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 - 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 - 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 - GEN A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict A1 - Gronau, Norbert T1 - Students’ Acceptance of Technology-Mediated Teaching – How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany T2 - Postprints der Universität Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe N2 - In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring–summer 2020 semester. Our study focused on (1) the students’ acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study’s results and derive short- and long-term implications for science and practice. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 141 KW - COVID-19 KW - digital learning KW - discipline differences KW - e-learning KW - TAM KW - technology acceptance KW - technology-mediated teaching KW - university teaching Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-521615 SN - 1867-5808 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 - 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 - 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 - 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 - Steinbeck, Hendrik 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 - What makes an educational video? BT - deconstructing characteristics of video production styles for MOOCs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - In an effort to describe and produce different formats for video instruction, the research community in technology-enhanced learning, and MOOC scholars in particular, have focused on the general style of video production: whether it is a digitally scripted “talk-and-chalk” or a “talking head” version of a learning unit. Since these production styles include various sub-elements, this paper deconstructs the inherited elements of video production in the context of educational live-streams. Using over 700 videos – both from synchronous and asynchronous modalities of large video-based platforms (YouTube and Twitch), 92 features were found in eight categories of video production. These include commonly analyzed features such as the use of green screen and a visible instructor, but also less studied features such as social media connections and changing camera perspective depending on the topic being covered. Overall, the research results enable an analysis of common video production styles and a toolbox for categorizing new formats – independent of their final (a)synchronous use in MOOCs. Keywords: video production, MOOC video styles, live-streaming. 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-opus4-622086 SP - 47 EP - 58 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Staubitz, Thomas A1 - Serth, Sebastian A1 - Thomas, Max A1 - Ebner, Martin A1 - Koschutnig-Ebner, Markus A1 - Rampelt, Florian A1 - von Stetten, Alexander A1 - Wittke, Andreas 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 metastandard for the international exchange of MOOCs BT - the MOOChub as first prototype JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The MOOChub is a joined web-based catalog of all relevant German and Austrian MOOC platforms that lists well over 750 Massive Open Online Courses (MOOCs). Automatically building such a catalog requires that all partners describe and publicly offer the metadata of their courses in the same way. The paper at hand presents the genesis of the idea to establish a common metadata standard and the story of its subsequent development. The result of this effort is, first, an open-licensed de-facto-standard, which is based on existing commonly used standards and second, a first prototypical platform that is using this standard: the MOOChub, which lists all courses of the involved partners. This catalog is searchable and provides a more comprehensive overview of basically all MOOCs that are offered by German and Austrian MOOC platforms. Finally, the upcoming developments to further optimize the catalog and the metadata standard are reported. 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-opus4-624154 SP - 147 EP - 161 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 - GEN A1 - Serth, Sebastian A1 - Staubitz, Thomas A1 - van Elten, Martin A1 - Meinel, Christoph ED - Gamage, Dilrukshi T1 - Measuring the effects of course modularizations in online courses for life-long learners T2 - Zweitveröffentlichungen der Universität Potsdam : Reihe der Digital Engineering Fakultät N2 - Many participants in Massive Open Online Courses are full-time employees seeking greater flexibility in their time commitment and the available learning paths. We recently addressed these requirements by splitting up our 6-week courses into three 2-week modules followed by a separate exam. Modularizing courses offers many advantages: Shorter modules are more sustainable and can be combined, reused, and incorporated into learning paths more easily. Time flexibility for learners is also improved as exams can now be offered multiple times per year, while the learning content is available independently. In this article, we answer the question of which impact this modularization has on key learning metrics, such as course completion rates, learning success, and no-show rates. Furthermore, we investigate the influence of longer breaks between modules on these metrics. According to our analysis, course modules facilitate more selective learning behaviors that encourage learners to focus on topics they are the most interested in. At the same time, participation in overarching exams across all modules seems to be less appealing compared to an integrated exam of a 6-week course. While breaks between the modules increase the distinctive appearance of individual modules, a break before the final exam further reduces initial interest in the exams. We further reveal that participation in self-paced courses as a preparation for the final exam is unlikely to attract new learners to the course offerings, even though learners' performance is comparable to instructor-paced courses. The results of our long-term study on course modularization provide a solid foundation for future research and enable educators to make informed decisions about the design of their courses. T3 - Zweitveröffentlichungen der Universität Potsdam : Reihe der Digital Engineering Fakultät - 17 KW - Massive Open Online Course (MOOC) KW - course design KW - modularization KW - learning path KW - flexibility KW - e-learning KW - assignments KW - self-paced learning Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-589182 IS - 17 ER - TY - THES A1 - Schwarz, Jan-Arne T1 - Kommunikation von Geoinformation T1 - Communication of geoinformation BT - Mehrwert durch den Einsatz Neuer Medien? ; Eine Untersuchung am Beispiel internetbasierter Lernangebote BT - benefits through the use of new media? ; a study of web-based learning units N2 - Die effektive Erzeugung von Wissen ist eine der zentralen Herausforderungen des 21. Jahrhunderts. Informations- und Kommunikationstechnologien, wie die Neuen Medien, durchdringen alle Bereiche des täglichen Lebens. Sie ermöglichen den Zugriff auf gigantische Datenmengen, die die Grundvoraussetzung für die Generierung von Wissen darstellen, aber gleichzeitig eine Datenflut bedeuten, der wir ohnmächtig gegenüberstehen. Innerhalb der raumwissenschaftlichen Fachdisziplinen spielen die Neuen Medien für die Kommunikation von Sachinformation eine wichtige Rolle. Die internetbasierte Distribution von Karten, angereichert mit zusätzlichen Informationen in Form von Audiosequenzen oder Filmausschnitten, spiegelt diese Entwicklung wieder. Vor diesem Hintergrund erfolgt die Untersuchung der Frage, ob Neue Medien dazu genutzt werden können, raumwissenschaftliche Fachinhalte zu vermitteln. Von besonderem Interesse ist dabei die Frage, ob durch den Einsatz Neuer Medien in der Lehre ein Mehrwert für die Benutzer entsteht. Der Ausgangspunkt dieser Forschungsfrage besteht in der herausragenden Bedeutung von Visualisierung zur leicht verständlichen Darstellung komplexer Sachverhalte, sowie der entsprechenden Werkzeug- und Methodenkompetenz für die Nutzung Neuer Medien in den raumwissen-schaftlichen Disziplinen. Die Grundlage für die Entwicklung von mehrwertigen Lernangeboten ist die Betrachtung von Lernen als Kommunikationsprozess zur Konstruktion von Wissen, was bedeutet, dass der Entwickler derartiger Angebote über Möglichkeiten zur Optimierung dieses Kommunikationsprozesses verfügt. Auf dieser Basis erfolgt eine Erweiterung des in den raumwissenschaftlichen Disziplinen verwendeten Kommunikationsbegriffs um den Aspekt der Lehre von Fachinhalten. Als relevante Ansatzpunkte für die Optimierung der Kommunikation von Fachinhalten werden die didaktische und die mediale Aufbereitung identifiziert. Diese können zum einen die Motivation der Lernenden positiv beeinflussen und zum anderen durch Wirkung auf die Wahrnehmung der Lernenden zu einem vereinfachten Verständnis beitragen. Im Mittelpunkt der didaktischen Aufbereitung steht die problemorientierte Vermittlung der Inhalte, d.h. sie werden anhand konkreter Problemsituationen aus der Praxis vermittelt und gelten deshalb als besonders anschaulich und anwendungsorientiert. Bei der medialen Aufbereitung steht die Verwendung einer Kombination aus Text und Graphik/Animation im Mittelpunkt, die darauf abzielt, das Verstehen komplexer Sachverhalte zu erleichtern. Zur Überprüfung der Forschungsfrage haben Studierende raumwissenschaftlicher Studiengänge der Universität Potsdam das Lernangebot ausprobiert und anhand eines Fragebogens verschiedene Aspekte bewertet. Themenschwerpunkt dieser Evaluation waren die Akzeptanz, die Bedienbarkeit, die didak-tische und mediale Aufbereitung der Inhalte, die Auswahl und Verständlichkeit der Inhalte sowie die Praxistauglichkeit. Ein Großteil der Befragten hat dem Lernangebot einen Mehrwert gegenüber konventionellen Bildungsangeboten bescheinigt. Als Aspekte dieses Mehrwertes haben sich vor allem die Praxisnähe, die Unabhängigkeit von Zeit und Ort bei der Nutzung und die Vermittlung der Inhalte auf der Grundlage einer Kombination aus Text und interaktiven Animationen herauskristallisiert. N2 - The effective generation of knowledge is one of the central challenges in the 21st century. Technologies of information and communication like the new media pervade all areas of daily life. They grant access to gigantic pools of data, which form the basic precondition for the generation of knowledge. At the same time, we often feel helpless in the face of this deluge of data. New media play an important role in the communication of factual information within the geospatial sciences. Internet-based distribution of maps augmented with ancillary information such as audio sequences or film clips mirror this development. On this background the question whether new media can be used in order to communicate geospatial factual information is examined. The question, whether the application of new media in teaching forms an addition in usability for the user is of special interest. The outstanding significance of visualisation for the easily intelligible description of complex facts as well as the competence with tools and methods for the usage of new media within the geospatial sciences is the starting point of this research question. The basis for the development of augmented learning materials is the consideration of learning as a process of communication in the construction of knowledge. This implies that the person developing those augmented learning materials has access to means with which to optimize this communication process. On this basis, the term „communication“ as used in geospatial sciences becomes augmented with aspects of the procurement of factual information within the teaching process. The didactic and the medial processing are identified as relevant starting points for the optimization of the communication of factual information. On the one hand, they can have a positive influence on students’ motivation to learn. On the other hand, their impact on the cognition of the learners can contribute to a better understanding. At the center of the didactic processing is the problem-based communication of the contents. They are being communicated on the basis of practical problem situations and therefore are classified as especially vivid and operationally oriented. In the medial processing, the use of a combination of text and graphics and/or animation is of central importance. It aims at an easier understanding of complex facts. In order to collect data for the verification of this research question, students of geospatial sciences at the University of Potsdam have tested teaching offers in the form of web-based training units and evaluated its diverse aspects by means of a questionnaire. Focal points of this evaluation were usability, acceptance, didactic and medial processing of content and practicability. Opposed to conventional teaching offers, the majority of the interviewees claimed to benefit from the web-based training unit. As the main aspects of this benefit, students mentioned the independence of time and space in the usage and the communication of the content based on a combined use of text and interactive animations. ---------- Das HTML-Dokument enthält die Lernsequenz "GIS in der Standortplanung". Die Anwendung wurde im Rahmen der Dissertation angefertigt und ist Teil der vom BMBF geförderten Lernumgebung geoinformation.net. KW - Geoinformation KW - E-Learning KW - Visualisierung KW - Neue Medien KW - geoinformation KW - e-learning KW - visualisation KW - new media Y1 - 2005 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-6018 ER - TY - JOUR A1 - Radke, Thea A1 - Ehlert, Antje T1 - Entwicklung und Einbindung eines „Online-Trainings der mathematischen Diagnosekompetenz“ in Seminaren des Lehramtsstudiums für die Primarstufe JF - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3) N2 - Zukünftige Lehrkräfte auf den Umgang mit Heterogenität vorzubereiten, besonders im Primarschulbereich, ist ein Ziel der Lehrkräftebildung. Ein Ansatz dazu ist die Förderung diagnostischer Kompetenzen von Studierenden. E-Learning-Angebote bieten hierzu angesichts der Individualisierung von Lernprozessen sowie der Möglichkeiten einer Integration in bereits bestehende Seminare viele Vorteile. Im Rahmen der Qualitätsoffensive Lehrerbildung wurde daher ein Online-Training entwickelt, das die mathematische Diagnosekompetenz von Studierenden stärken soll. Das Training ist ein E-Learning-Angebot, das im Selbststudium durchlaufen werden kann und aus Lehrvideos, interaktiven Schüler:innenvideos und interaktiven Übungen besteht. An der Universität Potsdam wurde das Training bisher in drei Seminaren des Lehramtsstudiums für die Primarstufe integriert und evaluiert. Aus der Evaluation mittels Fragebögen ging hervor, dass von Studierenden und Lehrenden die Integration positiv bewertet wird. N2 - Preparing future teachers to deal with heterogeneity, especially in primary schools, is one of the goals of teacher education. One approach to this is the promotion of students’ diagnostic competence. E-learning tools are evaluated as useful for this purpose. They can help to individualize the learning process and can easily be integrated into existing seminar concepts of the academic program. Within the project “Qualitätsoffensive Lehrerbildung” an online training has been developed to strengthen students’ diagnostic competences related to mathematics. The training has been developed as e-learning for self-study. It consists of instructional videos, interactive pupil videos, and interactive exercises. It has been integrated and evaluated in three seminar concepts for primary school teachers at the University of Potsdam. The integration was positively rated by students and lecturers. KW - Kompetenz KW - Diagnosekompetenz KW - E-Learning KW - interaktive Videos KW - competence KW - diagnostic competencies KW - e-learning KW - interactive videos Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-618159 SN - 978-3-86956-568-2 SN - 2626-3556 SN - 2626-4722 IS - 3 SP - 295 EP - 307 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 - 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 - 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 - 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 - BOOK A1 - Meinel, Christoph A1 - Willems, Christian T1 - openHPI : 哈索•普拉特纳研究院的 MOOC（大规模公开在线课）计划 T1 - openHPI : the MOOC offer at Hasso Plattner Institute N2 - 摘要。哈索•普拉特纳研究院 (HPI) 的新型互动在线教育平台 openHPI (https://openHPI.de) 可以为从事信息技术和信息学领域内容的工作和感兴趣的学员提供可自由访问的、免费的在线课程。与斯坦福大学于 2011 年首推，之后也在美国其他精英大学提供的“网络公开群众课”（简称 MOOC）一样，openHPI 同样在互联网中提供学习视频和阅读材料，其中综合了支持学习的自我测试、家庭作业和社交讨论论坛，并刺激对促进学习的虚拟学习团队的培训。与“传统的”讲座平台，比如 tele-TASK 平台 (http://www.tele-task.de) 不同（在该平台中，可调用以多媒体方式记录的和已准备好的讲座），openHPI 提供的是按教学法准备的在线课程。这些课程的开始时间固定，之后在连续六个课程周稳定的提供以多媒体方式准备的、尽可能可以互动的学习材料。每周讲解课程主题的一章。为此在该周开始前会准备一系列学习视频、文字、自我测试和家庭作业材料，课程学员在该周将精力用于处理这些内容。这些计划与一个社交讨论平台相结合，学员在该平台上可以与课程导师和其他学员交换意见、解答问题和讨论更多主题。当然，学员可以自己决定学习活动的类型和范围。他们可以为课程作出自己的贡献，比如在论坛中引用博文或推文。之后其他学员可以评论、讨论或自己扩展这些博文或推文。这样学员、教师和提供的学习内容就在一个虚拟的团体中与社交学习网络相互结合起来。 N2 - Abstract. The new interactive online educational platform openHPI, (https://openHPI.de) from Hasso Plattner Institute (HPI), offers freely accessible courses at no charge for all who are interested in subjects in the field of information technology and computer science. Since 2011, “Massive Open Online Courses,” called MOOCs for short, have been offered, first at Stanford University and then later at other U.S. elite universities. Following suit, openHPI provides instructional videos on the Internet and further reading material, combined with learning-supportive self-tests, homework and a social discussion forum. Education is further stimulated by the support of a virtual learning community. In contrast to “traditional” lecture platforms, such as the tele-TASK portal (http://www.tele-task.de) where multimedia recorded lectures are available on demand, openHPI offers didactic online courses. The courses have a fixed start date and offer a balanced schedule of six consecutive weeks presented in multimedia and, whenever possible, interactive learning material. Each week, one chapter of the course subject is treated. In addition, a series of learning videos, texts, self-tests and homework exercises are provided to course participants at the beginning of the week. The course offering is combined with a social discussion platform where participants have the opportunity to enter into an exchange with course instructors and fellow participants. Here, for example, they can get answers to questions and discuss the topics in depth. The participants naturally decide themselves about the type and range of their learning activities. They can make personal contributions to the course, for example, in blog posts or tweets, which they can refer to in the forum. In turn, other participants have the chance to comment on, discuss or expand on what has been said. In this way, the learners become the teachers and the subject matter offered to a virtual community is linked to a social learning network. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 89 KW - Online-Lernen KW - E-Learning KW - MOOCs KW - Onlinekurs KW - openHPI KW - tele-TASK KW - Tele-Lab KW - Tele-Teaching KW - online-learning KW - e-learning KW - MOOCs KW - online course KW - openHPI KW - tele-TASK KW - tele-lab KW - tele-teaching Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-70380 SN - 978-3-86956-291-9 SN - 1613-5652 SN - 2191-1665 IS - 89 PB - Universitätsverlag Potsdam CY - Potsdam ER -