@article{GenskeJahnke2022, author = {Genske, Ulrich and Jahnke, Paul}, title = {Human observer net}, series = {Radiology}, volume = {303}, journal = {Radiology}, number = {3}, publisher = {Radiologgical soc North America (RSNA)}, address = {Oak brook}, issn = {0033-8419}, doi = {10.1148/radiol.211832}, pages = {524 -- 530}, year = {2022}, abstract = {Background: Current software applications for human observer studies of images lack flexibility in study design, platform independence, multicenter use, and assessment methods and are not open source, limiting accessibility and expandability. Purpose: To develop a user-friendly software platform that enables efficient human observer studies in medical imaging with flexibility of study design. Materials and Methods: Software for human observer imaging studies was designed as an open-source web application to facilitate access, platform-independent usability, and multicenter studies. Different interfaces for study creation, participation, and management of results were implemented. The software was evaluated in human observer experiments between May 2019 and March 2021, in which duration of observer responses was tracked. Fourteen radiologists evaluated and graded software usability using the 100-point system usability scale. The application was tested in Chrome, Firefox, Safari, and Edge browsers. Results: Software function was designed to allow visual grading analysis (VGA), multiple-alternative forced-choice (m-AFC), receiver operating characteristic (ROC), localization ROC, free-response ROC, and customized designs. The mean duration of reader responses per image or per image set was 6.2 seconds 6 4.8 (standard deviation), 5.8 seconds 6 4.7, 8.7 seconds 6 5.7, and 6.0 seconds 6 4.5 in four-AFC with 160 image quartets per reader, four-AFC with 640 image quartets per reader, localization ROC, and experimental studies, respectively. The mean system usability scale score was 83 6 11 (out of 100). The documented code and a demonstration of the application are available online (https://github.com/genskeu/HON, https://hondemo.pythonanywhere.com/). Conclusion: A user-friendly and efficient open-source application was developed for human reader experiments that enables study design versatility, as well as platform-independent and multicenter usability.}, language = {en} } @article{PuriVardeMelo2023, author = {Puri, Manish and Varde, Aparna S. and Melo, Gerard de}, title = {Commonsense based text mining on urban policy}, series = {Language resources and evaluation}, volume = {57}, journal = {Language resources and evaluation}, publisher = {Springer}, address = {Dordrecht [u.a.]}, issn = {1574-020X}, doi = {10.1007/s10579-022-09584-6}, pages = {733 -- 763}, year = {2023}, abstract = {Local laws on urban policy, i.e., ordinances directly affect our daily life in various ways (health, business etc.), yet in practice, for many citizens they remain impervious and complex. This article focuses on an approach to make urban policy more accessible and comprehensible to the general public and to government officials, while also addressing pertinent social media postings. Due to the intricacies of the natural language, ranging from complex legalese in ordinances to informal lingo in tweets, it is practical to harness human judgment here. To this end, we mine ordinances and tweets via reasoning based on commonsense knowledge so as to better account for pragmatics and semantics in the text. Ours is pioneering work in ordinance mining, and thus there is no prior labeled training data available for learning. This gap is filled by commonsense knowledge, a prudent choice in situations involving a lack of adequate training data. The ordinance mining can be beneficial to the public in fathoming policies and to officials in assessing policy effectiveness based on public reactions. This work contributes to smart governance, leveraging transparency in governing processes via public involvement. We focus significantly on ordinances contributing to smart cities, hence an important goal is to assess how well an urban region heads towards a smart city as per its policies mapping with smart city characteristics, and the corresponding public satisfaction.}, language = {en} } @article{BonnetDongNaumannetal.2021, author = {Bonnet, Philippe and Dong, Xin Luna and Naumann, Felix and T{\"o}z{\"u}n, P{\i}nar}, title = {VLDB 2021}, series = {SIGMOD record}, volume = {50}, journal = {SIGMOD record}, number = {4}, publisher = {Association for Computing Machinery}, address = {New York}, issn = {0163-5808}, pages = {50 -- 53}, year = {2021}, abstract = {The 47th International Conference on Very Large Databases (VLDB'21) was held on August 16-20, 2021 as a hybrid conference. It attracted 180 in-person attendees in Copenhagen and 840 remote attendees. In this paper, we describe our key decisions as general chairs and program committee chairs and share the lessons we learned.}, language = {en} } @article{HagedornSerthMeinel2023, author = {Hagedorn, Christiane and Serth, Sebastian and Meinel, Christoph}, title = {The mysterious adventures of Detective Duke}, series = {Frontiers in education}, volume = {7}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2022.1016401}, pages = {22}, year = {2023}, abstract = {About 15 years ago, the first Massive Open Online Courses (MOOCs) appeared and revolutionized online education with more interactive and engaging course designs. Yet, keeping learners motivated and ensuring high satisfaction is one of the challenges today's course designers face. Therefore, many MOOC providers employed gamification elements that only boost extrinsic motivation briefly and are limited to platform support. In this article, we introduce and evaluate a gameful learning design we used in several iterations on computer science education courses. For each of the courses on the fundamentals of the Java programming language, we developed a self-contained, continuous story that accompanies learners through their learning journey and helps visualize key concepts. Furthermore, we share our approach to creating the surrounding story in our MOOCs and provide a guideline for educators to develop their own stories. Our data and the long-term evaluation spanning over four Java courses between 2017 and 2021 indicates the openness of learners toward storified programming courses in general and highlights those elements that had the highest impact. While only a few learners did not like the story at all, most learners consumed the additional story elements we provided. However, learners' interest in influencing the story through majority voting was negligible and did not show a considerable positive impact, so we continued with a fixed story instead. We did not find evidence that learners just participated in the narrative because they worked on all materials. Instead, for 10-16\% of learners, the story was their main course motivation. We also investigated differences in the presentation format and concluded that several longer audio-book style videos were most preferred by learners in comparison to animated videos or different textual formats. Surprisingly, the availability of a coherent story embedding examples and providing a context for the practical programming exercises also led to a slightly higher ranking in the perceived quality of the learning material (by 4\%). With our research in the context of storified MOOCs, we advance gameful learning designs, foster learner engagement and satisfaction in online courses, and help educators ease knowledge transfer for their learners.}, language = {en} } @article{BlaesiusFriedrichLischeidetal.2022, author = {Bl{\"a}sius, Thomas and Friedrich, Tobias and Lischeid, Julius and Meeks, Kitty and Schirneck, Friedrich Martin}, title = {Efficiently enumerating hitting sets of hypergraphs arising in data profiling}, series = {Journal of computer and system sciences : JCSS}, volume = {124}, journal = {Journal of computer and system sciences : JCSS}, publisher = {Elsevier}, address = {San Diego}, issn = {0022-0000}, doi = {10.1016/j.jcss.2021.10.002}, pages = {192 -- 213}, year = {2022}, abstract = {The transversal hypergraph problem asks to enumerate the minimal hitting sets of a hypergraph. If the solutions have bounded size, Eiter and Gottlob [SICOMP'95] gave an algorithm running in output-polynomial time, but whose space requirement also scales with the output. We improve this to polynomial delay and space. Central to our approach is the extension problem, deciding for a set X of vertices whether it is contained in any minimal hitting set. We show that this is one of the first natural problems to be W[3]-complete. We give an algorithm for the extension problem running in time O(m(vertical bar X vertical bar+1) n) and prove a SETH-lower bound showing that this is close to optimal. We apply our enumeration method to the discovery problem of minimal unique column combinations from data profiling. Our empirical evaluation suggests that the algorithm outperforms its worst-case guarantees on hypergraphs stemming from real-world databases.}, language = {en} } @article{SchlosserChenavazDimitrov2021, author = {Schlosser, Rainer and Chenavaz, R{\´e}gis Y. and Dimitrov, Stanko}, title = {Circular economy}, series = {International journal of production economics}, volume = {236}, journal = {International journal of production economics}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0925-5273}, doi = {10.1016/j.ijpe.2021.108117}, pages = {13}, year = {2021}, abstract = {In a circular economy, the use of recycled resources in production is a key performance indicator for management. Yet, academic studies are still unable to inform managers on appropriate recycling and pricing policies. We develop an optimal control model integrating a firm's recycling rate, which can use both virgin and recycled resources in the production process. Our model accounts for recycling influence both at the supply- and demandsides. The positive effect of a firm's use of recycled resources diminishes over time but may increase through investments. Using general formulations for demand and cost, we analytically examine joint dynamic pricing and recycling investment policies in order to determine their optimal interplay over time. We provide numerical experiments to assess the existence of a steady-state and to calculate sensitivity analyses with respect to various model parameters. The analysis shows how to dynamically adapt jointly optimized controls to reach sustainability in the production process. Our results pave the way to sounder sustainable practices for firms operating within a circular economy.}, language = {en} } @article{ThienenWeinsteinMeinel2023, author = {Thienen, Julia von and Weinstein, Theresa Julia and Meinel, Christoph}, title = {Creative metacognition in design thinking}, series = {Frontiers in psychology}, volume = {14}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2023.1157001}, pages = {20}, year = {2023}, abstract = {Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition.}, language = {en} } @article{BelaidRabusKrestel2021, author = {Belaid, Mohamed Karim and Rabus, Maximilian and Krestel, Ralf}, title = {CrashNet}, series = {Data mining and knowledge discovery}, volume = {35}, journal = {Data mining and knowledge discovery}, number = {4}, publisher = {Springer}, address = {Dordrecht}, issn = {1384-5810}, doi = {10.1007/s10618-021-00761-9}, pages = {1688 -- 1709}, year = {2021}, abstract = {Destructive car crash tests are an elaborate, time-consuming, and expensive necessity of the automotive development process. Today, finite element method (FEM) simulations are used to reduce costs by simulating car crashes computationally. We propose CrashNet, an encoder-decoder deep neural network architecture that reduces costs further and models specific outcomes of car crashes very accurately. We achieve this by formulating car crash events as time series prediction enriched with a set of scalar features. Traditional sequence-to-sequence models are usually composed of convolutional neural network (CNN) and CNN transpose layers. We propose to concatenate those with an MLP capable of learning how to inject the given scalars into the output time series. In addition, we replace the CNN transpose with 2D CNN transpose layers in order to force the model to process the hidden state of the set of scalars as one time series. The proposed CrashNet model can be trained efficiently and is able to process scalars and time series as input in order to infer the results of crash tests. CrashNet produces results faster and at a lower cost compared to destructive tests and FEM simulations. Moreover, it represents a novel approach in the car safety management domain.}, language = {en} } @article{HiortSchlaffnerSteenetal.2022, author = {Hiort, Pauline and Schlaffner, Christoph N. and Steen, Judith A. and Renard, Bernhard Y. and Steen, Hanno}, title = {multiFLEX-LF: a computational approach to quantify the modification stoichiometries in label-free proteomics data sets}, series = {Journal of proteome research}, volume = {21}, journal = {Journal of proteome research}, number = {4}, publisher = {American Chemical Society}, address = {Washington}, issn = {1535-3893}, doi = {10.1021/acs.jproteome.1c00669}, pages = {899 -- 909}, year = {2022}, abstract = {In liquid-chromatography-tandem-mass-spectrometry-based proteomics, information about the presence and stoichiometry ofprotein modifications is not readily available. To overcome this problem,we developed multiFLEX-LF, a computational tool that builds uponFLEXIQuant, which detects modified peptide precursors and quantifiestheir modification extent by monitoring the differences between observedand expected intensities of the unmodified precursors. multiFLEX-LFrelies on robust linear regression to calculate the modification extent of agiven precursor relative to a within-study reference. multiFLEX-LF cananalyze entire label-free discovery proteomics data sets in a precursor-centric manner without preselecting a protein of interest. To analyzemodification dynamics and coregulated modifications, we hierarchicallyclustered the precursors of all proteins based on their computed relativemodification scores. We applied multiFLEX-LF to a data-independent-acquisition-based data set acquired using the anaphase-promoting complex/cyclosome (APC/C) isolated at various time pointsduring mitosis. The clustering of the precursors allows for identifying varying modification dynamics and ordering the modificationevents. Overall, multiFLEX-LF enables the fast identification of potentially differentially modified peptide precursors and thequantification of their differential modification extent in large data sets using a personal computer. Additionally, multiFLEX-LF candrive the large-scale investigation of the modification dynamics of peptide precursors in time-series and case-control studies.multiFLEX-LF is available athttps://gitlab.com/SteenOmicsLab/multiflex-lf.}, language = {en} } @article{WittigMirandaHoelzeretal.2022, author = {Wittig, Alice and Miranda, Fabio Malcher and H{\"o}lzer, Martin and Altenburg, Tom and Bartoszewicz, Jakub Maciej and Beyvers, Sebastian and Dieckmann, Marius Alfred and Genske, Ulrich and Giese, Sven Hans-Joachim and Nowicka, Melania and Richard, Hugues and Schiebenhoefer, Henning and Schmachtenberg, Anna-Juliane and Sieben, Paul and Tang, Ming and Tembrockhaus, Julius and Renard, Bernhard Y. and Fuchs, Stephan}, title = {CovRadar}, series = {Bioinformatics}, volume = {38}, journal = {Bioinformatics}, number = {17}, publisher = {Oxford Univ. Press}, address = {Oxford}, issn = {1367-4803}, doi = {10.1093/bioinformatics/btac411}, pages = {4223 -- 4225}, year = {2022}, abstract = {The ongoing pandemic caused by SARS-CoV-2 emphasizes the importance of genomic surveillance to understand the evolution of the virus, to monitor the viral population, and plan epidemiological responses. Detailed analysis, easy visualization and intuitive filtering of the latest viral sequences are powerful for this purpose. We present CovRadar, a tool for genomic surveillance of the SARS-CoV-2 Spike protein. CovRadar consists of an analytical pipeline and a web application that enable the analysis and visualization of hundreds of thousand sequences. First, CovRadar extracts the regions of interest using local alignment, then builds a multiple sequence alignment, infers variants and consensus and finally presents the results in an interactive app, making accessing and reporting simple, flexible and fast.}, language = {en} } @article{OmolaoyeOmolaoyeKandasamyetal.2022, author = {Omolaoye, Temidayo S. and Omolaoye, Victor Adelakun and Kandasamy, Richard K. and Hachim, Mahmood Yaseen and Du Plessis, Stefan S.}, title = {Omics and male infertility}, series = {Life : open access journal}, volume = {12}, journal = {Life : open access journal}, number = {2}, publisher = {MDPI}, address = {Basel}, issn = {2075-1729}, doi = {10.3390/life12020280}, pages = {21}, year = {2022}, abstract = {Male infertility is a multifaceted disorder affecting approximately 50\% of male partners in infertile couples. Over the years, male infertility has been diagnosed mainly through semen analysis, hormone evaluations, medical records and physical examinations, which of course are fundamental, but yet inefficient, because 30\% of male infertility cases remain idiopathic. This dilemmatic status of the unknown needs to be addressed with more sophisticated and result-driven technologies and/or techniques. Genetic alterations have been linked with male infertility, thereby unveiling the practicality of investigating this disorder from the "omics" perspective. Omics aims at analyzing the structure and functions of a whole constituent of a given biological function at different levels, including the molecular gene level (genomics), transcript level (transcriptomics), protein level (proteomics) and metabolites level (metabolomics). In the current study, an overview of the four branches of omics and their roles in male infertility are briefly discussed; the potential usefulness of assessing transcriptomic data to understand this pathology is also elucidated. After assessing the publicly obtainable transcriptomic data for datasets on male infertility, a total of 1385 datasets were retrieved, of which 10 datasets met the inclusion criteria and were used for further analysis. These datasets were classified into groups according to the disease or cause of male infertility. The groups include non-obstructive azoospermia (NOA), obstructive azoospermia (OA), non-obstructive and obstructive azoospermia (NOA and OA), spermatogenic dysfunction, sperm dysfunction, and Y chromosome microdeletion. Findings revealed that 8 genes (LDHC, PDHA2, TNP1, TNP2, ODF1, ODF2, SPINK2, PCDHB3) were commonly differentially expressed between all disease groups. Likewise, 56 genes were common between NOA versus NOA and OA (ADAD1, BANF2, BCL2L14, C12orf50, C20orf173, C22orf23, C6orf99, C9orf131, C9orf24, CABS1, CAPZA3, CCDC187, CCDC54, CDKN3, CEP170, CFAP206, CRISP2, CT83, CXorf65, FAM209A, FAM71F1, FAM81B, GALNTL5, GTSF1, H1FNT, HEMGN, HMGB4, KIF2B, LDHC, LOC441601, LYZL2, ODF1, ODF2, PCDHB3, PDHA2, PGK2, PIH1D2, PLCZ1, PROCA1, RIMBP3, ROPN1L, SHCBP1L, SMCP, SPATA16, SPATA19, SPINK2, TEX33, TKTL2, TMCO2, TMCO5A, TNP1, TNP2, TSPAN16, TSSK1B, TTLL2, UBQLN3). These genes, particularly the above-mentioned 8 genes, are involved in diverse biological processes such as germ cell development, spermatid development, spermatid differentiation, regulation of proteolysis, spermatogenesis and metabolic processes. Owing to the stage-specific expression of these genes, any mal-expression can ultimately lead to male infertility. Therefore, currently available data on all branches of omics relating to male fertility can be used to identify biomarkers for diagnosing male infertility, which can potentially help in unravelling some idiopathic cases.}, language = {en} } @article{GamageStaubitzWhiting2021, author = {Gamage, Dilrukshi and Staubitz, Thomas and Whiting, Mark}, title = {Peer assessment in MOOCs}, series = {Distance education}, volume = {42}, journal = {Distance education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0158-7919}, doi = {10.1080/01587919.2021.1911626}, pages = {268 -- 289}, year = {2021}, abstract = {We report on a systematic review of the landscape of peer assessment in massive open online courses (MOOCs) with papers from 2014 to 2020 in 20 leading education technology publication venues across four databases containing education technology-related papers, addressing three research issues: the evolution of peer assessment in MOOCs during the period 2014 to 2020, the methods used in MOOCs to assess peers, and the challenges of and future directions in MOOC peer assessment. We provide summary statistics and a review of methods across the corpus and highlight three directions for improving the use of peer assessment in MOOCs: the need for focusing on scaling learning through peer evaluations, the need for scaling and optimizing team submissions in team peer assessments, and the need for embedding a social process for peer assessment.}, language = {en} } @article{ChandranIssacLaurietal.2022, author = {Chandran, Sunil L. and Issac, Davis and Lauri, Juho and van Leeuwen, Erik Jan}, title = {Upper bounding rainbow connection number by forest number}, series = {Discrete mathematics}, volume = {345}, journal = {Discrete mathematics}, number = {7}, publisher = {Elsevier}, address = {Amsterdam [u.a.]}, issn = {0012-365X}, doi = {10.1016/j.disc.2022.112829}, pages = {22}, year = {2022}, abstract = {A path in an edge-colored graph is rainbow if no two edges of it are colored the same, and the graph is rainbow-connected if there is a rainbow path between each pair of its vertices. The minimum number of colors needed to rainbow-connect a graph G is the rainbow connection number of G, denoted by rc(G).\& nbsp;A simple way to rainbow-connect a graph G is to color the edges of a spanning tree with distinct colors and then re-use any of these colors to color the remaining edges of G. This proves that rc(G) <= |V (G)|-1. We ask whether there is a stronger connection between tree-like structures and rainbow coloring than that is implied by the above trivial argument. For instance, is it possible to find an upper bound of t(G)-1 for rc(G), where t(G) is the number of vertices in the largest induced tree of G? The answer turns out to be negative, as there are counter-examples that show that even c .t(G) is not an upper bound for rc(G) for any given constant c.\& nbsp;In this work we show that if we consider the forest number f(G), the number of vertices in a maximum induced forest of G, instead of t(G), then surprisingly we do get an upper bound. More specifically, we prove that rc(G) <= f(G) + 2. Our result indicates a stronger connection between rainbow connection and tree-like structures than that was suggested by the simple spanning tree based upper bound.}, language = {en} } @article{HoelzleBjoerkBoer2021, author = {H{\"o}lzle, Katharina and Bj{\"o}rk, Jennie and Boer, Harry}, title = {Light at the end of the tunnel}, series = {Creativity and innovation management}, volume = {30}, journal = {Creativity and innovation management}, number = {1}, publisher = {Wiley-Blackwell}, address = {Oxford [u.a.]}, issn = {0963-1690}, doi = {10.1111/caim.12427}, pages = {3 -- 5}, year = {2021}, language = {en} } @article{NavarroOrejasPinoetal.2021, author = {Navarro, Marisa and Orejas, Fernando and Pino, Elvira and Lambers, Leen}, title = {A navigational logic for reasoning about graph properties}, series = {Journal of logical and algebraic methods in programming}, volume = {118}, journal = {Journal of logical and algebraic methods in programming}, publisher = {Elsevier Science}, address = {Amsterdam [u.a.]}, issn = {2352-2208}, doi = {10.1016/j.jlamp.2020.100616}, pages = {33}, year = {2021}, abstract = {Graphs play an important role in many areas of Computer Science. In particular, our work is motivated by model-driven software development and by graph databases. For this reason, it is very important to have the means to express and to reason about the properties that a given graph may satisfy. With this aim, in this paper we present a visual logic that allows us to describe graph properties, including navigational properties, i.e., properties about the paths in a graph. The logic is equipped with a deductive tableau method that we have proved to be sound and complete.}, language = {en} } @article{dePaulaMarxWolfetal.2022, author = {de Paula, Danielly and Marx, Carolin and Wolf, Ella and Dremel, Christian and Cormican, Kathryn and Uebernickel, Falk}, title = {A managerial mental model to drive innovation in the context of digital transformation}, series = {Industry and innovation}, journal = {Industry and innovation}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1366-2716}, doi = {10.1080/13662716.2022.2072711}, pages = {24}, year = {2022}, abstract = {Industry 4.0 is transforming how businesses innovate and, as a result, companies are spearheading the movement towards 'Digital Transformation'. While some scholars advocate the use of design thinking to identify new innovative behaviours, cognition experts emphasise the importance of top managers in supporting employees to develop these behaviours. However, there is a dearth of research in this domain and companies are struggling to implement the required behaviours. To address this gap, this study aims to identify and prioritise behavioural strategies conducive to design thinking to inform the creation of a managerial mental model. We identify 20 behavioural strategies from 45 interviewees with practitioners and educators and combine them with the concepts of 'paradigm-mindset-mental model' from cognition theory. The paper contributes to the body of knowledge by identifying and prioritising specific behavioural strategies to form a novel set of survival conditions aligned to the new industrial paradigm of Industry 4.0.}, language = {en} } @article{IhdePufahlVoelkeretal.2022, author = {Ihde, Sven and Pufahl, Luise and V{\"o}lker, Maximilian and Goel, Asvin and Weske, Mathias}, title = {A framework for modeling and executing task}, series = {Computing : archives for informatics and numerical computation}, volume = {104}, journal = {Computing : archives for informatics and numerical computation}, publisher = {Springer}, address = {Wien}, issn = {0010-485X}, doi = {10.1007/s00607-022-01093-2}, pages = {2405 -- 2429}, year = {2022}, abstract = {As resources are valuable assets, organizations have to decide which resources to allocate to business process tasks in a way that the process is executed not only effectively but also efficiently. Traditional role-based resource allocation leads to effective process executions, since each task is performed by a resource that has the required skills and competencies to do so. However, the resulting allocations are typically not as efficient as they could be, since optimization techniques have yet to find their way in traditional business process management scenarios. On the other hand, operations research provides a rich set of analytical methods for supporting problem-specific decisions on resource allocation. This paper provides a novel framework for creating transparency on existing tasks and resources, supporting individualized allocations for each activity in a process, and the possibility to integrate problem-specific analytical methods of the operations research domain. To validate the framework, the paper reports on the design and prototypical implementation of a software architecture, which extends a traditional process engine with a dedicated resource management component. This component allows us to define specific resource allocation problems at design time, and it also facilitates optimized resource allocation at run time. The framework is evaluated using a real-world parcel delivery process. The evaluation shows that the quality of the allocation results increase significantly with a technique from operations research in contrast to the traditional applied rule-based approach.}, language = {en} } @article{CombiOliboniWeskeetal.2021, author = {Combi, Carlo and Oliboni, Barbara and Weske, Mathias and Zerbato, Francesca}, title = {Seamless conceptual modeling of processes with transactional and analytical data}, series = {Data \& knowledge engineering}, volume = {134}, journal = {Data \& knowledge engineering}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0169-023X}, doi = {10.1016/j.datak.2021.101895}, pages = {14}, year = {2021}, abstract = {In the field of Business Process Management (BPM), modeling business processes and related data is a critical issue since process activities need to manage data stored in databases. The connection between processes and data is usually handled at the implementation level, even if modeling both processes and data at the conceptual level should help designers in improving business process models and identifying requirements for implementation. Especially in data -and decision-intensive contexts, business process activities need to access data stored both in databases and data warehouses. In this paper, we complete our approach for defining a novel conceptual view that bridges process activities and data. The proposed approach allows the designer to model the connection between business processes and database models and define the operations to perform, providing interesting insights on the overall connected perspective and hints for identifying activities that are crucial for decision support.}, language = {en} } @article{RuetherSebodeLohseetal.2021, author = {R{\"u}ther, Ferenc Darius and Sebode, Marcial and Lohse, Ansgar W. and Wernicke, Sarah and B{\"o}ttinger, Erwin and Casar, Christian and Braun, Felix and Schramm, Christoph}, title = {Mobile app requirements for patients with rare liver diseases}, series = {Clinics and research in hepatology and gastroenterology}, volume = {45}, journal = {Clinics and research in hepatology and gastroenterology}, number = {6}, publisher = {Elsevier Masson}, address = {Amsterdam}, issn = {2210-7401}, doi = {10.1016/j.clinre.2021.101760}, pages = {10}, year = {2021}, abstract = {Background: More patient data are needed to improve research on rare liver diseases. Mobile health apps enable an exhaustive data collection. Therefore, the European Reference Network on Hepatological diseases (ERN RARE-LIVER) intends to implement an app for patients with rare liver diseases communicating with a patient registry, but little is known about which features patients and their healthcare providers regard as being useful. Aims: This study aimed to investigate how an app for rare liver diseases would be accepted, and to find out which features are considered useful. Methods: An anonymous survey was conducted on adult patients with rare liver diseases at a single academic, tertiary care outpatient-service. Additionally, medical experts of the ERN working group on autoimmune hepatitis were invited to participate in an online survey. Results: In total, the responses from 100 patients with autoimmune (n = 90) or other rare (n = 10) liver diseases and 32 experts were analyzed. Patients were convinced to use a disease specific app (80\%) and expected some benefit to their health (78\%) but responses differed signifi-cantly between younger and older patients (93\% vs. 62\%, p < 0.001; 88\% vs. 64\%, p < 0.01). Comparing patients' and experts' feedback, patients more often expected a simplified healthcare pathway (e.g. 89\% vs. 59\% (p < 0.001) wanted access to one's own medical records), while healthcare providers saw the benefit mainly in improving compliance and treatment outcome (e.g. 93\% vs. 31\% (p < 0.001) and 70\% vs. 21\% (p < 0.001) expected the app to reduce mistakes in taking medication and improve quality of life, respectively).}, language = {en} } @article{KoornLuLeopoldetal.2022, author = {Koorn, Jelmer Jan and Lu, Xixi and Leopold, Henrik and Reijers, Hajo A.}, title = {From action to response to effect}, series = {Information systems : IS ; an international journal ; data bases}, volume = {109}, journal = {Information systems : IS ; an international journal ; data bases}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0306-4379}, doi = {10.1016/j.is.2022.102035}, pages = {14}, year = {2022}, abstract = {Process mining techniques are valuable to gain insights into and help improve (work) processes. Many of these techniques focus on the sequential order in which activities are performed. Few of these techniques consider the statistical relations within processes. In particular, existing techniques do not allow insights into how responses to an event (action) result in desired or undesired outcomes (effects). We propose and formalize the ARE miner, a novel technique that allows us to analyze and understand these action-response-effect patterns. We take a statistical approach to uncover potential dependency relations in these patterns. The goal of this research is to generate processes that are: (1) appropriately represented, and (2) effectively filtered to show meaningful relations. We evaluate the ARE miner in two ways. First, we use an artificial data set to demonstrate the effectiveness of the ARE miner compared to two traditional process-oriented approaches. Second, we apply the ARE miner to a real-world data set from a Dutch healthcare institution. We show that the ARE miner generates comprehensible representations that lead to informative insights into statistical relations between actions, responses, and effects.}, language = {en} } @article{FreitasdaCruzPfahringerMartensenetal.2021, author = {Freitas da Cruz, Harry and Pfahringer, Boris and Martensen, Tom and Schneider, Frederic and Meyer, Alexander and B{\"o}ttinger, Erwin and Schapranow, Matthieu-Patrick}, title = {Using interpretability approaches to update "black-box" clinical prediction models}, series = {Artificial intelligence in medicine : AIM}, volume = {111}, journal = {Artificial intelligence in medicine : AIM}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0933-3657}, doi = {10.1016/j.artmed.2020.101982}, pages = {13}, year = {2021}, abstract = {Despite advances in machine learning-based clinical prediction models, only few of such models are actually deployed in clinical contexts. Among other reasons, this is due to a lack of validation studies. In this paper, we present and discuss the validation results of a machine learning model for the prediction of acute kidney injury in cardiac surgery patients initially developed on the MIMIC-III dataset when applied to an external cohort of an American research hospital. To help account for the performance differences observed, we utilized interpretability methods based on feature importance, which allowed experts to scrutinize model behavior both at the global and local level, making it possible to gain further insights into why it did not behave as expected on the validation cohort. The knowledge gleaned upon derivation can be potentially useful to assist model update during validation for more generalizable and simpler models. We argue that interpretability methods should be considered by practitioners as a further tool to help explain performance differences and inform model update in validation studies.}, language = {en} } @article{AaRebmannLeopold2021, author = {Aa, Han van der and Rebmann, Adrian and Leopold, Henrik}, title = {Natural language-based detection of semantic execution anomalies in event logs}, series = {Information systems : IS ; an international journal ; data bases}, volume = {102}, journal = {Information systems : IS ; an international journal ; data bases}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0306-4379}, doi = {10.1016/j.is.2021.101824}, pages = {13}, year = {2021}, abstract = {Anomaly detection in process mining aims to recognize outlying or unexpected behavior in event logs for purposes such as the removal of noise and identification of conformance violations. Existing techniques for this task are primarily frequency-based, arguing that behavior is anomalous because it is uncommon. However, such techniques ignore the semantics of recorded events and, therefore, do not take the meaning of potential anomalies into consideration. In this work, we overcome this caveat and focus on the detection of anomalies from a semantic perspective, arguing that anomalies can be recognized when process behavior does not make sense. To achieve this, we propose an approach that exploits the natural language associated with events. Our key idea is to detect anomalous process behavior by identifying semantically inconsistent execution patterns. To detect such patterns, we first automatically extract business objects and actions from the textual labels of events. We then compare these against a process-independent knowledge base. By populating this knowledge base with patterns from various kinds of resources, our approach can be used in a range of contexts and domains. We demonstrate the capability of our approach to successfully detect semantic execution anomalies through an evaluation based on a set of real-world and synthetic event logs and show the complementary nature of semantics-based anomaly detection to existing frequency-based techniques.}, 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{ThomasStaubitzMeinel2023, author = {Thomas, Max and Staubitz, Thomas and Meinel, Christoph}, title = {Preparing MOOChub metadata for the future of online learning}, 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-62483}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624830}, pages = {329 -- 338}, year = {2023}, abstract = {With the growing number of online learning resources, it becomes increasingly difficult and overwhelming to keep track of the latest developments and to find orientation in the plethora of offers. AI-driven services to recommend standalone learning resources or even complete learning paths are discussed as a possible solution for this challenge. To function properly, such services require a well-defined set of metadata provided by the learning resource. During the last few years, the so-called MOOChub metadata format has been established as a de-facto standard by a group of MOOC providers in German-speaking countries. This format, which is based on schema.org, already delivers a quite comprehensive set of metadata. So far, this set has been sufficient to list, display, sort, filter, and search for courses on several MOOC and open educational resources (OER) aggregators. AI recommendation services and further automated integration, beyond a plain listing, have special requirements, however. To optimize the format for proper support of such systems, several extensions and modifications have to be applied. We herein report on a set of suggested changes to prepare the format for this task.}, language = {en} } @article{ShlakaOuahibBerrada2023, author = {Shlaka, Souhad and Ouahib, Sara and Berrada, Khalid}, title = {A retrospective feedback of MOOCS in Morocco}, 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-62482}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624826}, pages = {317 -- 327}, year = {2023}, abstract = {The integration of MOOCs into the Moroccan Higher Education (MHE) took place in 2013 by developing different partnerships and projects at national and international levels. As elsewhere, the Covid-19 crisis has played an important role in accelerating distance education in MHE. However, based on our experience as both university professors and specialists in educational engineering, the effective execution of the digital transition has not yet been implemented. Thus, in this article, we present a retrospective feedback of MOOCs in Morocco, focusing on the policies taken by the government to better support the digital transition in general and MOOCs in particular. We are therefore seeking to establish an optimal scenario for the promotion of MOOCs, which emphasizes the policies to be considered, and which recalls the importance of conducting a delicate articulation taking into account four levels, namely environmental, institutional, organizational and individual. We conclude with recommendations that are inspired by the Moroccan academic contex that focus on the major role that MOOCs plays for university students and on maintaining lifelong learning.}, language = {en} } @article{WasilewskiKhaneboubiBruillard2023, author = {Wasilewski, Julie and Khaneboubi, Mehdi and Bruillard, {\´E}ric}, title = {How to detect At-Risk learners in professional finance MOOCs}, 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-62481}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624818}, pages = {305 -- 316}, year = {2023}, abstract = {"Financial Analysis" is an online course designed for professionals consisting of three MOOCs, offering a professionally and institutionally recognized certificate in finance. The course is open but not free of charge and attracts mostly professionals from the banking industry. The primary objective of this study is to identify indicators that can predict learners at high risk of failure. To achieve this, we analyzed data from a previous course that had 875 enrolled learners and involve in the course during Fall 2021. We utilized correspondence analysis to examine demographic and behavioral variables. The initial results indicate that demographic factors have a minor impact on the risk of failure in comparison to learners' behaviors on the course platform. Two primary profiles were identified: (1) successful learners who utilized all the documents offered and spent between one to two hours per week, and (2) unsuccessful learners who used less than half of the proposed documents and spent less than one hour per week. Between these groups, at-risk students were identified as those who used more than half of the proposed documents and spent more than two hours per week. The goal is to identify those in group 1 who may be at risk of failing and those in group 2 who may succeed in the current MOOC, and to implement strategies to assist all learners in achieving success.}, language = {en} } @article{KennedyLaurillardZeitoun2023, author = {Kennedy, Eileen and Laurillard, Diana and Zeitoun, Samar}, title = {The Comooc model for global professional collaboration on sustainability}, 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-62480}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624803}, pages = {291 -- 303}, year = {2023}, abstract = {This paper presents a new design for MOOCs for professional development of skills needed to meet the UN Sustainable Development Goals - the CoMOOC or Co-designed Massive Open Online Collaboration. The CoMOOC model is based on co-design with multiple stakeholders including end-users within the professional communities the CoMOOC aims to reach. This paper shows how the CoMOOC model could help the tertiary sector deliver on the UN Sustainable Development Goals (UNSDGs) - including but not limited to SDG 4 Education - by providing a more effective vehicle for professional development at a scale that the UNSDGs require. Interviews with professionals using MOOCs, and design-based research with professionals have informed the development of the Co-MOOC model. This research shows that open, online, collaborative learning experiences are highly effective for building professional community knowledge. Moreover, this research shows that the collaborative learning design at the heart of the CoMOOC model is feasible cross-platform Research with teachers working in crisis contexts in Lebanon, many of whom were refugees, will be presented to show how this form of large scale, co-designed, online learning can support professionals, even in the most challenging contexts, such as mass displacement, where expertise is urgently required.}, language = {en} } @article{UtunenAttias2023, author = {Utunen, Heini and Attias, Melissa}, title = {xMOOCs}, 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-62478}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624788}, pages = {279 -- 289}, year = {2023}, abstract = {The World Health Organization designed OpenWHO.org to provide an inclusive and accessible online environment to equip learners across the globe with critical up-to-date information and to be able to effectively protect themselves in health emergencies. The platform thus focuses on the eXtended Massive Open Online Course (xMOOC) modality - contentfocused and expert-driven, one-to-many modelled, and self-paced for scalable learning. In this paper, we describe how OpenWHO utilized xMOOCs to reach mass audiences during the COVID-19 pandemic; the paper specifically examines the accessibility, language inclusivity and adaptability of hosted xMOOCs. As of February 2023, OpenWHO had 7.5 million enrolments across 200 xMOOCs on health emergency, epidemic, pandemic and other public health topics available across 65 languages, including 46 courses targeted for the COVID-19 pandemic. Our results suggest that the xMOOC modality allowed OpenWHO to expand learning during the pandemic to previously underrepresented groups, including women, participants ages 70 and older, and learners younger than age 20. The OpenWHO use case shows that xMOOCs should be considered when there is a need for massive knowledge transfer in health emergency situations, yet the approach should be context-specific according to the type of health emergency, targeted population and region. Our evidence also supports previous calls to put intervention elements that contribute to removing barriers to access at the core of learning and health information dissemination. Equity must be the fundamental principle and organizing criteria for public health work.}, language = {en} } @article{MouraSantosCortiFelipeCoimbraCosta2023, author = {Moura Santos, Ana and Corti, Paola and Felipe Coimbra Costa, Luis}, title = {How to reuse inclusive stem Moocs in blended settings to engage young girls to scientific careers}, 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-62475}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624756}, pages = {271 -- 278}, year = {2023}, abstract = {The FOSTWOM project (2019-2022), an ERASMUS+ funding, gave METID (Politecnico di Milano) and the MOOC T{\´e}cnico (Instituto Superior T{\´e}cnico, University of Lisbon), together with other partners, the opportunity to support the design and creation of gender-inclusive MOOCs. Among other project outputs, we designed a toolkit and a framework that enabled the production of two MOOCs for undergraduate and graduate students in Science, Technology, Engineering and Maths (STEM) and used them as academic content free of gender stereotypes about intellectual ability. In this short paper, the authors aim to 1) briefly share the main outputs of the project; 2) tell the story of how the FOSTWOM approach together with 3) a motivational strategy, the Heroine's Learning Journey, proved to be effective in the context of rural and marginal areas in Brazil, with young girls as a specific target audience.}, language = {en} } @article{LorenzBockSchulteOstermann2023, author = {Lorenz, Anja and Bock, Stefanie and Schulte-Ostermann, Juleka}, title = {Challenges and proposals for introducing digital certificates in higher education infrastructures}, 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-62470}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624701}, pages = {263 -- 270}, year = {2023}, abstract = {Questions about the recognition of MOOCs within and outside higher education were already being raised in the early 2010s. Today, recognition decisions are still made more or less on a case-by-case basis. However, digital certification approaches are now emerging that could automate recognition processes. The technical development of the required machinereadable documents and infrastructures is already well advanced in some cases. The DigiCerts consortium has developed a solution based on a collective blockchain. There are ongoing and open discussions regarding the particular technology, but the institutional implementation of digital certificates raises further questions. A number of workshops have been held at the Institute for Interactive Systems at Technische Hochschule L{\"u}beck, which have identified the need for new responsibilities for issuing certificates. It has also become clear that all members of higher education institutions need to develop skills in the use of digital certificates.}, language = {en} } @article{NeuboeckLinschinger2023, author = {Neub{\"o}ck, Kristina and Linschinger, Nadine}, title = {Central elements of knowledge and competence development with MOOCs}, 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-62466}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624668}, pages = {255 -- 262}, year = {2023}, abstract = {To implement OERs at HEIs sustainably, not just technical infrastructure is required, but also well-trained staff. The University of Graz is in charge of an OER training program for university staff as part of the collaborative project Open Education Austria Advanced (OEAA) with the aim of ensuring long-term competence growth in the use and creation of OERs. The program consists of a MOOC and a guided blended learning format that was evaluated to find out which accompanying teaching and learning concepts can best facilitate targeted competence development. The evaluation of the program shows that learning videos, self-study assignments and synchronous sessions are most useful for the learning process. The results indicate that the creation of OERs is a complex process that can be undergone more effectively in the guided program.}, 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{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{KhlaisangDuangchindaThammetaretal.2023, author = {Khlaisang, Jintavee and Duangchinda, Vorasuang and Thammetar, Thapanee and Theeraroungchaisri, Anuchai}, title = {Instructional design for work-based skill MOOCs}, 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-62431}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624318}, pages = {221 -- 227}, year = {2023}, abstract = {As Thailand moves towards becoming an innovation-driven economy, the need for human capital development has become crucial. Work-based skill MOOCs, offered on Thai MOOC, a national digital learning platform launched by Thailand Cyber University Project, ministry of Higher Education, Science, Research and Innovation, provide an effective way to overcome this challenge. This paper discusses the challenges faced in designing an instruction for work-based skill MOOCs that can serve as a foundation model for many more to come. The instructional design of work-based skill courses in Thai MOOC involves four simple steps, including course selection, learning from accredited providers, course requirements completion, and certification of acquired skills. The development of such courses is ongoing at the higher education level, vocational level, and pre-university level, which serve as a foundation model for many more work-based skill MOOC that will be offered on Thai MOOC soon. The instructional design of work-based skills courses should focus on the development of currently demanded professional competencies and skills, increasing the efficiency of work in the organization, creativity, and happiness in life that meets the human resources needs of industries in the 4.0 economy era in Thailand. This paper aims to present the challenges of designing instruction for work-based skill MOOCs and suggests effective ways to design instruction to enhance workforce development in Thailand.}, language = {en} } @article{UlrichLutfiRutzenetal.2022, author = {Ulrich, Jens-Uwe and Lutfi, Ahmad and Rutzen, Kilian and Renard, Bernhard Y.}, title = {ReadBouncer}, series = {Bioinformatics}, volume = {38}, journal = {Bioinformatics}, number = {SUPPL 1}, publisher = {Oxford Univ. Press}, address = {Oxford}, issn = {1367-4803}, doi = {10.1093/bioinformatics/btac223}, pages = {153 -- 160}, year = {2022}, abstract = {Motivation: Nanopore sequencers allow targeted sequencing of interesting nucleotide sequences by rejecting other sequences from individual pores. This feature facilitates the enrichment of low-abundant sequences by depleting overrepresented ones in-silico. Existing tools for adaptive sampling either apply signal alignment, which cannot handle human-sized reference sequences, or apply read mapping in sequence space relying on fast graphical processing units (GPU) base callers for real-time read rejection. Using nanopore long-read mapping tools is also not optimal when mapping shorter reads as usually analyzed in adaptive sampling applications. Results: Here, we present a new approach for nanopore adaptive sampling that combines fast CPU and GPU base calling with read classification based on Interleaved Bloom Filters. ReadBouncer improves the potential enrichment of low abundance sequences by its high read classification sensitivity and specificity, outperforming existing tools in the field. It robustly removes even reads belonging to large reference sequences while running on commodity hardware without GPUs, making adaptive sampling accessible for in-field researchers. Readbouncer also provides a user-friendly interface and installer files for end-users without a bioinformatics background.}, language = {en} } @article{NohrHaugsbakken2023, author = {Nohr, Magnus and Haugsbakken, Halvdan}, title = {A taxonomy of video genres as a scaffolding strategy for video making in education}, 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-62429}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624294}, pages = {201 -- 220}, year = {2023}, abstract = {This research paper aims to introduce a novel practitioner-oriented and research-based taxonomy of video genres. This taxonomy can serve as a scaffolding strategy to support educators throughout the entire educational system in creating videos for pedagogical purposes. A taxonomy of video genres is essential as videos are highly valued resources among learners. Although the use of videos in education has been extensively researched and well-documented in systematic research reviews, gaps remain in the literature. Predominantly, researchers employ sophisticated quantitative methods and similar approaches to measure the performance of videos. This trend has led to the emergence of a strong learning analytics research tradition with its embedded literature. This body of research includes analysis of performance of videos in online courses such as Massive Open Online Courses (MOOCs). Surprisingly, this same literature is limited in terms of research outlining approaches to designing and creating educational videos, which applies to both video-based learning and online courses. This issue results in a knowledge gap, highlighting the need for developing pedagogical tools and strategies for video making. These can be found in frameworks, guidelines, and taxonomies, which can serve as scaffolding strategies. In contrast, there appears to be very few frameworks available for designing and creating videos for pedagogica purposes, apart from a few well-known frameworks. In this regard, this research paper proposes a novel taxonomy of video genres that educators can utilize when creating videos intended for use in either video-based learning environments or online courses. To create this taxonomy, a large number of videos from online courses were collected and analyzed using a mixed-method research design approach.}, language = {en} } @article{ThirouarddelaVillesbrunneBernaert2023, author = {Thirouard, Maria and de la Vill{\`e}sbrunne, Marie and Bernaert, Oliver}, title = {From MOOC to "2M-POC"}, 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-62426}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624268}, pages = {187 -- 200}, year = {2023}, abstract = {IFP School develops and produces MOOCs since 2014. After the COVID-19 crisis, the demand of our industrial and international partners to offer continuous training to their employees increased drastically in an energy transition and sustainable mobility environment that finds itself in constant and rapid evolution. Therefore, it is time for a new format of digital learning tools to efficiently and rapidly train an important number of employees. To address this new demand, in a more and more digital learning environment, we have completely changed our initial MOOC model to propose an innovative SPOC business model mixing synchronous and asynchronous modules. This paper describes the work that has been done to transform our MOOCs to a hybrid SPOC model. We changed the format itself from a standard MOOC model of several weeks to small modules of one week average more adapted to our client's demand. We precisely engineered the exchanges between learners and the social aspect all along the SPOC duration. We propose a multimodal approach with a combination of asynchronous activities like online module, exercises, and synchronous activities like webinars with experts, and after-work sessions. Additionally, this new format increases the number of uses of the MOOC resources by our professors in our own master programs. With all these actions, we were able to reach a completion rate between 80 and 96\% - total enrolled -, compared to the completion rate of 15 to 28\% - total enrolled - as to be recorded in our original MOOC format. This is to be observed for small groups (50-100 learners) as SPOC but also for large groups (more than 2500 learners), as a Massive and Multimodal Private Online Course ("2M-POC"). Today a MOOC is not a simple assembly of videos, text, discussions forums and validation exercises but a complete multimodal learning path including social learning, personal followup, synchronous and asynchronous modules. We conclude that the original MOOC format is not at all suitable to propose efficient training to companies, and we must re-engineer the learning path to have a SPOC hybrid and multimodal training compatible with a cost-effective business model.}, 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{TheeraroungchaisriThammetarDuangchindaetal.2023, author = {Theeraroungchaisri, Anuchai and Thammetar, Thapanee and Duangchinda, Vorasuang and Khlaisang, Jintavee}, title = {Thai MOOC academy}, 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-62421}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624212}, pages = {163 -- 169}, year = {2023}, abstract = {Thai MOOC Academy is a national digital learning platform that has been serving as a mechanism for promoting lifelong learning in Thailand since 2017. It has recently undergone significant improvements and upgrades, including the implementation of a credit bank system and a learner's eportfolio system interconnected with the platform. Thai MOOC Academy is introducing a national credit bank system for accreditation and management, which allows for the transfer of expected learning outcomes and educational qualifications between formal education, non-formal education, and informal education. The credit bank system has five distinct features, including issuing forgery-prevented certificates, recording learning results, transferring external credits within the same wallet, accumulating learning results, and creating a QR code for verification purposes. The paper discusses the features and future potential of Thai MOOC Academy, as it is extended towards a sandbox for the national credit bank system in Thailand.}, language = {en} } @article{StaubitzSerthThomasetal.2023, author = {Staubitz, Thomas and Serth, Sebastian and Thomas, Max and Ebner, Martin and Koschutnig-Ebner, Markus and Rampelt, Florian and von Stetten, Alexander and Wittke, Andreas}, title = {A metastandard for the international exchange of MOOCs}, 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-62415}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-624154}, pages = {147 -- 161}, year = {2023}, abstract = {The MOOChub is a joined web-based catalog of all relevant German and Austrian MOOC platforms that lists well over 750 Massive Open Online Courses (MOOCs). Automatically building such a catalog requires that all partners describe and publicly offer the metadata of their courses in the same way. The paper at hand presents the genesis of the idea to establish a common metadata standard and the story of its subsequent development. The result of this effort is, first, an open-licensed de-facto-standard, which is based on existing commonly used standards and second, a first prototypical platform that is using this standard: the MOOChub, which lists all courses of the involved partners. This catalog is searchable and provides a more comprehensive overview of basically all MOOCs that are offered by German and Austrian MOOC platforms. Finally, the upcoming developments to further optimize the catalog and the metadata standard are reported.}, language = {en} } @article{GiannatelliTomasini2023, author = {Giannatelli, Ada and Tomasini, Alessandra}, title = {Descriptors and EU Standards to support the recognition of MOOCs}, 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-62396}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623967}, pages = {133 -- 146}, year = {2023}, abstract = {Digital technologies have enabled a variety of learning offers that opened new challenges in terms of recognition of formal, informal and non-formal learning, such as MOOCs. This paper focuses on how providing relevant data to describe a MOOC is conducive to increase the transparency of information and, ultimately, the flexibility of European higher education. The EU-funded project ECCOE took up these challenges and developed a solution by identifying the most relevant descriptors of a learning opportunity with a view to supporting a European system for micro-credentials. Descriptors indicate the specific properties of a learning opportunity according to European standards. They can provide a recognition framework also for small volumes of learning (micro-credentials) to support the integration of non-formal learning (MOOCs) into formal learning (e.g. institutional university courses) and to tackle skills shortage, upskilling and reskilling by acquiring relevant competencies. The focus on learning outcomes can facilitate the recognition of skills and competences of students and enhance both virtual and physical mobility and employability. This paper presents two contexts where ECCOE descriptors have been adopted: the Politecnico di Milano MOOC platform (Polimi Open Knowledge - POK), which is using these descriptors as the standard information to document the features of its learning opportunities, and the EU-funded Uforest project on urban forestry, which developed a blended training program for students of partner universities whose MOOCs used the ECCOE descriptors. Practice with ECCOE descriptors shows how they can be used not only to detail MOOC features, but also as a compass to design the learning offer. In addition, some rules of thumb can be derived and applied when using specific descriptors.}, language = {en} } @article{Khaneboubi2023, author = {Khaneboubi, Mehdi}, title = {Visualizing students flows to monitor persistence}, 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-62390}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623906}, pages = {121 -- 131}, year = {2023}, abstract = {Founded in 2013, OpenClassrooms is a French online learning company that offers both paid courses and free MOOCs on a wide range of topics, including computer science and education. In 2021, in partnership with the EDA research unit, OpenClassrooms shared a database to solve the problem of how to increase persistence in their paid courses, which consist of a series of MOOCs and human mentoring. Our statistical analysis aims to identify reasons for dropouts that are due to the course design rather than demographic predictors or external factors.We aim to identify at-risk students, i.e. those who are on the verge of dropping out at a specific moment. To achieve this, we use learning analytics to characterize student behavior. We conducted data analysis on a sample of data related to the "Web Designers" and "Instructional Design" courses. By visualizing the student flow and constructing speed and acceleration predictors, we can identify which parts of the course need to be calibrated and when particular attention should be paid to these at-risk students.}, 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{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} } @article{MoralesChanAmadoSalvatierraHernandezRizzardini2023, author = {Morales-Chan, Miguel and Amado-Salvatierra, H{\´e}ctor R. and Hern{\´a}ndez-Rizzardini, Rocael}, title = {Optimizing the design, pedagogical decision-making and development of MOOCs through the use of Ai-Based tools}, 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-62387}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623870}, pages = {95 -- 103}, year = {2023}, abstract = {This work explores the use of different generative AI tools in the design of MOOC courses. Authors in this experience employed a variety of AI-based tools, including natural language processing tools (e.g. Chat-GPT), and multimedia content authoring tools (e.g. DALLE-2, Midjourney, Tome.ai) to assist in the course design process. The aim was to address the unique challenges of MOOC course design, which includes to create engaging and effective content, to design interactive learning activities, and to assess student learning outcomes. The authors identified positive results with the incorporation of AI-based tools, which significantly improved the quality and effectiveness of MOOC course design. The tools proved particularly effective in analyzing and categorizing course content, identifying key learning objectives, and designing interactive learning activities that engaged students and facilitated learning. Moreover, the use of AI-based tools, streamlined the course design process, significantly reducing the time required to design and prepare the courses. In conclusion, the integration of generative AI tools into the MOOC course design process holds great potential for improving the quality and efficiency of these courses. Researchers and course designers should consider the advantages of incorporating generative AI tools into their design process to enhance their course offerings and facilitate student learning outcomes while also reducing the time and effort required for course development.}, language = {en} } @article{XiaoxiaoShuangshuang2023, author = {Xiaoxiao, Wang and Shuangshuang, Guo}, title = {Promoting global higher education cooperation}, 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-62386}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-623865}, pages = {85 -- 93}, year = {2023}, abstract = {The massive growth of MOOCs in 2011 laid the groundwork for the achievement of SDG 4. With the various benefits of MOOCs, there is also anticipation that online education should focus on more interactivity and global collaboration. In this context, the Global MOOC and Online Education Alliance (GMA) established a diverse group of 17 world-leading universities and three online education platforms from across 14 countries on all six continents in 2020. Through nearly three years of exploration, GMA has gained experience and achieved progress in fostering global cooperation in higher education. First, in joint teaching, GMA has promoted in-depth cooperation between members inside and outside the alliance. Examples include promoting the exchange of high-quality MOOCs, encouraging the creation of Global Hybrid Classroom, and launching Global Hybrid Classroom Certificate Programs. Second, in capacity building and knowledge sharing, GMA has launched Online Education Dialogues and the Global MOOC and Online Education Conference, inviting global experts to share best practices and attracting more than 10 million viewers around the world. Moreover, GMA is collaborating with international organizations to support teachers' professional growth, create an online learning community, and serve as a resource for further development. Third, in public advocacy, GMA has launched the SDG Hackathon and Global Massive Open Online Challenge (GMOOC) and attracted global learners to acquire knowledge and incubate their innovative ideas within a cross-cultural community to solve real-world problems that all humans face and jointly create a better future. Based on past experiences and challenges, GMA will explore more diverse cooperation models with more partners utilizing advanced technology, provide more support for digital transformation in higher education, and further promote global cooperation towards building a human community with a shared future.}, 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{RichlySchlosserBoissier2022, author = {Richly, Keven and Schlosser, Rainer and Boissier, Martin}, title = {Budget-conscious fine-grained configuration optimization for spatio-temporal applications}, series = {Proceedings of the VLDB Endowment}, volume = {15}, journal = {Proceedings of the VLDB Endowment}, number = {13}, publisher = {Association for Computing Machinery (ACM)}, address = {[New York]}, issn = {2150-8097}, doi = {10.14778/3565838.3565858}, pages = {4079 -- 4092}, year = {2022}, abstract = {Based on the performance requirements of modern spatio-temporal data mining applications, in-memory database systems are often used to store and process the data. To efficiently utilize the scarce DRAM capacities, modern database systems support various tuning possibilities to reduce the memory footprint (e.g., data compression) or increase performance (e.g., additional indexes). However, the selection of cost and performance balancing configurations is challenging due to the vast number of possible setups consisting of mutually dependent individual decisions. In this paper, we introduce a novel approach to jointly optimize the compression, sorting, indexing, and tiering configuration for spatio-temporal workloads. Further, we consider horizontal data partitioning, which enables the independent application of different tuning options on a fine-grained level. We propose different linear programming (LP) models addressing cost dependencies at different levels of accuracy to compute optimized tuning configurations for a given workload and memory budgets. To yield maintainable and robust configurations, we extend our LP-based approach to incorporate reconfiguration costs as well as a worst-case optimization for potential workload scenarios. Further, we demonstrate on a real-world dataset that our models allow to significantly reduce the memory footprint with equal performance or increase the performance with equal memory size compared to existing tuning heuristics.}, language = {en} } @article{HaugsbakkenHagelia2023, author = {Haugsbakken, Halvdan and Hagelia, Marianne}, title = {An asynchronous cooperative leaning design in a Small Private Online Course (SPOC)}, 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-62210}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-622107}, pages = {67 -- 76}, year = {2023}, abstract = {This short paper sets out to propose a novel and interesting learning design that facilitates for cooperative learning in which students do not conduct traditional group work in an asynchronous online education setting. This learning design will be explored in a Small Private Online Course (SPOC) among teachers and school managers at a teacher education. Such an approach can be made possible by applying specific criteria commonly used to define collaborative learning. Collaboration can be defined, among other things, as a structured way of working among students that includes elements of co-laboring. The cooperative learning design involves adapting various traditional collaborative learning approaches for use in an online learning environment. A critical component of this learning design is that students work on a self-defined case project related to their professional practices. Through an iterative process, students will receive ongoing feedback and formative assessments from instructors and follow students at specific points, meaning that co-constructing of knowledge and learning takes place as the SPOC progresses. This learning design can contribute to better learning experiences and outcomes for students, and be a valuable contribution to current research discussions on learning design in Massive Open Online Courses (MOOCs).}, language = {en} }