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MOOCs, Learning Analytics and OER: An Impactful Trio for the Future of Education!

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Computer Supported Education (CSEDU 2020)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1473))

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Abstract

This paper discusses the general thesis that massive open online courses (in short MOOC), open educational resources (in short OER) and learning analytics are an impactful trio for future education, especially if combined. The contribution bases upon our practical experience as service providers and researchers in the department “Educational Technology” at Graz University of Technology (TU Graz) in Austria. The team members provide support to lecturers, teachers and researchers in these addressed fields for several years now, for example as host of the MOOC platform iMooX.at, providing only OER since 2015. Within this contribution, we will show, against some doubtful or conflicting opinions and positions, that (a) MOOCs are opening-up education; (b) learning analytics give insights and support learning, not only online learning, if implemented in MOOCs; and (c) that OER has the potential for sustainable resources, innovations and even more impact, especially if implemented in MOOCs.

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Acknowledgement

The development work presented here was partly co-funded by the Federal Ministry of Education, Science and Research, Austria, as part of the 2019 call for proposals for digital and social transformation in higher education for the project “Open Education Austria Advanced” (2020–2024, partner organisations: University of Vienna, TU Graz, University of Graz, University of Innsbruck, fnma and ÖIBF), “iMooX – Die MOOC-Plattform als Service für alle österreichischen Universitäten” (2020–2024, partner organisation: TU Graz, University of Vienna) and “Learning Analytics – Studierende im Fokus” (TU Graz, University of Graz, University of Vienna) as well partly co-funded by “Zukunftsfonds” of the State of Styria within the project “Learning Analytics – Auswirkungen von Datenanalysen auf den Lernerfolg” (2020–21, partner organisation: University of Graz).

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Authors and Affiliations

  1. Graz University of Technology, Münzgrabenstraße 36, 8010, Graz, Austria

    Martin Ebner & Sandra Schön

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  1. Martin Ebner
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Correspondence to Martin Ebner .

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Editors and Affiliations

  1. University of Illinois, Urbana-Champaign, IL, USA

    H. Chad Lane

  2. University of Denver, Denver, CO, USA

    Susan Zvacek

  3. School of Engineering, University of Ulster, Newtownabbey, UK

    James Uhomoibhi

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Ebner, M., Schön, S. (2021). MOOCs, Learning Analytics and OER: An Impactful Trio for the Future of Education!. In: Lane, H.C., Zvacek, S., Uhomoibhi, J. (eds) Computer Supported Education. CSEDU 2020. Communications in Computer and Information Science, vol 1473. Springer, Cham. https://doi.org/10.1007/978-3-030-86439-2_2

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  • DOI: https://doi.org/10.1007/978-3-030-86439-2_2

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  • Publisher Name: Springer, Cham

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  • Online ISBN: 978-3-030-86439-2

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