We guess that all innovative educators especially in the field of educational technology love to work with MOOCs. We simply get the possibility to teach a broad audience and are working with learners really interested in the stuff. In recent years, the number of those courses have increased while impressive educational institutions report successful experiences.
We are very happy to announce that our chapter on „Inverse Blended Learning – a didactical concept for MOOCs and its positive effects on dropout-rates“ is published 🙂
Massive Open Online Courses, shortly MOOCS, are one important trend of technology-enhanced learning of the last years. In this contribution we introduce a new didactical approach that we call „inverse blended learning“ (IBL). Whereas „blended learning“ is the enrichment of traditional learning settings through online inputs or phases, the IBL approach aims to enhance a pure online course with additional offline meetings for exchange and practising. Within two case studies the concept was tested and evaluated. The research study points out that the typical high dropout rate for MOOCs decreased arbitrarily. Therefore we recommend introducing the didactical approach of inverse blended learning in future MOOCs, if applicable.
Reference: Ebner, M., Schön, S. (2019). Inverse Blended Learning – a didactical concept for MOOCs and ist positive effects on dropout-rates. In: The Impact of MOOCs on Distance Education in Malaysia and Beyond. Ally, M., Amin Embi, M., Norman, H. (eds.). Routledge. ISBN 9780367026615 [Link to draft @ ResearchGate] Link to the book]
Maria Grandl from the TU Graz presented out joint research on how to reach more girls in makerspaces/maker education at the Edurobotics conference 2018 in Rome. Thanks a lot for the presentation!
You find the poster as well online:
Sandra Schön, Margarethe Rosenova, Martin Ebner and Maria Grandl (2018). How to support girls’ participation at projects in makerspace settings. Overview on current recommendations. In: EduRobotics 2018 in Rome, Poster: https://www.researchgate.net/publication/328175572, as pdf: poster_edurobotics
Veronika Hornung-Prähauser and DOIT colleagues from Salzburg Research and Lappeenranta University of Technology wrote a paper about DOIT’s social innovation training for the ISPIM conference 2018. It got published now.
We did a publication about „Practical Usage of OER Material in the EFL Classroom“ and give an overview about daily barriers when you try to use OER in classrooms. The findings are for sure interesting.
In this research work, we want to follow the idea of using open educational resources (OER) in a classroom to gather practical experiences. The topic of our choice is English as a foreign language (EFL), because in our opinion a lot of teaching content should be available. The preparation of the lectures, as well as the final lecturing, is described to understand how OER can be used in the EFL classroom. The feedback of the pupils and the lessons learned point out that there are more obstacles than expected, mainly because of the strict copyright law in German-speaking Europe.
Reference: Maria Haas, Martin Ebner and Sandra Schön (July 18th 2018). Practical Usage of OER Material in the EFL Classroom. In: Núria Llevot & Olga Bernad Cavero (Ed.) Advanced Learning and Teaching Environments, IntechOpen, pp. 123-136 DOI: 10.5772/intechopen.72452. URL: https://www.intechopen.com/books/advanced-learning-and-teaching-environments-innovation-contents-and-methods/practical-usage-of-oer-material-in-the-efl-classroom