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Qualität von MOOCs

Ulf-Daniel Ehlers, Duale Hochschule Baden-Württemberg/ EFQUELRolf Schulmeister, Universität HamburgSandra Hofhues, PH Heidelberg Claudia Bremer, Universität Frankfurt

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Was ist die Qualität von MOOCs?• (Wie) kann man sie messen?• Was sind Qualitätskriterien?• Gute MOOCs – schlechte MOOC?• Was sind wertvolle MOOCs?• Sind sie besser, je massiver?• Sind sie besser, je niedriger die Dropout-

Quote?• Sind Dropouts eigentlich überhaupt ein

Kriterium für Qualität von MOOCs?

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Ablauf

• 15 Minuten pro Runde• 5-7 Minuten Präsentation• 5-7 Minuten Fragen und Diskussion • Wechsel zum nächsten Tisch• 4 Runden

TrendreportMOOC Geschäftsmodellen und ihr Einfluss auf die amerikanischen  Hochschulpolitik, Rolf Schulmeister

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Thementische

• Tisch 1: Rolf Schulmeister - Erfahrungen zur Qualität von MOOCs aus Sicht eines MOOC Teilnehmers unter Pseudonym

• Tisch 2: Claudia Bremer – Erfahrungen zur Qualität von MOOCs aus Sicht einer MOOC Anbieterin/ Organisatorin

• Tisch 3: Sandra Hofhues - Erfahrungen zur Qualität von MOOCs in der Initiative MoocProductionFellowship (Stiferverband/ iversity)

• Tisch 4: Ulf Ehlers - Erfahrungen zur Qualität von MOOCs aus Sicht des Projektes “The MOOC Quality Project" (http://mooc.efquel.org)

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Empfehlungen zur Qualität bei MOOCsResults from The MOOC Quality ProjectProf. Dr. Ulf-Daniel EhlersVicepresident Baden-Wurttemberg Cooperative State UniversityPresident European Foundation for Quality in E-Learning

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The MOOC Quality Project• The MOOC Quality Project• Was ist Qualität von MOOCs? • Lineup: Personen der ersten Stunde• 12 weeks (May-July 2013)• 12 Autoren• 12 Beiträge á 1500 Wörter• Großes Interesse: 12.000 Leser/ innen• Auswertung: Empfehlungen für gute

MOOC Qualität

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1. Massive target audience? Change from „no target audience“-thinking to having one in mind, even if it is wide. Take into acount new participation profiles.

MOOC

Lurkers

Passive participants

Active participants

Drop-ins

HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available:

http://mfeldstein.com/the-four-student-archetypes-emerging-in-moocs/

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2. Mixing groups

Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed), e.g. mixing campus and MOOC Students might be challenging (totally different motivations) → drive in/by learners and highly motivated learners who want a masters degree.

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3. What is the context of a MOOC?

Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because there is no common context or purpose. Quality measures become individualised, quality methods like self- & peer-assessment and reflection matter more.

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4. Support Self-OrganizationBe open about your requirements of self-organisation, provide scaffolding for those who lack that self-organisation.

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5. Quality Self-Declaration

Be precise about the content and purpose of the MOOC (self-declaration) and keep promises! (Use a MOOC description model)

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1. the degree of openness, 2. the scale of participation

(massification), 3. the amount of use of multimedia, 4. the amount of communication, 5. the extent to which collaboration

is included, 6. the type of learner pathway (from

learner centred to teacher-centred and highly structured),

1. the level of quality assurance,

2. the extent to which reflection is encouraged,

3. the level of assessment, 4. how informal or formal it

is, 5. autonomy, 6. and diversity.

Be precise about the content and purpose of the MOOC (self-declaration) and keep promises! (Use a MOOC description model)

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6. Peer-to-Peer Pedagogy• Use peer-to-peer pedagogy: peer-

learning, peer-review, peer-assessment, collaborative learning, multiple learning pathways and exploratory learning

• Understand that teaching is not a prerequsite of learning.

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10. Leverage Mass Participation

• Use technology which supports social learning: blogs, chat, discussion forums, wikis, and group assignments

• Leverage massive participation: Have all students contribute something that adds to or improves the course overall.

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7. From MOOC o MOOL(earning)

• Be aware that MOOC learning is an opt-in/out learning model: MOOCs encourage “dipping in for some time”

• The majority of learners does not use MOOCs as coherent courses

• Get away from looking at MOOCs like (structured, paced, timebound) courses

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8. MOOCs are choice based learning

Get away from the notion that „ending a MOOC early“ means dropping out - MOOCs follow voluntary sequencing and are based on choices-

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9. Disaggregation

Understand the disaggregation of learning and assessment/ certification is coming along with MOOCs (xMOOCs are starting to move away from challenging universities - they start to challenge publishing houses, franchise models are developed now which enable universities to use input & content from a MOOC but the credits are given by the university)