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What is a MOOC about?
Massive Open Online Course
MOOC
MOOC
M = for a huge amount of people
O = Free Access up tp
Open Educational Resources
O = online
C = course (didactical structure)
In simple terms, a MOOC is an open
online course based on videos.
MOOCs in adult education?
Recommendations from MOOC managers of
iMooX courses from the context of adult
education
•Survey and discussion groups, collaborative
research study by MOOC leaders.
•General adult education and vocational
adult education, except target group
teachers
•Responsible for MOOCs with a total of
approx. 21,000 participants
Year of first
implementation - Title
Brief description and target group (further
descriptions if necessary)
Realisations, number of participants,
award
2014 - Series “Gratis
Online Lernen”
Introduction to online learning for adults with free
learning offers for beginners, with accompanying
offers and workbook (Ebner, Schön & Käfmüller
2015; Schön & Ebner 2021)
5 implementations, a total of about 5,000
participants, Austrian State Prize for Adult
Education (2015)
2017 - Series EBmooc
EBmooc plus
EBmooc focus
Basic course for adult educators on digital work in
adult education, with various accompanying offers
(webinars, accompanying groups) and recognised
as continuing education (Aschemann et al. 2018;
Ebner et al. 2017; Ebner et al. 2018, Kulmer, 2018).
4 implementations, approx. 12,800
participants in total, Innovation Award of
the German Institute for Adult Education
(2020)
2018 - LawBuster-Series
The LawBuster series presents legal aspects in an
entertaining way.
2 MOOCs, more than 700 participants
2019 - Demokratie MOOC
Adult educators learn here how to integrate political
education into their offers, recognised as further education
(wba).
3 MOOCs (modules), 1,600 participants
2019 - Mangelernährung
bei älteren Menschen
The MOOC is aimed at professionals and students, but is
also of interest to family carers, recognised as continuing
education (ÖGKV) (Eglseer 2020)
One implementation, about 3,000
participants
2021 - DigiSkills
The MOOC teaches digital skills for employees.
more than 2,300 participants
Checklist: How well does implementation
as a MOOC fit?
People for whom an online
course is suitable
Topics for which an online course is
suitable
Projects for which a MOOC is suitable
have in any case:
•Internet access
•Basic knowledge
!!!
People may be:
•dependent on free
courses!
•have limited mobility
•in remote regions
•limited in time!
•like those kind of courses
• are (not only) methods of
learning or aspects of
digitalisation
• already have a large
standardised component or
• are those for which one would
like to define a „standard"
• or benefit from different
perspectives or opinions!
• are based on distributed
expertise (several experts should
have their say)
• can be worked out well by
oneself!
• can be developed in knowledge-
practice combinations
• that there are basically many (tens of
thousands) of potential participants
• and with target groups that are
regionally dispersed.
• Target group with common interests
(situations)
• existing networks, also of an informal
nature or
• when the establishment of such a
network is to be promoted.!
• Topics that are to be disseminated
quickly,
• e.g. on new regulations
• on which MOOCs do not yet exist
• where there are openly licensed
resources
• or when there is a need to gain
reputation and attention for an
organisation or topic
Schön, S.; Aschemann, B.; Bisovsky, G.; Edelsbrunner, S.; Eglseer, D.; Kreiml, T.; Lanzinger,
M.; Reisenhofer, C.; Steiner, K.; Ebner, M. (2022). MOOC-Gestaltung in der
Erwachsenenbildung. Empfehlungen für die Gestaltung und Durchführung von Online-Kursen
für Viele. In: Magazin erwachsenenbildung.at. Das Fachmedium für Forschung, Praxis und
Diskurs. Ausgabe 44-45. Online: https://erwachsenenbildung.at/magazin/ausgabe-44-45
Measures for the "non-binding
participation" challenge
Because participation in the MOOC is non-binding for many participants -
nothing was paid for it and there are no fixed dates or meeting points - special
didactic aspects are important. This includes, for example
•describing the learning objectives of the individual units and learning objects
or activities,
•planning an „arc of tension" for the course,
•aligning the content of each course unit closely with the practical learning
needs of the target group,
•discuss learning progress and learning successes,
•refer to subsequent units ("cliffhangers"),
•initiate/enable a sense of achievement
•to enable exchange among each other (especially important in adult education)
•offer contact (feedback, possibility to ask questions).
Measures for the challenge
heterogeneity of the target group
Because participants in MOOCs are more heterogeneous than
in face-to-face courses, the following measures can be
supportive:
• emphasise and welcome diversity among potential
participants,
• integrate different perspectives (of participants),
• activate prior knowledge and address possible
differences in prior knowledge,
• suggesting and facilitating opportunities for
differentiation, and
• offer optional possibilities for deepening.
Measures for the "open structure" challenge
• Clear structure,
• information on course organisation and procedure,
• uniform design of materials and units,
• a rationale for the approach, activities and methods,
• support for the learning activities and self-monitoring
options,
• information outside the MOOC platform and
• organisation of synchronous or face-to-face meetings, if
applicable.
Measures for the challenge "low social
presence“
• Introductions at the beginning of the MOOC,
• addressing the large/determined number of participants,
• visualisations of participants' activities and
backgrounds, e.g. where they live (map) or how often they
are called to contribute to the discussion,
• planning collaborative, cooperative experiences,
• initiating intensive forum activity, and
• synchronous accompanying formats online (consultation
hour, interactive webinar) or in presence, if applicable.
Schön, S.; Aschemann, B.; Bisovsky, G.; Edelsbrunner, S.; Eglseer, D.; Kreiml, T.; Lanzinger,
M.; Reisenhofer, C.; Steiner, K.; Ebner, M. (2022). MOOC-Gestaltung in der
Erwachsenenbildung. Empfehlungen für die Gestaltung und Durchführung von Online-Kursen
für Viele. In: Magazin erwachsenenbildung.at. Das Fachmedium für Forschung, Praxis und
Diskurs. Ausgabe 44-45. Online: https://erwachsenenbildung.at/magazin/ausgabe-44-45
iMooX
Making education
accessible for all
contentcertificate
navigation
interaction
Certificates -
Open Badges
Learning Analytics Dashboard
How can we do our own MOOCs?
Making a MOOC follows a good
organisation.
(M)OOCs are not a trend or hype, they
are the consistent and logical further
development of teaching and help to
make educational content accessible.
Graz University of Technology
EDUCATIONAL !
TECHNOLOGY
Graz University !
of Technology
Martin Ebner !
(Bildungsinformatiker)
http://elearning.tugraz.at
martin.ebner@tugraz.at
Slides available at:
This work is licensed under a !
Creative Commons Attribution !
4.0 International License.
@mebner
http://elearningblog.tugraz.at
Yes, we care :-)
office@imoox.at
