Massive Open Online Courses are often discussed as a new learning scenario. But from the field we know that they have many shades and facets. The experience track aims to feed the general debate on MOOCs by bringing together our shared knowledge and experiences. This includes experiences from experts who have been running MOOCs, supporting the production of MOOCs, involved in the selection of MOOCs, or analysed data. It also includes experiences of using MOOC-related technology in different contexts (e.g. in-house training, k12 contexts, developing regions, etc.). The experience track aims to share experiences, results, solutions, and to document problems.
**** Flipped Conference MOOC-Track ****
eMOOC2016 plans to support a special “Flipped Conference MOOC-Track”. The main idea is that open discussions should replace or add to the traditional conference presentation mode. Therefore MOOC experts are encouraged to submit a written publication (via the conference management system ConfTool) and in case of acceptation also an additional 5-minute video focusing on the main content and including questions addressing the provided topic.
These videos will be used to offer a Flipped Conference MOOC, lasting six weeks and starting at January 12, 2016.
Discussion on the MOOC platform and via Twitter will be organized to start the conversation prior to the eMOOCs conference.
ATTENTION: We will honor the participation and successful completion of the MOOC with a premium participant status for the eMOOCs 2016 conference that includes access to the Flipped Conference discussion track, special labeled tags/lanyards and for sure some further nice gimmicks.
NOTE: If you are interested in the flipped conference MOOC-track you have to check the appropriate box during your submission to the conference management tool.
We invite all MOOC experts who have MOOC experiences or have developed relevant technologies, or implementations to submit their written papers (up to 8 pages). We favour submissions that report concrete experiences conducted in the institutions of the authors. We hope submissions will fairly account for positive and negative aspects. Every paper should close with conclusions and further demands for research in the field of MOOCs. Please bear in mind to take part in the pre-conference Flipped MOOC-experience chat.
The full manuscripts will be subject to double-blind review and can be sent through the corresponding track of the conference management tool. See deadlines on the instructions and guidelines section. All accepted publications will be included in the conference proceeding (open access, ISBN).
Relevant topics include, but are not restricted to:
Experiences with massive open social learning
How can learning at massive scale be social? This strand considers various approaches to social learning within MOOCs, for example: the integration of social network elements into MOOC courses, learning through conversation at massive scale, MOOC team learning, social game-based MOOCs, and small group learning within MOOC courses. This session will include experience reports from designers of platforms for social learning, reports from learning designers and course developers, and research findings relating to social learning on MOOC platforms.
- What are the elements of massive social learning?
- How do current platforms support social learning?
- What have been the experiences of designing and managing courses for massive scale social learning?
- What issues arise with supporting and managing social interaction among learners?
- How can we design for effective learning through conversation and social interaction?
- How can the benefits of social networks be combined with MOOCs to enhance the learner experience?
- How can effectiveness of social learning on MOOCs be measured?
- What aspects of social learning will improve with scale?
- What methods of data analysis and visualization can reveal patterns of social learning?
Experiences from MOOC leads
This session will include experience reports from professors who have actively participated in the design and deployment of MOOCs.
- What best practices can be identified?
- What are the main differences with respect to ordinary instruction or training?
- What elements must be taken into consideration?
- What where the surprises?
- What elements are missing from contemporary MOOCs?
- Which specific challenges did you address regarding your learner population?
- How did your monitored analytics effect your MOOC understanding?
- How should plagiarism be dealt with?
- How can the learning effort be measured?
- How should the course be prepared and how should its deployment be organized?
- How can videos and assessment with other teaching tools be complemented?
Experiences from corporate and non-profit MOOC
This session will include experience reports from non-profit and corporate MOOC experiences.
- What particular uses have been identified for MOOCs (life-long learning, continued professional development, minority populations, new markets, in-house learners, etc.)?
- How has the institute organised the production of MOOCs?
- How has the selection process been defined?
- What was the effect on Learning and Development?
- Has the MOOC platform been integrated with other systems?
- What alliances have been formed?
- How were the results evaluated?
- What was the Return on Investment?
- How did you calculate the MOOC cost?
- How was the MOOC strategy linked to the traditional training workflow?
- How do you deal with Intellectual Property or Corporate guidelines?
Experiences of the use of MOOC-technology for traditional education
This session will include experience reports about the use of MOOC-related educational technology in the context of traditional on-campus or school education.
- How do MOOCs contribute to methodological innovation?
- In what ways can MOOCs perform better than other learning provisions?
- What elements of MOOCs can be used in face-to-face education?
- What are some successful experiences of the flipped classroom?
- And what are some unsuccessful ones?
- Has an on-campus flipped classroom ever been combined with the deployment of a MOOC?
- How have learning analytics been used for improving the success rate of a course?
- Have techniques like gamification achieved greater student engagement and better learning?
will be announced