Abstract
MOOCs promised to herald a new age of open education.
However, efficient access to MOOC content is still hard, thus unneces-
sarily complicating many use cases like efficient re-use of material, or
tailored access for life-long learning scenarios. One of the reasons for this
lack of accessibility is the shortage of meaningful semantic meta-data de-
scribing MOOC content and the resulting learning experience. In this pa-
per, we explore Concept Focus, a new type of meta-data for describing a
perceptual facet of modern video-based MOOCs, capturing how focused
a learning resource is topic-wise, which is often an indicator of clarity
and understandability. We provide the theoretical foundations of Con-
cept Focus and outline a methodical workflow of how to automatically
compute it for MOOC lectures. Furthermore, we show that the learners’
consumption behavior is correlated with a MOOC lecture’s Concept Focus, thus underlining that this type of meta-data is indeed relevant for user-centric querying, personalizing or even designing the MOOC experience. For showing this, we performed an extensive study with real-life
MOOCs and 12,849 learners over the duration of three months.
However, efficient access to MOOC content is still hard, thus unneces-
sarily complicating many use cases like efficient re-use of material, or
tailored access for life-long learning scenarios. One of the reasons for this
lack of accessibility is the shortage of meaningful semantic meta-data de-
scribing MOOC content and the resulting learning experience. In this pa-
per, we explore Concept Focus, a new type of meta-data for describing a
perceptual facet of modern video-based MOOCs, capturing how focused
a learning resource is topic-wise, which is often an indicator of clarity
and understandability. We provide the theoretical foundations of Con-
cept Focus and outline a methodical workflow of how to automatically
compute it for MOOC lectures. Furthermore, we show that the learners’
consumption behavior is correlated with a MOOC lecture’s Concept Focus, thus underlining that this type of meta-data is indeed relevant for user-centric querying, personalizing or even designing the MOOC experience. For showing this, we performed an extensive study with real-life
MOOCs and 12,849 learners over the duration of three months.
| Original language | English |
|---|---|
| Title of host publication | Lifelong Technology-Enhanced Learning |
| Subtitle of host publication | 13th European Conference on Technology Enhanced Learning, EC-TEL 2018 - Proceedings |
| Editors | Viktoria Pammer-Schindler, Mar Pérez-Sanagustín, Hendrik Drachsler, Raymond Elferink, Maren Scheffel |
| Place of Publication | Cham |
| Publisher | Springer |
| Pages | 467-481 |
| Number of pages | 15 |
| Volume | 11082 |
| ISBN (Electronic) | 978-3-319-98572-5 |
| ISBN (Print) | 978-3-319-98571-8 |
| DOIs | |
| Publication status | Published - 2018 |
| Event | 13th European Conference on Technology Enhanced Learning, EC-TEL 2018: Lifelong Technology-Enhanced Learning - Leeds, United Kingdom Duration: 3 Sept 2018 → 5 Sept 2018 Conference number: 13 http://www.ec-tel.eu/index.php?id=805 |
Publication series
| Name | Lecture Notes in Computer Science |
|---|---|
| Volume | 11082 |
| ISSN (Print) | 0302-9743 |
| ISSN (Electronic) | 1611-3349 |
Conference
| Conference | 13th European Conference on Technology Enhanced Learning, EC-TEL 2018 |
|---|---|
| Country/Territory | United Kingdom |
| City | Leeds |
| Period | 3/09/18 → 5/09/18 |
| Internet address |
Bibliographical note
Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-careOtherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.