@article{GruenewaldMeinel2015,
  author    = {Gr{\"u}newald, Franka and Meinel, Christoph},
  title     = {Implementation and Evaluation of Digital E-Lecture Annotation in Learning Groups to Foster Active Learning},
  series = {IEEE transactions on learning technologies},
  volume    = {8},
  journal   = {IEEE transactions on learning technologies},
  number    = {3},
  publisher = {Inst. of Electr. and Electronics Engineers},
  address   = {Los Alamitos},
  issn      = {1939-1382},
  doi       = {10.1109/TLT.2015.2396042},
  pages     = {286 -- 298},
  year      = {2015},
  abstract  = {The use of video lectures in distance learning involves the two major problems of searchability and active user participation. In this paper, we promote the implementation and usage of a collaborative educational video annotation functionality to overcome these two challenges. Different use cases and requirements, as well as details of the implementation, are explained. Furthermore, we suggest more improvements to foster a culture of participation and an algorithm for the extraction of semantic data. Finally, evaluations in the form of user tests and questionnaires in a MOOC setting are presented. The results of the evaluation are promising, as they indicate not only that students perceive it as useful, but also that the learning effectiveness increases. The combination of personal lecture video annotations with a semantic topic map was also evaluated positively and will thus be investigated further, as will the implementation in a MOOC context.},
  language  = {en}
}
@phdthesis{Staubitz2020,
  author    = {Staubitz, Thomas},
  title     = {Gradable team assignments in large scale learning environments},
  doi       = {10.25932/publishup-47183},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-471830},
  school      = {Universit{\"a}t Potsdam},
  pages     = {122},
  year      = {2020},
  abstract  = {Lifelong learning plays an increasingly important role in many societies. Technology is changing faster than ever and what has been important to learn today, may be obsolete tomorrow. The role of informal programs is becoming increasingly important. Particularly, Massive Open Online Courses have become popular among learners and instructors. In 2008, a group of Canadian education enthusiasts started the first Massive Open Online Courses or MOOCs to prove their cognitive theory of Connectivism. Around 2012, a variety of American start-ups redefined the concept of MOOCs. Instead of following the connectivist doctrine they returned to a more traditional approach. They focussed on video lecturing and combined this with a course forum that allowed the participants to discuss with each other and the teaching team. While this new version of the concept was enormously successful in terms of massiveness—hundreds of thousands of participants from all over the world joined the first of these courses—many educators criticized the re-lapse to the cognitivist model. In the early days, the evolving platforms often did not have more features than a video player, simple multiple-choice quizzes, and the course forum. It soon became a major interest of research to allow the scaling of more modern approaches of learning and teaching for the massiveness of these courses. Hands-on exercises, alternative forms of assessment, collaboration, and teamwork are some of the topics on the agenda. The insights provided by cognitive and pedagogical theories, however, do not necessarily always run in sync with the needs and the preferences of the majority of participants. While the former promote action-learning, hands-on-learning, competence-based-learning, project-based-learning, team-based-learning as the holy grail, many of the latter often rather prefer a more laid-back style of learning, sometimes referred to as edutainment. Obviously, given the large numbers of participants in these courses, there is not just one type of learners. Participants are not a homogeneous mass but a potpourri of individuals with a wildly heterogeneous mix of backgrounds, previous knowledge, familial and professional circumstances, countries of origin, gender, age, and so on. For the majority of participants, a full-time job and/or a family often just does not leave enough room for more time intensive tasks, such as practical exercises or teamwork. Others, however, particularly enjoy these hands-on or collaborative aspects of MOOCs. Furthermore, many subjects particularly require these possibilities and simply cannot be taught or learned in courses that lack collaborative or hands-on features. In this context, the thesis discusses how team assignments have been implemented on the HPI MOOC platform. During the recent years, several experiments have been conducted and a great amount of experience has been gained by employing team assignments in courses in areas, such as Object-Oriented Programming, Design Thinking, and Business Innovation on various instances of this platform: openHPI, openSAP, and mooc.house},
  language  = {en}
}