Vol-2356
urn:nbn:de:0074-2356-1

Copyright © 2019 for the individual papers by the papers' authors. Copying permitted for private and academic purposes. This volume is published and copyrighted by its editors.

EMOOCs-WIP 2019
EMOOCs 2019 Work in Progress Papers of Research, Experience and Business Tracks

Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019
co-located with the (European MOOCs Stakeholders Submmit 2019) Conference

Naples, Italy, May 20-22, 2019.

Edited by

Mauro Calise *
Carlos Delgado Kloos
Catherine Mongenet *
Justin Reich **
José A. Ruipérez-Valiente *
Gideon Shimshon
Thomas Staubitz *
Martin Wirsing ******

* Università degli Studi di Napoli Federico II, Napoli, Italy
** Universidad Carlos III de Madrid, Leganés, Spain
*** FUN, France
**** Massachusetts Institute of Technology, Cambridge (MA), USA
***** Massachusetts Institute of Technology, Cambridge (MA), USA
****** Imperial College, London, UK
******* Hasso-Plattner-Institut, Germany
******** Ludwig-Maximilians-Universität München, Munich, Germany

Table of Contents

Research Track

Self-directed learning readiness of Language MOOC learners 1-7
Nikoletta Agonács, João Filipe Matos
Supporting the planning of hybrid-MOOCs learning designs 8-13
Laia Albó, Rodrigo Butera-Castelo, Davinia Hernández-Leo
Quality Assurance Methods Assessing Instructional Design in MOOCs that implement Active Learning Pedagogies: An evaluative case study 14-19
Valeria Aloizou, Sara Villagrá Sobrino, Alejandra Martínez Monés, Juan I. Asensio-Pérez, Sara García Sastre
Materializing Conception and Deployment Phases of a cMOOC Scenario 20-26
Aicha Bakki, Lahcen Oubahssi, Sébastien George
Learning and engagement assessment in MOOCs using multivariate methods and models 27-32
Maria Carannante, Cristina Davino, Domenico Vistocco
Death by a thousand clicks: making sense of learner data and sense-making strategies in MOOCs 33-40
Mairéad Nic Giolla Mhichíl, Elaine Beirne, Conchúr Mac Lochlainn, Mark Brown
The landscape of MOOCs and Higher Education in Europe and the USA 41-47
Valentina Goglio
Collaborative learning in a three MOOCs course 48-53
Sonia Huguenin, Eric Bruillard
Doing MOOCs in Dili: Studying learner behaviour in the global South 54-59
Monty King
Bringing field and laboratory work into the classroom by using online modules in the edX platform 60-65
Alejandra Quintanilla-Terminel, Matej Pec, Oliver Jagoutz
Designing Conversational Agent Interventions that Support Collaborative Chat Activities in MOOCs 66-71
Stergios Tegos, Georgios Psathas, Thrasyvoulos Tsiatsos, Stavros Demetriadis
Self–regulated learning and successful MOOC completion 72-78
Kseniia Vilkova

Experience Track

Mooc School for Workers: a partnership between Public University and the Federal Government in Brazil 79-85
Rute Bicalho, Wilsa Ramos, Thérèse Hofmann, Valdir Steinke
Design and Development of MOOCs for the platform Federica: the experience of the University of Pavia 86-92
Daniela Boggiani, Elena Caldirola
An Exploration based Pedagogical Framework to develop a MOOC on Nuclear and Radiochemistry 93-99
Francesca Concia, Elena Macerata, Susanna Sancassani, Maddalena Negrin, Mario Mariani
Learning language through Task-Based MOOCs 100-107
Christophe Debarge
Reshaping teachers' professional identity for the digital era: Teachers' role and responsibilities in MOOCs 108-113
Veruska De Caro-Barek
WebRTC In Open EdX: Making Live Communication and Collaboration in Language MOOCs real 114-120
Veruska De Caro-Barek
Digital Learning from scratch: Initiating MOOCs within a Business School 121-127
Marc Egloffstein, Benjamin Ebner, Dirk Ifenthaler
Videos as teaching and learning resources for developing of pre- and in-service teachers' professional digital competence in the ICTMOOC 128-133
Irina Engeness, Magnus Nohr
MOOCs in Citizen Science 134-139
Ortrun Gröblinger, Andrea Bou-Vinals, Barbara Hoffmann, Jonathan Komar, Andreas Brigo
Pedagogical Strategies for Creating an Online Community 140-145
Halvdan Haugsbakken, Inger Langseth
MOOCs as Institutional Internationalization Strategy: first Italian courses on edx platform 145-150
Ruth Kerr, Valentina Reda
Escaping the Talking Head 151-156
Jonas Langset Hustad, Andreas Schille, Eirik Wattengård
MOOC platforms: A Nordic Approach to Research Informed Education in Higher Education 157-162
Inger Langseth, Dag Atle Lysne, Shaun S. Nykvist, Halvdan Haugsbakken
Experiences with a MOOC-platform — Who are our learners and what do they think about MOOCs? 163-168
Philipp Leitner, Martin Ebner
MOOCs as a Hub in Political Science. How online courses can reinforce strategies of academic associations 169-174
Fortunato Musella, Valentina Reda
The lecture video recording in university: A case study 175-180
Alessandro Pepino, Marco Ronchetti, Adriano Peron, Corinna Freda, Ersilia Vallefuoco
MOOC and OERs in a Virtual Mobility Experience 181-186
Antonella Poce, Maria Rosaria Re, Francesca Amenduni, Mara Valente
MicroMasters are Different: Lessons from the first MicroMasters Program 187-196
Eva Ponce-Cueto, Chris Caplice
Effects of a Mathematical Bridging Course 197-202
Stephanie Reich, Markus Ebner, Martin Ebner
Thai MOOC Sustainability: Alternative Credentials for Digital Age Learners 203-209
Anuchai Theeraroungchaisri, Jintavee Khlaisang
To combine a MOOC to a regular face-to-face course — A study of three blended pedagogical patterns 210-217
Valérie Defaweux, Daniel Delbrassine, Björn-Olav Dozo, Anne-Marie Etienne, Valérie Centi, Vinciane D'Anna, Sylvie Multon, Laurence Pesesse, Céline Stassart, Jean-François Van de Poël, Aurélie Wagener, Alodie Weatherspoon, Dominique Verpoorten
Utilizing Warm-Up Games in MOOC Discussion Forums 218-223
Karen von Schmieden, Christoph Meinel
Online Education and Blended Learning Practice at Tsinghua University 224-229
Shijie Yu

Business Track

Springer Nature and online courses with iversity 230-238
Suraj Anand, Francesca Bonadei
A MOOC platform for training of construction professionals in France 239-246
Florence Godefroy, Christina Nirup, Séverine Verhaeghe, Rachel Lafaye
The Future of Work requires a Future of Professional Learning: From stand-alone, academic MOOCs to Programmes that are relevant for Professionals 247-253
Janine Kiers, Jan Henk van der Werff
From Technical Product Training to Sustainable Education for Students — A Strategic Alliance Approach to Applied MOOCs 254-260
Janina Nakladal, Jerome Geyer-Klingeberg, Matthias Stierle, Martin Matzner
OpenWHO traffic analysis: Can we predict non-profit course reach by dissemination channel? 261-266
Yu Zhao, Richelle George, Heini Utunen, Gaya Gamhewage

2019-05-05: submitted by José A. Ruipérez-Valiente, metadata incl. bibliographic data published under Creative Commons CC0
2019-05-05: published on CEUR-WS.org |valid HTML5|