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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.
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.
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.