OLDaily

Open Tools and Methods to Support the Development of MOOCs
John Kerr, Anja Lorenz, Sandra Schön, Martin Ebner, Andreas Wittke, Hasso Plattner Institute, 2021/07/20

This article delivers what it promises: it "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." Authors who developed these resources contributed to the paper. The focus is entirely on the tools; there's no extraneous 'what is a MOOC' discussion, which I appreciate. This article is found in the full conference proceedings (308 page PDF) of the MOOCS2021 conference hosted in June by the Hasso Plattner Institute.

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The MOOC-CEDIA Observatory
Jorge Maldonado-Mahauad, Javier Valdiviezo, Juan Pablo Carvallo, Nicolay Samaniego-Erazo, Hasso Plattner Institute, 2021/07/20

This article describes "the  MOOC-CEDIA Observatory, a web platform that offers interactive visualizations on the adoption of MOOCs in Ecuador." Through 2020 there have been 99 MOOCs offered in Ecuador, mostly in the sciences, and mostly using Open EdX and Moodle. Barriers included a lack of resources, the need for digital competences, resistance to sharing and using resources produced by others, and licensing issues (in other words: the usual). This article is found in the full conference proceedings (308 page PDF) of the MOOCS2021 conference hosted in June by the Hasso Plattner Institute.

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TransPipe: A Pipeline for Automated Transcription and Translation of Videos
Joseph Bethge, et.al., Hasso Plattner Institute, 2021/07/20

I love reading education articles that are about education technology (there seems to be a real dearth in the literature). This article describes and reports on the evaluation of a process developed to automatically transcribe and translate videos from MOOCs such as those offered by the European Multiple MOOC Aggregator (EMMA) . As the authors note, tools for both processes have existed for years, but there is still no easy way to do it. This article is found in the full conference proceedings (308 page PDF) of the MOOCS2021 conference hosted in June by the Hasso Plattner Institute.

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Long-Term Effects of Short-Term Intervention Using MOOCs for Developing Cambodian Undergraduate Research Skills
Cheyvuth Seng, May Kristine Jonson Carlon, John Maurice Gayed, Jeffrey S. Cross, 2021/07/20

I don't think this is a surprise, but it's good to find it documented. "Students are better off with short-term training intervention than without it even in the long run. However, the positive effects can fall apart if no follow-up action is made." Thus, "this is where introducing the students to MOOCs can have a compounding effect. Multiple research studies have shown that MOOCs can be a game-changer for developing countries." This article is found in the full conference proceedings (308 page PDF) of the MOOCS2021 conference hosted in June by the Hasso Plattner Institute.

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What Drives Enrollment in Massive Open Online Courses?
Julien Jacqmin, Hasso Plattner Institute, 2021/07/20

Interesting conclusion from this study of French online courses: "if MOOC platforms want to attract more students, we have shown that one key factor is to be pro-active in the media." Thus we see platforms expend a full 37 percent of their total revenues on marketing. Additionally, "it is more important to consider when to launch a course than to think about whether other, potentially competing, online courses will be aired first." The first four months of the year are best, with the peak being in April. Avoid the summer months and September. This article is found in the full conference proceedings (308 page PDF) of the MOOCS2021 conference hosted in June by the Hasso Plattner Institute.

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MOOCs for Flexible and Lifelong Learning in Higher Education
Inger Langseth, Dan Yngve Jacobsen, Halvdan Haugsbakken, Hasso Plattner Institute, 2021/07/20

This article studies the state of MOOCs in higher education institutions (HEI) in Norway. The authors conclude, "MOOC-entrepreneurs operate in pockets of innovation in HEIs (and) are located in different organizational fields (and) operate in teamed networks across institutional silos." They argue "here is a need of translator competence among MOOC-entrepreneurs to facilitate critical  knowledge among important stakeholders in HE." See also: MOOC Platforms: A Nordic Approach. This article is found in the full conference proceedings (308 page PDF) of the MOOCS2021 conference hosted in June by the Hasso Plattner Institute.

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