1. MOOCs are seen as the third digital revolution in higher education, following e-learning in the early 2000s and open educational resources in 2007. 2. As with previous digital innovations, MOOCs have led to debates around quality as they relate to technological changes, shifts in teaching and learning culture, and questions of quality assurance and innovation strategies. 3. There are many open questions around how to define and measure quality in MOOCs, including what criteria and metrics should be used and whether factors like course size, completion rates, or learner experiences are appropriate measures.

1. Qualität von
MOOCs
Campus Innovation Hamburg
2013
Ulf-Daniel Ehlers
Duale Hochschule Baden-Württemberg (www.dhbw.de)
European Foundation for Quality in E-Learning
(www.efquel.org)
www.efquel.org

2. Digitale (R)Evolutionen in der
HS
MOOCs als dritte digitale (R)evolution
1. E-Learning Hype Anfang des
Milleniums Lernumgebungen
2. OER Peak ab 2007
“Giving away knowledge for free“
3. MOOC Peak ab 2010
“Giving away education for free“

3. Die Qualitätsdebatte
Alle digitalen (R)evolutionen führen zu
einer Qualitätsdebatte
• Von der digitalen und technologischen
Innovation
• Über den Wandel der Lehr-/Lernkultur
• Zu Qualitätsfragen und Innovationsstrategien

5. Qualität von MOOCs...?!
•
•
•
•
•
•
(Wie) kann man sie messen?
Was sind Qualitätskriterien?
Gute MOOCs – schlechte MOOC?
Was sind wertvolle MOOCs?
Sind sie besser, je massiver?
Sind sie besser, je niedriger die DropoutQuote?
• Sind Dropouts eigentlich überhaupt ein
Kriterium für Qualität von MOOCs?

6. Das „MOOC Quality Project“
12 Wochen, 12 Expertes, 12 Posts,
15.000 Leser, >150 Kommentare
mooc.efquel.org

7. 1. „Massive“ Zielgruppen?
• „Change from „no target audience―thinking to having one in mind, even if it is
wide. Take into acount new participation
profiles.―
Lurkers
Drop-ins
MOOC
Aktive
Teilnehmer
Passive
Teilnehmer
HILL, P. (2013) ―The Four Student Archetypes Emerging in MOOCs‖ [Online] e-Literate
blog post 02/03/13 [accessed 19/04/13]. Available: http://mfeldstein.com/the-fourstudent-archetypes-emerging-in-moocs/

8. 2. Gemischte Gruppen?
• „Be aware that inviting the world
means to bring in the worlds
opinion (existing groups might
be disturbed)―
• „Mixing campus and MOOC
Students might be challenging:
drive in/by learners vs. highly
motivated learners who want a
masters degree.―
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
www.efquel.org

9. 3. Vielfältige Lernkontexte
• „Be aware that the quality paradigm
―fitness for purpose‖ is not working for
MOOCs because MOOCs mean learning
across contexts and purposes.―
• „Quality measures become
individualised, quality methods like self- &
peer-assessment and –reflection are
suitable.―
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg

10. 4. Selbststeuerung als
Qualitätsfaktor
„Be open about your requirements of selforganisation, provide scaffolding for those
who lack that self-organisation.―
www.efquel.org
http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg

11. 5. Transparenz schaffen
„Be precise about the content and purpose
of the MOOC (self-declaration) and keep
promises!―
(MOOC description Beschreibungsmodell)
1.
2.
3.
4.
5.
6.
the degree of openness,
the scale of participation
(massification),
the amount of use of multimedia,
the amount of communication,
the extent to which collaboration
is included,
the type of learner pathway
(from learner centred to teachercentred and highly structured),
1.
2.
3.
4.
5.
6.
the level of quality assurance,
the extent to which reflection is
encouraged,
the level of assessment,
how informal or formal it is,
autonomy,
and diversity.
(Conole 2013)

12. 6. Pädagogische Prinzipien
• „Use peer-to-peer pedagogy: peerlearning, peer-review, peerassessment, collaborative
learning, multiple learning pathways and
exploratory learning.―
• „Understand that teaching is not a
prerequsite of learning.―
http://www.naset.org/uploads/pics/choice.gif

13. 7. MOOCs sind „ChoiceBased“
• „Get away from
– the notion that „ending a MOOC early― means
dropping out
– looking at MOOCs like
(structured, paced, timebound) courses―
• „Be aware that MOOC learning is an optin/out learning model―
• „MOOCs follow voluntary sequencing and
are based on choices. The choices they
offer make their attractiveness.―
www.efquel.org
http://www.naset.org/uploads/pics/choice.gif

14. Ausblick: MOOC-lernen
anerkennen!
http://www.oer-europe.net
www.efquel.org

15. Danke!WWW.EFQUEL
.ORG
EFQUEL office in Brussels
Rue des deux Eglises 35
B – 1000 BRUSSELS
BELGIUM
Tel : + 32 2 639 30 32
Fax : + 32 2 644 35 83
Email : info@efquel.org
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