Abstract
| Original language | English |
|---|---|
| Title of host publication | Data Driven Approaches in Digital Education |
| Subtitle of host publication | 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings |
| Editors | É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, M. Pérez-Sanagustín |
| Publisher | Springer International Publishing AG |
| Pages | 486-491 |
| ISBN (Electronic) | 978-3-319-66610-5 |
| ISBN (Print) | 978-3-319-66609-9 |
| DOIs | |
| Publication status | Published - 1 Sep 2017 |
| Event | Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning: EC-TEL - Tallinn, Estonia Duration: 12 Sep 2017 → 15 Sep 2017 http://ectel2017.httc.de/index.php?id=777 |
Publication series
| Name | Lecture Notes in Computer Science |
|---|---|
| Publisher | Springer |
| Volume | 10474 |
| ISSN (Print) | 0302-9743 |
| ISSN (Electronic) | 1611-3349 |
Conference
| Conference | Data Driven Approaches in Digital Education |
|---|---|
| Country | Estonia |
| City | Tallinn |
| Period | 12/09/17 → 15/09/17 |
| Internet address |
Fingerprint
Keywords
- MOOC design
- Formative feedback
- Educational scalability
- MOOCs with a purpose
- Constructive alignment
- Task complexity
- Interaction
- SOONER
Cite this
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Towards ‘MOOCs with a Purpose’: Crowdsourcing and analysing scalable design solutions with MOOC learners. / Van Rosmalen, Peter; Kasch, Julia; Kalz, Marco; Firssova, Olga; Brouns, Francis.
Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings. ed. / É. Lavoué; H. Drachsler; K. Verbert; J. Broisin; M. Pérez-Sanagustín. Springer International Publishing AG, 2017. p. 486-491 (Lecture Notes in Computer Science; Vol. 10474).Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review
TY - GEN
T1 - Towards ‘MOOCs with a Purpose’: Crowdsourcing and analysing scalable design solutions with MOOC learners
AU - Van Rosmalen, Peter
AU - Kasch, Julia
AU - Kalz, Marco
AU - Firssova, Olga
AU - Brouns, Francis
PY - 2017/9/1
Y1 - 2017/9/1
N2 - In this study we explored the use of a research assignment on instructional design of MOOCs by MOOC students. The use of a research assignment was expected to be of interest for both students and the designer. The assignment is based on a framework to analyse MOOC designs with the objective to identify best practices. It builds on four principles: constructive alignment, task complexity, interaction and formative feedback. The exploration indicates that students positively appreciate this kind of assignments. Moreover, the crowdsourcing alike approach showed to be a valuable way for MOOC designers to get awarded with data gathered by their participants. The participants, be it a small sample, were able to apply the framework to analyse MOOCs and identify best practices. We will discuss the framework and the results of its application. Finally, we will conclude with the experiences of the users.
AB - In this study we explored the use of a research assignment on instructional design of MOOCs by MOOC students. The use of a research assignment was expected to be of interest for both students and the designer. The assignment is based on a framework to analyse MOOC designs with the objective to identify best practices. It builds on four principles: constructive alignment, task complexity, interaction and formative feedback. The exploration indicates that students positively appreciate this kind of assignments. Moreover, the crowdsourcing alike approach showed to be a valuable way for MOOC designers to get awarded with data gathered by their participants. The participants, be it a small sample, were able to apply the framework to analyse MOOCs and identify best practices. We will discuss the framework and the results of its application. Finally, we will conclude with the experiences of the users.
KW - MOOC design
KW - Formative feedback
KW - Educational scalability
KW - MOOCs with a purpose
KW - Constructive alignment
KW - Task complexity
KW - Interaction
KW - SOONER
U2 - 10.1007/978-3-319-66610-5_47
DO - 10.1007/978-3-319-66610-5_47
M3 - Conference article in proceeding
SN - 978-3-319-66609-9
T3 - Lecture Notes in Computer Science
SP - 486
EP - 491
BT - Data Driven Approaches in Digital Education
A2 - Lavoué, É.
A2 - Drachsler, H.
A2 - Verbert, K.
A2 - Broisin, J.
A2 - Pérez-Sanagustín, M.
PB - Springer International Publishing AG
ER -