@misc{StaubitzWilkinsHagedornetal.2017,
  author    = {Staubitz, Thomas and Wilkins, Christian and Hagedorn, Christiane and Meinel, Christoph},
  title     = {The Gamification of a MOOC Platform},
  series = {Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON)},
  journal   = {Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON)},
  publisher = {IEEE},
  address   = {New York},
  isbn      = {978-1-5090-5467-1},
  issn      = {2165-9567},
  doi       = {10.1109/EDUCON.2017.7942952},
  pages     = {883 -- 892},
  year      = {2017},
  abstract  = {Massive Open Online Courses (MOOCs) have left their mark on the face of education during the recent years. At the Hasso Plattner Institute (HPI) in Potsdam, Germany, we are actively developing a MOOC platform, which provides our research with a plethora of e-learning topics, such as learning analytics, automated assessment, peer assessment, team-work, online proctoring, and gamification. We run several instances of this platform. On openHPI, we provide our own courses from within the HPI context. Further instances are openSAP, openWHO, and mooc.HOUSE, which is the smallest of these platforms, targeting customers with a less extensive course portfolio. In 2013, we started to work on the gamification of our platform. By now, we have implemented about two thirds of the features that we initially have evaluated as useful for our purposes. About a year ago we activated the implemented gamification features on mooc.HOUSE. Before activating the features on openHPI as well, we examined, and re-evaluated our initial considerations based on the data we collected so far and the changes in other contexts of our platforms.},
  language  = {en}
}
@misc{RenzShamsMeinel2017,
  author    = {Renz, Jan and Shams, Ahmed and Meinel, Christoph},
  title     = {Offline-Enabled Web-based E-Learning for Improved User Experience in Africa},
  series = {2017 IEEE Africon},
  journal   = {2017 IEEE Africon},
  publisher = {IEEE},
  address   = {New York},
  isbn      = {978-1-5386-2775-4},
  issn      = {2153-0025},
  doi       = {10.1109/AFRCON.2017.8095574},
  pages     = {736 -- 742},
  year      = {2017},
  abstract  = {Web-based E-Learning uses Internet technologies and digital media to deliver education content to learners. Many universities in recent years apply their capacity in producing Massive Open Online Courses (MOOCs). They have been offering MOOCs with an expectation of rendering a comprehensive online apprenticeship. Typically, an online content delivery process requires an Internet connection. However, access to the broadband has never been a readily available resource in many regions. In Africa, poor and no networks are yet predominantly experienced by Internet users, frequently causing offline each moment a digital device disconnect from a network. As a result, a learning process is always disrupted, delayed and terminated in such regions. This paper raises the concern of E-Learning in poor and low bandwidths, in fact, it highlights the needs for an Offline-Enabled mode. The paper also explores technical approaches beamed to enhance the user experience inWeb-based E-Learning, particular in Africa.},
  language  = {en}
}