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Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education, 3. http://www-jime.open.ac.uk/jime/article/viewArticle/2012-18/html (2013-09-01). Ebner, M. & Schön, S. (2011). Offene Bildungsressourcen: Frei zugänglich und einsetzbar. In K. Wilbers & A. Hohenstein (Eds.). Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien. (Nr. 7-15). Köln: Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland), 39. Erg.-Lfg. Oktober 2011, 1-14. Ebner, M. & Schön, S. (2012). L3T – ein innovatives Lehrbuchprojekt im Detail: Gestaltung, Prozesse, Apps und Finanzierung, Book on Demand, Norderstedt. Geser, G. (Ed.) (2007). Open educational Practices and Resources. OL- COS Roadmap 2012. Salzburg: Salzburg Research/EduMedia Group. http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf (2012-10- 01) Liyanagunawradena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. International Review of research in open and distance learning, 14(3), 202-227. Mayring, P. ( 2010). Qualitative Inhaltsanalyse: Grundlagen und Techniken. XX: Beltz Schaffert, S. (2010). Strategic Integration of Open Educational Resources in Higher Education. Objectives, Case Studies, and the Impact of Web 2.0 on Universities. In: U.-D. Ehlers & D. Schneckenberg (Eds.). Changing Cultures in Higher Education – Moving Ahead to Future Learning, New York: Springer, 119-131. Schaffert, S. & Hornung-Prähauser, V. (2007). Thematic Session: Open Educational Resources and Practices. A Short Introduction and Overview. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (26-28 September 2007). Wenger, E.; White, N. and Smith, J.D. (2009). Digital habitats: stewarding technology for communities. Portland, OR: CPsquare. Experience Track |188
TORQUEs: Riding the MOOC wave to benefit on-campus courses Volk Benno, Reinhardt Andreas and Osterwalder Koni TORQUEs: Riding the MOOC wave to benefit on-campus courses Volk Benno, Reinhardt Andreas and Osterwalder Koni Abstract: The discussion concerning MOOCs at ETH Zurich has led the university to develop the TORQUE concept, which focuses on transforming traditional lecture series into ‘flipped classroom’ sequences by deploying online courses as self-learning preparation. TORQUE is an acronym for Tiny, Open-with-Restrictions courses focused on Quality and Effectiveness. So far ETH has developed three TORQUE courses, all of which started in Fall Semester 2013. The most important lesson learned in their pilot phase was that transforming classroom teaching into something else is infinitely more complex and demanding than simply producing videos. However, because video and online course production precede face-to-face teaching, they tend to dominate the discussion and absorb most of the capacity. In the next round of TORQUEs this will be countered by deploying a prototype approach, where a showcase module that includes face-to-face activities will be developed at the outset of production. Another aspect that needs consideration is how the project will ultimately be embedded in the institution: up to now two different units have been cooperating and managing TORQUE production and integration into teaching. This discussion has potential implications for organizational development at ETH. Key words: TORQUE, video production, transformation of classroom teaching, flipped classroom, organizational development TORQUEs as on-campus MOOCs developed at and for ETH MOOCs still have a huge influence on discussions about the future of higher education (Carey, 2012). However, although they were invented to solve existing problems in the US education system and to cut the cost of attending university, reality checks over the past year have shown that MOOCs are no silver bullet (Biemiller, 2013; Devlin, 2013). On the contrary, to succeed in their distance learning setting students require special learning skills and a motivational background; MOOCs alone will not help disadvantaged young people get a university education. For institutions whose aim is to provide excellent teaching and a sustainable academic education, MOOCs offer nothing more than supplementary material; infrastructure and face-to-face communication between students and teachers have proved much more efficient and effective in student-focused and competence-oriented education (Kolowich, 2013). In this context ETH Zurich’s plan is to maintain its focus on the latter aspects, while at the same time following the MOOC discussion and extracting promising components. In response to the global MOOCs debate ETH decided in late 2012 to launch an initiative for 2013/2014 to gather experience of new web-based course formats. In discussions with ETH stakeholders it became clear that most faculty are less interested in teaching a large online audience than in increasing the quality and effectiveness of courses for ETH Zurich students. One of the main outcomes of the discussion was the development of the TORQUE concept. TORQUEs (Tiny, Open-with-Restrictions courses focused on Quality and Effectiveness) are derived from MOOCs but have a course format that is suitable for ETH. They specifically target ETH students, but are also open to a larger audience. Each course integrates both online and face-to-face elements. TORQUEs do not differ radically from MOOCs: they have similar formats and both provide additional webbased learning opportunities (for their major differences, see Table 1). Targeted number of participants Access TORQUE Dozens to hundreds Restricted to members of Swiss universities MOOC Thousands Open to all Face-to-face teaching Mandatory Not required Table 1: The greatest differences between TORQUEs and MOOCs Both comprise a number of short video clips with inserted questions, quizzes and/or exercise tasks, plus communication tools such as online forums. All TORQUEs are open to all ETH students, and to all students registered at a Swiss institution of higher education. Any TORQUE initially designed for a small group of users can later easily become a course for a worldwide audience. TORQUEs may be regarded as an experimental setting for the production of video-based online courses. They will also provide data for faculty wishing to monitor change processes and test the effects in their teaching. Experience Track |189
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Table of Contents Understanding Per
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Understanding Persistence in MOOCs
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Scaffolding Self-learning in MOOCs
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Towards an Outcome-based Discovery
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Dropout Prediction in MOOCs using L
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Self-Regulated Learning in MOOCs: D
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Extending the MOOCversity A Multi-l
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MOOC Learning in Spontaneous Study
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Dropout: MOOC Participants’ Persp
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MOOCs in fragile contexts Barbara M
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Cultural Translation in Massive Ope
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The EPFL MOOC Factory Patrick Jerma
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Designing for the Unknown Learner H
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Designing for the Unknown Learner H
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MOOC Experience in the University o
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First time MOOC provider: reflectio
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An Academic Online Resource at Téc
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An Academic Online Resource at Téc
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Project-based MOOCs. A Field Report
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Project-based MOOCs. A Field Report
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Reviewers of Experience Track: Carl
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