zmWmQs

Recommendations

Info

The SIRET Training Platform: Facing the Dropout Phenomenon of MOOC Environments Sergio Miranda, Giuseppina Rita Mangione, Francesco Orciuoli, Vincenzo Loia and Saverio Salerno Figure 1. Access interface MOMAMOOC. In particular, a course (consisting of video lectures, lectures and interactive quizzes) may be presented through a video/introductory text and by described through a syllabus and prerequisites. Figure 2. Introductory text. Research Track |110
The SIRET Training Platform: Facing the Dropout Phenomenon of MOOC Environments Sergio Miranda, Giuseppina Rita Mangione, Francesco Orciuoli, Vincenzo Loia and Saverio Salerno Links to content within the core platform or external material allow students to acquire knowledge that is preparatory for the course. It is also possible to schedule specific course modules within a class, articulate the material related to each lesson (e.g. video lessons and exercises) and manage homework and quizzes (exams needed to obtain a certification). In fact, MOMAMOOC offers the possibility of authoring and executing different types of test. It is also possible to manage discussions through a forum for Q&A within a class. The forum becomes a support mechanism for dialogue and debate, ‘triggered’ by the study of material related to the presented video lessons (or exercises). A Wiki section structured by the teacher according to their teaching approach may enrich the classroom environment. Figure 3. Video lecture player. them to learning content by means of standard metadata (IMS). MOMAMOOC provides personalised learning paths that allow the individual student to evaluate his/ her knowledge related to one or more topics and subsequently receive a recovery plan based on assessment results. This feature enriches the experience of evaluation tests on important course concepts. Once the student has answered the test questions, the system evaluates the student’s knowledge and, where necessary, proposes a remedial path (sequence of learning content) that aims to bridge the gap revealed by the test. The experience of recovery continues until the student has demonstrated that he has covered his ‘gap’. The second distinctive feature of MOMAMOOC is the so-called OFAL (high level learning goals). In particular, the OFAL is an environment in which students can express their learning needs in natural language and receive a learning path (sequence of learning objects) adequate to meet the expressed needs in response. Briefly, OFAL is a kind of semantic Q&A system, in which the expressed needs that the system cannot answer are taken over by the teacher (or possibly by the whole class) who can respond to it and update a knowledge base that can later respond to similar requests. The system can also leverage this collective intelligence to feed on new content. This functionality offers the learners the opportunity to refine their learning goals by simply writing what they are looking for in terms of a theme, a concept, a problem to solve or a professional competence to acquire. All these aspects are similar to the training scenario developing within the SIRET project. Lastly, an additional MOMAMOOC feature is the ability to offer online tutoring sessions by using an integrated videoconferencing service. This virtual classroom provides desktop sharing whiteboard, instant messaging and co-browsing. To support this environment, MOMAMOOC offers tools to aggregate links to external resources and RSS feeds and the ability to perform surveys that may be useful to the teacher who wishes to assess the quality of lessons and their suitability for enrolled students. It also provides the opportunity for students to monitor their progress as part of class exercises. Finally, MOMAMOOC is able to issue certificates conditioned upon the occurrence of events such as, for example, exceeding 80% of the tests proposed in the examination sessions. Distinctive features In addition to the basic functionalities described above, MOMAMOOC provides a set of distinctive features that enrich the MOOC with innovative tools useful to support students in their learning journey and to give them something that, while not exactly one-to-one tutoring, still takes their needs and profiles into account, creating tailored and adaptive learning experiences. The first two features are based on the ability of IWT to describe the domain by using light ontologies and the ability to bind Conclusions and future works This paper proposes a MOOC environment able to tackle the dropout phenomenon. The idea is to fill the lack of one-to-one tutoring in MOOCs by providing an adaptive environment. This will be achieved by extending IWT, a semantic web-based platform able to deliver personalised learning courses by respecting user needs and profiles. The IWT approach should be more effective than the usual approach taken by other MOOC environments and should result in improved performance when related to the main problems we have raised. This extension, realised in the context of the SIRET project, is to be tested during its evaluation activities. The users to involve are the ordinary jobseekers who are hungry for new competences that enhance their professional opportunities. The employment exchanges and agencies will receive personal requests. They will collate candidate profile information and engage them in recruitment processes. Research Track |111
Page 1 and 2:
Proceedings of the European MOOC St
Page 3 and 4:
Table of Contents Understanding Per
Page 5 and 6:
Understanding Persistence in MOOCs
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Analysing student participation in
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Signals of Success and Self-directe
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Analyzing completion rates in the F
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Challenges for conceptualising EU M
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Scaffolding Self-learning in MOOCs
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Towards an Outcome-based Discovery
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60: Dropout Prediction in MOOCs using L
Page 67 and 68: Self-Regulated Learning in MOOCs: D
Page 73 and 74: Extending the MOOCversity A Multi-l
Page 81 and 82: Encouraging Forum Participation in
Page 89 and 90: MOOC Learning in Spontaneous Study
Page 95 and 96: Dropout: MOOC Participants’ Persp
Page 101 and 102: Reflections on Enrollment Numbers a
Page 107 and 108: The SIRET Training Platform: Facing
Page 109: The SIRET Training Platform: Facing
Page 113 and 114: The SIRET Training Platform: Facing
Page 115 and 116: MOOCs in fragile contexts Barbara M
Page 123 and 124: Cultural Translation in Massive Ope
Page 131 and 132: A typology and dimensions of a desc
Page 141 and 142: Characterizing video use in the cat
Page 147 and 148: How Students Learn using MOOCs: An
Page 155 and 156: A Platform that Integrates Quizzes
Page 161 and 162:
Designing Video for Massive Open On
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Proceedings Experience Track Procee
Page 171 and 172:
Opening up higher education through
Page 173 and 174:
Designing your first MOOC from scra
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
“A hostage to fortune” - Valida
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
and others discussed COER13 issues
Page 187 and 188:
tion process, in addition to the mu
Page 189 and 190:
TORQUEs: Riding the MOOC wave to be
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Engineering MOOCs for Future Engine
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
The Discrete Optimization MOOC An E
Page 203 and 204:
Page 205 and 206:
Recasting a Traditional Course into
Page 207 and 208:
Page 209 and 210:
Evaluation and field trials of MOOC
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Learning Electronics through a Remo
Page 217 and 218:
Learning Electronics through a Remo
Page 219 and 220:
abiertaUGR: modelling online learni
Page 221 and 222:
abiertaUGR: modelling online learni
Page 223 and 224:
University of London International
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
The EPFL MOOC Factory Patrick Jerma
Page 231 and 232:
Page 233 and 234:
Page 235 and 236:
Open Online Courses in the context
Page 237 and 238:
Open Online Courses in the context
Page 239 and 240:
Page 241 and 242:
Friendly Handmade Explanation Video
Page 243 and 244:
Friendly Handmade Explanation Video
Page 245 and 246:
Designing for the Unknown Learner H
Page 247 and 248:
Designing for the Unknown Learner H
Page 249 and 250:
MOOC Experience in the University o
Page 251 and 252:
MOOC Experience in the University o
Page 253 and 254:
Mathematics Courses: Fostering indi
Page 255 and 256:
Page 257 and 258:
Page 259 and 260:
First time MOOC provider: reflectio
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
An Academic Online Resource at Téc
Page 267 and 268:
An Academic Online Resource at Téc
Page 269 and 270:
Opening up higher education through
Page 271 and 272:
SPOCs for Remedial Education: Exper
Page 273 and 274:
Page 275 and 276:
Page 277 and 278:
Experiments with connectivism from
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Towards a quality model for UNED MO
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Project-based MOOCs. A Field Report
Page 291 and 292:
Project-based MOOCs. A Field Report
Page 293:
Reviewers of Experience Track: Carl
show all

zmWmQs

Create successful ePaper yourself

Delete template?

Save as template?