Nach einem Vierteljahr (whaaaat?!) wieder da mit einer neuen Episode. Da ist aber alles drin, was man so von uns gewohnt ist. Neues von uns, diesmal keine Paper, sondern eine Master-Arbeit aus der Reihe "OER-TÜV" und eine Editorial zu MOOCs, der Fundgrube, etwas Politik aus Schleswig-Holstein und einer Weltverbesserungsidee.
Die Folge haben wir am 02.03.2023 aufgenommen.
Solstad, Hanna Eide
A comparison of manual and automated quality assessment of Open Educational Resources and their reliability Abschlussarbeit
Norwegian University of Science and Technology, 2022.
@mastersthesis{Solstad2022,
title = {A comparison of manual and automated quality assessment of Open Educational Resources and their reliability},
author = {Hanna Eide Solstad},
url = {https://ntnuopen.ntnu.no/ntnu-xmlui/bitstream/handle/11250/3024682/no.ntnu%3Ainspera%3A112046434%3A23371129.pdf},
year = {2022},
date = {2022-06-01},
urldate = {2023-03-03},
institution = {Faculty of Information Technology and Electrical Engineering, Department of Computer Science},
school = {Norwegian University of Science and Technology},
abstract = {The fourth Sustainable Development Goal is to: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". UNESCO considers Open Educational Resources (OER) vital in achieving this. OERs are educational material shared under an open license permitting free access, use, adaption, and redistribution under few restrictions. The OER movement has regained attention, with COVID-19 forcing millions to study from home. However, there are many challenges to continued growth. One of the most crucial challenges is quality control. Current approaches are mainly built on manual reviews, which are time-consuming and expensive.
This thesis proposes a white-box algorithm that combines theoretical quality knowledge with measurable metrics to give a quality score. The algorithm was developed for the educational resource type Interactive Videos created with the framework H5P. I performed a comparative study of the algorithm and the most adopted approach: manual reviews. 23 H5P users were recruited to perform 107 manual reviews of 57 OERs. The manual reviews scored different quality factors, two overall scores, and could add a comment for each resource. The data were then used to find the degree of agreement between the two methods and their reliability.
The result was low to moderate degree of agreement between the manual reviews and algorithm scores. That means that the algorithm can be a suitable approach in certain cases, but mostly as an addition to other methods. However, the most crucial finding was the low reliability of the manual reviews. The reviews were highly subjective and this has significant implications for this study and all research using reviews as a data source. Future studies need to continue to work on automated approaches but consider how they can be evaluated correctly},
howpublished = {Master’s thesis in Master of Technology in Computer Science},
keywords = {},
pubstate = {published},
tppubtype = {mastersthesis}
}
The fourth Sustainable Development Goal is to: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". UNESCO considers Open Educational Resources (OER) vital in achieving this. OERs are educational material shared under an open license permitting free access, use, adaption, and redistribution under few restrictions. The OER movement has regained attention, with COVID-19 forcing millions to study from home. However, there are many challenges to continued growth. One of the most crucial challenges is quality control. Current approaches are mainly built on manual reviews, which are time-consuming and expensive.Wer sich für einen “OER-TÜV” interessiert, der sollte sich mal dieses Paper ansehen.
Jordan, Katy; Goshtasbpour, Fereshte
JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC Artikel
In: Journal of Interactive Media in Education, Bd. 2022, Ausg. 1, 2022, ISSN: 1365-893X.
@article{Jordan2022,
title = {JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC},
author = {Katy Jordan and Fereshte Goshtasbpour},
url = {https://doi.org/10.5334/jime.757},
doi = {10.5334/jime.757},
issn = {1365-893X},
year = {2022},
date = {2022-05-25},
journal = {Journal of Interactive Media in Education},
volume = {2022},
issue = {1},
abstract = {In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this special collection, we bring together articles published in the Journal of Interactive Media in Education over the past ten years, which have focused upon MOOCs from a diverse range of research perspectives. First, we provide an overview of major events and trends in relation to MOOCs over the past ten years. We then take a closer look at the 25 papers published in JIME and included in the virtual special collection, arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this special collection, we bring together articles published in the Journal of Interactive Media in Education over the past ten years, which have focused upon MOOCs from a diverse range of research perspectives. First, we provide an overview of major events and trends in relation to MOOCs over the past ten years. We then take a closer look at the 25 papers published in JIME and included in the virtual special collection, arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.
Im Editorial des JIME haben die Autorinnen die letzten 10 Jahre MOOC-Entwicklung beschrieben und analysiert.
Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:
Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.