TY - JOUR A1 - Despujol Zabala, Ignacio A1 - Alario Hoyos, Carlos A1 - Turró Ribalta, Carlos A1 - Delgado Kloos, Carlos A1 - Montoro Manrique, Germán A1 - Busquets Mataix, Jaime T1 - Transforming Open Edx into the next On-Campus LMS BT - an ongoing project N2 - 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 Politècnica de València, in the framework of a national initiative called UniDigital, funded by the Ministry of Universities of Spain within the Plan de Recuperación, Transformación 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-625122 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Vandewalle, Alexander ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Review of Ross Clare: Ancient Greece and Rome in Videogames. Representation, Play, Transmedia BT - Bloomsbury Academic (London, New York 2021) (= IMAGINES – Classical Receptions in the Visual and Performing Arts), x + 230 pages, 25 illustrations. ISBN: 9781350157194 (hardback), $ 115.00, £ 85.00 hardback, also available as e-book (PDF, Epub, Mobi) JF - thersites 16 Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol16.220 SN - 2364-7612 VL - 2023 IS - 16 SP - 173 EP - 177 ER - TY - JOUR A1 - Avalli, Andrea ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Review of Dario Barbera: Processo al Classico. L’epurazione dell’archeologia fascista BT - ETS (Pisa 2022) (= Studi di archeologia e storia del mondo antico e medievale), 264 pp. ISBN: 9788846762191, € 25 JF - thersites 16 Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol16.233 SN - 2364-7612 VL - 2023 IS - 16 SP - 168 EP - 172 ER - TY - JOUR A1 - Skibinski, Connie ED - Potter, Amanda ED - Gardner, Hunter H. T1 - ‘Crazy Man-Killing Monsters’ BT - The Inimical Portrayal of the Amazons in Supernatural’s ‘Slice Girls’ JF - thersites 17 N2 - The Amazons have a long legacy in literature and the visual arts, extending from antiquity to the present day. Prior scholarship tends to treat the Amazons as hostile ‘Other’ figures, embodying the antithesis of Greco-Roman cultural norms. Recently, scholars have begun to examine positive portrayals of Amazons in contemporary media, as role models and heroic figures. However, there is a dearth of scholarship examining the Amazons’ inherently multifaceted nature, and their subsequent polarised reception in popular media. This article builds upon the large body of scholarship on contemporary Amazon narratives, in which the figures of Wonder Woman and Xena, Warrior Princess dominate scholarly discourse. These ‘modern Amazon’ figures epitomise the dominant contemporary trend of portraying Amazons as strong female role models and feminist icons. To highlight the complexity of the Amazon image in contemporary media, this article examines the representation of the Amazons in the Supernatural episode ‘Slice Girls’ (S7 E13, 2012), where their portrayal as hostile, monstrous figures diverges greatly from the positive characterisation of Wonder Woman and Xena. I also consider the show’s engagement with ancient written sources, to examine how the writers draw upon the motifs of ancient Amazon narratives when crafting their unique Amazon characters. By contrasting the Amazons of ‘Slice Girls’ to contemporary figures and ancient narratives, this article examines how factors such as feminist ideology, narrative story arcs, characters’/audience’s perspectives and male bias shape the representation of Amazons post-antiquity. KW - Amazons KW - Warrior women KW - Classical reception KW - Supernatural KW - Monsters Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.240 SN - 2364-7612 VL - 2023 IS - 17 SP - 183 EP - 211 ER - TY - JOUR A1 - Martínez Jiménez, Javier ED - Potter, Amanda ED - Gardner, Hunter H. T1 - Lycaon and classical versipelles in MTV’s Teen Wolf JF - thersites 17 N2 - The modern conception of the werewolf is heavily influenced by Gothic reinterpretations of medieval European stories. This kind of werewolf is the one that has appeared on screen and written fiction for decades, but MTV’s Teen Wolf, a re-boot of the 1980s film which aired between 2011 – 17, is different. In this young adult supernatural drama, werewolves descend directly from Lycaon, and a substantial proportion of the show’s werewolf lore derives from Graeco-Roman stories about wolf-shifters and versipelles. This paper wants to explore the extent of the use in the show of the myth of Lycaon in particular, of Classical versipelles in general, the significance of these two references for the narrative, and the degree of innovation in modern supernatural fiction of this adaptation of Greek and Roman stories. KW - Teen Wolf KW - Werewolves KW - Versipelles KW - Lycaon KW - Television series KW - World-building Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.248 SN - 2364-7612 VL - 2023 IS - 17 SP - 212 EP - 244 ER - TY - JOUR A1 - Maurice, Lisa ED - Potter, Amanda ED - Gardner, Hunter H. T1 - From Olympian to Christ-figure: Lucifer (2016 – 2021) JF - thersites 17 N2 - On the surface the television series Lucifer (2016 – 21) is a simple police procedural but, in actuality, the criminal cases in the show serve merely as window-dressing and structure for the deeper consideration of issues, such as guilt, shame, love, and even the meaning of life on both an individual and universal level. These topics are explored through the ever-developing character of Lucifer himself, who, like other recent anti-hero depictions, is initially presented in a manner that is very different from traditional portrayals of the Devil, and is, in fact, far closer to that of the Greek Olympian gods. Over the course of six seasons, the depiction of Lucifer alters, however, as he becomes a figure that is in many ways Christ-like, but with a 21st century twist that places the individual in an exalted position that is superior to that of divinity. KW - Lucifer KW - Devil KW - Olympians KW - God KW - Christ Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.244 SN - 2364-7612 VL - 2023 IS - 17 SP - 245 EP - 272 ER - TY - JOUR A1 - Potter, Amanda ED - Potter, Amanda ED - Gardner, Hunter H. T1 - Classical Monsters and Hero(ines) in InSEXts, Eros/Psyche and Porcelain JF - thersites 17 N2 - This paper applies Monster Theory to the use of Greek mythology in three creator-owned comic series by female writers: InSEXts (2016 – 2017) by American comic writer Marguerite Bennett and Indonesian artist working in America Ariela Kristantina as well as Eros/Psyche (2021) and Porcelain (2021) by Maria Llovet, a comic writer and artist from Barcelona. In the first volume of InSEXts, set in Victorian London, there are allusions to the Furies and Pandora, linked with the discourse of the repression of women. In the second volume, set in the late nineteenth century Paris art world, the representation of classical subjects in art becomes a means to repress women, and a goddess with a Gorgon-like appearance takes revenge on the male repressors. In Eros/Psyche the story of Eros and Psyche and broken statues forms the backdrop and context for a tale of love and deception at a girls’ school, and in Porcelain a girl is faced with a choice of paths towards Eros or Thanatos, like Herakles at the crossroads choosing between the paths of virtue and vice. With reference to Cohen’s seven theses of Monster Culture I examine how Bennett and Lovett subvert the idea of the monster and the hero. KW - Comics KW - Eros KW - Psyche KW - Pygmalion KW - Medusa Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.247 SN - 2364-7612 VL - 2023 IS - 17 SP - 96 EP - 124 ER - TY - JOUR A1 - Toscano, Margaret Merrill ED - Potter, Amanda ED - Gardner, Hunter H. T1 - Varieties of Supernatural Depictions BT - Classics in Contemporary Media JF - thersites 17 N2 - This article proposes several conceptual frameworks for examining the widespread use of classical intertexts depicting the supernatural in popular media. Whether the supernatural is viewed as reality or simply a trope, it represents the human capacity and desire to explore worlds and meanings beyond the obvious and mundane. Representations of classical gods, heroes, and monsters evoke the power of mythic stories to probe and explain human psychology, social concerns, philosophical questions, and religious beliefs, including belief about the paranormal and supernatural. The entertainment value of popular media allows creators and audiences to engage with larger issues in non-dogmatic and playful ways that help them negotiate tensions among various beliefs and identities. This paper also gives an overview of the other articles in this journal issue, showing overlapping themes and patterns that connect with these tensions. By combining knowledge of classical myths in their original contexts with knowledge about contemporary culture, classical scholars contribute unique perspectives about why classical intertexts dominate in popular media today. KW - Myth Theory KW - Classical Mythology KW - Supernatural KW - Paranormal KW - Afterlife Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.249 SN - 2364-7612 VL - 2023 IS - 17 SP - 2 EP - 31 ER - TY - JOUR A1 - Foster, Frances ED - Potter, Amanda ED - Gardner, Hunter H. T1 - Gods and Magic in Megan Whalen Turner’s The Thief JF - thersites 17 N2 - Megan Whalen Turner’s series The Queen’s Thief (1996 – 2020) centres on the political intrigues in a group of countries which are at once very like – but also very unlike – Bronze Age and archaic Greece threatened by a powerful Persian Empire. The first book in the series, The Thief (1996), begins as a political adventure haunted by stories of the gods. When those gods directly influence the action, the narrative changes from present political intrigue to a fantasy from the distant past. The mythology in The Thief reflects, imitates and distorts archaic Greek creation myths – stories about how the earth and sky were formed, the divine pantheon and heroes. I examine the presentation of this divine pantheon against the narratives about the gods in Hesiod, the Homeric hymns and Homer’s epics. I evaluate how the supernatural element interacts with the largely political narrative of The Thief. In so doing, I explore how the text blends a ‘classical supernatural’ with a world that is like – but in many ways very unlike – Bronze Age and archaic Greece. KW - Greek gods KW - Mythology KW - Young Adult literature KW - Fantasy KW - Magic Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.242 SN - 2364-7612 VL - 2023 IS - 17 SP - 32 EP - 54 ER - TY - JOUR A1 - Lovatt, Helen ED - Potter, Amanda ED - Gardner, Hunter H. T1 - Resurrecting the Argo BT - Supernatural Re-makings in Robert Holdstock’s Merlin Codex JF - thersites 17 N2 - This paper analyses the relationship between the figure of the Argo (ship and character) and the supernatural in the mythic fantasy of Robert Holdstock’s Merlin Codex. It shows how Holdstock’s re-writing of the Argonautica draws on various versions from the Argonautic tradition, including Euripides’ Medea, Apollonius, Valerius Flaccus, Nathaniel Hawthorne, Henry Treece and the 1963 film Jason and the Argonauts. It sets Holdstock’s Argo alongside other representations, as divine herself, possessed by divinity, and a channel of communication with the divine, and in the context of Holdstock’s previous work, particularly Mythago Wood, Lavondyss and Merlin’s Wood. The paper argues that Holdstock uses the Argo as a reflection of myth itself, a version of the forest in Mythago Wood, as well as a metapoetic image for the challenges and complexities of adapting a well-known story, bringing multiple mythological traditions (Arthurian, Finnish and Argonautic) together. It reflects on Holdstock’s relationship to the ancient genres of epic and tragedy, as well as Argo as plot facilitator and mechanism of transformation and transition. Holdstock’s relationship with ancient literature is richer and deeper than previously acknowledged; his self-conscious plays reveal a deep understanding of the polymorphous nature of mythical traditions. KW - Holdstock KW - Merlin Codex KW - Argonauts KW - Argo KW - myth Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.254 SN - 2364-7612 VL - 2023 IS - 17 SP - 55 EP - 95 ER - TY - JOUR A1 - Strong, Anise K. ED - Potter, Amanda ED - Gardner, Hunter H. T1 - The Persistence of Memory BT - Forgiveness, Forgetting, and Cultural Assimilation JF - thersites 17 N2 - The 2017 Pixar film Coco and the 2021 Disney film Encanto form a small part of an increasing modern wave of media focused on parent-child conflicts caused by intergenerational trauma and rejection. Other recent works in this genre include the video game Hades, the films Turning Red and Everything Everywhere All At Once, and the television series Ms. Marvel. The traumas in all these films, some directed explicitly at a younger audience and some pitched more broadly, serve as a distinct set of meditations on the immigrant experience, even while not necessarily focusing on literal immigration. They also all invoke imagery of ghosts and death, both echoing specific classical Mediterranean motifs and tropes and incorporating a wide variety of other cultures’ supernatural traditions. These works’ concern with familial traumas of separation, culture shock, and loss of ancestral memories and connections contrasts sharply with the individual-focused myth of the American Dream common to earlier generations of American media, in which a lone individual typically emigrates, assimilates, and succeeds in a new culture, forming a new family and set of myths. However, themes of assimilation and questions of cultural imperialism also form a bridge between ancient Roman and modern North American anxieties and traditions. KW - Classical Reception KW - Coco KW - Immigration KW - Ancestors KW - Underworld Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.255 SN - 2364-7612 VL - 2023 IS - 17 SP - 125 EP - 142 ER - TY - JOUR A1 - Cohen-Hattab, Kobi T1 - Pioneers of Independent Jewish Shipping BT - The Emergence of Private Jewish Shipping Companies in Palestine, 1934 – 1939 JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. N2 - The birth of the Yishuv’s national shipping company, ZIM was preceded by private enterprise; the sea had not traditionally been a focus of the Zionist movement. In the 1930s, a five-year span of private commercial shipping saw three companies in the Jewish community in Palestine – Palestine Shipping Company, Palestine Maritime Lloyd, and Atid – before shipping was cut short by the outbreak of the Second World War. Despite their brief lifespans and their negligible contribution to general shipping, these companies constituted an important milestone. Their existence helped shift the Yishuv leadership’s attitudes about shipping’s importance for the community and the need for it to be supported by national institutions. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585542 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 34 EP - 50 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Weinmann, Franziska T1 - Mothers of Seafaring BT - Henrietta Diamond and the Question of Female Representation in the Jewish Maritime Realm JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. N2 - The article aims to trace the contribution of Jewish women in the Yishuv’s maritime history. Taking the example of Henrietta Diamond, a founding member and chairperson of the Zebulun Seafaring Society, the article seeks to explore the representation and role of women in a growing Jewish maritime domain from the 1930s to the 1950s. It examines Zionist narratives on the ‘New Jew’ and the Jewish body and studies their relevance for the emerging field of maritime activities in the Yishuv. By contextualizing the work and depiction of Henrietta Diamond, the article sheds new light on the gendered notions that underlay the emergence of the Jewish maritime domain and illustrates the patterns of inclusion and exclusion in it. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585563 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 52 EP - 67 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Potter, Amanda A1 - Gardner, Hunter H. ED - Potter, Amanda ED - Gardner, Hunter H. T1 - Classics and the Supernatural in Modern Media JF - thersites 17 N2 - Short preface to the special edition of Thersites. Y1 - 2023 U6 - https://doi.org/10.34679/thersites.vol17.256 SN - 2364-7612 VL - 2023 IS - 17 SP - 1 EP - 1 ER - TY - JOUR A1 - Lessmann, Kai A1 - Kalkuhl, Matthias T1 - Climate finance intermediation BT - interest spread effects in a climate policy model JF - Journal of the Association of Environmental and Resource Economists N2 - Interest rates are central determinants of saving and investment decisions. Costly financial intermediation distorts these price signals by creating a spread between deposit and loan rates. This study investigates how bank spreads affect climate policy in its ambition to redirect capital. We identify various channels through which interest spreads affect carbon emissions in a dynamic general equilibrium model. Interest rate spreads increase abatement costs due to the higher relative price for capital-intensive carbon-free energy, but they also tend to reduce emissions due to lower overall economic growth. For the global average interest rate spread of 5.1 percentage points, global warming increases by 0.2°C compared to the frictionless economy. For a given temperature target to be achieved, interest rate spreads necessitate substantially higher carbon taxes. When spreads arise from imperfect competition in the intermediation sector, the associated welfare costs can be reduced by clean energy subsidies or even eliminated by economy-wide investment subsidies. KW - financial friction KW - banking KW - greenhouse gas mitigation KW - investment subsidy Y1 - 2023 U6 - https://doi.org/10.1086/725920 SN - 2333-5955 SN - 2333-5963 VL - 11 IS - 1 SP - 213 EP - 251 PB - University of Chicago Press CY - Chicago, IL ER - TY - JOUR A1 - Draude, Claude T1 - Working with Diversity in Informatics JF - Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae) N2 - Diversity is a term that is broadly used and challenging for informatics research, development and education. Diversity concerns may relate to unequal participation, knowledge and methodology, curricula, institutional planning etc. For a lot of these areas, measures, guidelines and best practices on diversity awareness exist. A systemic, sustainable impact of diversity measures on informatics is still largely missing. In this paper I explore what working with diversity and gender concepts in informatics entails, what the main challenges are and provide thoughts for improvement. The paper includes definitions of diversity and intersectionality, reflections on the disciplinary basis of informatics and practical implications of integrating diversity in informatics research and development. In the final part, two concepts from the social sciences and the humanities, the notion of “third space”/hybridity and the notion of “feminist ethics of care”, serve as a lens to foster more sustainable ways of working with diversity in informatics. KW - Gender KW - Diversity KW - Intersectionality KW - Sociotechnical Design KW - Informatics Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-613787 SN - 978-3-86956-548-4 SN - 1868-0844 SN - 2191-1940 IS - 13 SP - 13 EP - 33 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Große-Bölting, Gregor A1 - Scheppach, Lukas A1 - Mühling, Andreas T1 - The Place of Ethics in Computer Science Education JF - Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae) N2 - Ethical issues surrounding modern computing technologies play an increasingly important role in the public debate. Yet, ethics still either doesn’t appear at all or only to a very small extent in computer science degree programs. This paper provides an argument for the value of ethics beyond a pure responsibility perspective and describes the positive value of ethical debate for future computer scientists. It also provides a systematic analysis of the module handbooks of 67 German universities and shows that there is indeed a lack of ethics in computer science education. Finally, we present a principled design of a compulsory course for undergraduate students. KW - Ethics KW - Diversity KW - Social impact KW - Bachelor KW - Curriculum analysis KW - Course development Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-615982 SN - 978-3-86956-548-4 SN - 1868-0844 SN - 2191-1940 IS - 13 SP - 173 EP - 187 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - RPRT A1 - Graeber, Daniel A1 - Hilbert, Viola A1 - König, Johannes T1 - Inequality of Opportunity in Wealth BT - Levels, Trends, and Drivers T2 - CEPA Discussion Papers N2 - While inequality of opportunity (IOp) in earnings is well studied, the literature on IOp in individual net wealth is scarce to non-existent. This is problematic because both theoretical and empirical evidence show that the position in the wealth and income distribution can significantly diverge.We measure ex-ante IOp in net wealth for Germany using data from the Socio-Economic Panel (SOEP). Ex-ante IOp is defined as the contribution of circumstances to the inequality in net wealth before effort is exerted. The SOEP allows for a direct mapping from individual circumstances to individual net wealth and for a detailed decomposition of net wealth inequality into a variety of circumstances; among them childhood background, intergenerational transfers, and regional characteristics. The ratio of inequality of opportunity to total inequality is stable from 2002 to 2019. This is in sharp contrast to labor earnings, where ex-ante IOp is declining over time. Our estimates suggest that about 62% of the inequality in net wealth is due to circumstances. The most important circumstances are intergenerational transfers, parental occupation, and the region of birth. In contrast, gender and individuals’ own education are the most important circumstances for earnings. T3 - CEPA Discussion Papers - 69 KW - inequality KW - wealth KW - inequality of opportunity KW - decomposition Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-609673 SN - 2628-653X IS - 69 ER - TY - JOUR A1 - Kainz, Fritz T1 - Extraterritorial Constitutional Rights BT - A Comparative Case Study of the United States and Germany JF - MenschenRechtsMagazin N2 - Im Laufe der vergangenen Jahrzehnte widmeten Lehre und Rechtsprechung der extraterritorialen Anwendbarkeit von Menschenrechtsabkommen erhebliche Aufmerksamkeit. Im Gegensatz fand die extraterritoriale Anwendung verfassungsgesetzlich verankerter Grundrechte nur in den Vereinigten Staaten vergleichbares akademisches Interesse. Insbesondere lässt sich ein Mangel an vergleichender Forschung in diesem Bereich feststellen, was zur herrschenden Meinung beiträgt, dass internationale Menschenrechtskonventionen den geeigneten Rahmen bieten, unter dem inländische Gerichte extraterritoriale Fragen des Verfassungsrechts prüfen sollten. Dieser Artikel argumentiert, dass inländische verfassungsrechtliche Regelungen und die zu ihrer Durchsetzung zuständigen Gerichte ein wichtiges Gegengewicht in der festgefahrenen internationalen Extraterritorialitätsdebatte spielen sollten. Anhand zweier Fallstudien aus Deutschland und den Vereinigten Staaten wird gezeigt, dass inländische Verfassungsgerichte manchmal besser geeignet sind als Vertragsorgane, um die Grundwerte der Menschenwürde und der Universalität im extraterritorialen Kontext zu wahren. Dies zeigt sich besonders deutlich am Beispiel Deutschlands, das über eine lange Tradition der Integration in internationale Mehrebenensysteme und des grundrechtliche "Bottom-up"-Widerstands innerhalb solcher Systeme verfügt. Aktuelle Fälle des Bundesverfassungsgerichts zur extraterritorialen Anwendung des Grundgesetzes auf ausländische nachrichtendienstliche Aktivitäten und Klimawandel unterstützen diese Theorie. Allerdings kann ein unabhängiger verfassungsrechtlicher Ansatz auch in solchen nationalen Systemen eigenständige normative Effekte erzielen, welche stärker vom internationalen Menschenrechtssystem isoliert sind. So verwendete auch der amerikanische Oberste Gerichtshof (Supreme Court) die inländische verfassungsrechtliche Doktrin, um die streng territoriale Auslegung des Internationalen Pakts über bürgerliche und politische Rechte durch die amerikanische Regierung zu umgehen und einen funktionalen Ansatz für die extraterritoriale Anwendbarkeit von Grundrechten im Fall der Inhaftierung mutmaßlicher Terroristen im Marinestützpunkt von Guantánamo Bay zu nutzen. Die Untersuchung dieser Beispiele beansprucht nicht, umfassend oder repräsentativ die vielfältigen Verfassungen der Welt und ihre Beziehungen zu völkerrechtlichen Menschenrechtsnormen zu untersuchen. Dennoch sollte die unabhängige Wirkung von verfassungsrechtlichen Rahmenbedingungen in diesen beiden disparaten Fällen umso mehr Anreiz für eine verstärkte vergleichende Forschung zu verfassungsrechtlichen Extraterritorialitätsregimen und ihrem Beitrag zum Projekt der Menschenrechte bieten. N2 - In the past decades, scholars and courts have paid considerable attention to the extraterritorial applicability of human rights treaties. By contrast, the extraterritorial application of constitutional rights has received comparable scholarly attention only in the United States. Specifically, there is a paucity of comparative research in this area, which contributes to the prevailing view that human rights law provides the proper framework under which domestic courts should examine extraterritoriality questions under constitutional law. This article argues that domestic constitutional regimes and their judicial enforcers can and should provide an important counterweight to the deadlocked extraterritoriality debate at the international level. Using two case studies from Germany and the United States, it shows that domestic constitutional courts are sometimes better suited than treaty bodies to guard the normative values of human dignity and universality in an extraterritoriality context. This is most apparent in the case of Germany, which has a long tradition of integration into international multi-level governance systems and "bottom-up" resistance based on fundamental rights within such systems. Recent cases from the Federal Constitutional Court (Bundesverfassungsgericht) about the extraterritorial application of the Basic Law (Grundgesetz) to foreign intelligence gathering and climate change support this theory. However, an independent constitutional approach can also achieve some normative effects in domestic systems that are more isolated from the international human rights system. Thus, the US Supreme Court likewise used domestic constitutional doctrine to sidestep the American government's strictly territorial interpretation of the ICCPR and employ a functional approach to the extraterritorial applicability of fundamental rights in the case of detention of suspected terrorists in the Guantánamo Bay naval base. The study of these two examples does not purport to be comprehensive or even representative of the world’s diverse array of constitutions and their relationships with international human rights law. However, the independent power of constitutional frameworks in these two disparate cases should all the more provide an impetus for increased comparative research into constitutional extraterritoriality regimes and their value for the project of human rights. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-609962 SN - 2941-1149 VL - 28 IS - 2 SP - 140 EP - 150 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Klempin, Christiane A1 - Rehfeldt, Daniel T1 - How to Promote and Measure Reflective Skills in Depth and Breadth of English and Physics Teacher Trainees JF - Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4) N2 - Supporting reflection in preservice during university-based training is, without doubt, a crucial aspect in attaining teacher professionalism. Therefore, an on-campus seminar designed to relate theory to practice and vice versa – the so-called ‘Lehr-Lern-Labor-Seminar (LLLS)’ – was implemented over the course of five terms to stimulate reflective skills of English and Physics teacher trainees. Investigations on the effectiveness of three types of the LLLS (no video and two types of video-supported reflections) compared to a parallel group (PG) and a control group (CG) occurred in a mixed methods quasi-experimental study. Reflective skills were elicited with vignettes, relevant covariates with questionnaires. Reflective development was then traced in the dimensions depth and breadth employing a qualitative content analysis. MANCOVA (Multivariate Analysis of Covariance) and regression analyses revealed a substantive increase of reflective depth for English and Physics teacher trainees and breadth development for English LLLS-participants in contrast to both, a PG and a CG, even when controlling for the subjects’ individual prerequisites. KW - reflective skills KW - mixed methods KW - reflective depth KW - reflective breadth KW - English and Physics teacher trainees Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-619381 SN - 978-3-86956-566-8 SN - 2626-3556 SN - 2626-4722 IS - 4 SP - 115 EP - 121 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - RPRT A1 - Baganz, Melissa A1 - de Teresa, Aurelia Gómez A1 - Lingg, Rosana T. A1 - Montijo, Yuriditzi Pascacio T1 - A critical assessment on National Action Plans BT - Challenges and benefits for the promotion and protection of Human Rights T2 - Staat, Recht und Politik – Forschungs- und Diskussionspapiere T2 - State, Law, and Politics - Research and Discussion Papers N2 - National Action Plans (NAPs) have been increas-ingly adopted world-wide after the Vienna Dec-laration in 1993, where it was urged to consider the improvement and promotion of Human Rights. In this paper, we discuss their usefulness and success by analysing the challenges present-ed during NAP processes as well as the benefits this set of actions entails: The challenges for their implementation outweigh its actual benefits. Nevertheless, NAPs have great potential. Based on new research, we elaborate a set of recom-mendations for improving the design and imple-mentation of national action planning. In order to effectively bring NAP into practice, we consider it crucial to plan and analyse every state local circumstances in detail. The latter is important, since the implementation of a concrete set of actions is intended to directly transform and improve the local living conditions of the people. In a long-term perspective, we defend the benefit of NAP’s implementation for complying obliga-tions set up by HR treaties. N2 - Nationale Aktionspläne (NAP) werden seit der Wiener Erklärung von 1993, in der die Verbesse-rung und Förderung der Menschenrechte gefor-dert wird, weltweit zunehmend angenommen. In diesem Papier diskutieren wir ihren Nutzen und Erfolg, indem wir die Herausforderungen, die sich während der NAP-Prozesse ergeben, sowie die Vorteile, die dieses Maßnahmenpaket mit sich bringt, analysieren: Die Herausforderungen bei ihrer Umsetzung überwiegen die tatsächlichen Vorteile. Dennoch haben NAPs ein großes Poten-zial. Beruhend auf neueren Forschungen erarbei-ten wir eine Reihe von Empfehlungen zur Ver-besserung der Gestaltung und Umsetzung der nationalen Aktionsplanung. Um einen NAP effek-tiv in die Praxis umzusetzen, halten wir es für entscheidend, die lokalen Gegebenheiten jedes Staates im Detail zu planen und zu analysieren. Letzteres ist wichtig, da die Umsetzung eines konkreten Maßnahmenpakets die Lebensbedin-gungen der Menschen vor Ort direkt verändern und verbessern soll. Langfristig gesehen vertei-digen wir den Nutzen der Umsetzung des NAP für die Einhaltung der in den Menschenrechts-verträgen festgelegten Verpflichtungen. T3 - Staat, Recht und Politik – Forschungs- und Diskussionspapiere = State, Law, and Politics - Research and Discussion Papers - 13 Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-576797 SN - 2509-6974 IS - 13 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Siegeris, Juliane T1 - Attracting a new clientele for computer science with a women-only IT degree course JF - Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae) N2 - A degree course in IT and business administration solely for women (FIW) has been offered since 2009 at the HTW Berlin – University of Applied Sciences. This contribution discusses student motivations for enrolling in such a women only degree course and gives details of our experience over recent years. In particular, the approach to attracting new female students is described and the composition of the intake is discussed. It is shown that the women-only setting together with other factors can attract a new clientele for computer science. KW - Women and IT KW - STEM KW - Course marketing KW - Courses for female students KW - Curricula Development Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-615712 SN - 978-3-86956-548-4 SN - 1868-0844 SN - 2191-1940 IS - 13 SP - 157 EP - 170 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Shlaka, Souhad A1 - Ouahib, Sara A1 - Berrada, Khalid ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - A retrospective feedback of MOOCS in Morocco BT - what is the best scenario for the Moroccan higher education? JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624826 SP - 317 EP - 327 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Theeraroungchaisri, Anuchai A1 - Thammetar, Thapanee A1 - Duangchinda, Vorasuang A1 - Khlaisang, Jintavee ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Thai MOOC academy BT - extending the platform towards a sandbox for the National Credit Bank System in Thailand JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624212 SP - 163 EP - 169 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Moura Santos, Ana A1 - Corti, Paola A1 - Felipe Coimbra Costa, Luis ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - How to reuse inclusive stem Moocs in blended settings to engage young girls to scientific careers JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The FOSTWOM project (2019–2022), an ERASMUS+ funding, gave METID (Politecnico di Milano) and the MOOC Técnico (Instituto Superior Técnico, 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624756 SP - 271 EP - 278 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Kristine Jonson Carlon, May A1 - Yokoi, Kensuke A1 - Maurice Gayed, John A1 - Suyama, Hiroshi A1 - Cross, Jeffrey ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Preparing for Society 5.0 with MOOC Capabilities Extension BT - an industry-academia collaboration on learning analytics dashboard development JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Academia-industry collaborations are beneficial when both sides bring strengths to the partnership and the collaboration outcome is of mutual benefit. These types of collaboration projects are seen as a low-risk learning opportunity for both parties. In this paper, government initiatives that can change the business landscape and academia-industry collaborations that can provide upskilling opportunities to fill emerging business needs are discussed. In light of Japan’s push for next-level modernization, a Japanese software company took a positive stance towards building new capabilities outside what it had been offering its customers. Consequently, an academic research group is laying out infrastructure for learning analytics research. An existing learning analytics dashboard was modularized to allow the research group to focus on natural language processing experiments while the software company explores a development framework suitable for data visualization techniques and artificial intelligence development. The results of this endeavor demonstrate that companies working with academia can creatively explore collaborations outside typical university-supported avenues. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-620809 SP - 9 EP - 20 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jin, Tonje ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - “One video fit for all” BT - game inspired online TEACHING in mathematics in STEM education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Online learning in mathematics has always been challenging, especially for mathematics in STEM education. This paper presents how to make “one fit for all” lecture videos for mathematics in STEM education. In general, we do believe that there is no such thing as “one fit for all” video. The curriculum requires a high level of prior knowledge in mathematics from high school to get a good understanding, and the variation of prior knowledge levels among STEM education students is often high. This creates challenges for both online teaching and on-campus teaching. This article presents experimenting and researching on a video format where students can get a real-time feeling, and which fits their needs regarding their existing prior knowledge. They have the possibility to ask and receive answers during the video without having to feel that they must jump into different sources, which helps to reduce unnecessary distractions. The fundamental video format presented here is that of dynamic branching videos, which has to little degree been researched in education related studies. The reason might be that this field is quite new for higher education, and there is relatively high requirement on the video editing skills from the teachers’ side considering the platforms that are available so far. The videos are implemented for engineering students who take the Linear Algebra course at the Norwegian University of Science and Technology in spring 2023. Feedback from the students gathered via anonymous surveys so far (N = 21) is very positive. With the high suitability for online teaching, this video format might lead the trend of online learning in the future. The design and implementation of dynamic videos in mathematics in higher education was presented for the first time at the EMOOCs conference 2023. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-621080 SP - 21 EP - 35 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Xue, Wei A1 - Bruillard, Éric ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - MOOC in private Chinese universities BT - behavior and attitude of students learning foreign languages JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This paper investigates private university students’ language learning activities in MOOC platforms and their attitude toward it. The study explores the development of MOOC use in Chinese private universities, with a focus on two modes: online et blended. We conducted empirical studies with students learning French and Japanese as a second foreign language, using questionnaires (N = 387) and interviews (N = 20) at a private university in Wuhan. Our results revealed that the majority of students used the MOOC platform more than twice a week and focused on the MOOC video, materials and assignments. However, we also found that students showed less interest in online communication (forums). Those who worked in the blended learning mode, especially Japanese learning students, had a more positive attitude toward MOOCs than other students. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-621811 SP - 37 EP - 45 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - van Esveld, Selma A1 - de Vries, Nardo A1 - Becchetti, Sibilla A1 - Dopper, Sofia A1 - van Valkenburg, Willem ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Impact of Mooc and Other Online Course Development on Campus Education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The TU Delft Extension School for Continuing Education develops and delivers MOOCs, programs and other online courses for lifelong learners and professionals worldwide focused on Science, Engineering & Design. At the beginning of 2022, we started a project to examine whether creating an online course had any impact on TU Delft campus education. Through a survey, we collected feedback from 68 TU Delft lecturers involved in developing and offering online courses and programs for lifelong learners and professionals. The lecturers reported on the impact of developing an online course on a personal and curricular level. The results showed that the developed online materials, and the acquired skills and experiences from creating online courses, were beneficial for campus education, especially during the transition to remote emergency teaching in the COVID-19 lockdown periods. In this short paper, we will describe the responses in detail and map the benefits and challenges experienced by lecturers when implementing their online course materials and newly acquired educational skills on campus. Finally, we will explore future possibilities to extend the reported, already relevant, impact of MOOCs and of other online courses on campus education. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-620785 SP - 1 EP - 8 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Alario Hoyos, Carlos A1 - Delgado Kloos, Carlos A1 - Kiendl, Doris A1 - Terzieva, Liliya ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Innovat MOOC BT - teacher training on educational innovation in higher education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624560 SP - 229 EP - 237 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Xiaoxiao, Wang A1 - Shuangshuang, Guo ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Promoting global higher education cooperation BT - taking global MOOC and online education alliance as an example JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623865 SP - 85 EP - 93 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Khaneboubi, Mehdi ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Visualizing students flows to monitor persistence JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623906 SP - 121 EP - 131 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Doğu Özdemir, Paker A1 - Can Bayer, Burak A1 - Mercan, Duygu A1 - Buyurucu, Gamze ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - MOOC-based Personalized Learning Experience (Ple) BT - an innovative approach to elective courses JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This qualitative study explores the impact of Personalized Learning Experience (PLE) courses at a higher education institution from the perspective of undergraduate students. The PLE program requires students to take at least one of their elective courses in the form of MOOCs during their undergraduate studies. Drawing on interviews with six students across different faculties, the study identified four key themes that encapsulate the effects of PLE courses: (1) Certificate driven learning with a focus on occupation skill enhancement, (2) diverse course offerings to enhance personal and academic development, (3) learning flexibility, and (4) student satisfaction. The findings suggest that PLE courses offered through MOOC platforms allow students to broaden their academic horizons, gain valuable skills, and tailor their education to better align with their interests and goals. Furthermore, this study highlights the potential benefits of incorporating PLE courses in higher education institutions, emphasizing their role in promoting a more dynamic and student-centered learning environment. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622098 SP - 59 EP - 66 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Lipp, Silvia A1 - Schön, Sandra ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Role of MOOCs and Imoox for Austrian Universities BT - analysis of performance agreements and activities at imoox JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622134 SP - 77 EP - 84 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Egloffstein, Marc A1 - Hünemohr, Holger A1 - Ifenthaler, Dirk ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Modularization of open online courses on the eGov-Campus BT - prospects and challenges JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623888 SP - 105 EP - 112 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Neuböck, Kristina A1 - Linschinger, Nadine ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Central elements of knowledge and competence development with MOOCs BT - using the example of the OER-MOOC JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624668 SP - 255 EP - 262 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Khlaisang, Jintavee A1 - Duangchinda, Vorasuang A1 - Thammetar, Thapanee A1 - Theeraroungchaisri, Anuchai ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Instructional design for work-based skill MOOCs BT - challenges for workforce development in Thailand JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624318 SP - 221 EP - 227 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Dixon, Fred A1 - Trabucchi, Stefania ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Using analytics in a large virtual classroom for Open edX JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623895 SP - 113 EP - 120 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Nohr, Magnus A1 - Haugsbakken, Halvdan ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - A taxonomy of video genres as a scaffolding strategy for video making in education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624294 SP - 201 EP - 220 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Giannatelli, Ada A1 - Tomasini, Alessandra ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Descriptors and EU Standards to support the recognition of MOOCs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623967 SP - 133 EP - 146 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Concia, Francesca A1 - Distler, Petr A1 - Law, Gareth A1 - Macerata, Elena A1 - Mariani, Mario A1 - Mossini, Eros A1 - Negrin, Maddalena A1 - Štrok, Marko ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - An experience in developing models to use MOOCs in teaching and to advocate OERs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624609 SP - 239 EP - 254 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Mair, Bettina A1 - Schön, Sandra A1 - Lipp, Silvia A1 - Steinkellner, Iris A1 - Stojcevic, Ivana A1 - Zwiauer, Charlotte ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Impact assessment of a MOOC platform BT - considerations, development, and results JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624222 SP - 171 EP - 186 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Haugsbakken, Halvdan A1 - Hagelia, Marianne ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - An asynchronous cooperative leaning design in a Small Private Online Course (SPOC) JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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). KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622107 SP - 67 EP - 76 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Thirouard, Maria A1 - de la Villèsbrunne, Marie A1 - Bernaert, Oliver ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - From MOOC to “2M-POC” BT - an approach to transform a traditional MOOC to an efficient multi-modal learning path for companies JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624268 SP - 187 EP - 200 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Morales-Chan, Miguel A1 - Amado-Salvatierra, Héctor R. A1 - Hernández-Rizzardini, Rocael ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Optimizing the design, pedagogical decision-making and development of MOOCs through the use of Ai-Based tools JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623870 SP - 95 EP - 103 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Utunen, Heini A1 - Attias, Melissa ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - xMOOCs BT - modality for mass reach during the pandemic for the World Health Organization JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624788 SP - 279 EP - 289 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Thomas, Max A1 - Staubitz, Thomas A1 - Meinel, Christoph ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Preparing MOOChub metadata for the future of online learning BT - optimizing for AI recommendation services JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624830 SP - 329 EP - 338 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Dietz, Michael A1 - Roth, Dennis ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Student-centered re-design of an online course with card sorting BT - how to quickly get a mental model of students JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - “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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624843 SP - 339 EP - 350 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Kennedy, Eileen A1 - Laurillard, Diana A1 - Zeitoun, Samar ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - The Comooc model for global professional collaboration on sustainability JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624803 SP - 291 EP - 303 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Wasilewski, Julie A1 - Khaneboubi, Mehdi A1 - Bruillard, Éric ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - How to detect At-Risk learners in professional finance MOOCs BT - step one JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - “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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624818 SP - 305 EP - 316 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Lorenz, Anja A1 - Bock, Stefanie A1 - Schulte-Ostermann, Juleka ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Challenges and proposals for introducing digital certificates in higher education infrastructures JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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 Lübeck, 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624701 SP - 263 EP - 270 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Studemund-Halévy, Michael T1 - Desperados at Sea JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. JF - PaRDeS : Journal of the Association for Jewish Studies in Germany N2 - Pirates are fortune-seeking fighters at sea. Their exploits fire the imaginations of their victims and admirers, drawing a veil over individuals who rarely bear a real name and pursue their adventurous occupations as buccaneers, filibusters, freebooters, privateers, pirates, or corsairs. Piracy, corsairing, and contraband trade were epidemic among the Egyptians and the Phoenicians, the Greeks and the Vikings, the Spaniards and the Ottomans, the Muslims, and the Christians. And the Jews. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585796 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 100 EP - 115 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schlör, Joachim T1 - “Israel am Meere” BT - The Sea Voyage as a Place and Time for Questions about Jewish Identity JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. N2 - For Jews in Germany, the period following the Nazis’ rise to power in January 1933 was a period of decision-making on many levels: How should they respond to the persecution? If they decided to emigrate, many more decisions had to be made: How does one leave a country, and where should one go? A key moment in the process and in the cultural practice of emigration is the beginning of the sea voyage – when the need for departure and the hope for a new arrival jointly create a period of liminality. Looking at reports from sea voyages of exploration and emigration from the 1930s, this contribution discusses the question whether, and in what ways, such reflections can be read in the context of religious experiences and in the search for Jewish identities in times of turmoil. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585537 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 18 EP - 32 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Siegel, Björn T1 - “Creating a Maritime Future” BT - Hamburg and the Revival of Jewish Seafaring and Fishing Traditions in the 1940s and 1950s JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. N2 - This article explores the importance of the port city of Hamburg in the evolving discourses on the creation of a maritime future, a vision which became influential in the 1930s, 1940s and 1950s. While some Jewish representatives in the city aimed at preserving and intertwining Hanseatic and Jewish traditions in order to secure a Jewish presence in the port city under the pressure of the Nazi regime and thereafter, others wanted to create new emigration opportunities, especially to Mandatory Palestine, and create a Jewish maritime future in Eretz Israel. Different Zionist organizations supported the newly evolving maritime ideas, such as the “conquest of the sea”, and promoted the image of a Jewish seafaring nation. Despite the difficulties in the 1940s, these concepts gained influence post-1945 and led to the foundation of the fishery kibbutz “Zerubavel” in Blankenese/Hamburg. However, the idea of a Hanseatic Jewish future also remained influential and illustrates how differently a “Jewish maritime future” was imagined and used to link past, present and future. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585575 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 68 EP - 82 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Wassner, Dalia T1 - The Port Jew and Nuestra América BT - Narratives of Collective Responsibility and Belonging JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. N2 - Jacob Brandon Maduro’s Memoirs and Related Observations (Havana, 1953) speak to the lasting yet malleable legacy of Jewish Caribbean/Atlantic mercantile communities that defined early modern settlement in the Americas. A close reading of the Memoirs, alongside relevant archival records and community narratives, lends new perspectives to scholarship on Port Jewries and the Atlantic Diaspora. Specifically concerned with Jacob’s adoption of such leading intellectual and political tropes as the Monroe doctrine, José Martí’s Nuestra America, and a Zionism that evolved from an ideology to a reality, the Memoirs reveal a narrative at once defined by the tremendous upheavals of the first half of the 20th century, and an enduring sense of Jewish diasporic peoplehood defined through a Port Jew paradigm whereby the preservation of Jewish ethnicity is understood as synonymous with the championing of modernity. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585580 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 84 EP - 99 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Siegel, Björn T1 - “They Took to the Sea” – Jewish History and Culture in Maritime Perspective(s) JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585509 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 11 EP - 16 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ginsburg, Shai T1 - Marina Zilbergerts, The Yeshiva and the Rise of Modern Hebrew Literature (Bloomington, In: Indiana University Press, 2022), 184 pp., $ 35.00 JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585985 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 143 EP - 147 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jessen, Caroline T1 - Kathrin Wittler, Morgenländischer Glanz: Eine deutsche jüdische Literaturgeschichte (1750 – 1850) (= Schriftenreihe wissenschaftlicher Abhandlungen des Leo Baeck Instituts 79) (Tübingen: Mohr Siebeck, 2019), 620 S., 99,00 € JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585898 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 128 EP - 131 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schachter, Allison T1 - Barry Trachtenberg, The Holocaust & the Exile of Yiddish: A History of the Algemeyne Entsiklopedye (New Brunswick, NJ: Rutgers University Press, 2022), 336 pp., $ 37.50 JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585836 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 121 EP - 125 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Cooperman, Jessica T1 - Mark Wortman, Admiral Hyman Rickover: Engineer of Power (New Haven, CT: Yale University Press, 2022), 328 pp., $ 26.00 JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585943 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 137 EP - 140 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jacob, Frank T1 - Shaul Magid, Meir Kahane: The Public Life and Political Thought of an American Jewish Radical (Princeton, NJ: Princeton University Press, 2021), 296 pp., $ 35.00 JF - PaRDeS : Journal of the Association for Jewish Studies in Germany JF - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585827 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 SP - 119 EP - 121 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - RPRT A1 - Dehnen, Elias T1 - Juridifying Bolsonaro’s mass deforestation policies in Brazil through the International Criminal Court BT - Chances and Challenges T2 - Staat, Recht und Politik – Forschungs- und Diskussionspapiere T2 - State, Law, and Politics — Research and Discussion Papers N2 - Under Brazil's ex-president Bolsonaro, deforestation of the Amazon increased dramatically. An Austrian NGO filed a complaint to the Prosecutor of the International Criminal Court (ICC) against Bolsonaro in October 2021, accusing him of crimes against humanity against the backdrop of his involvement in environmental destruction. This paper deals with the question of whether this initi-ative constitutes a promising means of juridification to mitigate conflicts revolving around mass deforestation in Brazil. It thematizes attempts to juridify environmental destruction in international criminal law and examines the Climate Fund Case at the Brazilian Supreme Court. Finally, emerging problems and arguments in favour of starting preliminary examinations at the ICC against Bolsonaro are illuminated. This paper provides arguments as to why the initiative might be a promising undertaking, even though it is unlikely that Bolsonaro will be arrested. N2 - In der Amtszeit des brasilianischen Ex-Präsidenten Bolsonaro nahm die Abholzung des Amazonasgebiets drastisch zu. Eine österreichi-sche NGO reichte im Oktober 2021 beim Anklä-ger des Internationalen Strafgerichtshofs (IStGH) eine Beschwerde gegen Bolsonaro ein, die seine Abholzungspolitik als Verbrechen gegen die Menschlichkeit einstuft. Der Beitrag behandelt die Frage, ob die Initiative ein vielversprechen-des Mittel der Verrechtlichung darstellt, um Kon-flikte rund um die Massenabholzung des Amazo-nas zu entschärfen. Dafür werden Versuche be-leuchtet, Umweltzerstörung im internationalen Strafrecht zu verrechtlichen. Zudem wird der Klimafonds-Fall vor dem Obersten Gerichtshof Brasiliens vorgestellt. Abschließend werden Probleme und Argumente für die Einleitung von Voruntersuchungen gegen Bolsonaro vor dem IStGH diskutiert. Der Beitrag liefert Argumente, weshalb die Initiative erfolgreich sein könnte, obgleich es unwahrscheinlich ist, dass Bolsonaro verhaftet wird. T3 - Staat, Recht und Politik – Forschungs- und Diskussionspapiere = State, Law, and Politics - Research and Discussion Papers - 14 Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-581742 SN - 2509-6974 IS - 14 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ángel Puig-Samper, Miguel ED - Ette, Ottmar ED - Knobloch, Eberhard T1 - Humboldt and his geographical album of New Spain JF - HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies N2 - During his trip to New Spain in 1803, Alexander von Humboldt visited large tracts of New Spanish territory, which includes modern Mexico and part of the United States. This trip provided the data for his geographical Atlas of the region, as well as information about the ancient Mexican cultures that he would later include in the general Atlas and in other major works, such as Vues des Cordillères. Likewise, Humboldt’s Political Essay on the Kingdom of New Spain displayed a comprehensive physical, natural, economic, and social description of Mexico in the colonial period, which will also be analysed. With these works, Humboldt presented a new geographical and cultural image of New Spain to the European audiences. In addition to this, his work made important contributions to cartographic knowledge. N2 - Alexander von Humboldt en su viaje a Nueva España en 1803 tuvo la oportunidad de viajar por gran parte del territorio novohispano, que incluye Mexico y parte de del actual territorio de Estados Unidos. Este viaje le permitió preparar un Atlas geográfico de la región, además de obtener información sobre las antiguas culturas mexicanas que luego plasmará en el Atlas general del viaje y en algunas de sus principales obras como Vues des Cordillères. Asimismo, Humboldt hizo una excelente descripción física, natural, económica y social de México en la época colonial en su Ensayo político sobre el Reino de la Nueva España que también será analizado. Con estas obras Humboldt logró ofrecer una nueva imagen del territorio novohispano y sus riquezas al mundo europeo, así como un conocimiento cartográfico de gran importancia. N2 - Alexander von Humboldt, lors de son voyage en Nouvelle-Espagne en 1803, a eu l’occasion de parcourir une grande partie du territoire de la Nouvelle-Espagne, qui comprend le Mexique et une partie du territoire actuel des États-Unis. Ce voyage lui a permis de préparer un Atlas géographique de la région, ainsi que d’obtenir des informations sur les anciennes cultures mexicaines qu'il inclura plus tard dans l’Atlas général du voyage et dans certaines de ses œuvres principales comme Vues des Cordillères. Humboldt a également donné une excellente description physique, naturelle, économique et sociale du Mexique à l’époque coloniale dans son Essai Politique sur le Royaume de la Nouvelle Espagne, qui sera également analysé. Avec ces travaux, Humboldt a réussi à offrir au monde européen une nouvelle image du Nouveau territoire espagnol et de ses richesses, de même qu’une connaissance cartographique de grande importance. KW - New Spain KW - Mexico KW - geographical album Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-592335 SN - 2568-3543 SN - 1617-5239 VL - XXIII IS - 45 SP - 29 EP - 71 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Keen, Tony ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Legolas in Troy BT - The influence of Peter Jackson’s Lord of the Rings movies on cinematic portrayals of ancient Greece and Rome JF - thersites 15 N2 - The Lord of the Rings movies were a cinematic phenomenon, extremely popular. They are not often considered as works of Classical Reception. These films’ influence on subsequent ancient world movies has been understudied, and undervalued. A common model of cinematic Greece and Rome in the twenty-first century looks solely back to Gladiator. Undoubtedly Gladiator, and its commercial success, is important to how ancient world movies developed; but focussing solely on Gladiator does not explain a move away from Roman history towards Greek mythology, culminating in a flurry of movies about Greek mythological heroes. Lord of the Rings is an overlooked factor. Already in Troy two LOTR stars are in key roles, and the battle scenes seek to imitate those of Jackson’s trilogy. 300 mythologizes far beyond Frank Miller’s graphic novel, adding several monsters; LOTR’s influence is at play here. LOTR’s influence was one factor in a complex process that saw ancient world movies change in the twentyfirst century. LOTR fed into an atmosphere that moved ancient world movies towards Greece, away from Rome, through promoting the appeal of a combination of epic and the fantastic. KW - classical movies KW - Lord of the Rings KW - classical reception KW - Peter Jackson KW - fantasy movies Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.223 SN - 2364-7612 VL - 2022 IS - 15 SP - 285 EP - 313 ER - TY - JOUR A1 - Cromwell, Jennifer ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - From Pyramids to Obscure Gods BT - The Creation of an Egyptian World in Persona 5 JF - thersites 14 N2 - Within Persona 5’s modern Tokyo setting, imagined worlds are created that represent the cognitive processes of various characters. These ‘palaces’ allow the player to explore locations far removed from the game’s real-world, contemporary backdrop. One episode creates an ancient Egyptian world. This article examines how this world has been produced and the different transmedial tropes and other influences that its developers have drawn upon. Many references are recognisable to a broad audience (pyramids, gods, hieroglyphs), while others reflect Japanese pop-cultural trends (in various manga and anime), including the mention of an obscure Egyptian god, Medjed. The intentionally fictitious nature of these ‘palaces’ means that the Egypt that appears in this game is not bound by the need to replicate an ‘accurate’ landscape. Instead, the developers were free to design a gamescape that combines multiple and diverse receptions of ancient Egypt. KW - Egypt KW - videogames KW - Persona 5 KW - pyramids KW - gods Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol14.199 SN - 2364-7612 VL - 2022 IS - 14 SP - 1 EP - 40 ER - TY - JOUR A1 - Klooster, Jacqueline ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian T1 - Review of Sophia Xenophontos and Katerina Oikonomopoulou: Brill’s Companion to the Reception of Plutarch BT - Brill (Leiden 2019) (= Brill’s Companions to Classical Reception 20), 693 pages, 2 figures. ISBN: 978-90-04-28040-3, € 198 JF - thersites 14 Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol14.197 SN - 2364-7612 VL - 2022 IS - 14 SP - 160 EP - 167 ER - TY - JOUR A1 - Vitello, Eugenia ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Review of Emilio Zucchetti & Anna Maria Cimino (eds.): Antonio Gramsci and the Ancient World BT - London/New York: Routledge, Taylor & Francis Group, 2021 (= Routledge Monographs in Classical Studies), xiv + 387 pp., ISBN: 978-0-36-719314-0, £ 96.00 (hb.) JF - thersites 14 Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol14.203 SN - 2364-7612 VL - 2022 IS - 14 SP - 188 EP - 196 ER - TY - JOUR A1 - Pezzini, Giuseppe ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - (Classical) Narratives of Decline in Tolkien: Renewal, Accommodation, Focalisation JF - thersites 15 N2 - The paper investigates Tolkien’s narratives of decline through the lens of their classical ancestry. Narratives of decline are widespread in ancient culture, in both philosophical and literary discourses. They normally posit a gradual degradation (moral and ontological) from an idealized Golden Age, which went hand-in-hand with increasing detachment of gods from mortal affairs. Narratives of decline are also at the core of Tolkien’s mythology, constituting yet another underresearched aspect of classical influence on Tolkien. Such Classical narratives reverberate e.g. in Tolkien’s division of Arda’s history into ages, from an idealized First Age filled with Joy and Light to a Third Age, described as “Twilight Age (…) the first of the broken and changed world” (Letters 131). More generally, these narratives are related to Tolkien’s notorious perception of history as a “long defeat” (Letters 195) and to that “heart-racking sense of the vanished past” which pervades Tolkien’s works – the emotion which, in his words, moved him “supremely” and which he found “small difficulty in evoking” (Letters 91). The paper analyses the reception of narratives of decline in Tolkien’s legendarium, pointing out similarities but also contrasts and differences, with the aim to discuss some key patterns of (classical) reception in Tolkien’s theory and practice (‘renewal’, ‘accommodation’, ‘focalization’). KW - narrative of decline KW - Hesiod KW - reception KW - focalization KW - accommodation Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.213 SN - 2364-7612 VL - 2022 IS - 15 SP - 25 EP - 51 ER - TY - JOUR A1 - Kambo, Kevin ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Platonic Tripartition and the Peoples of Middle-Earth JF - thersites 15 N2 - Tolkien’s The Hobbit and The Lord of the Rings employ traditional races from fairy tales: elves, men and dwarves. These peoples are differentiated principally by their dominant desires, but also by their speech, diet, and realms. I argue that these three races are significantly inspired by the three aspects that characterize the Republic’s tripartite soul—logistikon, thumoeides, and epithumetikon—along with their respective principal desires: desire for truth, greatness, and material goods. For Tolkien, therefore, these races have a corporate or political psychology that explains who they are as peoples in the history of Middle-earth. I offer a comprehensive view of the major races, connecting the dwarves with the appetitive artisans of the Republic, humans with the honour- and glory-seeking auxiliaries, and elves with the ruling guardians. This treatment explains the artisanal dwarves, as well as the battle-loving men (and women) of Rohan and Gondor, and the nostalgic, ‘anamnetic’ condition of exile that distinguishes the elves. Indeed, the condition of elves in many descriptions recalls a Platonic philosopher returned to the Cave, as well as the Neo-Platonic sagacity pictured in the biographies of Plotinus and Proclus. KW - Plato KW - Tolkien KW - republic KW - Tripartite KW - race Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.219 SN - 2364-7612 VL - 2022 IS - 15 SP - 90 EP - 122 ER - TY - JOUR A1 - Capra, Elena Sofia ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - "Orfeo out of Care" BT - The Reception of the Classical Myth of Orpheus from Sir Orfeo to Tolkien JF - thersites 15 N2 - The paper focuses on an example of multiple-step reception: the contribution of the classical story of Orpheus and Eurydice and the mediaeval lay Sir Orfeo to Tolkien’s work. In the first part, I compare the lay with Virgilian and Ovidian versions of Orpheus’ myth. This comparison shows the anonymous author’s deep knowledge of the ancient texts and complex way of rewriting them through stealing and hybridization. The lay was highly esteemed by Tolkien, who translated it and took inspiration from it while describing the Elven kingdom in The Hobbit and building the storyline of Beren and Lúthien in The Silmarillion. Through this key tale, Orpheus/Orfeo’s romance has a deep influence also on Aragorn and Arwen’s story in The Lord of the Rings. The most important element that Tolkien takes from the Sir Orfeo figuration of the ancient story is undoubtedly the insertion of political theme: the link established between the recovery of the main character’s beloved and the return to royal responsability. The second part of the paper is, thus, dedicated to the reception of Sir Orfeo and the classical myth in Tolkien. It shows how in his work the different steps of the tradition of Orpheus’ story are co-present, creating an inextricable substrate of inspiration that nourishes his imagination. KW - Orpheus and Eurydice KW - Sir Orfeo KW - reception KW - Tolkien KW - Beren and Lúthien Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.209 SN - 2364-7612 VL - 2022 IS - 15 SP - 52 EP - 89 ER - TY - JOUR A1 - Oughton, Charles W. ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Roman Heroes at Helm’s Deep? BT - Livy, Macaulay, and Tolkien on the Horatius Cocles Episode JF - thersites 15 N2 - This article analyzes Tolkien’s narrative of the Battle of Helm’s Deep as a retelling of the Horatius Cocles episode from Livy’s AUC, which contains descriptions of the defenses and the bridge, a rally encouraged by Horatius, his bold stand both with his companions and alone, and the honors paid to him after the battle. Tolkien’s Battle of Helm’s Deep contains the same elements split across two narratives: the defense of the causeway leading to the gates of the Deep by Aragorn, Éomer, and Gimli; and, after the fall of the Deeping wall, Aragorn’s defiant stand alone on the stairway leading to the inner doors of the Hornburg. Aragorn’s double action demonstrates a fulfillment of Livy’s exemplary arc. Tolkien’s knowledge of Macaulay’s “Horatius” provides a possible intermediary that accounts for various additions to the story. However, the larger structure of Tolkien’s narrative as well as the imagery that resonates throughout the text distinctly evoke the vivid descriptions of Livy. While both sets of heroes make brave stands against their enemies, Tolkien’s warriors represent a civilizing force in their efforts to build and restore their defenses while Livy’s Roman heroes destroy the bridge to save their state. KW - Livy KW - Horatius Cocles KW - Tolkien KW - Macaulay KW - reception KW - exemplarity Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.214 SN - 2364-7612 VL - 2022 IS - 15 SP - 123 EP - 162 ER - TY - JOUR A1 - Cristini, Marco ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - The Fall of Two Cities: Troy and Gondolin JF - thersites 15 N2 - Vergil was a fundamental source of inspiration for Tolkien, not only when writing the Lord of the Rings, but also at the beginning of his “world-building”. The Fall of Gondolin, written in 1916, was modeled upon the Aeneid, whose second book shares many similarities with the description of Gondolin’s last day. For instance, the attack that seals the fate of the city takes place during a feast in both works, whereas both protagonists (Aeneas and Tuor) leave wives and sons to fight the enemy and witness deaths of their kings (Priam/Turgon). Other analogies include the topos of the fall of the tallest tower of the city as well as the scenes of Creusa/Idril clasping the knees of her husband and begging him not to go back to the battle. Tolkien chose the Aeneid as his main model because, in his opinion, the Aeneid and The Fall of Gondolin evoked the air of antiquity and melancholy. Vergil’s nostalgia for a “lost world” conveyed in the Aeneid greatly resembles the nostalgia pervading both Tolkien’s writing and life. KW - Tolkien KW - reception of Vergil KW - Aeneid KW - Troy KW - Gondolin Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.200 VL - 2022 IS - 15 SP - 1 EP - 24 ER - TY - JOUR A1 - Matz, Alicia A1 - Paprocki, Maciej ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - There and Back Again: Tolkien and Greco-Roman Antiquity JF - thersites 15 N2 - The following introduction sketches the status questionis of the research on the influence of Greco-Roman antiquity on the works of Tolkien and provides details about the volume’s theoretical impetus and its broad themes. The editors discuss Tolkien’s complicated and indirect relationship with classical models, underscoring certain emergent themes in volume’s contributions, such as decline, multifocal reception and relationship with nature. KW - Tolkien KW - classical reception Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.228 SN - 2364-7612 VL - 2022 IS - 15 SP - i EP - xii ER - TY - JOUR A1 - Stutz, Kathryn H. ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - G. B. Smith’s “Elzevir Cicero” and the Construction of Queer Immortality in Tolkien’s Mythopoeia JF - thersites 15 N2 - Following the death of J. R. R. Tolkien in 1973, an obituary appeared in The Times quoting Tolkien as having said that his “love for the classics took ten years to recover from lectures on Cicero and Demosthenes.” This contentious relationship between Tolkien and the Greco-Roman past contrasts with the work of unabashedly classicizing poet Geoffrey Bache Smith, a school friend of Tolkien’s who was killed in the Great War. When Tolkien collected Smith’s poems for posthumous publication, this paper shows, Smith’s engagements with the ancient world became part of Tolkien’s own philosophy of immortality through literary composition. Within his 1931 poem “Mythopoeia,” and his 1939 speech “On Fairy-Stories,” Tolkien articulated a unified method of mythmaking by looking back to his lost friend’s understanding of mythology as a type of ancient story-craft that enabled poets to preserve the dead against the ravages of time. By tracing a triangular path through the relationships between Tolkien, Smith, and the classical past inhabited by figures like Cicero, this paper argues that Tolkien not only recovered a “love for the classics,” but used classical texts to “recover” his lost friend, granting Smith a queer, classical immortality in return. KW - John Ronald Reuel Tolkien KW - Geoffrey Bache Smith KW - hauntology KW - queer theory KW - mythopoeia Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.225 SN - 2364-7612 VL - 2022 IS - 15 SP - 253 EP - 284 ER - TY - JOUR A1 - Praet, Raf ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - The Throne of the King BT - The Throne Room in Minas Tirith and Late Antique Ruler Ideology JF - thersites 15 N2 - A conspicuous feature of Tolkien’s description of the city of Minas Tirith in The Return of The King is the depiction of two thrones in the Great Hall; one empty throne reserved for the king, and one seat for the steward of Gondor. This paper aims to ascertain the late antique and mediaeval sources of inspiration behind Tolkien’s creation of the throne room in Minas Tirith. As a starting point, we shall compare the setting of the two thrones in Minas Tirith with a motive in Christian iconography, the hetoimasia, and its architectural expression in the Chrysotriklinos, the throne room in the Byzantine Great Palace in Constantinople. Next, we shall show that Tolkien intentionally obscured his appropriation of the Byzantine throne room to create a multi-layered image of rulership, in accordance with his aesthetics of applicability and allegory. In conclusion, we shall formulate some remarks on the interpretation of the association between the Byzantine Chrysotriklinos and the Gondorian Great Hall. As a form of Tolkien’s literary process of sub-creation, the description of the throne room in Minas Tirith serves to emphasise the significance of The Return of the King as a retelling of Christ’s restoration of the fallen world, placing the work of Tolkien in the context of a strong personal Catholic piety. KW - late antique palace architecture KW - Chrysotriklinos KW - allegory and applicability KW - sub-creation KW - Christ the King Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.210 SN - 2364-7612 VL - 2022 IS - 15 SP - 232 EP - 252 ER - TY - JOUR A1 - Matz, Alicia ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Quis enim laesos impune putaret esse deos?: Ents, Sacred Groves, and the Cost of Desecration JF - thersites 15 N2 - Seneca the Younger, in his Letters, describes a sacred grove as a “thick grove of ancient trees which rise far above the usual height and block the view of the sky with their umbrella of intertwining branches” (Seneca the Younger, Letters 41.3). Fangorn Forest is clearly a sacred site as defined by Seneca, made even more sacred by the presence of the Ents. Thus, to violate it would be a terrible act of desecration, not unlike Lucan’s narrator’s shock at Caesar’s desecration of the sacred grove at Massilia (Lucan BC 3.447 – 8, quoted in the title of this paper). After exploring the relationship between Ents and sacred groves, the paper will compare the fate of Caesar to that of Saruman, who violated Fangorn Forest. Just as Augoustakis (2006) argues that the violation of the grove foreshadows Caesar’s death, so too Saruman’s death at the hands of Wormtongue becomes a fitting punishment for his violation of Fangorn. KW - sacred trees KW - Ents KW - Tolkien KW - Saruman KW - Julius Caesar Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.215 SN - 2364-7612 VL - 2022 IS - 15 SP - 204 EP - 231 ER - TY - JOUR A1 - Chinn, Christopher A1 - Thompson, Phoebe ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Tolkien’s Ithilien and the Landscape of the Ancient Mediterranean JF - thersites 15 N2 - This paper examines the intertext between Tolkien’s Ithilien episode in Two Towers and artistic presentations of plants in the art and literature of Augustan Rome. We argue that the evident ‘superbloom’ depicted in the ekphrasis of the flora of Ithilien recalls both Vergilian botanical adynata (especially in the Georgics) and Roman wall paintings of the Augustan period. KW - Tolkien KW - Vergil KW - ecocriticism KW - Ithilien KW - flora Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.211 SN - 2364-7612 VL - 2022 IS - 15 SP - 163 EP - 203 ER - TY - JOUR A1 - Beck, Christian ED - Ambühl, Annemarie ED - Carlà-Uhink, Filippo ED - Rollinger, Christian ED - Walde, Christine T1 - Review of Hamish Williams: Tolkien and the Classical World BT - Walking Tree Publishers (Zurich/Jena 2021) (= Cormarë Series No. 45), 414 pp . ISBN: 978-3-905703-45-0, 44 € JF - thersites 15 Y1 - 2022 U6 - https://doi.org/10.34679/thersites.vol15.230 SN - 2364-7612 VL - 2022 IS - 15 SP - 314 EP - 320 ER - TY - JOUR A1 - Verlaan, Stephanie T1 - The Misapplication of Western Conflict and Reconciliation Theories on New World Wars JF - Transitional Justice : Theoretical and Practical Approaches (Potsdamer Studien zu Staat, Recht und Politik ; 7) N2 - This chapter deals with the problem that theories of peace building, conflict resolution and reconciliation were predominately created in the West and, therefore, do not necessarily fit the understanding of peace, conflict, and resolution in non-Western societies and cultures. Within these societies, the acceptance of suffering may also be higher, which leads to different priorities of conflict resolution approaches. Furthermore, this chapter deals with the question of whether the current understanding of wars and the nature of conflict change the basis of established conflict theories. These theoretical approaches are then applied in Sierra Leone as a non-Western negotiation scenario. Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-570149 SN - 978-3-86956-473-9 SN - 1869-2443 SN - 1867-2663 IS - 7 SP - 11 EP - 38 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Francisco Vásquez Carruthers, Juan T1 - Transitional Justice and Political Opportunism JF - Transitional Justice : Theoretical and Practical Approaches (Potsdamer Studien zu Staat, Recht und Politik ; 7) N2 - This paper aims to contribute a different approach to transitional justice, one in which political decisions are rocketed to the forefront of the research. Theory asserts that, after a transition to democracy, it is the constituency who defines the direction a country will take. Therefore, pleasing them should be at the fore of the responses taken by those in power. However, reality distances itself from theory. History provides us with many examples of the contrary, which indicates that the politicization of transitional justice is an ever-present event. The first section will outline current definitions and obstacles faced by transitional justice, focusing on the implicit ties between them and the aforementioned politicization. An original categorization of Transitional Justice as a method of analysis will also be introduced, which I denominate Political Opportunism. The case of Argentina, a country that is usually described as a model to export but that after 35 years is still dealing with the consequences brought by the contradictions of using several methods of justice, will then be reinterpreted through this perspective. At the end of the paper, the inevitable question will be posed: can this new angle be exported and implemented in every transition? Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-570153 SN - 978-3-86956-473-9 SN - 1869-2443 SN - 1867-2663 IS - 7 SP - 39 EP - 71 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Mair, Theresa T1 - Transforming Transitional Justice to Address Colonial Crime BT - The Nama’s and Herero’s Claim for Justice for Germany’s Colonial Genocide in Namibia JF - Transitional Justice : Theoretical and Practical Approaches (Potsdamer Studien zu Staat, Recht und Politik ; 7) N2 - While the concept of transitional justice and its range of measures have gained importance on an international level to come to terms with major crimes of the past, colonial crimes and mass violence committed by Western actors have not been addressed by transitional justice so far. In this chapter, the Herero’s and Nama’s struggle for justice for the genocide on their ancestors by Germany from 1904 – 1908 and the arising challenges are set in relation to conceptual debates in the field of transitional justice. Building on current debates in the field, suggesting more structural and transformative conceptualizations of transitional justice and an approach ‘from below’, it is argued that decolonial activism of formerly colonized communities and transitional justice debates can inform each other in a dialogic and fruitful form to formulate suggestions for a process towards post-colonial justice. Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-570160 SN - 978-3-86956-473-9 SN - 1869-2443 SN - 1867-2663 IS - 7 SP - 73 EP - 109 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Maaser, Lucas T1 - Transitional Justice and Nonviolent Resistance BT - Mutually Reinforcing Frameworks for the Consolidation of Democracies? JF - Transitional Justice : Theoretical and Practical Approaches (Potsdamer Studien zu Staat, Recht und Politik ; 7) N2 - At different times and places, civic engagement in nonviolent resistance (NVR) has repeatedly shown to be an effective tool in times of conflict to initiate societal change from below. History teaches us that there have been successes (Mahatma Gandhi in India) and failures (the Tiananmen Square protests in China). Along with the recognition of the duality between transformative potential and stark consequences, the historical development of NVR was accompanied by the emergence of scholarly debate, fractured along disputes around purpose, character and effectivity of nonviolent actions taken by civil society stakeholders engaged in making their voices heard. One of the field’s current points of interest is the examination of the long-term effects of NVR movements resulting in societal transformation on the stability and adequacy of a subsequently altered or emerging democracy, suggesting that NVR contributes positively to the sustainable and representative design of an egalitarian governing system. The conclusion of the Nepalese civil war in 2006 should pose as an unambiguous example for the illustration of this phenomenon, but simultaneously raises the question why there was no successful implementation of a transitional process focusing on the needs of the victims. Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-570470 SN - 978-3-86956-473-9 SN - 1869-2443 SN - 1867-2663 IS - 7 SP - 139 EP - 165 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Conner, Sean T1 - Structural and Socioeconomic Approaches to Justice BT - Transformative Justice in Nicaragua’s ‘Dual Transition’ JF - Transitional Justice : Theoretical and Practical Approaches (Potsdamer Studien zu Staat, Recht und Politik ; 7) N2 - Transitional justice is conventionally theorized as how a society deals with past injustices after regime change and alongside democratization. Nonetheless, scholars have not reached a consensus on what is to be included or excluded. Recent ideas of transformative justice seek to expand the understanding of transitional justice to include systemic restructuring and socioeconomic considerations. In the context of Nicaragua — where two transitions occurred within an 11-year span — very little transitional justice took place, in terms of the conventional concept of top-down legalistic mechanisms; however, distinct structural changes and socioeconomic policies can be found with each regime change. By analyzing the transformative justice elements of Nicaragua’s dual transition, this chapter seeks to expand the understanding of transitional justice to include how these factors influence goals of transitions such as sustainable peace and reconciliation for past injustices. The results argue for increased attention to transformative justice theories and a more nuanced conception of justice. Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-570170 SN - 978-3-86956-473-9 SN - 1869-2443 SN - 1867-2663 IS - 7 SP - 111 EP - 138 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schwarz, Ingo A1 - Kutzinski, Vera M. ED - Ette, Ottmar ED - Knobloch, Eberhard T1 - A Letter from Alexander von Humboldt to Joseph Albert Wright – Archival Traces JF - HiN : Alexander von Humboldt im Netz N2 - A few months before his death, A. v. Humboldt attended the celebration in honor of the 127th birthday of George Washington at the US legation in Berlin. A letter to the American Envoy, Joseph A. Wright (1810 – 1867), underlines Humboldt’s admiration for the fi rst president of the United States. At the same time Humboldt asked the diplomat to mail a letter to the German-American Bernard Moses (1832 – 1897) in Clinton, Louisiana, who had named his son Alexander Humboldt Moses (grave on the Hebrew Rest Cemetery #2 in New Orleans, burial plot A, 12, 5). It appears to be possible that the Moses family still owns Humboldt’s letter. N2 - Wenige Monate vor seinem Tod besuchte A. v. Humboldt die Feier zu Ehren des 127. Geburtstages von George Washington an der Gesandtschaft der Vereinigten Staaten in Berlin. Ein Brief an den Gesandten, Joseph A. Wright (1810 – 1867), betonte Humboldts Bewunderung für den ersten Präsidenten der Vereinten Staaten. Gleichzeit bat Humboldt den Diplomaten um die Beförderung eines Briefes an den Deutschamerikaner Bernard Moses(1832 – 1897) in Clinton, Louisiana, der seinen Sohn Alexander Humboldt Moses (Grab auf dem Hebrew Rest Cemetery #2 in New Orleans, Grabstelle A, 12, 5) genannt hat. N2 - Unos meses antes de su muerte, A. v. Humboldt asistió a la celebración en honor al 127º cumpleaños de George Washington en la legación estadounidense en Berlín. Una carta al delegado estadounidense, Joseph A. Wright (1810 – 1867), subraya la admiración de Humboldt por el primer presidente de los Estados Unidos. Al mismo tiempo, Humboldt le pidió al diplomático que enviara una carta al germano-estadounidense Bernard Moses (1832 – 1897) en Clinton, Louisiana, quien había puesto a su hijo, el nombre de Alexander Humboldt Moses(tumba en el cementerio Hebrew Rest número 2 en Nueva Orleans, lugar de enteramiento: A, 12, 5). KW - Alexander Humboldt KW - Moses KW - Korrespondenz Alexander von Humboldts KW - Vereinigten Staaten Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-532787 SN - 2568-3543 SN - 1617-5239 VL - XXII IS - 43 SP - 5 EP - 12 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Buchem, Ilona A1 - Okatan, Ebru T1 - Using the Addie Model to Produce MOOCs BT - Experiences from the Oberred Project JF - EMOOCs 2021 N2 - MOOCs have been produced using a variety of instructional design approaches and frameworks. This paper presents experiences from the instructional approach based on the ADDIE model applied to designing and producing MOOCs in the Erasmus+ strategic partnership on Open Badge Ecosystem for Research Data Management (OBERRED). Specifically, this paper describes the case study of the production of the MOOC “Open Badges for Open Science”, delivered on the European MOOC platform EMMA. The key goal of this MOOC is to help learners develop a capacity to use Open Badges in the field of Research Data Management (RDM). To produce the MOOC, the ADDIE model was applied as a generic instructional design model and a systematic approach to the design and development following the five design phases: Analysis, Design, Development, Implementation, Evaluation. This paper outlines the MOOC production including methods, templates and tools used in this process including the interactive micro-content created with H5P in form of Open Educational Resources and digital credentials created with Open Badges and issued to MOOC participants upon successful completion of MOOC levels. The paper also outlines the results from qualitative evaluation, which applied the cognitive walkthrough methodology to elicit user requirements. The paper ends with conclusions about pros and cons of using the ADDIE model in MOOC production and formulates recommendations for further work in this area. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517274 SN - 978-3-86956-512-5 VL - 2021 SP - 249 EP - 258 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Khalil, Mohammad T1 - Who Are the Students of MOOCs? BT - Experience from Learning Analytics Clustering Techniques JF - EMOOCs 2021 N2 - Clustering in education is important in identifying groups of objects in order to find linked patterns of correlations in educational datasets. As such, MOOCs provide a rich source of educational datasets which enable a wide selection of options to carry out clustering and an opportunity for cohort analyses. In this experience paper, five research studies on clustering in MOOCs are reviewed, drawing out several reasonings, methods, and students’ clusters that reflect certain kinds of learning behaviours. The collection of the varied clusters shows that each study identifies and defines clusters according to distinctive engagement patterns. Implications and a summary are provided at the end of the paper. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517298 SN - 978-3-86956-512-5 VL - 2021 SP - 259 EP - 269 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Casiraghi, Daniela A1 - Sancassani, Susanna A1 - Brambilla, Federica T1 - The Role of MOOCs in the New Educational Scenario BT - An Integrated Strategy for Faculty Development JF - EMOOCs 2021 N2 - The COVID-19 pandemic emergency has forced a profound reshape of our lives. Our way of working and studying has been disrupted with the result of an acceleration of the shift to the digital world. To properly adapt to this change, we need to outline and implement new urgent strategies and approaches which put learning at the center, supporting workers and students to further develop “future proof” skills. In the last period, universities and educational institutions have demonstrated that they can play an important role in this context, also leveraging on the potential of Massive Open Online Courses (MOOCs) which proved to be an important vehicle of flexibility and adaptation in a general context characterised by several constraints. From March 2020 till now, we have witnessed an exponential growth of MOOCs enrollments numbers, with “traditional” students interested in different topics not necessarily integrated to their curricular studies. To support students and faculty development during the spreading of the pandemic, Politecnico di Milano focused on one main dimension: faculty development for a better integration of digital tools and contents in the e-learning experience. The current discussion focuses on how to improve the integration of MOOCs in the in-presence activities to create meaningful learning and teaching experiences, thereby leveraging blended learning approaches to engage both students and external stakeholders to equip them with future job relevance skills. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517315 SN - 978-3-86956-512-5 VL - 2021 SP - 271 EP - 274 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Hense, Julia A1 - Bernd, Mike T1 - Podcasts, Microcontent & MOOCs BT - The Integration of Digital Learning Formats into HEI Lectures JF - EMOOCs 2021 Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517363 SN - 978-3-86956-512-5 VL - 2021 SP - 289 EP - 295 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Mihaescu, Vlad A1 - Andone, Diana A1 - Vasiu, Radu T1 - DigiCulture MOOC Courses Piloting with Students JF - EMOOCs 2021 Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517339 SN - 978-3-86956-512-5 VL - 2021 SP - 275 EP - 279 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Langseth, Inger A1 - Jacobsen, Dan Yngve A1 - Haugsbakken, Halvdan T1 - MOOCs for Flexible and Lifelong Learning in Higher Education BT - The Struggle from within Loosely Coupled Organizations? JF - EMOOCs 2021 N2 - In this paper, we take a closer look at the development of Massive Open Online Courses (MOOC) in Norway. We want to contribute to nuancing the image of a sound and sustainable policy for flexible and lifelong learning at national and institutional levels and point to some critical areas of improvement in higher education institutions (HEI). 10 semistructured qualitative interviews were carried out in the autumn 2020 at ten different HE institutions across Norway. The informants were strategically selected among employees involved in MOOC-technology, MOOCproduction and MOOC-support over a period of time stretching from 2010–2020. A main finding is that academics engaged in MOOCs find that their entrepreneurial ideas and results, to a large extent, are overlooked at higher institutional levels, and that progress is frustratingly slow. So far, there seems to be little common understanding of the MOOC-concept and the disruptive and transformative effect that MOOC-technology may have at HEIs. At national levels, digital strategies, funding and digital infrastructure are mainly provided in governmental silos. We suggest that governmental bodies and institutional stake holders pay more attention to entrepreneurial MOOC-initiatives to develop sustainability in flexible and lifelong learning in HEIs. This involves connecting the generous funding of digital projects to the provision of a national portal and platform for Open Access to education. To facilitate sustainable lifelong learning in and across HEIs, more quality control to enhance the legitimacy of MOOC certificates and micro-credentials is also a necessary measure. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516930 SN - 978-3-86956-512-5 VL - 2021 SP - 63 EP - 78 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Corti, Paola A1 - Baudo, Valeria A1 - Turró, Carlos A1 - Santos, Ana Moura A1 - Nilsson, Charlotta T1 - Fostering Women to STEM MOOCs BT - The FOSTWOM Toolkit JF - EMOOCs 2021 N2 - In the context of the Fostering Women to STEM MOOCs (FOSTWOM) project, we present here the general ideas of a gender balance Toolkit, i.e. a collection of recommendations and resources for instructional designers, visual designers, and teaching staff to apply while designing and preparing storyboards for MOOCs and their visual components, so that future STEM online courses have a greater chance to be more inclusive and gender-balanced. Overall, The FOSTWOM project intends to use the inclusive potential of Massive Open Online Courses to propose STEM subjects free of stereotyping assumptions on gender abilities. Moreover, the consortium is interested in attracting girls and young women to science and technology careers, through accessible online content, which can include role models’ interviews, relevant real-world situations, and strong conceptual frameworks. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517141 SN - 978-3-86956-512-5 VL - 2021 SP - 129 EP - 141 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Özdemir, Paker Doğu A1 - Kurban, Caroline Fell A1 - Pekkan, Zelha Tunç T1 - MOOC-Based Online Instruction BT - A Case Study in Teacher Education JF - EMOOCs 2021 N2 - If taking a flipped learning approach, MOOC content can be used for online pre-class instruction. After which students can put the knowledge they gained from the MOOC into practice either synchronously or asynchronously. This study examined one such, asynchronous, course in teacher education. The course ran with 40 students over 13 weeks from February to May 2020. A case study approach was followed using mixed methods to assess the efficacy of the course. Quantitative data was gathered on achievement of learning outcomes, online engagement, and satisfaction. Qualitative data was gathered via student interviews from which a thematic analysis was undertaken. From a combined analysis of the data, three themes emerged as pertinent to course efficacy: quality and quantity of communication and collaboration; suitability of the MOOC; and significance for career development. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516900 SN - 978-3-86956-512-5 VL - 2021 SP - 17 EP - 33 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Perach, Shai A1 - Alexandron, Giora T1 - A MOOC-Based Computer Science Program for Middle School BT - Results, Challenges, and the Covid-19 Effect JF - EMOOCs 2021 N2 - In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this research developed and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academic MOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teachers with disciplinary scaffolds and allow them to focus their attention on enhancing students’ learning experience and nurturing critical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academic level course to middle-school students. In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-track classes who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in the program achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participating students also developed a more accurate perception of the essence of CS as a scientific discipline. The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined the advantages of such a MOOCbased blended learning program above classic pedagogy in times of global or local crises that lead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-year MoE exam was discarded, the program’s classes smoothly moved to remote learning mode, and students continued to study at a pace similar to that experienced before the school shut down. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517133 SN - 978-3-86956-512-5 VL - 2021 SP - 111 EP - 127 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Seng, Cheyvuth A1 - Carlon, May Kristine Jonson A1 - Gayed, John Maurice A1 - Cross, Jeffrey S. T1 - Long-Term Effects of Short-Term Intervention Using MOOCs for Developing Cambodian Undergraduate Research Skills JF - EMOOCs 2021 N2 - Developing highly skilled researchers is essential to accelerate the economic progress of developing countries such as Cambodia in South East Asia. While there is continuing research investigating Cambodia’s potential to cultivate such a workforce, the circumstances of undergraduate students in public provincial universities do not receive ample attention. This is crucial as numerous multinational corporations are participating via foreign direct investments in special economic zones at the border provinces and need talented human resources in Cambodia as well as in neighboring Southeast Asian countries such as Thailand and Vietnam. Student’s research capability growth starts with one’s belief in their capacity to use the necessary information tools and their potential to succeed in research. In this research paper, we look at how such beliefs, specifically research self-efficacy and information literacy, can be developed through a short-term intervention that uses MOOCs and assess their long-term effects. Our previous research has shown that short-term training intervention has immediate positive effects on the undergraduate students’ self-efficacies in Cambodian public provincial universities. In this paper, we present the follow-up study results conducted sixteen months after the said short-term training intervention. Results reveal that from follow-up evaluations that while student’s self-efficacies were significantly higher than before the short-term intervention was completed, they were lower than immediately after the intervention. Thus, while perfunctory interventions such as merely introducing the students to MOOCs and other relevant research tools over as little as three weeks can have significant positive effects, efforts must be made to sustain the benefits gained. This implication is essential to developing countries such as Cambodia that need low-cost solutions with immediate positive results in developing human resources to conduct research, particularly in areas far from more developed capital cities. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516929 VL - 2021 SP - 49 EP - 62 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jacqmin, Julien T1 - What Drives Enrollment in Massive Open Online Courses? BT - Evidences from a French MOOC Platform JF - EMOOCs 2021 N2 - The goal of this paper is to study the demand factors driving enrollment in massive open online courses. Using course level data from a French MOOC platform, we study the course, teacher and institution related characteristics that influence the enrollment decision of students, in a setting where enrollment is open to all students without administrative barriers. Coverage from social and traditional media done around the course is a key driver. In addition, the language of instruction and the (estimated) amount of work needed to complete the course also have a significant impact. The data also suggests that the presence of same-side externalities is limited. Finally, preferences of national and of international students tend to differ on several dimensions. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516899 SN - 978-3-86956-512-5 VL - 2021 SP - 1 EP - 16 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Koskinen, Johanna A1 - Kairikko, Anette A1 - Suonpää, Maija T1 - Hybrid MOOCs Enabling Global Collaboration Between Learners JF - EMOOCs 2021 N2 - The COVID-19 pandemic has accelerated the pace of digital transformation, which has forced people to quickly adapt to working and collaborating online. Learning in digital environments has without a doubt gained increased significance during this rather unique time and, therefore, Massive Open Online Courses (MOOCs) have more potential to attract a wider target audience. This has also brought about more possibilities for global collaboration among learners as learning is not limited to physical spaces. Despite the wide interest in MOOCs, there is a need for further research on the global collaboration potential they offer. The aim of this paper is to adopt an action research approach to study how a hybrid MOOC design enables learners’ global collaboration. During the years 2019–2020 together with an international consortium called Corship (Corporate Edupreneurship) we jointly designed, created and implemented a hybrid model MOOC, called the “Co-innovation Journey for Startups and Corporates”. It was targeted towards startup entrepreneurs, corporate representatives and higher education students and it was funded by the EU. The MOOC started with 2,438 enrolled learners and the completion rate for the first four weeks was 29.7%. Out of these 208 learners enrolled for the last two weeks, which in turn had a completion rate of 58%. These figures were clearly above the general average for MOOCs. According to our findings, we argue that a hybrid MOOC design may foster global collaboration within a learning community even beyond the course boundaries. The course included four weeks of independent learning, an xMOOC part, and two weeks of collaborative learning, a cMOOC part. The xMOOC part supported learners in creating a shared knowledge base, which enhanced the collaborative learning when entering the cMOOC part of the course. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516917 SN - 978-3-86956-512-5 SP - 35 EP - 48 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ponce, Eva A1 - Srinath, Sindhu A1 - Allegue, Laura T1 - Integrating Community Teaching in MOOCs JF - EMOOCs 2021 N2 - The MITx MicroMasters Program in Supply Chain Management (SCM) is a Massive Open Online Course (MOOC) based program that aims to impart quantitative and qualitative knowledge to SCM enthusiasts all around the world. The program that started in 2014 with just one course, now offers 5 courses and one final proctored exam, which allows a learner to gain a MicroMasters credential upon completion. While the courses are delivered in the form of pre-recorded videos by the faculty members of Massachusetts Institute of Technology (MIT), the questions and comments posted by learners in discussion forums are addressed by a group of Community Teaching Assistants (CTAs) who volunteer for this role. The MITx staff carefully selects CTAs for each run of the individual courses as they take on a co-facilitator’s role in the program. This paper highlights the importance of community teaching, discusses the profile of CTAs involved with the program, their recruitment, training, tasks and responsibilities, engagement, and rewarding process. In the end we also share a few recommendations based on the lessons learned in community teaching during the last five years of running more than 45 MOOC courses, that could help other MOOC teams deliver a high-touch experience. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517123 SN - 978-3-86956-512-5 VL - 2021 SP - 95 EP - 109 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Blackwell, Virginia Katherine A1 - Wiltrout, Mary Ellen T1 - Learning During COVID-19 BT - Engagement and Attainment in an Introductory Biology MOOC JF - EMOOCs 2021 N2 - During the COVID-19 pandemic, learning in higher education and beyond shifted en masse to online formats, with the short- and long-term consequences for Massive Open Online Course (MOOC) platforms, learners, and creators still under evaluation. In this paper, we sought to determine whether the COVID-19 pandemic and this shift to online learning led to increased learner engagement and attainment in a single introductory biology MOOC through evaluating enrollment, proportional and individual engagement, and verification and performance data. As this MOOC regularly operates each year, we compared these data collected from two course runs during the pandemic to three pre-pandemic runs. During the first pandemic run, the number and rate of learners enrolling in the course doubled when compared to prior runs, while the second pandemic run indicated a gradual return to pre-pandemic enrollment. Due to higher enrollment, more learners viewed videos, attempted problems, and posted to the discussion forums during the pandemic. Participants engaged with forums in higher proportions in both pandemic runs, but the proportion of participants who viewed videos decreased in the second pandemic run relative to the prior runs. A higher percentage of learners chose to pursue a certificate via the verified track in each pandemic run, though a smaller proportion earned certification in the second pandemic run. During the pandemic, more enrolled learners did not necessarily correlate to greater engagement by all metrics. While verified-track learner performance varied widely during each run, the effects of the pandemic were not uniform for learners, much like in other aspects of life. As such, individual engagement trends in the first pandemic run largely resemble pre-pandemic metrics but with more learners overall, while engagement trends in the second pandemic run are less like pre-pandemic metrics, hinting at learner “fatigue”. This study serves to highlight the life-long learning opportunity that MOOCs offer is even more critical when traditional education modes are disrupted and more people are at home or unemployed. This work indicates that this boom in MOOC participation may not remain at a high level for the longer term in any one course, but overall, the number of MOOCs, programs, and learners continues to grow. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517251 SN - 978-3-86956-512-5 VL - 2021 SP - 219 EP - 236 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Kerr, John A1 - Lorenz, Anja A1 - Schön, Sandra A1 - Ebner, Martin A1 - Wittke, Andreas T1 - Open Tools and Methods to Support the Development of MOOCs BT - A Collection of How-tos, Monster Assignment and Kits JF - EMOOCs 2021 N2 - There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517219 SN - 978-3-86956-512-5 VL - 2021 SP - 187 EP - 200 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jonson Carlon, May Kristine A1 - Gaddem, Mohamed Rami A1 - Hernández Reyes, César Augusto A1 - Nagahama, Toru A1 - Cross, Jeffrey S. T1 - Investigating Mechanical Engineering Learners’ Satisfaction with a Revised Monozukuri MOOC JF - EMOOCs 2021 N2 - Aside from providing instructional materials to the public, developing massive open online courses (MOOCs) can benefit institutions in different ways. Some examples include providing training opportunities for their students aspiring to work in the online learning space, strengthening its brand recognition through courses appealing to enthusiasts, and enabling online linkages with other universities. One such example is the monozukuri MOOC offered by the Tokyo Institute of Technology on edX, which initially presented the Japanese philosophy of making things in the context of a mechanical engineering course. In this paper, we describe the importance of involving a course development team with a diverse background. The monozukuri MOOC and its revision enabled us to showcase an otherwise distinctively Japanese topic (philosophy) as an intersection of various topics of interest to learners with an equally diverse background. The revision resulted in discussing monozukuri in a mechanical engineering lesson and how monozukuri is actively being practiced in the Japanese workplace and academic setting while juxtaposing it to the relatively Western concept of experiential learning. Aside from presenting the course with a broader perspective, the revision had been an exercise for its team members on working in a multicultural environment within a Japanese institution, thus developing their project management and communication skills. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517266 SN - 978-3-86956-512-5 VL - 2021 SP - 237 EP - 247 PB - Universitätsverlag Potsdam CY - Potsdam ER -