Skip to main content
SpringerLink
Log in

Developing a MOOC to Foster Information Literacy (IL) by Means of a Conjecture Map

  • Conference paper
  • First Online:
Learning Technology for Education Challenges (LTEC 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1011))

Included in the following conference series:

Abstract

Teachers feel often insecure when handling digital media pedagogically and therefore need tools to support them. The present contribution shows how to develop an easy-to-use digital learning design to foster information literacy [IL] – the development of a Massive Open Online Course [MOOC]. This open form of digital learning setting is necessary to foster IL effectively as the handling of digital information is the main concern of IL at present. The Educational Design Research is conducted by means of conjecture mapping, what allows for a combined study of learning and teaching and its interdependence in a given learning setting. Derived from our high level conjectures, (I): IL consists of several interdependent competences, (II): a digital learning environment is crucial to foster IL, (III): an open and learner centered design is necessary, and (IV): a good MOOC follows defined principles, the MOOC has been developed. The MOOC lays ground for the yet to follow measure and improvement of the learning design.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 69.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 89.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Lena and Nico are not the real names of the two actors, leading through the i-MOOC by taking part in the learning movies that are part of the i-MOOC.

References

  1. Argelagós, E., Pifarré, M.: Improving information problem solving skills in secondary education through embedded instruction. Comput. Hum. Behav. 28, 264–270 (2012). https://doi.org/10.1016/j.chb.2011.10.024

    Article  Google Scholar 

  2. Balceris, M.: Medien- und Informationskompetenz: Modellierung und Messung von Informationskompetenz bei Schülern. Dissertation, Freie Universität Berlin (2011)

    Google Scholar 

  3. Çoklar, A.N., Yaman, N.D., Yurdakul, I.K.: Information literacy and digital nativity as determinants of online information search strategies. Comput. Hum. Behav. 70, 1–9 (2017). https://doi.org/10.1016/j.chb.2016.12.050

    Article  Google Scholar 

  4. Deng, R., Benckendorff, P., Gannaway, D.: Progress and new directions for teaching and learning in MOOCs. Comput. Educ. 129, 48–60 (2019). https://doi.org/10.1016/j.compedu.2018.10.019

    Article  Google Scholar 

  5. Dillenbourg, P.: The evolution of research on digital education. Int. J. Artif. Intell. Educ. 26(2), 544–560 (2016). https://doi.org/10.1007/s40593-016-0106-z

    Article  Google Scholar 

  6. Dunning, D.: The Dunning–Kruger effect: on being ignorant of one’s own ignorance (Chap. 5). In: Advances in Experimental Social Psychology, vol. 44, pp. 247–296 (2011). https://doi.org/10.1016/b978-0-12-385522-0.00005-6

    Google Scholar 

  7. Euler, D.: Wirkungs- vs. Gestaltungsforschung – eine feindliche Koexistenz? Zeitschrift für Berufs- und Wirtschaftspädagogik 107(4), 520–542 (2011)

    Google Scholar 

  8. Gapski, H., Tekster, T.: Informationskompetenz in Deutschland - Überblick zum Stand der Fachdiskussion und Zusammenstellung von Literaturangaben, Projekten und Materialien zu einzelnen Zielgruppen. Landesanstalt für Medien Nordrhein-Westfalen, Düsseldorf (2009)

    Google Scholar 

  9. Gust von Loh, S., Henkel, M.: Information and media literacy in kindergarten. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds.) ECIL 2014. CCIS, vol. 492, pp. 253–262. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-14136-7_27

    Chapter  Google Scholar 

  10. Hartig, J., Jude, N.: Empirische Erfassung von Kompetenzen und psychometrische Kompetenzmodelle. In: Hartig, S., Klieme, E. (Eds.) Möglichkeiten und Voraussetzungen technologiebasierter Kompetenzdiagnostik. Eine Expertise im Auftrag des Bundesministeriums für Bildung und Forschung, pp. 17–36. Bundesministerium für Bildung und Forschung (BMBF), Berlin (2007)

    Google Scholar 

  11. Hattie, J., Timperley, H.: The power of feedback. Rev. Educ. Res. 77(1), 81–112 (2007). https://doi.org/10.3102/003465430298487

    Article  Google Scholar 

  12. HSG (University of St. Gallen) Homepage. https://www.unisg.ch/ueber-uns/portraet/rankingsundakkreditierungen/rankingresultate. Accessed 03 Jan 2019

  13. Jones-Kavalier, B., Flannigan, S.: Connecting the digital dots: literacy of the 21st century. Educause Q. 2, 8–10 (2006)

    Google Scholar 

  14. Kapp, K.: The gamification of learning and instruction: game-based methods and strategies for training and education. Essential resources for training and HR professionals. Pfeiffer, San Francisco (2012)

    Google Scholar 

  15. Kögler, K., Egloffstein, M.: Didaktische Qualität von Massive Open Online Courses im bereich Business & Management – Ergebnisse einer Pilotstudie. Presentation at: Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik 2018, Frankfurt (2018)

    Google Scholar 

  16. Koltay, T., Špiranec, S., Karvalics, L.: The nature of information literacy (Chap. 2). In: Research 2.0 and the Future of Information Literacy. Chandos Information Professional Series. IMPACT Learning, pp. 61–110 (2016)

    Google Scholar 

  17. Lanning, S., Mallek, J.: Factors influencing information literacy competency of college students. J. Acad. Librariansh. 43(5), 443–450 (2017)

    Article  Google Scholar 

  18. Li, Q., Baker, R.: The different relationships between engagement and outcomes across participant subgroups in massive open online courses. Comput. Educ. 127, 41–65 (2018)

    Article  Google Scholar 

  19. Liyanagunawardena, T., Parslow, P., Williams, S.: Dropout: MOOC participants’perspective. EMOOCs 2014, the Second MOOC European Stakeholders Summit, 10–12th February 2014, Lausanne, Switzerland, pp. 95–100 (2014)

    Google Scholar 

  20. Maybee, C.: Three essentials for integrating information literacy (Chap. 10). Chandos Information Professional Series. IMPACT Learning, pp. 133–143. Chandos Publishing, Cambridge (2018)

    Google Scholar 

  21. McKenney, S., Reeves, T.: Conducting Educational Design Research. Routledge, Oxon (2012)

    Google Scholar 

  22. Paton, R.M., Scanlan, J.D., Fluck, A.E.: A performance profile of learner completion and retention in Australian VET MOOCs. J. Vocat. Educ. Training 70(4), 581–599 (2018). https://doi.org/10.1080/13636820.2018.1463278

    Article  Google Scholar 

  23. Prensky, M.: Digital natives, digital immigrants, vol. 9, no. 5, pp. 1–6. MCB University Press (2011). https://doi.org/10.1108/10748120110424816

    Article  Google Scholar 

  24. Sandoval, W.: Conjecture mapping: an approach to systematic educational design research. J. Learn. Sci. 23(1), 18–36 (2014). https://doi.org/10.1080/10508406.2013.778204

    Article  Google Scholar 

  25. Seufert, S.: Berufsbildung 2030. Flexibilisierung der Berufsbildung im Kontext fortgeschrittener Digitalisierung. Gutachten im Auftrag des SBFI. Bern: Staatssekretariat für Bildung Forschung und Innovation (2018)

    Google Scholar 

  26. Seufert, S.: Potenziale von Design Research aus der Perspektive der Innovationsforschung. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 2(27), 79–96 (2014)

    Google Scholar 

  27. Seufert, S., Scheffler, N.: Developing digital competences of vocational teachers. Int. J. Digit. Literacy Digit. Competence 7(1), 50–65 (2016)

    Article  Google Scholar 

  28. Seufert, S., Stanoevska-Slabeva, K., Müller, S., Scheffler, N.: The design of Personal Learning Environments (PLE) with scope on information literacy in high school. In: Uden, L., Liberona, D., Welzer, T. (eds.) LTEC 2015. CCIS, vol. 533, pp. 148–163. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-22629-3_12

    Chapter  Google Scholar 

  29. Stanoevska-Slabeva, K., Müller, S., Seufert, S., Scheffler, N.: The 7i framework – towards a measurement model for information literacy. In: Proceedings of the American Conference on Information Systems (AMCIS), pp. 1–14, Fajardo, PR (2015)

    Google Scholar 

  30. Stanoevska-Slabeva, K., Müller, S., Seufert, S., Scheffler, N.: Modelling and measuring information literacy in secondary education. In: International Conference on Information Systems (ICIS), pp. 1–20, Fort Worth, Texas (2015)

    Google Scholar 

  31. Wozniak, H.: Conjecture mapping to optimize the educational design research process. Australas. J. Educ. Technol. 31(5), 597–612 (2015). https://doi.org/10.14742/ajet.2505

    Article  Google Scholar 

  32. Yousef, A.M.F., Chatti, M.A., Schroeder, U., Wosnitza, M.: A usability evaluation of a blended MOOC environment: an experimental case study. Int. Rev. Res. Open Distrib. Learn. 16(2), 69–93 (2015). https://doi.org/10.19173/irrodl.v16i2.2032

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Institute of Business Education and Educational Management, Digital Learning & Corporate Learning, University of St. Gallen, 9000, St. Gallen, Switzerland

    Sabine Seufert, Josef Guggemos, Luca Moser & Stefan Sonderegger

Authors
  1. Sabine Seufert
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Josef Guggemos
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Luca Moser
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Stefan Sonderegger
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Luca Moser .

Editor information

Editors and Affiliations

  1. Staffordshire University, Stoke-on-Trent, Steiermark, UK

    Lorna Uden

  2. Universidad Tecnica Federico Santa Maria, Valparaiso, Chile

    Dario Liberona

  3. Universidad de Salamanca, Salamanca, Spain

    Galo Sanchez

  4. Universidad de Salamanca, Salamanca, Spain

    Sara Rodríguez-González

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Seufert, S., Guggemos, J., Moser, L., Sonderegger, S. (2019). Developing a MOOC to Foster Information Literacy (IL) by Means of a Conjecture Map. In: Uden, L., Liberona, D., Sanchez, G., Rodríguez-González, S. (eds) Learning Technology for Education Challenges. LTEC 2019. Communications in Computer and Information Science, vol 1011. Springer, Cham. https://doi.org/10.1007/978-3-030-20798-4_18

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-20798-4_18

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-20797-7

  • Online ISBN: 978-3-030-20798-4

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation