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Innovation [clear filter]
Tuesday, April 24


How to make MOOCs better for specific target groups and developing countries?
This presentation addresses the theme "Innovation through opening traditional practices" to introduce and adapt Massive Open Online Courses (MOOCs) for better learning quality. It is organized by the two European projects MOOC Maker (www.mooc-maker.org) and MOOQ (www.mooc-quality.eu): Both initiatives are focusing on the quality of MOOCs and their improvement by addressing specific target groups and needs.
Leading question is: "How to make MOOCs better for specific target groups and developing countries?" The presentation will discuss how the future development and design of MOOCs can aim better at the needs and preferences of specific target groups, e.g. from rural areas or formal school education. In addition the presenters from Europe and Latin America will have a special focus on the opportunities how MOOCs be used in developing countries to improve formal and non-formal learning and education and to contribute to achieve the Sustainable Development Goals (SDG) set by the United Nations.
Main goals are the sharing and exchange of experiences and their discussion with the whole audience: Therefore all participants are invited and encouraged to join and contribute to the debate.
This presentation is a first collaboration between the two European research projects MOOC Maker and MOOQ.
The panel combines experts and organizations from Latin America and Europe:
Rocael Hernández, Guatemala, Carlos Delgado Kloos, Spain, María del Mar Pérez Sanagustín, Chile, Christian M. Stracke, the Netherlands, and António Teixeira, Portugal.
Intended audience are all experts, practitioners and novices sharing interest in the improvement of MOOCs


Rocael Hernández

Universidad Galileo

María Del Mar Pérez Sanagustín

Pontificia Universidad Católica de Chile
avatar for Christian M. Stracke

Christian M. Stracke

ICDE Chair in OER and Associate Professor for Open Education, Open University of the Netherlands
Dr. Christian M. Stracke is ICDE Chair in OER and Associate Professor for Open Education at the Welten Institute of the Open University of the Netherlands (OUNL) (www.ou.nl/web/welten-institute). In addition he is Advisory Professor at the East China Normal University (ECNU) in Shanghai... Read More →

António Moreira Teixeira

Laboratory of Distance Education and eLearning at Universidade Aberta

Tuesday April 24, 2018 15:15 - 15:40
Commissie 2
Wednesday, April 25


Strategies for Assessment in MOOCs
Developing meaningful educational experiences and assessments in massive open online courses can be a significant challenge for course developers. In this paper, we discuss a variety of strategies that we have used in MOOC development in order to assure that we are giving our students meaningful, rigorous assessment activities. Some strategies discussed in this paper include short answer-style quizzes, drawing by drag-and-drop, self-assessed free-response questions, and the use of fill-in-the-blank derivations.

avatar for Jessica Sandland

Jessica Sandland

Technical Instructor, MIT

Wednesday April 25, 2018 14:45 - 15:10
Classroom 12


Trust me I'm a MOOC: Trust and Credibility in Informal Online Learning
In this study we sought to examine trust of MOOC learners in the platforms, institutions and instructors involved in the design and delivery of the MOOC. We sought to examine what influenced learners’ conceptualization of trust in MOOCs and how this might influence their future intentions towards the related MOOC providers. To this end we examined whether an increase in perceived source credibility of the MOOC increased trusting beliefs of the MOOC learner. Furthermore we examined whether increases in trusting beliefs of the MOOC learner would lead to an increase in their future trusting intentions. This second question has implications for whether a student persists in their learning or decides to commit to further study pathways such as paid certificates. In addition to testing these two hypotheses we sought to determine the most significant underlying drivers that learners reported as affecting their trust in MOOCs they undertook. Drawing on concepts of trust from the literature we adapted and developed a survey instrument and recruited MOOC learners to respond. Following analysis of 76 responses we found a positive correlation between source credibility and learner trust in MOOCs. Further there was also a positive correlation found between trust in MOOCs and learners professed future intentions. Finally we determined several component factors of MOOC trust drivers as reported by MOOC learners. Our work holds potential implications for MOOC platform developers,instructors, and designers in signposting areas where MOOC learners have positive and negative experiences of MOOCs, which can in turn influence their future relationship with the MOOC providers.

avatar for Mark Brown

Mark Brown

Professor of Digital Learning, Dublin City University
Mark is Ireland’s first Professor of Digital Learning and Director of the National Institute for Digital Learning (NIDL) at Dublin City University (DCU). He originally began his educational career as a primary teacher and now has over 25 years experience of working in Higher Education... Read More →
avatar for James Brunton

James Brunton

Programme Chair/Director, Dublin City University
James has a BA (Hons) in Applied Psychology from University College Cork and a PhD in Social/Organisational Psychology from Dublin City University. Having previously worked as a lecturer and Programme Leader for two undergraduate Social Science Degrees in Dublin Business School's... Read More →
avatar for Eamon Costello

Eamon Costello

Head of Open Education, Dublin City University

Laurence Daly

Dublin City University

Wednesday April 25, 2018 15:10 - 15:35
Classroom 12
Thursday, April 26


Gamification in MOOCs - General Overview
It has been 10 years since the first MOOC was prepared by George Siemens and Stephen Downes on connectivism and connected knowledge at the University of Manitoba. From 25 participants only to hundreds of thousands of students in 2011, MOOCs became a hype in technology-enhanced learning context. Nevertheless, the phenomenon of MOOCs has become widely experienced with low completion rates. As a result, It becomes necessary to improve the learning experience of MOOC users using different types of interventions. One of the suggested actions is gamifying learners experience and captivating the MOOC learning environment. In this presentation, we discuss the added value of employing gamification, the context that can fit in MOOC environment, as well as list the most popular gamification elements that enhance student engagement and motivation.

avatar for Dan Davis

Dan Davis

PhD Researcher, Delft University of Technology
avatar for Mohammad Khalil

Mohammad Khalil

PostDoc, Delft University of Technology

Jacqueline Wong

Eramus University Rotterdam

Thursday April 26, 2018 14:05 - 14:30
Commissie 2