PRiME received "Exzellenziegel des Deutschen Bildungspreises 2015"
In addition to the eLearning Award 2015, PRiME received the Quality Seal "Excellence in Education and Talent Management" of the "Deutscher Bildungspreis".
Wednesday, May 20, 2015
In addition to the eLearning Award 2015, PRiME received the Quality Seal "Excellence in Education and Talent Management" of the "Deutscher Bildungspreis".
Monday, May 11, 2015
A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study
The paper "A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study" with my dear friend Ahmed Mohamed FahmyYousef was published in IRRODL.
Abstract:
In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.
Reference:
Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza (2015).The International Review of Research in Open and Distributed Learning (IRRODL), 16(2).
Abstract:
In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.
Reference:
Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza (2015).The International Review of Research in Open and Distributed Learning (IRRODL), 16(2).
Monday, May 04, 2015
Learning Analytics Workshop at DeLFI/GMW 2015
The Learning Analytics Working Group of the German Informatics Society (GI) is organizing the 3rd workshop on "Learning Analytics" in conjunction with the joint DeLFI/GMW conference 2015, September 1-4, 2015 in Munich, Germany. The call for papers is available here. Please consider submitting a paper to this interesting workshop. Submission in English is also possible.
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