A Value Model for MOOCs

Yishay Mor; Marco Kalz; Jonatan Castaño-Muñoz

doi:10.1007/978-3-319-45153-4_76

A Value Model for MOOCs

Yishay Mor^*, Marco Kalz, Jonatan Castaño-Muñoz

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

Abstract

Massive Open Online Courses (MOOCs) are changing the educational field, challenging traditional institutional strategies and recognition schemes and opening up new opportunities for learners and educators both from within and outside formal education. However, while the potential benefits and risks of the MOOCs have been discussed by scientists and policy makers, the corresponding empirical data is scarce. What’s more, the evidence that is available is usually restricted to a single course or single provider.

MOOCKnowledge (http://moocknowledge.eu/), funded by the European Commission’s Institute for Prospective Technological Studies (IPTS), aims to facilitate a shared understanding of the value and efficacy of MOOCs by developing a set of analysis tools and applying them to a wide range of MOOCs.

The most powerful outcome of the project would be the possibility to correlate different dimensions of MOOC production, execution, and learners experience. For example, identifying links between financial investment, learning design, and learner outcomes. To do this, we must first develop a conceptual model of the factors which determine or contribute to the value of a MOOC.

Original language	English
Title of host publication	Adaptive and Adaptable Learning
Subtitle of host publication	11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings
Editors	Katrien Verbert, Mike Sharples, Tomaž Klobučar
Publisher	Springer
Pages	618-621
Number of pages	4
ISBN (Electronic)	978-3-319-45153-4
ISBN (Print)	978-3-319-45152-7
DOIs	https://doi.org/10.1007/978-3-319-45153-4_76
Publication status	Published - 7 Sept 2016
Event	11th European Conference on Technology Enhanced Learning (EC-TEL 2016): Adaptive and Adaptable Learning - Lyon, France Duration: 13 Sept 2016 → 16 Sept 2016 http://ectel2016.httc.de/index.php?id=753

Publication series

Series	Lecture Notes in Computer Science
Volume	9891
ISSN	0302-9743

Conference

Conference	11th European Conference on Technology Enhanced Learning (EC-TEL 2016)
Abbreviated title	EC-TEL 2016
Country/Territory	France
City	Lyon
Period	13/09/16 → 16/09/16
Internet address	http://ectel2016.httc.de/index.php?id=753

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10.1007/978-3-319-45153-4_76Licence: CC BY

Cite this

Mor, Yishay ; Kalz, Marco ; Castaño-Muñoz, Jonatan. / A Value Model for MOOCs. Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings. editor / Katrien Verbert ; Mike Sharples ; Tomaž Klobučar. Springer, 2016. pp. 618-621 (Lecture Notes in Computer Science, Vol. 9891).

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abstract = "Massive Open Online Courses (MOOCs) are changing the educational field, challenging traditional institutional strategies and recognition schemes and opening up new opportunities for learners and educators both from within and outside formal education. However, while the potential benefits and risks of the MOOCs have been discussed by scientists and policy makers, the corresponding empirical data is scarce. What{\textquoteright}s more, the evidence that is available is usually restricted to a single course or single provider.MOOCKnowledge (http://moocknowledge.eu/), funded by the European Commission{\textquoteright}s Institute for Prospective Technological Studies (IPTS), aims to facilitate a shared understanding of the value and efficacy of MOOCs by developing a set of analysis tools and applying them to a wide range of MOOCs.The most powerful outcome of the project would be the possibility to correlate different dimensions of MOOC production, execution, and learners experience. For example, identifying links between financial investment, learning design, and learner outcomes. To do this, we must first develop a conceptual model of the factors which determine or contribute to the value of a MOOC.",

author = "Yishay Mor and Marco Kalz and Jonatan Casta{\~n}o-Mu{\~n}oz",

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doi = "10.1007/978-3-319-45153-4_76",

language = "English",

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Mor, Y, Kalz, M & Castaño-Muñoz, J 2016, A Value Model for MOOCs. in K Verbert, M Sharples & T Klobučar (eds), Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings. Springer, Lecture Notes in Computer Science, vol. 9891, pp. 618-621, 11th European Conference on Technology Enhanced Learning (EC-TEL 2016), Lyon, France, 13/09/16. https://doi.org/10.1007/978-3-319-45153-4_76

A Value Model for MOOCs. / Mor, Yishay; Kalz, Marco; Castaño-Muñoz, Jonatan.
Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings. ed. / Katrien Verbert; Mike Sharples; Tomaž Klobučar. Springer, 2016. p. 618-621 (Lecture Notes in Computer Science, Vol. 9891).

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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T1 - A Value Model for MOOCs

AU - Mor, Yishay

AU - Kalz, Marco

AU - Castaño-Muñoz, Jonatan

N1 - DBLP's bibliographic metadata records provided through http://dblp.org/search/publ/api are distributed under a Creative Commons CC0 1.0 Universal Public Domain Dedication. Although the bibliographic metadata records are provided consistent with CC0 1.0 Dedication, the content described by the metadata records is not. Content may be subject to copyright, rights of privacy, rights of publicity and other restrictions.

PY - 2016/9/7

Y1 - 2016/9/7

N2 - Massive Open Online Courses (MOOCs) are changing the educational field, challenging traditional institutional strategies and recognition schemes and opening up new opportunities for learners and educators both from within and outside formal education. However, while the potential benefits and risks of the MOOCs have been discussed by scientists and policy makers, the corresponding empirical data is scarce. What’s more, the evidence that is available is usually restricted to a single course or single provider.MOOCKnowledge (http://moocknowledge.eu/), funded by the European Commission’s Institute for Prospective Technological Studies (IPTS), aims to facilitate a shared understanding of the value and efficacy of MOOCs by developing a set of analysis tools and applying them to a wide range of MOOCs.The most powerful outcome of the project would be the possibility to correlate different dimensions of MOOC production, execution, and learners experience. For example, identifying links between financial investment, learning design, and learner outcomes. To do this, we must first develop a conceptual model of the factors which determine or contribute to the value of a MOOC.

AB - Massive Open Online Courses (MOOCs) are changing the educational field, challenging traditional institutional strategies and recognition schemes and opening up new opportunities for learners and educators both from within and outside formal education. However, while the potential benefits and risks of the MOOCs have been discussed by scientists and policy makers, the corresponding empirical data is scarce. What’s more, the evidence that is available is usually restricted to a single course or single provider.MOOCKnowledge (http://moocknowledge.eu/), funded by the European Commission’s Institute for Prospective Technological Studies (IPTS), aims to facilitate a shared understanding of the value and efficacy of MOOCs by developing a set of analysis tools and applying them to a wide range of MOOCs.The most powerful outcome of the project would be the possibility to correlate different dimensions of MOOC production, execution, and learners experience. For example, identifying links between financial investment, learning design, and learner outcomes. To do this, we must first develop a conceptual model of the factors which determine or contribute to the value of a MOOC.

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DO - 10.1007/978-3-319-45153-4_76

M3 - Conference Article in proceeding

SN - 978-3-319-45152-7

T3 - Lecture Notes in Computer Science

SP - 618

EP - 621

BT - Adaptive and Adaptable Learning

A2 - Verbert, Katrien

A2 - Sharples, Mike

A2 - Klobučar, Tomaž

PB - Springer

T2 - 11th European Conference on Technology Enhanced Learning (EC-TEL 2016)

Y2 - 13 September 2016 through 16 September 2016

ER -

Mor Y, Kalz M, Castaño-Muñoz J. A Value Model for MOOCs. In Verbert K, Sharples M, Klobučar T, editors, Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings. Springer. 2016. p. 618-621. (Lecture Notes in Computer Science, Vol. 9891). doi: 10.1007/978-3-319-45153-4_76

A Value Model for MOOCs

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