Bi{\`e}vre-Perrin, Fabien and Carl{\`a}-Uhink, Filippo and Rollinger, Christian and Walde, Christine}, issn = {2364-7612}, doi = {10.34679/thersites.vol13.195}, pages = {213 -- 218}, year = {2021}, abstract = {The article is a review of Patrick Gray's latest monograph: Shakespeare and the Fall of the Roman Republic: Selfhood, Stoicism and Civil War. Gray analyzes Shakespare's and his characters' representation of the 'self' in Julius Caesar and Antony and Cleopatra, with Coriolanus used for comparative purposes. The book induced a lively discussion of its content in academic community.}, language = {en} } @article{Pampanay2021, author = {Pampanay, {\´E}lise}, title = {The Nike of Samothrace's presences during the XX and XXI centuries: mysteries and victories}, series = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s}, volume = {2021}, journal = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s}, number = {13}, editor = {Bi{\`e}vre-Perrin, Fabien and Carl{\`a}-Uhink, Filippo and Rollinger, Christian and Walde, Christine}, issn = {2364-7612}, doi = {10.34679/thersites.vol13.146}, pages = {71 -- 83}, year = {2021}, abstract = {Despite its fame, the Winged Victory of Samothrace keeps on fascinating not only every visitor of the Louvre museum, but also the eye of the connoisseur. Despite its recent restoration in 2014, some of its mysteries might indeed never be solved, like the identity of its sculptor. But this fascination also comes from the statue itself, its majestic aesthetics and lack of head, in a similar fashion perhaps to the loss of the Venus of Milo's arms. Since her discovery more than 150 years ago by Charles Champoiseau, she's been on the throne at the top of the Daru stairs at the Louvre Museum. This hellenistic masterpiece, that Champoiseau called a "mousseline de marbre", became a must see in the Paris museum, together with the Mona Lisa and its other chefs d'oeuvre. But this statue's fate is not set in stone. Many modern artists, like Omar Hassan or Xu Zhen, have tried to make it their own and give it a new depth. Recently, Beyonce and Jay-Z also offered a new perspective by including this Louvre masterpiece, among others, in their political masterstroke, the video clip "Apeshit". This paper seeks to decode the meanings and symbolism of these new versions of the Nike.}, language = {en} } @article{BievrePerrin2021, author = {Bi{\`e}vre-Perrin, Fabien}, title = {"Everything is a copy of a copy of a copy"}, series = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s}, volume = {2021}, journal = {thersites 13: Antiquipop - Chefs d'œuvres revisit{\´e}s}, number = {13}, editor = {Bi{\`e}vre-Perrin, Fabien and Carl{\`a}-Uhink, Filippo and Rollinger, Christian and Walde, Christine}, issn = {2364-7612}, doi = {10.34679/thersites.vol13.191}, pages = {i -- v}, year = {2021}, abstract = {A quote from Fight Club (Chuck Palahniuk, 1996) may seem unusual for a Classicist. Nevertheless, this famous sentence summarises the contents of this special issue of thersites perfectly. As specialists in classical reception frequently witness, there is a sort of d{\´e}j{\`a}-vu effect when it comes to the presence of Antiquity within popular culture. In 2019, to try to better understand the phenomenon, Antiquipop invited researchers to take an interest in the construction and semantic path of these "masterpieces" in contemporary popular culture, with a particular focus on the 21st century.}, language = {en} } @article{HenseBernd2021, author = {Hense, Julia and Bernd, Mike}, title = {Podcasts, Microcontent \& MOOCs}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51736}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517363}, pages = {289 -- 295}, year = {2021}, language = {en} } @article{ŞahinEgloffsteinBotheetal.2021, author = {Şahin, Muhittin and Egloffstein, Marc and Bothe, Max and Rohloff, Tobias and Schenk, Nathanael and Schwerer, Florian and Ifenthaler, Dirk}, title = {Behavioral Patterns in Enterprise MOOCs at openSAP}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51735}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517350}, pages = {281 -- 288}, year = {2021}, language = {en} } @article{MihaescuAndoneVasiu2021, author = {Mihaescu, Vlad and Andone, Diana and Vasiu, Radu}, title = {DigiCulture MOOC Courses Piloting with Students}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51733}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517339}, pages = {275 -- 279}, year = {2021}, language = {en} } @article{CasiraghiSancassaniBrambilla2021, author = {Casiraghi, Daniela and Sancassani, Susanna and Brambilla, Federica}, title = {The Role of MOOCs in the New Educational Scenario}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51731}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517315}, pages = {271 -- 274}, year = {2021}, abstract = {The COVID-19 pandemic emergency has forced a profound reshape of our lives. Our way of working and studying has been disrupted with the result of an acceleration of the shift to the digital world. To properly adapt to this change, we need to outline and implement new urgent strategies and approaches which put learning at the center, supporting workers and students to further develop "future proof" skills. In the last period, universities and educational institutions have demonstrated that they can play an important role in this context, also leveraging on the potential of Massive Open Online Courses (MOOCs) which proved to be an important vehicle of flexibility and adaptation in a general context characterised by several constraints. From March 2020 till now, we have witnessed an exponential growth of MOOCs enrollments numbers, with "traditional" students interested in different topics not necessarily integrated to their curricular studies. To support students and faculty development during the spreading of the pandemic, Politecnico di Milano focused on one main dimension: faculty development for a better integration of digital tools and contents in the e-learning experience. The current discussion focuses on how to improve the integration of MOOCs in the in-presence activities to create meaningful learning and teaching experiences, thereby leveraging blended learning approaches to engage both students and external stakeholders to equip them with future job relevance skills.}, language = {en} } @article{Khalil2021, author = {Khalil, Mohammad}, title = {Who Are the Students of MOOCs?}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51729}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517298}, pages = {259 -- 269}, year = {2021}, abstract = {Clustering in education is important in identifying groups of objects in order to find linked patterns of correlations in educational datasets. As such, MOOCs provide a rich source of educational datasets which enable a wide selection of options to carry out clustering and an opportunity for cohort analyses. In this experience paper, five research studies on clustering in MOOCs are reviewed, drawing out several reasonings, methods, and students' clusters that reflect certain kinds of learning behaviours. The collection of the varied clusters shows that each study identifies and defines clusters according to distinctive engagement patterns. Implications and a summary are provided at the end of the paper.}, language = {en} } @article{BuchemOkatan2021, author = {Buchem, Ilona and Okatan, Ebru}, title = {Using the Addie Model to Produce MOOCs}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51727}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517274}, pages = {249 -- 258}, year = {2021}, abstract = {MOOCs have been produced using a variety of instructional design approaches and frameworks. This paper presents experiences from the instructional approach based on the ADDIE model applied to designing and producing MOOCs in the Erasmus+ strategic partnership on Open Badge Ecosystem for Research Data Management (OBERRED). Specifically, this paper describes the case study of the production of the MOOC "Open Badges for Open Science", delivered on the European MOOC platform EMMA. The key goal of this MOOC is to help learners develop a capacity to use Open Badges in the field of Research Data Management (RDM). To produce the MOOC, the ADDIE model was applied as a generic instructional design model and a systematic approach to the design and development following the five design phases: Analysis, Design, Development, Implementation, Evaluation. This paper outlines the MOOC production including methods, templates and tools used in this process including the interactive micro-content created with H5P in form of Open Educational Resources and digital credentials created with Open Badges and issued to MOOC participants upon successful completion of MOOC levels. The paper also outlines the results from qualitative evaluation, which applied the cognitive walkthrough methodology to elicit user requirements. The paper ends with conclusions about pros and cons of using the ADDIE model in MOOC production and formulates recommendations for further work in this area.}, language = {en} } @article{JonsonCarlonGaddemHernandezReyesetal.2021, author = {Jonson Carlon, May Kristine and Gaddem, Mohamed Rami and Hern{\´a}ndez Reyes, C{\´e}sar Augusto and Nagahama, Toru and Cross, Jeffrey S.}, title = {Investigating Mechanical Engineering Learners' Satisfaction with a Revised Monozukuri MOOC}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51726}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517266}, pages = {237 -- 247}, year = {2021}, abstract = {Aside from providing instructional materials to the public, developing massive open online courses (MOOCs) can benefit institutions in different ways. Some examples include providing training opportunities for their students aspiring to work in the online learning space, strengthening its brand recognition through courses appealing to enthusiasts, and enabling online linkages with other universities. One such example is the monozukuri MOOC offered by the Tokyo Institute of Technology on edX, which initially presented the Japanese philosophy of making things in the context of a mechanical engineering course. In this paper, we describe the importance of involving a course development team with a diverse background. The monozukuri MOOC and its revision enabled us to showcase an otherwise distinctively Japanese topic (philosophy) as an intersection of various topics of interest to learners with an equally diverse background. The revision resulted in discussing monozukuri in a mechanical engineering lesson and how monozukuri is actively being practiced in the Japanese workplace and academic setting while juxtaposing it to the relatively Western concept of experiential learning. Aside from presenting the course with a broader perspective, the revision had been an exercise for its team members on working in a multicultural environment within a Japanese institution, thus developing their project management and communication skills.}, language = {en} } @article{BlackwellWiltrout2021, author = {Blackwell, Virginia Katherine and Wiltrout, Mary Ellen}, title = {Learning During COVID-19}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51725}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517251}, pages = {219 -- 236}, year = {2021}, abstract = {During the COVID-19 pandemic, learning in higher education and beyond shifted en masse to online formats, with the short- and long-term consequences for Massive Open Online Course (MOOC) platforms, learners, and creators still under evaluation. In this paper, we sought to determine whether the COVID-19 pandemic and this shift to online learning led to increased learner engagement and attainment in a single introductory biology MOOC through evaluating enrollment, proportional and individual engagement, and verification and performance data. As this MOOC regularly operates each year, we compared these data collected from two course runs during the pandemic to three pre-pandemic runs. During the first pandemic run, the number and rate of learners enrolling in the course doubled when compared to prior runs, while the second pandemic run indicated a gradual return to pre-pandemic enrollment. Due to higher enrollment, more learners viewed videos, attempted problems, and posted to the discussion forums during the pandemic. Participants engaged with forums in higher proportions in both pandemic runs, but the proportion of participants who viewed videos decreased in the second pandemic run relative to the prior runs. A higher percentage of learners chose to pursue a certificate via the verified track in each pandemic run, though a smaller proportion earned certification in the second pandemic run. During the pandemic, more enrolled learners did not necessarily correlate to greater engagement by all metrics. While verified-track learner performance varied widely during each run, the effects of the pandemic were not uniform for learners, much like in other aspects of life. As such, individual engagement trends in the first pandemic run largely resemble pre-pandemic metrics but with more learners overall, while engagement trends in the second pandemic run are less like pre-pandemic metrics, hinting at learner "fatigue". This study serves to highlight the life-long learning opportunity that MOOCs offer is even more critical when traditional education modes are disrupted and more people are at home or unemployed. This work indicates that this boom in MOOC participation may not remain at a high level for the longer term in any one course, but overall, the number of MOOCs, programs, and learners continues to grow.}, language = {en} } @article{TopaliChountaOrtegaArranzetal.2021, author = {Topali, Paraskevi and Chounta, Irene-Angelica and Ortega-Arranz, Alejandro and Villagr{\´a}-Sobrino, Sara L. and Mart{\´i}nez-Mon{\´e}s, Alejandra}, title = {CoFeeMOOC-v.2}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51724}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517241}, pages = {209 -- 217}, year = {2021}, abstract = {Providing adequate support to MOOC participants is often a challenging task due to massiveness of the learners' population and the asynchronous communication among peers and MOOC practitioners. This workshop aims at discussing common learners' problems reported in the literature and reflect on designing adequate feedback interventions with the use of learning data. Our aim is three-fold: a) to pinpoint MOOC aspects that impact the planning of feedback, b) to explore the use of learning data in designing feedback strategies, and c) to propose design guidelines for developing and delivering scaffolding interventions for personalized feedback in MOOCs. To do so, we will carry out hands-on activities that aim to involve participants in interpreting learning data and using them to design adaptive feedback. This workshop appeals to researchers, practitioners and MOOC stakeholders who aim to providing contextualized scaffolding. We envision that this workshop will provide insights for bridging the gap between pedagogical theory and practice when it comes to feedback interventions in MOOCs.}, language = {en} } @article{KerrLorenzSchoenetal.2021, author = {Kerr, John and Lorenz, Anja and Sch{\"o}n, Sandra and Ebner, Martin and Wittke, Andreas}, title = {Open Tools and Methods to Support the Development of MOOCs}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51721}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517219}, pages = {187 -- 200}, year = {2021}, abstract = {There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in L{\"u}beck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.}, language = {en} } @article{DespujolTurroBusquets2021, author = {Despujol, Ignacio and Turr{\´o}, Carlos and Busquets, Jaime}, title = {Universitat Polit{\`e}cnica de Val{\`e}ncia's Experience with EDX MOOC Initiatives During the Covid Lockdown}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51719}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517196}, pages = {181 -- 185}, year = {2021}, abstract = {In March 2020, when massive lockdowns started to be enforced around the world to contain the spread of the COVID-19 pandemic, edX launched two initiatives to help students around the world providing free certificates for its courses, RAP, for member institutions and OCE, for any accredited academic institution. In this paper we analyze how Universitat Polt{\`e}cnica de Val{\`e}ncia contributed with its courses to both initiatives, providing almost 14,000 free certificate codes in total, and how UPV used the RAP initiative as a customer, describing the mechanism used to distribute more than 22,000 codes for free certificates to more than 7,000 UPV community members, what led to the achievement of more than 5,000 free certificates. We also comment the results of a post initiative survey answered by 1,612 UPV members about 3,241 edX courses, in which they communicated a satisfaction of 4,69 over 5 with the initiative.}, language = {en} } @article{GershonRuiperezValienteAlexandron2021, author = {Gershon, Sa'ar Karp and Ruip{\´e}rez-Valiente, Jos{\´e} A. and Alexandron, Giora}, title = {MOOC Monetization Changes and Completion Rates}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51718}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517189}, pages = {169 -- 179}, year = {2021}, abstract = {Massive Open Online Courses (MOOCs) offer online courses at low cost for anyone with an internet access. At its early days, the MOOC movement raised the flag of democratizing education, but soon enough, this utopian idea collided with the need to find sustainable business models. Moving from open access to a new financially sustainable certification and monetization policy in December 2015 we aim at this change-point and observe the completion rates before and after this monetary change. In this study we investigate the impact of the change on learners from countries of different development status. Our findings suggest that this change has lowered the completion rates among learners from developing countries, increasing gaps that already existed between global learners from countries of low and high development status. This suggests that more inclusive monetization policies may help MOOCs benefits to spread more equally among global learners.}, language = {en} } @article{PoceReValente2021, author = {Poce, Antonella and Re, Maria Rosaria and Valente, Mara}, title = {Evaluating OERs in Museum Education Context}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51717}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517178}, pages = {159 -- 168}, year = {2021}, abstract = {This paper aims to present the results of a higher education experience promoted by the research centres INTELLECT (University of Modena and Reggio Emilia) and CDM (University of Roma Tre), as part of difference master's degrees programme of the academic years 2018/2019, 2019/2020, and 2020/2021. Through different online activities, 37 students attended and evaluated a MOOC on museum education content, such promoting their professionals and transverse skills, such as critical thinking, and developing their knowledge relative to OERs, within culture and heritage education contexts. Moreover, results from the online evaluation activities support the implementation of the MOOC in a collaborative way: during the academic years, evaluation data have been used by researcher to make changes to the course modules, thus realizing a more effective online path from and educational point of view.}, language = {en} } @article{MaldonadoMahauadValdiviezoCarvalloetal.2021, author = {Maldonado-Mahauad, Jorge and Valdiviezo, Javier and Carvallo, Juan Pablo and Samaniego-Erazo, Nicolay}, title = {The MOOC-CEDIA Observatory}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51715}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517153}, pages = {143 -- 158}, year = {2021}, abstract = {In the last few years, an important amount of Massive Open Online Courses (MOOCS) has been made available to the worldwide community, mainly by European and North American universities (i.e. United States). Since its emergence, the adoption of these educational resources has been widely studied by several research groups and universities with the aim of understanding their evolution and impact in educational models, through the time. In the case of Latin America, data from the MOOC-UC Observatory (updated until 2018) shows that, the adoption of these courses by universities in the region has been slow and heterogeneous. In the specific case of Ecuador, although some data is available, there is lack of information regarding the construction, publication and/or adoption of such courses by universities in the country. Moreover, there are not updated studies designed to identify and analyze the barriers and factors affecting the adoption of MOOCs in the country. The aim of this work is to present the MOOC-CEDIA Observatory, a web platform that offers interactive visualizations on the adoption of MOOCs in Ecuador. The main results of the study show that: (1) until 2020 there have been 99 MOOCs in Ecuador, (2) the domains of MOOCs are mostly related to applied sciences, social sciences and natural sciences, with the humanities being the least covered, (3) Open edX and Moodle are the most widely used platforms to deploy such courses. It is expected that the conclusions drawn from this analysis, will allow the design of recommendations aimed to promote the creation and use of quality MOOCs in Ecuador and help institutions to chart the route for their adoption, both for internal use by their community but also by society in general.}, language = {en} } @article{CortiBaudoTurroetal.2021, author = {Corti, Paola and Baudo, Valeria and Turr{\´o}, Carlos and Santos, Ana Moura and Nilsson, Charlotta}, title = {Fostering Women to STEM MOOCs}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51714}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517141}, pages = {129 -- 141}, year = {2021}, abstract = {In the context of the Fostering Women to STEM MOOCs (FOSTWOM) project, we present here the general ideas of a gender balance Toolkit, i.e. a collection of recommendations and resources for instructional designers, visual designers, and teaching staff to apply while designing and preparing storyboards for MOOCs and their visual components, so that future STEM online courses have a greater chance to be more inclusive and gender-balanced. Overall, The FOSTWOM project intends to use the inclusive potential of Massive Open Online Courses to propose STEM subjects free of stereotyping assumptions on gender abilities. Moreover, the consortium is interested in attracting girls and young women to science and technology careers, through accessible online content, which can include role models' interviews, relevant real-world situations, and strong conceptual frameworks.}, language = {en} } @article{PerachAlexandron2021, author = {Perach, Shai and Alexandron, Giora}, title = {A MOOC-Based Computer Science Program for Middle School}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51713}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517133}, pages = {111 -- 127}, year = {2021}, abstract = {In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this research developed and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academic MOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teachers with disciplinary scaffolds and allow them to focus their attention on enhancing students' learning experience and nurturing critical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academic level course to middle-school students. In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-track classes who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in the program achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participating students also developed a more accurate perception of the essence of CS as a scientific discipline. The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined the advantages of such a MOOCbased blended learning program above classic pedagogy in times of global or local crises that lead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-year MoE exam was discarded, the program's classes smoothly moved to remote learning mode, and students continued to study at a pace similar to that experienced before the school shut down.}, language = {en} } @article{PonceSrinathAllegue2021, author = {Ponce, Eva and Srinath, Sindhu and Allegue, Laura}, title = {Integrating Community Teaching in MOOCs}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51712}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517123}, pages = {95 -- 109}, year = {2021}, abstract = {The MITx MicroMasters Program in Supply Chain Management (SCM) is a Massive Open Online Course (MOOC) based program that aims to impart quantitative and qualitative knowledge to SCM enthusiasts all around the world. The program that started in 2014 with just one course, now offers 5 courses and one final proctored exam, which allows a learner to gain a MicroMasters credential upon completion. While the courses are delivered in the form of pre-recorded videos by the faculty members of Massachusetts Institute of Technology (MIT), the questions and comments posted by learners in discussion forums are addressed by a group of Community Teaching Assistants (CTAs) who volunteer for this role. The MITx staff carefully selects CTAs for each run of the individual courses as they take on a co-facilitator's role in the program. This paper highlights the importance of community teaching, discusses the profile of CTAs involved with the program, their recruitment, training, tasks and responsibilities, engagement, and rewarding process. In the end we also share a few recommendations based on the lessons learned in community teaching during the last five years of running more than 45 MOOC courses, that could help other MOOC teams deliver a high-touch experience.}, language = {en} } @article{BethgeSerthStaubitzetal.2021, author = {Bethge, Joseph and Serth, Sebastian and Staubitz, Thomas and Wuttke, Tobias and Nordemann, Oliver and Das, Partha-Pratim and Meinel, Christoph}, title = {TransPipe}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, doi = {10.25932/publishup-51694}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516943}, pages = {79 -- 94}, year = {2021}, abstract = {Online learning environments, such as Massive Open Online Courses (MOOCs), often rely on videos as a major component to convey knowledge. However, these videos exclude potential participants who do not understand the lecturer's language, regardless of whether that is due to language unfamiliarity or aural handicaps. Subtitles and/or interactive transcripts solve this issue, ease navigation based on the content, and enable indexing and retrieval by search engines. Although there are several automated speech-to-text converters and translation tools, their quality varies and the process of integrating them can be quite tedious. Thus, in practice, many videos on MOOC platforms only receive subtitles after the course is already finished (if at all) due to a lack of resources. This work describes an approach to tackle this issue by providing a dedicated tool, which is closing this gap between MOOC platforms and transcription and translation tools and offering a simple workflow that can easily be handled by users with a less technical background. The proposed method is designed and evaluated by qualitative interviews with three major MOOC providers.}, language = {en} } @article{LangsethJacobsenHaugsbakken2021, author = {Langseth, Inger and Jacobsen, Dan Yngve and Haugsbakken, Halvdan}, title = {MOOCs for Flexible and Lifelong Learning in Higher Education}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51693}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516930}, pages = {63 -- 78}, year = {2021}, abstract = {In this paper, we take a closer look at the development of Massive Open Online Courses (MOOC) in Norway. We want to contribute to nuancing the image of a sound and sustainable policy for flexible and lifelong learning at national and institutional levels and point to some critical areas of improvement in higher education institutions (HEI). 10 semistructured qualitative interviews were carried out in the autumn 2020 at ten different HE institutions across Norway. The informants were strategically selected among employees involved in MOOC-technology, MOOCproduction and MOOC-support over a period of time stretching from 2010-2020. A main finding is that academics engaged in MOOCs find that their entrepreneurial ideas and results, to a large extent, are overlooked at higher institutional levels, and that progress is frustratingly slow. So far, there seems to be little common understanding of the MOOC-concept and the disruptive and transformative effect that MOOC-technology may have at HEIs. At national levels, digital strategies, funding and digital infrastructure are mainly provided in governmental silos. We suggest that governmental bodies and institutional stake holders pay more attention to entrepreneurial MOOC-initiatives to develop sustainability in flexible and lifelong learning in HEIs. This involves connecting the generous funding of digital projects to the provision of a national portal and platform for Open Access to education. To facilitate sustainable lifelong learning in and across HEIs, more quality control to enhance the legitimacy of MOOC certificates and micro-credentials is also a necessary measure.}, language = {en} } @article{SengCarlonGayedetal.2021, author = {Seng, Cheyvuth and Carlon, May Kristine Jonson and Gayed, John Maurice and Cross, Jeffrey S.}, title = {Long-Term Effects of Short-Term Intervention Using MOOCs for Developing Cambodian Undergraduate Research Skills}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, doi = {10.25932/publishup-51692}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516929}, pages = {49 -- 62}, year = {2021}, abstract = {Developing highly skilled researchers is essential to accelerate the economic progress of developing countries such as Cambodia in South East Asia. While there is continuing research investigating Cambodia's potential to cultivate such a workforce, the circumstances of undergraduate students in public provincial universities do not receive ample attention. This is crucial as numerous multinational corporations are participating via foreign direct investments in special economic zones at the border provinces and need talented human resources in Cambodia as well as in neighboring Southeast Asian countries such as Thailand and Vietnam. Student's research capability growth starts with one's belief in their capacity to use the necessary information tools and their potential to succeed in research. In this research paper, we look at how such beliefs, specifically research self-efficacy and information literacy, can be developed through a short-term intervention that uses MOOCs and assess their long-term effects. Our previous research has shown that short-term training intervention has immediate positive effects on the undergraduate students' self-efficacies in Cambodian public provincial universities. In this paper, we present the follow-up study results conducted sixteen months after the said short-term training intervention. Results reveal that from follow-up evaluations that while student's self-efficacies were significantly higher than before the short-term intervention was completed, they were lower than immediately after the intervention. Thus, while perfunctory interventions such as merely introducing the students to MOOCs and other relevant research tools over as little as three weeks can have significant positive effects, efforts must be made to sustain the benefits gained. This implication is essential to developing countries such as Cambodia that need low-cost solutions with immediate positive results in developing human resources to conduct research, particularly in areas far from more developed capital cities.}, language = {en} } @article{OezdemirKurbanPekkan2021, author = {{\"O}zdemir, Paker Doğu and Kurban, Caroline Fell and Pekkan, Zelha Tun{\c{c}}}, title = {MOOC-Based Online Instruction}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51690}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516900}, pages = {17 -- 33}, year = {2021}, abstract = {If taking a flipped learning approach, MOOC content can be used for online pre-class instruction. After which students can put the knowledge they gained from the MOOC into practice either synchronously or asynchronously. This study examined one such, asynchronous, course in teacher education. The course ran with 40 students over 13 weeks from February to May 2020. A case study approach was followed using mixed methods to assess the efficacy of the course. Quantitative data was gathered on achievement of learning outcomes, online engagement, and satisfaction. Qualitative data was gathered via student interviews from which a thematic analysis was undertaken. From a combined analysis of the data, three themes emerged as pertinent to course efficacy: quality and quantity of communication and collaboration; suitability of the MOOC; and significance for career development.}, language = {en} } @article{KoskinenKairikkoSuonpaeae2021, author = {Koskinen, Johanna and Kairikko, Anette and Suonp{\"a}{\"a}, Maija}, title = {Hybrid MOOCs Enabling Global Collaboration Between Learners}, series = {EMOOCs 2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51691}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516917}, pages = {35 -- 48}, year = {2021}, abstract = {The COVID-19 pandemic has accelerated the pace of digital transformation, which has forced people to quickly adapt to working and collaborating online. Learning in digital environments has without a doubt gained increased significance during this rather unique time and, therefore, Massive Open Online Courses (MOOCs) have more potential to attract a wider target audience. This has also brought about more possibilities for global collaboration among learners as learning is not limited to physical spaces. Despite the wide interest in MOOCs, there is a need for further research on the global collaboration potential they offer. The aim of this paper is to adopt an action research approach to study how a hybrid MOOC design enables learners' global collaboration. During the years 2019-2020 together with an international consortium called Corship (Corporate Edupreneurship) we jointly designed, created and implemented a hybrid model MOOC, called the "Co-innovation Journey for Startups and Corporates". It was targeted towards startup entrepreneurs, corporate representatives and higher education students and it was funded by the EU. The MOOC started with 2,438 enrolled learners and the completion rate for the first four weeks was 29.7\%. Out of these 208 learners enrolled for the last two weeks, which in turn had a completion rate of 58\%. These figures were clearly above the general average for MOOCs. According to our findings, we argue that a hybrid MOOC design may foster global collaboration within a learning community even beyond the course boundaries. The course included four weeks of independent learning, an xMOOC part, and two weeks of collaborative learning, a cMOOC part. The xMOOC part supported learners in creating a shared knowledge base, which enhanced the collaborative learning when entering the cMOOC part of the course.}, language = {en} } @article{Jacqmin2021, author = {Jacqmin, Julien}, title = {What Drives Enrollment in Massive Open Online Courses?}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51689}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516899}, pages = {1 -- 16}, year = {2021}, abstract = {The goal of this paper is to study the demand factors driving enrollment in massive open online courses. Using course level data from a French MOOC platform, we study the course, teacher and institution related characteristics that influence the enrollment decision of students, in a setting where enrollment is open to all students without administrative barriers. Coverage from social and traditional media done around the course is a key driver. In addition, the language of instruction and the (estimated) amount of work needed to complete the course also have a significant impact. The data also suggests that the presence of same-side externalities is limited. Finally, preferences of national and of international students tend to differ on several dimensions.}, language = {en} } @article{MarxFreundlichKlotzetal.2021, author = {Marx, Susanne and Freundlich, Heidi and Klotz, Michael and Kyl{\"a}nen, Mika and Niedoszytko, Grazyna and Swacha, Jakub and Vollerthum, Anne}, title = {Towards an Online Learning Community on Digitalization in Tourism}, series = {EMOOCs 2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51598}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-515986}, pages = {9}, year = {2021}, abstract = {Information technology and digital solutions as enablers in the tourism sector require continuous development of skills, as digital transformation is characterized by fast change, complexity and uncertainty. This research investigates how a cMOOC concept could support the tourism industry. A consortium of three universities, a tourism association, and a tourist attraction investigates online learning needs and habits of tourism industry stakeholders in the field of digitalization in a cross-border study in the Baltic Sea region. The multi-national survey (n = 244) reveals a high interest in participating in an online learning community, with two-thirds of respondents seeing opportunities to contributing to such community apart from consuming knowledge. The paper demonstrates preferred ways of learning, motivational and hampering aspects as well as types of possible contributions.}, language = {en} } @techreport{MarcusSiedlerZiebarth2021, type = {Working Paper}, author = {Marcus, Jan and Siedler, Thomas and Ziebarth, Nicolas R.}, title = {The Long-Run Effects of Sports Club Vouchers for Primary School Children}, series = {CEPA Discussion Papers}, journal = {CEPA Discussion Papers}, number = {34}, issn = {2628-653X}, doi = {10.25932/publishup-50897}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-508978}, pages = {72}, year = {2021}, abstract = {Starting in 2009, the German state of Saxony distributed sports club membership vouchers among all 33,000 third graders in the state. The policy's objective was to encourage them to develop a long-term habit of exercising. In 2018, we carried out a large register-based survey among several cohorts in Saxony and two neighboring states. Our difference-in-differences estimations show that, even after a decade, awareness of the voucher program was significantly higher in the treatment group. We also find that youth received and redeemed the vouchers. However, we do not find significant short- or long-term effects on sports club membership, physical activity, overweightness, or motor skills.}, language = {en} } @techreport{GraeberSchikora2021, type = {Working Paper}, author = {Graeber, Daniel and Schikora, Felicitas}, title = {Hate is too great a burden to bear}, series = {CEPA Discussion Papers}, journal = {CEPA Discussion Papers}, number = {31}, issn = {2628-653X}, doi = {10.25932/publishup-50797}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-507972}, pages = {53}, year = {2021}, abstract = {Against a background of increasing violence against non-natives, we estimate the effect of hate crime on refugees' mental health in Germany. For this purpose, we combine two datasets: administrative records on xenophobic crime against refugee shelters by the Federal Criminal Office and the IAB-BAMF-SOEP Survey of Refugees. We apply a regression discontinuity in time design to estimate the effect of interest. Our results indicate that hate crime has a substantial negative effect on several mental health indicators, including the Mental Component Summary score and the Patient Health Questionnaire-4 score. The effects are stronger for refugees with closer geographic proximity to the focal hate crime and refugees with low country-specific human capital. While the estimated effect is only transitory, we argue that negative mental health shocks during the critical period after arrival have important long-term consequences. Keywords: Mental health, hate crime, migration, refugees, human capital.}, language = {en} } @article{Potter2021, author = {Potter, Amanda}, title = {Review of Meredith E. Safran (ed.): Screening the Golden Ages of the Classical Tradition}, series = {thersites 12}, volume = {2020}, journal = {thersites 12}, number = {12}, editor = {Rollinger, Christian}, issn = {2364-7612}, doi = {thersites.vol12.123}, pages = {136 -- 139}, year = {2021}, language = {en} } @article{BrilkeWerner2021, author = {Brilke, Clara and Werner, Eva}, title = {I am not sure that I feel like singing, thanks very much for asking!}, series = {thersites 12}, volume = {2020}, journal = {thersites 12}, number = {12}, editor = {Rollinger, Christian}, issn = {2364-7612}, doi = {10.34679/thersites.vol12.189}, pages = {104 -- 115}, year = {2021}, abstract = {In her writings on ancient myth, the British author Natalie Haynes moves women to the centre of attention. Her two latest books, A Thousand Ships and Pandora's Jar - a fiction novel and a non-fiction one - approach this topic from two different perspectives. This interview takes stock of Haynes' motives and methodology as well as of the challenges she faces in the process of writing.}, language = {en} } @article{Colbert2021, author = {Colbert, Vivian}, title = {Queen Zenobia's 'Campaign' for British Women's Suffrage}, series = {thersites 12}, volume = {2020}, journal = {thersites 12}, number = {12}, editor = {Rollinger, Christian}, issn = {2364-7612}, doi = {0.34679/thersites.vol12.186}, pages = {71 -- 94}, year = {2021}, abstract = {This article focuses on the feminist reception of Zenobia of Palmyra in Great Britain during the long nineteenth century and the early twentieth century. A special focus lies on her reception by the British suffragettes who belonged to the Women's Social and Political Union. Even though Zenobia's story did not end happily, the warrior queen's example served to inspire these early feminists. Several products of historical culture - such as books, pieces of art, newspaper articles and theatre plays - provide insight into the reception of her as an historical figure, which is dominated by the image of a strong and courageous woman. The article will shed light on how exactly Zenobia's example was instrumentalised throughout the first feminist movement in Britain.}, language = {en} } @book{OPUS4-49581, title = {The Future of Local Self-Government}, series = {Palgrave Studies in Sub-National Governance}, journal = {Palgrave Studies in Sub-National Governance}, editor = {Bergstr{\"o}m, Tomas and Franzke, Jochen and Kuhlmann, Sabine and Wayenberg, Ellen}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-56059-1}, doi = {10.1007/978-3-030-56059-1}, pages = {XXIV, 291}, year = {2021}, abstract = {This book presents new research results on the challenges of local politics in different European countries, including Germany, the Netherlands, the Nordic countries and Switzerland, together with theoretical considerations on the further development and strengthening of local self-government. It focuses on analyses of the most recent developments in local democracy and administration. "Most 'local government' books are written by believers. This book is different for its realistic visions of futures of local government. It shows how autonomy, digitalization, marketization, and amalgamation could be functional or dysfunctional, and also how this is affected by links to politics, and impacted by intergovernmental relations. This is a must read for all believers in local government." —Geert Bouckaert, KU Leuven Public Governance Institute, Belguim "The twenty chapters of this book provide a timely and thought-provoking addition to our understanding of local self-governance in eight countries in Northern and Central Europe. This book was completed shortly before the Corona-crisis crashed in. But the lessons to be learned from this volume will doubtlessly prove important in fully exploiting local government's potential in facing the challenges of the difficult times ahead." —Bas Denters, Professor of Public Administration, University of Twente, Netherlands "Very inspiring book that covers the most important aspects of local self-government within a comparative framework. As we might have expected, there is no general trend, no single best model but a variety of functionally equivalent settings and patterns. The book gives insight into the diversity and richness of local government, its very essence, actual challenges and transformations, and puts subnational policy making in a multi-level perspective of governance." —Andreas Ladner, Professor for Political Institutions and Public Administration at the IDHEAP, University of Lausanne, Switzerland "Covering eight countries, this ambitious volume compares developments in local governments across Europe. Local governments are on the front-line when it comes to responding to wicked issues like climate change and migration, yet face major challenges in terms of financial and human resources. Using rich empirical evidence, the volume presents a nuanced analysis of trends. No one direction emerges for Europe's local governments, but a rich seam of innovation is revealed covering political participation and public administration alike. Local governments have the potential to engage citizens in meaningful ways and deliver effective and responsive services, but this requires clear local leadership and support rather direction from the centre."}, language = {en} }