Content uploaded by Martin Ebner
Author content
All content in this area was uploaded by Martin Ebner on May 07, 2018
Content may be subject to copyright.
It's in your pocket:
A MOOC about programming for kids
and the role of OER in teaching and learning contexts
Maria Grandl1, Martin Ebner1, Wolfgang Slany1, Stefan Janisch1
1 Graz University of Technology, Graz, Austria
Abstract
Programming is considered as an essential skill in the 21st century. Visual programming languages
and age-appropriate development environments allow an easy entry into this field. Nevertheless, it is
very challenging to bring those skills in a very short time frame to schools, to their teachers, and to
school children themselves. Therefore, Graz University of Technology started a Massive Open Online
Course named “Learning to code: Programming with Pocket Code” which is intended to teach coding
skills to school children as well as teachers in a very fast, flexible and effective way. The learning
content within the course is published under an open license to allow the reuse, modification and
dissemination of the materials in different teaching and learning contexts. In this research work, we
will present structure and concept of the MOOC. A special emphasis will be given on how the MOOC
can be used in school and on the fact, that the content can be disseminated in a variety of ways.
Keywords: MOOC, OER, Coding
1. Introduction
Computational thinking (CT) is considered as an essential skill in the 21st century. According to J.
Wing, it “represents a universally applicable attitude and skill set everyone, not just computer
scientists, would be eager to learn and use.” (Wing, 2006) Coding is one way to train and practise CT.
A report of ACM Europe and Informatics Europe emphasises, that all of “Europe’s citizens need to be
educated in both digital literacy and informatics.” In view of a rapid technological progress, it is not
sufficient to be only a user of new technologies. (Informatics Europe/ACM Europe, 2013) We need to
have a general understanding of the technical aspects behind them. Visual programming languages
and age-appropriate development environments allow an easy entry into this field. Nevertheless, it is
very challenging to bring those skills in a very short time frame to schools, their teachers and to
school children itself. Therefore, Graz University of Technology started a Massive Open Online Course
named “Learning to code: Programming with Pocket Code” aiming to allow children and teenagers to
learn essential programming skills just online within 5 weeks. Teachers can also use the course to
acquire knowledge or improve their coding skills. Each single learning content has been defined as
Open Educational Resource (OER), allowing the reuse in different learning and teaching contexts.
Working with MOOCs has a long tradition at our university. In 2014, the first and so far only Austrian
MOOC platform iMooX.at
1
was founded, which has meanwhile achieved a high degree of recognition
in Central Europe, especially in the German-speaking area. (Khalil & Ebner, 2016)
In this research work, the MOOC “Learning to Code – Programming with Pocket Code”, which is
available on iMooX.at, is presented with reference to the course structure and the creation of age-
appropriate content. First conclusions can be drawn from the behaviour of the learners and their
1
https://imoox.at/
results, which are discussed in this work. Additionally, follow-up projects showed the reuse of the
open content in an open learning scenario and how other educators use the course. It can be
concluded, that open educational resources helps to train multipliers in a fast and effective way.
2. Related work
Graz University of Technology has a long tradition in working on Massive Open Online Courses
(MOOCs) in middle Europe, especially in the German-speaking area (Ebner et al., 2015). Together
with the University of Graz, a MOOC platform was founded in 2014. Since then, more than 40
different MOOCs have been made accessible. They cover different topics and address different
groups of learners (Neuböck et al., 2015). With the help of learning analytics different studies found
out, where MOOCs add a value to education (Khalil & Ebner, 2016).
MOOCs, firstly named by McAuley et al. in 2010, are a driving force for open education due to their
free and open accessibility. Any learner worldwide can access the provided content for free. Since
famous universities like Harvard, MIT and others started offering public online courses, the MOOC-
movement has become a mass phenomenon (Carson & Schmidt, 2012). Those online courses have
been booked by thousand over thousands of people from all over the world to learn about various
topics. Most of the time, those MOOCs are following a very strict structure: They are more or less
based on video lectures and enhanced by additional learning materials and self-assessment-
activities. Discussion forums serve as a place for communication and foster exchange between
students and teachers and students and students. (Khalil & Ebner, 2013) Typically those courses last
about 6 to 8 weeks.
At first glance, those MOOCs helped to open up education to the public and offered educational
content worldwide, but at second glance, different problems occurred:
1. Most of the courses were closed after the end of the course.
2. The learning content offered by most of the courses did not represent an open educational
resource. With other words, videos and additional material were not licensed with an open
license (for example, a Creative Commons license).
Nevertheless, there is one big problem, especially in the German-speaking countries. Due to a very
strict copyright law, open content without a license cannot be used for teaching purposes (Ebner et
al., 2016). Moreover, the usage can be penalized with an arbitrarily amount of money.
Therefore, the MOOC platform iMooX.at of Graz University of Technology and University of Graz
holds an explicit policy to offer only online courses where every single content is published under an
open Creative Commons license to allow the reuse and distribution in different teaching and learning
contexts.
As well as that, the open license allows the use of the MOOC content in different didactical
approaches, such as Blended Learning scenarios or flipped classroom settings. Even more, a new
scenario was developed called Inverse Blended Learning. With the help of local learning groups that
are hosted by a local trainer in a face-to-face situation, the online course gets integrated into offline
situations. (Ebner et al., 2017)
3. MOOC “Learning to code: Programming with Pocket Code”
To support a learning environment that allows children and adolescents between the ages of 10 and
14 to work on their own Pocket Code projects in a playable way, a MOOC was created, which is now
available on iMooX.at. The aim of the course is to help young people to gain first experiences with
programming and to boost interest in further topics regarding computer science.
A. APP Pocket Code
Pocket Code is a free mobile app, which was developed within the non-profit Catrobat project at
Graz University of Technology to assist beginners to acquire coding skills in an entertaining and
engaging way. It acts as a development environment for programs that can be created directly on the
smartphone or tablet with access to all built-in sensors. The used block-based programming language
was developed according to the model of Scratch (Slany, 2014). Users can quickly write programs
with the help of command bricks, which are categorized in command classes (e.g. control, events or
movement) and which differ in colour. Compared to Scratch, children and teenagers can use their
own mobile devices regardless of time and place to create a program. In particular, schools often lack
an appropriate IT infrastructure. (cf. mpfs 2016) With Pocket Code, students can use their own
devices - according to the principle of "Bring your own device" (BYOD). (cf. Nagler et al., 2016)
Figure 1: Logo and user interface of Pocket Code, a development environment for creative apps
According to Seymour Papert, founder of constructionism (Schön et al, 2014) and developer of LOGO,
one of the first programming languages for children, a programming language needs to be
characterized by the following two characteristics: On the one hand, it should enable an easy and
intuitive introduction to programming ("low floor"). On the other hand, it should allow users to
implement complex and extensive projects ("high ceiling"). Mitchel Resnick, a student of Papert and
professor at the Massachusetts Institute of Technology, who is involved in the development of
Scratch, added the property "wide walls". Accordingly, a programming language should enable the
implementation of many different projects to meet the user’s different interests and learning
methods. (cf. Resnick et al, 2009) Pocket Code allow to follow the "low floor" - "high ceiling" - "wide
walls" principle. Programs created by the users show that Pocket Code appeals to different target
groups. The topic of a program is not limited to areas related to computer science. Thus, Pocket Code
can be used in all school subjects. As computer science is not a compulsory subject in many schools,
this is an important aspect. A lot of European countries follow a cross-curricular approach concerning
the use of information and communication technologies.
B. COURSE FORMAT
Each course on iMooX.at follows a specific structure. The content is split into 5 to 8 lessons. Each
lesson consists of at least one video. In most cases, a lesson includes 2 to 3 videos. The videos have
an average length of 10 minutes. In addition to the videos, other materials such as files and links can
be added. A self-assessment test must be created for each lesson. To complete the course
successfully, 75% of the self-assessment-questions need to be answered correctly. In this case,
participants will receive a confirmation of participation for the online course. A MOOC starts on a
certain date. Every week a new lesson will be released. The MOOC is supervised until the last lesson
has been activated. Participants can use the online forum to ask questions or to submit solutions to a
certain task. Each MOOC on iMooX holds an open-license (Creative Commons) and is available for
free.
As shown in figure 2, the main content of the MOOC “Learning to code: Programming with Pocket
Code” refers to different programming concepts. The goal of the MOOC is the creation of an
individual game. The MOOC comprises 5 units. The first unit explains the user interface of Pocket
Code and shows how to create a simple program. The second unit deals with loops and discusses if-
else-statements more detailed. Sensors, variables and the role of random numbers in programming
are topics of the third and fourth unit. The fifth unit introduces more features of the app that play a
significant role when creating a game. Each lesson contains several videos, which introduce different
problems and explain the corresponding command bricks. In addition to the videos, a written
description is provided.
Figure 2: Structure and concept of the MOOC “Learning to Code – Programming with Pocket Code”.
As well as watching video tutorials and reading the written instructions, participants need to create
programs on their own to improve their computational thinking capacity. Therefore, there are one or
more tasks per unit. Participants are supposed to work on these tasks, which always refer to the
creation of a program. During the course, participants have the possibility to receive feedback on the
programs they have created. To do this, the participants need to upload the program via the app and
announce the name of the program in the discussion forum. For every single task a description, a hint
and a possible solution are provided. At the end of each unit, there is a quiz consisting of multiple-
choice questions to check one’s learning progress. For each self-assessment test, 5 attempts are
possible. The self-assessment questions are optional, but a prerequisite for obtaining a certificate.
online
forum
POCKET CODE
events
Week 1
Week 5
UNIT 1
UNIT 2
UNIT 3
UNIT 4
UNIT 5
loops
object oriented
programming
conditionals
basic
programming
concepts
variables
…
MOOC
create program(s)
consume
share
participant
check learning progress
teacher
(re)use of
teaching and
learning
content
The learning content within the course is published under an open Creative Commons license to
allow the reuse, modification and dissemination of the materials in different learning contexts. All
videos are available on YouTube as well.
C. ORGANISATION
The course was offered for the first time in October 2016. The course was now held for the second
time. In 2016, the MOOC was additionally offered as a private course in school. 14 children in the age
of 10 to 11 took part in the course. (cf. Janisch et al., 2017) Instead of the concept of blended
learning, where lessons are supplemented by e-learning elements, the concept of inverse blended
learning came into play. (cf. Käfmüller, 2016; Ebner et al., 2017) Thereby, the children worked with
the online content of the MOOC in class by using a tablet and earphones. At the same time, they had
the possibility to ask questions or to share their programs with their classmates in an offline kind of
way.
4. Results
In 2016, 571 people were registered for the course. However, only 64 participants completed the
whole course. (cf. Janisch et al., 2017) An analysis of the participant activities confirmed the problem
of high drop-out rates, which is a characteristic behaviour in the context of MOOCs. (cf. Lackner et
al., 2015) The MOOC was launched again in October 2017. By March 2018, 626 participants, 55 more
than in 2016, had taken part in the course. Unfortunately, until March only 44 participants received a
certificate of participation. In 2017, the course run as a pure online course. We did not explicitly offer
offline courses or meetings to foster participant communication and collaboration. In contrast it
should be pointed out that in the school setting of 2016, all children finished the MOOC.
year
number of the
users registered
for the course
number of participants
who requested a
certificate
drop-out rate in %
2016
571 (12/2016)
64
88.79
2017
626 (03/2018)
38
93.93
Table 1: Number of participants of the MOOC “Learning to Code – Programming with Pocket Code” on, which was launched
for the first time in October 2016 and for the second time in October 2017.
An analysis of the number of accesses in 2017 to the self-assessment questions also confirmed the
decline in user activity. The number of users who successfully completed the self-assessment
questions per unit are as following:
Quiz 1
123
Quiz 2
74
Quiz 3
55
Quiz 4
46
Quiz 5
42
Table 2: Number of participants, who completed the quiz
41 users successfully completed all quizzes. 142 out of 626 participants, 23% of all registered users,
worked on at least one quiz. On average, 2 attempts were required for a quiz. As well as in 2017,
there was also a decrease in the number of video views during the course.
Nevertheless, the participants, who completed the course in 2016 and 2017, were very satisfied with
the content, design and structure of the course. These results are based on the analysis of the
feedback questionnaires, which need to be completed by the participants to get a certificate of
participation. The feedback questionnaire is intended to record the participant’s experience,
impression, motivation and satisfaction related to the course. 43 of 45 participants who filled out the
questionnaire graded the course as “very good” or “good”. On average, they spent 1-3 hours per
week on the course.
A. ONLINE FORUM
The lack of interaction among participants as well as between course instructor and participants is a
frequent reason for not finishing a MOOC. (cf. Neuböck et al., 2015; Khalil & Ebner, 2013) Therefore,
the online forum is intended to act as a place for communication, to ask questions, to talk about
problems, that have occurred during the course, to give helpful hints and tricks and to share
experiences. In 2017, the communication was mainly between the course instructor and participants,
ranging from suggestions for improvement for the Pocket Code app and specific questions
concerning the functionality of the app to information about ambiguous self-assessment-questions
and small mistakes in the written descriptions. In total, there were 122 forum contributions.
The participants were asked to share their solutions to the tasks for each unit in the online forum.
Only a very small number of adult participants took the possibility to do so.
For the tasks described in unit 1 to 4, only 10, 5, 9 and 4 programs were submitted. Most of the
solutions even exceeded the requirements. The task of unit 5 asked for the creation of an individual
program or game with respect to the programming concepts, that were discussed and practised
during the MOOC. Unfortunately, only 2 participants announced the name of the created programs
in the forum.
B. PARTICIPANTS
Although the course was designed for children and adolescents between the ages of 10 and 14,
mostly adults, especially teachers, participated in the course. Some school classes did also register
for the course. Based on the feedback questionnaire, the participants stated that they were
interested in additional training and that they wanted to gain experience with MOOCs and online
courses in general. As well as that, the participants appreciate that the course can be done for free
and regardless of location and time. The graphical and textual presentation of the learning content
was also judged appropriate.
C. DIDACTICAL RE-DESIGN
After the end of the course, another research project was built out of the open educational
resources, that were used in the MOOC. This resulted in a Moodle course to support an open
learning scenario in class. Moodle is an open source learning management system (LMS), that allows
users to export courses, which then can be important in any other Moodle system. In Austria,
Moodle is a common LMS that is used by schools and educational institutions. Due to the use of open
Creative Commons licenses, nearly all videos have been adopted and were rearranged. Additionally,
worksheets and tasks for school children were prepared, based on the given materials. A so-called
“work-plan” was created to help children choose their own learning paths in the open learning
scenario (Höllerbauer et al., 2017). The provided materials should enable students to learn on their
own or in a group, according to their abilities and previous knowledge.
D. PROFESSIONAL DEVELOPMENT COURSE FOR TEACHERS
In Austria, teachers need to attend further training courses to stay up-to-date to subject-specific and
pedagogical developments. The Virtuelle Pädagogische Hochschule (VPH) provides “support in
gaining digital competencies, i.e. being able to professionally implement technology assisted teaching
into classrooms, and knowledge of current teaching and learning methods.”
2
In summer 2017, the
MOOC “Learning to code – Programming with Pocket Code” has been added to the list of (online)
training courses. Teacher and pre-service teachers had the possibility to take part in the MOOC and
to receive credits for a successful participation. In addition to the MOOC, 3 different online lectures
were held by the course instructor, in which the content of the course units was summarized and
supplemented with didactical and pedagogical comments. Unfortunately, only a very small number
of teachers and pre-service teachers took the opportunity to take part in this kind of further training
course or to watch one of the three online lectures. This is also strongly related to the fact that
computer science as a school subject is still not as important as other scientific subjects. (cf. Grandl &
Ebner, 2017) As well as that, 38 out of the 44 participants, who finished the course, stated, that they
are familiar with the use of new media and computer-aided learning environments. Therefore, it can
be concluded that further training courses that are held purely online rather appeal to technophile
teachers.
5. Discussion and Future Work
In our research work, we studied the impact of a MOOC to teach coding skills to school children as
well as teachers. It can be summarized that in 2017, 626 learners in the German-speaking area were
reached just through the online course, that is still available on the Austrian MOOC platform
iMooX.at. The creation of open educational resources that are used in the MOOC allowed and
fostered the reuse, modification and dissemination teaching and learning materials in different
learning contexts. The whole course was reworked to an open Moodle course, which supports the
implementation of an open learning scenario in class. As well as that, the MOOC was offered as an
online further training course for teachers over the Austrian “Virtuelle Pädagogische Hochschule”.
Currently, the research team is working on a translation of the MOOC in English to offer it on other
open MOOC platforms.
The next goal is that the MOOC reaches more students. Teachers need to be informed about
different teaching and learning scenarios in connection with MOOCs. In particular, teachers can apply
the concepts of “blended learning”, “inverse blended learning” or “flipped classroom” by using
MOOC materials. (cf. Li et al., 2015) Especially young people do not likely register for the MOOC on
their own. Schools, teachers and parents play a major in this context, as they make children and
teenagers aware of these kind of offers or use MOOCs and videos in class.
To do something about the high drop-out rate and to increase user activity, we need to think of a
“granular certification process makes specific learning achievements visible.” This might answer
“participants’ need to be able to select different topics and units that are important for their personal
non-formal learning process.” (Lackner et al., 2015) As well as that, gamification elements can be
included to boost motivation.
It can be concluded that MOOCs allow learners to access content in a very fast, flexible and effective
way. Due to the nature of open educational resources within MOOCs, it is possible to build new
learning scenarios upon it. More than that, content can be spread in different and manifold ways,
that were not intended in the beginning.
The extent to which MOOCs are gaining acceptance in the educational sector, especially in the field
of basic computer science education, is currently difficult to predict. The format has successfully
shown that it is not only suitable to teach different aspects of computer science, but also to boost
interest in a specific topic.
2
Virtuelle Pädagogische Hochschule (VPH) http://www.virtuelle-ph.at/ueber-uns/onlinecampus-virtuelle-
ph/information-in-englisch/ (last visited on 10 March 2017)
Literature
Carson, S. & Schmidt, J. (2012): “The Massive Open Online Professor Academic Matter”, In: Journal of
higher education, URL: https://academicmatters.ca/2012/05/the-massive-open-online-professor/ (2018-03-10)
Ebner, M., Scerbakov, A., Kopp, M. (2015): “All About MOOCs.”, Digitale Medien in Arbeits- und Ler-
numgebungen, Jost, P, Knz, A (Ed.). pp. 148-155. Pabst, Lengrich
Ebner, M., Lorenz, A., Lackner, E., Kopp, M., Kumar, S., Schn, S. & Wittke, A. (2016): “How OER
enhance MOOCs – A Perspective from German-speaking Europe.” In: Open Education: from OERs to
MOOCs. Jemni, M., Kinshuk, Khribi, M. K. (Eds.). Springer. Lecture Notes in Educational Technology.
pp. 205-220.
Ebner, M., Schön, S. & Khalil, M. (2016): “Maker-MOOC – How to Foster STEM Education with an
Open Online Course on Creative Digital Development and Construction with Children.” In: Conference
Proceeding 19th International Conference on Interactive Collaborative Learning (ICL2016), Belfast, pp.
1233-1244.
Ebner, M., Khalil, M., Schön, S., Gütl, C., Aschemann, B., Frei, W. & Röthler, D. (2017): “How Inverse
Blended Learning Can Turn Up Learning with MOOCs?”, In: Proceedings of the International
Conference MOOC-MAKER 2017. Antigua Guatemala, Guatemala, November 16-17, 2017, pp. 21-30.
Grandl, M. & Ebner, M. (2017): „Informatische Grundbildung – ein Ländervergleich“, In:
Medienimpulse, 02/2017, pp. 1-9.
Höllerbauer, B., Ebner, M., Schön, S. & Haas, M. (2017): „Didaktisches Re-Design von Open
Educational Resources: Vom MOOC zum offenen Unterrichtssetting für den Schulkontext.“ In:
Bildungsräume, Igel, C. (Hrsg.), Proceedings der 25. Jahrestagung der Gesellschaft für Medien in der
Wissenschaft, Waxmann, pp. 177-189
Informatics Europe/ACM Europe (2013): “Informatics education: Europe cannot afford to miss the
boat.” Report of the joint Informatics Europe & ACM Europe Working Group on Informatics Education,
URL: http://www.informatics-europe.org/images/documents/informatics-education-acm-ie.pdf (2018-03-10)
Janisch, S., Ebner, M. & Slany, W. (2017): „Informatische Bildung mithilfe eines MOOC.“ In: Erziehung
& Unterricht, 167/7-8., pp. 18 – 26.
Käfmüller, K. (2016): „Begleitstudie eines Online-Kurses im Inverse-Blended-Learning-Format“, Graz
University of Technology, URL: https://diglib.tugraz.at/download.php?id=582ed1b8c9fd1&location=browse (2018-
03-10)
Khalil, H. & Ebner, M. (2013). “How satisfied are you with your MOOC?” - A Research Study on
Interaction in Huge Online Courses. In Proceedings of World Conference on Educational Multimedia,
Hypermedia and Telecommunications 2013. pp. 830-839. Chesapeake, VA: AACE.
Khalil, M. & Ebner, M. (2016): “What Massive Open Online Course (MOOC) Stakeholders Can Learn
from Learning Analytics?” In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and
Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer
International Publishing, pp. 1-30.
Khalil, M. & Ebner, M. (2016): “When Learning Analytics Meets MOOCs - a Review on iMooX Case
Studies.” Innovations for Community Services: 16th International Conference, I4CS 2016, Vienna,
Austria, June 27-29, 2016, Revised Selected Papers. G. Fahrnberger, G. Eichler and C. Erfurth. Cham,
Springer International Publishing: pp. 3-19.
Lackner, E., Ebner M. & Khalil, M. (2015): “MOOCs as granular systems: design patterns to foster
participant activity”, In: eLearning Papers, No 42, June 2015, pp. 1-10, URL:
https://www.researchgate.net/publication/277890739_MOOCs_as_granular_systems_design_patterns_to_foster_participa
nt_activity (2018-03-10)
Li, Y., Zhang, M., Bonk, C. & Guo, Y. (2015): “Integrating MOOC and Flipped Classroom Practice in a
Traditional Undergraduate Course: Students’ Experience and Perceptions”, In: International Journal
of Emerging Technologies in Learning, Vol 6, No 6. URL: http://online-journals.org/index.php/i-
jet/article/view/4708 (2018-03-10)
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010): “Massive Open Online Courses Digital
ways of knowing and learning, The MOOC model For Digital Practice.” URL:
http://www.elearnspace.org/Articles/MOOC_Final.pdf (2018-03-10)
Medienpädagogischer Forschungsverbund Sdwest (mpfs) (2016): „Jugend, Information, (Multi-
)Media“ (JIM 2016), URL: https://www.mpfs.de/fileadmin/files/Studien/JIM/2016/JIM_Studie_2016.pdf (2018-03-10)
Nagler, W., Ebner, M. & Schön, M. (2016): „R.I.P. E-Mail 1965 - 2015“, World Conference on
Educational Media and Technology, Hypermedia and Telecommunications 2016 (EDMedia 2016), Vol.
1, pp. 464-473.
Neuböck, K., Kopp, M. & Ebner, M. (2015) “What do we know about typical MOOC participants? First
insights from the field”, In: Proceedings of eMOOCs 2015 conference, Lebrun, M., de Waard, I., Ebner,
M., Gaebel, M., Mons, Belgium, pp. 183-190.
Resnick, M., Maloney, J. et al. (2009): “Scratch: Programming for all.” In: Communications of the
ACM, Vol. 52, 11, pp. 60-67.
Schn, S., Ebner, M. & Kurma, S. (2014): „The Maker Movement. Implications of new digital gadgets,
fabrication tools and spaces for creative learning and teaching.” In: eLearning Papers, 39, July 2014,
pp.14-25., URL: http://www.openeducationeuropa.eu/en/article/Learning-in-cyber-physical-worlds_In-
depth_39_2?paper=145315 (2018-03-10)
Slany, W. (2014): “Pocket Code: a Scratch-like integrated development environment for your
phone.” In: Proceedings of the companion publication of the 2014 ACM SIGPLAN conference
on Systems, Programming, and Applications: Software for Humanity, pp. 35-36, URL:
https://dl.acm.org/citation.cfm?id=2664662 (2018-03-10)
Wing, J. (2006): “Computational Thinking“, In: Communications of the ACM, March 2006, Vol. 49, Nr.
3, pp. 33-35, URL: https://www.cs.cmu.edu/~15110-s13/Wing06-ct.pdf (2018-03-10)
