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Die Monster-MOOC-Weiterbildung. Erfahrungen mit der Übertragung eines interaktiven Präsenzworkshops in den digitalen Raum

Authors:

Abstract

Im Beitrag wird das Konzept eines Präsenzworkshops zur Einführung von MOOCs (Massive Open Online Courses) für Lehrende an Hochschulen vorgestellt, wie es im Jahr 2013 mit hohen Anteilen von Interaktion und Gruppenarbeit entwickelt wurde. In der Folge der COVID-19-Krise und Umstellung auf Home Office und Online-Begegnungen wurde versucht, das methodisch-didaktische Konzept möglichst gleichartig in den digitalen Raum zu übertragen. Im Artikel wird beschrieben, welche Tools dabei zum Einsatz kamen und wie sie sich auf die Arbeitsweisen und -ergebnisse ausgewirkt haben. Erschienen in: medienimpulse, Jg. 58, Nr. 2, 2020 1
Medienimpulse
ISSN 2307-3187
Jg. 58, Nr. 2, 2020
doi: 10.21243/mi-02-20-35
Lizenz: CC-BY-NC-ND-3.0-AT
Die Monster-MOOC-Weiterbildung.
Erfahrungen
mit der Übertragung
eines interaktiven Präsenzworkshops
in den digitalen Raum
!"#$%"&!'()#
*"%+,#&-.#/%
Im Beitrag wird das Konzept eines Präsenzworkshops zur Einfüh-
rung von MOOCs (Massive Open Online Courses) für Lehrende
an Hochschulen vorgestellt, wie es im Jahr 2013 mit hohen Antei-
len von Interaktion und Gruppenarbeit entwickelt wurde. In der Fol-
ge der COVID-19-Krise und Umstellung auf Home Office und On-
line-Begegnungen wurde versucht, das methodisch-didaktische
Konzept möglichst gleichartig in den digitalen Raum zu übertra-
gen. Im Artikel wird beschrieben, welche Tools dabei zum Einsatz
kamen und wie sie sich auf die Arbeitsweisen und -ergebnisse
ausgewirkt haben.
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The paper presents the concept of a face-to-face workshop for the
introduction of MOOCs (Massive Open Online Courses) for univer-
sity lecturers, as it was developed in 2013 with a high proportion of
interaction and group work. In the wake of the COVID 19 crisis and
the changeover to home office and online encounters, an attempt
was made to transfer the methodological-didactic concept to the
digital space in as uniform a manner as possible. The article de-
scribes which tools were used and how they affected the working
methods and results.
1. Interaktion und Kollaboration in Online-Seminaren
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2. Fragestellung und Vorgehen
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3. Entwicklung und Umsetzung eines interaktiven,
eintägigen Seminarkonzepts für potenzielle MOOC-
Erstellerinnen und -Ersteller an Hochschulen
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Abbildung 1: Übersicht über den Workshop-Ablauf.
Quelle: Fotodokumentation eines Workshops
an der Universität Passau (links), Seminarplan rechts.
Anmerkungen: P steht für Präsentation, I für Interaktive Aufgabe und
G für Gruppenarbeit (oder Präsentationen der Gruppenarbeit
durch die Teilnehmenden)
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Abbildung 2: Vorstellung der Teilnehmerinnen und Teilnehmer
nach der MOOC-Methode (jede bzw. jeder stellt sich mit einem
Begriff rund um MOOCs und die Buchstaben M-O-C vor).
Quelle: Fotodokumentation eines Workshops
an der Universität Passau.
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Abbildung 3: Analyse von existierenden MOOCs in Kleingrup-
penarbeit. Quelle: Fotodokumentation eines Workshops an der
Universität Passau.
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Abbildung 4: Plakate der Gruppenarbeit zum Monster-MOOC:
Grobkonzept, Exemplarische Lerneinheit und Kostenplan.
Quelle: Fotodokumentation eines Workshops
an der Universität Passau.
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4. Übertragung des Konzepts in ein eintägiges interaktives
Online-Angebot
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Abbildung 5: Vorstellungsrunde im Online-Workshop mit der
MOOC-Methode: Die anwesenden sieben Teilnehmenden
haben ihre Begriffe im Google Doc eingetragen.
Quelle: Screenshot vom Online-Workshop
an der FH Salzburg
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Abbildung 6: Ergebnisse einer Gruppenarbeit
zu den Monster-MOOCs.
Quelle: Screenshots vom Online-Workshop
an der FH Salzburg im April 2020
Abbildung 7: Abstimmungsergebnis zur 15-10-5-Methode
mit FeedbackR.
Quelle: Screenshot der Umfrageergebnisse
erstellt mit FeedbackR.
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5. Besonderheiten der Online-Umsetzung im Vergleich zur
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Abbildung 8: Feedbackrunde mit der MOOC-Methode in der
Online-Variante des Seminars.
Quelle: Screenshot des Google-Docs mit Einträgen
aller Teilnehmenden beim Online-Workshop
an der FH Salzburg im April 2020
(am Ende nur noch 5 Teilnehmer/innen).
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... Antidotally, positive experiences of staff using Monster assignment have been captured (see [17]). Originally, the term "canvas" was used for completely empty canvases, but especially the openly licensed and widely used business model canvas by Osterwalder and Pigneur [15] has changed this term. ...
Article
Full-text available
There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.
... Antidotally, positive experiences of staff using Monster assignment have been captured (see [17]). Originally, the term "canvas" was used for completely empty canvases, but especially the openly licensed and widely used business model canvas by Osterwalder and Pigneur [15] has changed this term. ...
Conference Paper
Full-text available
There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first inter- est, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz Univer- sity of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.
... Antidotally, positive experiences of staff using Monster assignment have been captured (see Schön & Ebner, 2020b Originally, the term "canvas" was used for completely empty canvases, but especially the openly licensed and widely used business model canvas by Osterwalder and Pigneur (2010) has changed this term. Thus, a canvas is often understood to be a template that can be printed and helps to structure developments or plans. ...
Preprint
Full-text available
PREPRINT: John Kerr, Anja Lorenz, Sandra Schön, Martin Ebner, Andreas Wittke: Open Tools and Methods to support the development of MOOCs: A Collection of How-tos, Monster Assignment and Kits. In: Proceedings of the EMOOCs Conference 2021, Experience Track. ////////////////// There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.
Book
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Conference proceeding of the EMOCs 2021 confernce in Potsdam (Germany)
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