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MOOCs Archives - LILab

By | Dissemination | No Comments

October last year I shortly introduced an instrument we developed which enables different stakeholders such as teachers, students, course designers and researchers to analyse the educational scalability of their course design when it comes to formative feedback. (You can read here more about it) I am glad to inform you that both the instrument and the corresponding paper are accessible online now! You can find the paper “A Framework towards Educational Scalability of Open Online Courses” here You can find the design analysis instrument here If you have any questions regarding the paper and/or the instrument feel free to contact…

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Scalable Course Design in MOOCs?

By | English | No Comments

We all know that the quality of a course be it a MOOC (Massive Open Online Course) or any other (open online) course, highly depends on the quality of the course design. Quality is a highly discussed topic in the literature and I don’t really want to go into it in depth but a very simple way of “measuring” the quality of a course design is by listening to the students the course is made for and the teachers who are teaching and maybe even did design the course. Students’ (dis)satisfaction regarding the design can tell you a lot about…

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Challenges and opportunities of open online education: a group concept mapping study

By | Dissemination, Output | No Comments

This summer my first article was accepted for publication in a scientific journal! This was wonderful news to me, a personal milestone… However, most people that are not my direct colleagues (for example: my grandpa) have only a vague idea (if even) what I actually do, and most of them don’t have the intention or time to read the full article to find out. This is ok with me, as I also admit I still don’t know exactly what my sister did during her 4 years of PhD research into ‘something with artificial kidneys’. However, I do want to give…

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TEA conference presentation sum-up: Scalable peer-feedback design in MOOCs?

By | Dissemination, educational design, English, MOOCs, open education, Presentations, Publications, Reflection | No Comments

On Thursday 5 October I got the chance to present our pilot study about scalable peer-feedback design at the TEA conference (International Technology Enhanced Assessment Conference) in Barcelona. In this post, I want to give you a short overview of our study. Incentive of the study The motivation behind our study was to investigate whether and how embedded, student-focused peer-feedback design has an impact on student perception regarding peer-feedback. In the literature, peer-feedback is seen as a scalable way to manage large student numbers. Scalability often is approached by a quantitative perspective: “A MOOC is scalable because it provides education…

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Reflecting on symposium ORD Antwerp 2017: The challenges of open online education

By | Conferences, Dissemination, MOOCs, open education, Output | No Comments

The annual conference, the Education Research Days (ORD) took place last month in Antwerp. At this large dutch speaking conference, both Flemish and Dutch researchers within the education field present their work. Part of this conference was the symposium ‘The challenges of open online education / MOOCs” where also some members of the SOONER research team presented their work. Variation ORD & Open Online Education The palette of presentations, posters and discussions on the Education Research Days is colourful. The variation is not only on the level of education that’s under investigation, but also at the level of observation. Where…

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Leaves are falling, ICO Fall School is calling!

By | Dissemination, English, Event, MOOCs, open education, Output, Presentations | No Comments

Looking outside the window red, yellow and brown trees are passing with 300 km/h. Flat landscapes are being alternated with somewhat more mountain like surroundings (disclaimer: if you’re Dutch, everything that’s not flat can be called a mountain). Around every corner and tunnel, hides a new décor: small villages, typical churches, vineyards and forests… We slowly make our way to the south of Germany…It’s a new Monday, just another day at the office for a PhD student in educational sciences. Because if leaves start falling, the ICO Fall School is calling! From the 31st of October till the 4th the…

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Keynote on Open Learning at International IEEE EDUCON in Abu Dhabi

By | English | No Comments

I’m pleased to be invited and deliver the keynote on Open Learning at the International IEEE EDUCON Conference 2016: I will speak about “Open Learning for Smart Education: Open educational policies, strategies and access for all”. This year EDUCON is taking place from 10th to 13th of April 2016 in Abu Dhabi. My questions of the keynote on open learning will be: What is Open Education? Why do we need to change education? How can we collaborate and share our methodologies and resources for mutual benefits?

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Where is the balance?

By | English | 2 Comments

Massive Open Online Courses (MOOCs) are, as the name suggests, courses with or for high student numbers. However, merely providing many students with information is not what education is about. MOOCs should and can enable deep learning, which implies that students have an active role during their learning process, engage in higher cognitive processes and relate new information to previous gained knowledge. Therefore, enabling deep learning can be seen as a criterion for MOOC quality. One simple but crucial aspect regarding the quality of MOOCs is that of constructive alignment. Do MOOC designers deliver what they promise? Are intended learning…

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Scalable assessment and feedback in Open Online Education (OOE)?

By | English | No Comments

A growing challenge in education is to facilitate high-quality education for an increasing number of students. Within online education, Massive Open Online Courses (MOOCs) are a great example of courses that are challenged by high student numbers when trying to support them. How can MOOCs provide high quality learning activities to high student numbers without increasing teacher time and without cutting down on quality?

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Dropout in MOOCs; Who's side are you on?

By | English | 2 Comments

Picture this: Andy is a student who joins a MOOC (Massive Open Online Course) on music history. He does this because he needs information on the rock ‘n roll era for his paper in college, which is covered in the first 3 weeks of this MOOC. He starts the course as scheduled and stops after 3 weeks. By then he has all the information he needs.

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