A Framework Towards Educational Scalability of Open Online Courses

Dec 27, 2017·
Julia Kasch
,
Peter Van Rosmalen
Marco Kalz
Marco Kalz
· 1 min read
Abstract
Although the terms scale and scalable are often used in the context of Open Online Education (OOE), there is no clear definition about these concepts from an educational perspective on the course level. This paper critically discusses the origins of these concepts and provides a working definition for educational scalability. A heuristic framework, which integrates four common educational design principles, is introduced, in order to study support and formative assessment and feedback at large scale. The proposed framework is presented, discussed and applied to five case studies. First qualitative results of the case studies show that the designs are relatively similar. The detailed study of their units of learning, however, indicates practices which can potentially be interesting for other MOOC developers to enhance their design and their scalability. Further research will apply the framework to zoom in on scalable best practices in MOOCs with a focus on scalable practices of formative assessment and feedback.
Type
Publication
Journal of Universal Computer Science
publications publications

Kasch, J., Van Rosmalen, P., & Kalz, M. (2017). A Framework towards Educational Scalability of Open Online Courses. Journal of Universal Computer Science, 23(9), 845-867. https://doi.org/10.3217/jucs-023-09-0845

Scale Educational Scalability Massive Open Online Courses (MOOCs) Constructive Alignment Interaction; Feedback Formative Assessment Costs Quality
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.