Lackner, E., Kopp, M., Ebner, M. (2014) How to MOOC? – A pedagogical guideline for practitioners. Roceanu, I. (ed.). Proceedings of the 10th International Scientific Conference "eLearning and Software for Education" Bucharest, April 24 - 25, 2014. Publisher: Editura Universitatii Nationale de Aparare "Carol I”
How to MOOC? – A pedagogical guideline for practitioners
Elke Lackner, Michael Kopp
Academy of New Media and Knowledge TransferUniversity of Graz, Liebiggasse 9/2, A-8010 Graz firstname.lastname@example.org, email@example.com
Social Learning, Computer and Information Services,Graz University of Technology, Steyrergasse 30, A-8010 Graz, firstname.lastname@example.org
: Massive Open Online Courses, shortly MOOCs, are a trending phenomenon in online education. Neither distance education nor online courses are new, but especially in the field of technology enhanced learning, MOOCs have been gathering enormous attention by the public. Thus, following the main idea of bringing education to a broad range of people, two universities in Graz developed an xMOOC platform for the German speaking area, mostly addressing people in Austria. Before the first courses started the authors reflected on how such a MOOC should be carried out and which key factors (didactical, technical and administrative) have to be considered. This research study strongly concentrates on developing a checklist for practitioners who would like to do an xMOOC in the future by examining different xMOOCs and reflecting first experiences gathered through daily work on MOOCs. It can be concluded that doing a Massive Open Online Course is much more challenging as maybe expected at first sight. Nevertheless the proposed checklist will help to overcome first barriers and provide solid steps towards one’s first online course.
MOOC; didactics; Higher Education; Information System
In our today’s digital world education is changing with a pace never reached in the history of mankind. After the introduction of the World Wide Web in the early 1990’s web-based training became popular and some years later Learning Management Systems were introduced in educational institutions. Since 2005 the so called Web 2.0  has been the fundament for the next generation learning, called e-learning 2.0 . Teachers as well as students use weblogs , wikis , podcasts  as well as social media platforms  for their daily teaching and learning processes. Then the invention of the Apple iPhone as well as similar follow-up devices with different mobile operating systems (Android) or enhanced hardware facilities (Tablets) together with a high mobile bandwidth brought mobile learning to our minds  as well as in practice all over the world . Learning became more and more ubiquitous . Nowadays everybody at least in middle Europe is able to learn everywhere and also without time limitations. Finally the digital world brought us an important debate about the access of learning content and how we are able to deal with it as lecturers and learners, summarized by the initiatives of Open Educational Resources . Putting all these developments together, all the possibilities and experiences in online learning gathered over the years as well as new technological solutions it seems just consequent to offer online courses for free to a broad range of learners. Therefore George Siemens started in 2008 the first so