Abstract
Most of the time, lifelong learners have different backgrounds, abilities, experiences and prior knowledge. This is especially true in case of MOOCs that can reach a large number of learners but the same content is proposed for learners. According to the low average completion rate for MOOCs, the “one size fits all” policy is not relevant. This paper aims to define the functional and technical architecture to personalize content in Massive Open Online Courses in a Lifelong Learning (LLL) perspective to overcome these drawbacks. The main goal of the European project ITEA 3, called MOOCTAB to create a Tablet-based platform dedicated to LLL using an on-demand cloud based MOOC platform with a personalized content. Our approach is applied on a Java course where we present the domain model modelled in the LMAP editor and the learner model for three different learners.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Amo, D.: MOOCs: experimental approaches for quality in pedagogical and design fundamentals. In: Proceedings of the First International Conference on Technological Eco-System for Enhancing Multiculturality, pp. 219–223. ACM (2013)
Brouns, F., et al.: A networked learning framework for effective MOOC design: the ECO project approach (2014)
Brusilovsky, P., Maybury, M.T.: From adaptive hypermedia to the adaptive web. Commun. ACM 45, 30–33 (2002)
Collet: POEM (Personalised Open Education for the Masses). In: Educpros: actua-lités et services pour les professionnels de l’éducation (2013). http://www.letudiant.fr/educpros/. Accessed 18 Nov 2017
Cropley, A.J.: Some guidelines for the reform of school curricula in the perspective of lifelong education. Int. Rev. Educ. 24, 21–33 (1978)
El Mawas, N., Gilliot, J.-M., Garlatti, S., Euler, R., Pascual, S.: Towards personalized content in massive open online courses. In: 10th International Conference on Computer Supported Education. SCITEPRESS-Science and Technology Publications (2018)
Germanakos, P., Mourlas, C.: Adaptation and personalization of web-based multimedia content. In: Digital Multimedia Perception and Design, pp. 284–304 (2006)
Ioannidis, Y., Koutrika, G.: Personalized systems: models and methods from an IR and DB perspective. In: Proceedings of the 31st International Conference on Very Large Data Bases, p. 1365. VLDB Endowment (2005)
Jordan, K.: Initial trends in enrolment and completion of massive open online courses. Int. Rev. Res. Open Distrib. Learn. 15 (2014)
Kizilcec, R.F., Piech, C., Schneider, E.: Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In: Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 170–179. ACM (2013)
Knox, J., Ross, J., Sinclair, C., Macleod, H., Bayne, S.: MOOC feedback: pleasing all the people. Invasion of the MOOCs 98 (2014)
McLoughlin, C.E.: The pedagogy of personalised learning: exemplars, MOOCS and related learning theories. In: EdMedia: World Conference on Educational Media and Technology, pp. 266–270. Association for the Advancement of Computing in Education (AACE) (2013)
Millán, E., Descalço, L., Castillo, G., Oliveira, P., Diogo, S.: Using Bayesian networks to improve knowledge assessment. Comput. Educ. 60, 436–447 (2013)
Sloep, P., et al.: A European research agenda for lifelong learning. Int. J. Technol. Enhanced Learn. 3, 204–228 (2011)
Sunar, A.S., Abdullah, N.A., White, S., Davis, H.C.: Personalisation of MOOCs: the state of the art (2015)
Thompson, C.: How Khan Academy is changing the rules of education. Wired Mag. 126, 1–5 (2011)
U.S. Department of Education Office of Educational Technology: Transforming American Education - Learning Powered by Technology. National Education Technology Plan (2010)
Vignette Corp.: Personalization Strategies-Fit Technology to Business White Paper (2002)
Yousef, A.M.F., Chatti, M.A., Schroeder, U., Wosnitza, M., Jakobs, H.: A review of the state-of-the-art. In: Proceedings of CSEDU, pp. 9–20 (2014)
MOOCs Annual Report 2015. Center for Digital Education, Ecole Polytechnique Fédérale de Lausanne (2016)
MOOCs Find Their Audience: Professional Learners and Universities | EdSurge News. https://www.edsurge.com/news/2017-07-06-moocs-find-their-audience-professional-learners-and-universities. Accessed 3 Jul 2018
Acknowledgements
This research was supported by The ITEA 2 (Information Technology for European Advancement) Massive Online Open Course Tablet, MOOCTAB (2014-2017) project.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
El Mawas, N., Gilliot, JM., Garlatti, S., Euler, R., Pascual, S. (2019). As One Size Doesn’t Fit All, Personalized Massive Open Online Courses Are Required. In: McLaren, B., Reilly, R., Zvacek, S., Uhomoibhi, J. (eds) Computer Supported Education. CSEDU 2018. Communications in Computer and Information Science, vol 1022. Springer, Cham. https://doi.org/10.1007/978-3-030-21151-6_22
Download citation
DOI: https://doi.org/10.1007/978-3-030-21151-6_22
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-21150-9
Online ISBN: 978-3-030-21151-6
eBook Packages: Computer ScienceComputer Science (R0)