Participative design of qMOOCs with deep learning and 3d virtual immersive environments : the case of MOOCAgora

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Mystakidis, Stylianos
Berki, Eleni
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European Association of Technology-Enhanced Learning (EA-TEL)
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.
E-learning, Distance education, Distance learning, Virtual worlds, Open education, Massive Open Online Courses, Employment, Lilfe-long learning, Deep and meaningful learning