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 - CHAP A1 - Jacqmin, Julien A1 - Özdemir, Paker Doğu A1 - Fell Kurban, Caroline A1 - Tunç Pekkan, Zelha A1 - Koskinen, Johanna A1 - Suonpää, Maija A1 - Seng, Cheyvuth A1 - Carlon, May Kristine Jonson A1 - Gayed, John Maurice A1 - Cross, Jeffrey S. A1 - Langseth, Inger A1 - Jacobsen, Dan Yngve A1 - Haugsbakken, Halvdan A1 - Bethge, Joseph A1 - Serth, Sebastian A1 - Staubitz, Thomas A1 - Wuttke, Tobias A1 - Nordemann, Oliver A1 - Das, Partha-Pratim A1 - Meinel, Christoph A1 - Ponce, Eva A1 - Srinath, Sindhu A1 - Allegue, Laura A1 - Perach, Shai A1 - Alexandron, Giora A1 - Corti, Paola A1 - Baudo, Valeria A1 - Turró, Carlos A1 - Moura Santos, Ana A1 - Nilsson, Charlotta A1 - Maldonado-Mahauad, Jorge A1 - Valdiviezo, Javier A1 - Carvallo, Juan Pablo A1 - Samaniego-Erazo, Nicolay A1 - Poce, Antonella A1 - Re, Maria Rosaria A1 - Valente, Mara A1 - Karp Gershon, Sa’ar A1 - Ruipérez-Valiente, José A. A1 - Despujol, Ignacio A1 - Busquets, Jaime A1 - Kerr, John A1 - Lorenz, Anja A1 - Schön, Sandra A1 - Ebner, Martin A1 - Wittke, Andreas A1 - Beirne, Elaine A1 - Nic Giolla Mhichíl, Mairéad A1 - Brown, Mark A1 - Mac Lochlainn, Conchúr A1 - Topali, Paraskevi A1 - Chounta, Irene-Angelica A1 - Ortega-Arranz, Alejandro A1 - Villagrá-Sobrino, Sara L. A1 - Martínez-Monés, Alejandra A1 - Blackwell, Virginia Katherine A1 - Wiltrout, Mary Ellen A1 - Rami Gaddem, Mohamed A1 - Hernández Reyes, César Augusto A1 - Nagahama, Toru A1 - Buchem, Ilona A1 - Okatan, Ebru A1 - Khalil, Mohammad A1 - Casiraghi, Daniela A1 - Sancassani, Susanna A1 - Brambilla, Federica A1 - Mihaescu, Vlad A1 - Andone, Diana A1 - Vasiu, Radu A1 - Şahin, Muhittin A1 - Egloffstein, Marc A1 - Bothe, Max A1 - Rohloff, Tobias A1 - Schenk, Nathanael A1 - Schwerer, Florian A1 - Ifenthaler, Dirk A1 - Hense, Julia A1 - Bernd, Mike ED - Meinel, Christoph ED - Staubitz, Thomas ED - Schweiger, Stefanie ED - Friedl, Christian ED - Kiers, Janine ED - Ebner, Martin ED - Lorenz, Anja ED - Ubachs, George ED - Mongenet, Catherine ED - Ruipérez-Valiente, José A. ED - Cortes Mendez, Manoel T1 - EMOOCs 2021 N2 - From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference. Due to the COVID-19 situation, the conference was held fully online. The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year’s EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops. KW - e-learning KW - microcredential KW - MOOC KW - digital education KW - experience KW - online course design KW - online course creation KW - higher education Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-510300 SN - 978-3-86956-512-5 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Gershon, Sa’ar Karp A1 - Ruipérez-Valiente, José A. A1 - Alexandron, Giora T1 - MOOC Monetization Changes and Completion Rates BT - Are Learners from Countries of Different Development Status Equally Affected? JF - EMOOCs 2021 N2 - Massive Open Online Courses (MOOCs) offer online courses at low cost for anyone with an internet access. At its early days, the MOOC movement raised the flag of democratizing education, but soon enough, this utopian idea collided with the need to find sustainable business models. Moving from open access to a new financially sustainable certification and monetization policy in December 2015 we aim at this change-point and observe the completion rates before and after this monetary change. In this study we investigate the impact of the change on learners from countries of different development status. Our findings suggest that this change has lowered the completion rates among learners from developing countries, increasing gaps that already existed between global learners from countries of low and high development status. This suggests that more inclusive monetization policies may help MOOCs benefits to spread more equally among global learners. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517189 SN - 978-3-86956-512-5 VL - 2021 SP - 169 EP - 179 PB - Universitätsverlag Potsdam CY - Potsdam ER -