@misc{StaubitzMeinel2019,
  author    = {Staubitz, Thomas and Meinel, Christoph},
  title     = {Graded Team Assignments in MOOCs},
  series = {SCALE},
  journal   = {SCALE},
  publisher = {Association for Computing Machinery},
  address   = {New York},
  isbn      = {978-1-4503-6804-9},
  doi       = {10.1145/3330430.3333619},
  pages     = {10},
  year      = {2019},
  abstract  = {The ability to work in teams is an important skill in today's work environments. In MOOCs, however, team work, team tasks, and graded team-based assignments play only a marginal role. To close this gap, we have been exploring ways to integrate graded team-based assignments in MOOCs. Some goals of our work are to determine simple criteria to match teams in a volatile environment and to enable a frictionless online collaboration for the participants within our MOOC platform. The high dropout rates in MOOCs pose particular challenges for team work in this context. By now, we have conducted 15 MOOCs containing graded team-based assignments in a variety of topics. The paper at hand presents a study that aims to establish a solid understanding of the participants in the team tasks. Furthermore, we attempt to determine which team compositions are particularly successful. Finally, we examine how several modifications to our platform's collaborative toolset have affected the dropout rates and performance of the teams.},
  language  = {en}
}
@misc{StaubitzTeusnerMeinel2019,
  author    = {Staubitz, Thomas and Teusner, Ralf and Meinel, Christoph},
  title     = {MOOCs in Secondary Education},
  series = {2019 IEEE Global Engineering Education Conference (EDUCON)},
  journal   = {2019 IEEE Global Engineering Education Conference (EDUCON)},
  publisher = {IEEE},
  address   = {New York},
  isbn      = {978-1-5386-9506-7},
  issn      = {2165-9567},
  doi       = {10.1109/EDUCON.2019.8725138},
  pages     = {173 -- 182},
  year      = {2019},
  abstract  = {Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online Course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops.},
  language  = {en}
}