The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges

Mar 16, 2016·
Hendrik Drachsler
Marco Kalz
Marco Kalz
· 1 min read
Abstract
The article deals with the interplay between learning analytics and massive open online courses (MOOCs) and provides a conceptual framework to situate ongoing research in the MOOC and learning analytics innovation cycle (MOLAC framework). The MOLAC framework is organized on three levels: On the micro-level, the data collection and analytics activities are focused on individual reflection and individual prediction. On the meso-level, data from several open courses are combined to support benchmarking and to create insights about behaviour of groups of learners rather than the individual. These insights can inform the institution to adapt their educational model. On the macro-level of the framework, cross-institutional learning analytics enables to develop learning and teaching interventions that can be tested in a cluster of educational organizations to analyse the impact of these interventions beyond contextual factors. The article proposes four areas of future activities that are needed to enable the MOLAC framework. These are the standardization of the description of the educational design of MOOCs, data sharing facilities across institutions, joint policymaking and ethical guidelines and last but not least standardized evaluation approaches.
Type
Publication
Journal of Computer Assisted Learning, 32(3), 281-290. Wiley Online Library
publications publications

Drachsler, H., & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): A reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32(3), 281-290. https://doi.org/10.1111/jcal.12135

Learning Analytics MOOCS Innovation
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.