Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ

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    Information literacy & smart life-long learning : knowledge antidotes in economic crisis
    (Cyprus Association of Librarians – Information Scientists (CALIS), ) Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
    Massive Open Online Courses are taking higher education by storm as a virtual force of nature that universities cannot block. A new paradigm of open, massive, personalised learning is emerging. Three-dimensional virtual worlds are social online collaborative spaces. This lecture presents how the Library and Information Services was able to develop a highly innovative service amidst of a severe global economic crisis: the Open Workshop in Information Literacy, the 1st Greek MOOC taking place in a 3d virtual world.
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    OpenQuest : designing a motivational framework for MOOCs instruction
    (EADTU, ) Mystakidis, Stylianos; Herodotou, Christothea; Μυστακίδης, Στυλιανός
    This paper introduces an innovative motivational framework for Massive Open Online Courses (MOOCs) instructional design coined as Open Quest Framework (OpenQuest). OpenQuest aims to improve learning and user engagement in MOOCs by drawing lessons from the success of questbased initiatives, gamified web platforms, and massive-multiplayer online games (MMOs). The framework is grounded on established motivational theories such as the Self-Determination Theory and Situated Motivational Affordance. It supplements existing MOOCs design schemes that usually focus on pedagogy, assessment and technology. It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and personalize learning.
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    Designing and implementing a big open online course by using a 3d virtual immersive environment : lessons learned
    (IATED, ) Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri-Petri; Μυστακίδης, Στυλιανός
    Open Education (OE) is a distance learning approach that was strategically chosen by the European Commission (EC) to encourage cost-effective training, upskilling and reskilling of large population groups and workforce with speed and flexibility. Institutions and businesses design and offer Open Online Courses (OOCs) to address skill gaps, organizational and societal needs. OOCs and especially Massive OOCs (MOOCs) are suffering from high rates of attrition, which is attributed to various factors such as learner isolation and lack of motivation to complete the course. Recommendations to address the retention gap in MOOCs include adopting a participation-driven approach, using game design techniques in the courses’ pedagogical design and supplementing the predominant asynchronous learning paradigm in MOOCs with synchronous learning activities and virtual meetings. The University of Patras (South Greece) organized an innovative, motivation-enhanced Big Open Online Course (BOOC), the first of its kind in Greece, with title “Open Workshop on Information Literacy”. During the course, over three hundred (300) participants acquired information literacy skills using available open learning environments and the three-dimensional virtual immersive learning environment Second Life. In this paper, the authors describe the instructional approach based on Problem-Focused Education (PFE) and Game-Based Learning (GBL), the participants’ results and the course outcomes, and the necessary pre-requisites for successful outcomes. Further, the participants’ feedback, evaluation outcomes and lessons learned are discussed. In summary, the participants achieved their set learning goals, experienced a community of practice atmosphere and appreciated the variety of active learning modes. The open publication mode of most learning activities facilitated social agency that lead to additional motivation. Finally, the course demonstrated that the effective use of virtual immersive learning environments for rich, synchronous learning, both formal and informal, can enhance OOCs.
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    Addressing the retention gap in MOOCs : towards a motivational framework for MOOCs instructional design
    (EARLI, ) Herodotou, Christothea; Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
    Existing design schemes of Massive Open Online Courses (MOOCs) usually focus on pedagogy, assessment and technology and rarely take into account learners’ experience and motivation. Drawing from the success of quest-based initiatives, gamified web platforms, and multi-user digital games, this paper introduces an innovative motivational framework for MOOCs instructional design coined as Open Quest Framework (OpenQuest). The framework is grounded on established motivational theories such as the Self-Determination Theory and Situated Motivational Affordance. It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and reduce attrition rates in MOOCs.
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    Participative design of qMOOCs with deep learning and 3d virtual immersive environments : the case of MOOCAgora
    (European Association of Technology-Enhanced Learning (EA-TEL), ) Mystakidis, Stylianos; Berki, Eleni; Μυστακίδης, Στυλιανός
    The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.
Πνευματικά δικαιώματα: Βιβλιοθήκη & Κέντρο Πληροφόρησης - Πανεπιστήμιο Πατρών