EMOOCs-WIP 2019
EMOOCs 2019 Work in Progress Papers of Research, Experience and Business Tracks

Table of Contents

• Front cover
  
  
• Preface
  
  

Research Track

• Self-directed learning readiness of Language MOOC learners 1-7
  Nikoletta Agonács, João Filipe Matos
• Supporting the planning of hybrid-MOOCs learning designs 8-13
  Laia Albó, Rodrigo Butera-Castelo, Davinia Hernández-Leo
• Quality Assurance Methods Assessing Instructional Design in MOOCs that implement Active Learning Pedagogies: An evaluative case study 14-19
  Valeria Aloizou, Sara Villagrá Sobrino, Alejandra Martínez Monés, Juan I. Asensio-Pérez, Sara García Sastre
• Materializing Conception and Deployment Phases of a cMOOC Scenario 20-26
  Aicha Bakki, Lahcen Oubahssi, Sébastien George
• Learning and engagement assessment in MOOCs using multivariate methods and models 27-32
  Maria Carannante, Cristina Davino, Domenico Vistocco
• Death by a thousand clicks: making sense of learner data and sense-making strategies in MOOCs 33-40
  Mairéad Nic Giolla Mhichíl, Elaine Beirne, Conchúr Mac Lochlainn, Mark Brown
• The landscape of MOOCs and Higher Education in Europe and the USA 41-47
  Valentina Goglio
• Collaborative learning in a three MOOCs course 48-53
  Sonia Huguenin, Eric Bruillard
• Doing MOOCs in Dili: Studying learner behaviour in the global South 54-59
  Monty King
• Bringing field and laboratory work into the classroom by using online modules in the edX platform 60-65
  Alejandra Quintanilla-Terminel, Matej Pec, Oliver Jagoutz
• Designing Conversational Agent Interventions that Support Collaborative Chat Activities in MOOCs 66-71
  Stergios Tegos, Georgios Psathas, Thrasyvoulos Tsiatsos, Stavros Demetriadis
• Self–regulated learning and successful MOOC completion 72-78
  Kseniia Vilkova

Experience Track

• Mooc School for Workers: a partnership between Public University and the Federal Government in Brazil 79-85
  Rute Bicalho, Wilsa Ramos, Thérèse Hofmann, Valdir Steinke
• Design and Development of MOOCs for the platform Federica: the experience of the University of Pavia 86-92
  Daniela Boggiani, Elena Caldirola
• An Exploration based Pedagogical Framework to develop a MOOC on Nuclear and Radiochemistry 93-99
  Francesca Concia, Elena Macerata, Susanna Sancassani, Maddalena Negrin, Mario Mariani
• Learning language through Task-Based MOOCs 100-107
  Christophe Debarge
• Reshaping teachers' professional identity for the digital era: Teachers' role and responsibilities in MOOCs 108-113
  Veruska De Caro-Barek
• WebRTC In Open EdX: Making Live Communication and Collaboration in Language MOOCs real 114-120
  Veruska De Caro-Barek
• Digital Learning from scratch: Initiating MOOCs within a Business School 121-127
  Marc Egloffstein, Benjamin Ebner, Dirk Ifenthaler
• Videos as teaching and learning resources for developing of pre- and in-service teachers' professional digital competence in the ICTMOOC 128-133
  Irina Engeness, Magnus Nohr
• MOOCs in Citizen Science 134-139
  Ortrun Gröblinger, Andrea Bou-Vinals, Barbara Hoffmann, Jonathan Komar, Andreas Brigo
• Pedagogical Strategies for Creating an Online Community 140-145
  Halvdan Haugsbakken, Inger Langseth
• MOOCs as Institutional Internationalization Strategy: first Italian courses on edx platform 145-150
  Ruth Kerr, Valentina Reda
• Escaping the Talking Head 151-156
  Jonas Langset Hustad, Andreas Schille, Eirik Wattengård
• MOOC platforms: A Nordic Approach to Research Informed Education in Higher Education 157-162
  Inger Langseth, Dag Atle Lysne, Shaun S. Nykvist, Halvdan Haugsbakken
• Experiences with a MOOC-platform — Who are our learners and what do they think about MOOCs? 163-168
  Philipp Leitner, Martin Ebner
• MOOCs as a Hub in Political Science. How online courses can reinforce strategies of academic associations 169-174
  Fortunato Musella, Valentina Reda
• The lecture video recording in university: A case study 175-180
  Alessandro Pepino, Marco Ronchetti, Adriano Peron, Corinna Freda, Ersilia Vallefuoco
• MOOC and OERs in a Virtual Mobility Experience 181-186
  Antonella Poce, Maria Rosaria Re, Francesca Amenduni, Mara Valente
• MicroMasters are Different: Lessons from the first MicroMasters Program 187-196
  Eva Ponce-Cueto, Chris Caplice
• Effects of a Mathematical Bridging Course 197-202
  Stephanie Reich, Markus Ebner, Martin Ebner
• Thai MOOC Sustainability: Alternative Credentials for Digital Age Learners 203-209
  Anuchai Theeraroungchaisri, Jintavee Khlaisang
• To combine a MOOC to a regular face-to-face course — A study of three blended pedagogical patterns 210-217
  Valérie Defaweux, Daniel Delbrassine, Björn-Olav Dozo, Anne-Marie Etienne, Valérie Centi, Vinciane D'Anna, Sylvie Multon, Laurence Pesesse, Céline Stassart, Jean-François Van de Poël, Aurélie Wagener, Alodie Weatherspoon, Dominique Verpoorten
• Utilizing Warm-Up Games in MOOC Discussion Forums 218-223
  Karen von Schmieden, Christoph Meinel
• Online Education and Blended Learning Practice at Tsinghua University 224-229
  Shijie Yu

Business Track

• Springer Nature and online courses with iversity 230-238
  Suraj Anand, Francesca Bonadei
• A MOOC platform for training of construction professionals in France 239-246
  Florence Godefroy, Christina Nirup, Séverine Verhaeghe, Rachel Lafaye
• The Future of Work requires a Future of Professional Learning: From stand-alone, academic MOOCs to Programmes that are relevant for Professionals 247-253
  Janine Kiers, Jan Henk van der Werff
• From Technical Product Training to Sustainable Education for Students — A Strategic Alliance Approach to Applied MOOCs 254-260
  Janina Nakladal, Jerome Geyer-Klingeberg, Matthias Stierle, Martin Matzner
• OpenWHO traffic analysis: Can we predict non-profit course reach by dissemination channel? 261-266
  Yu Zhao, Richelle George, Heini Utunen, Gaya Gamhewage