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https://ceur-ws.org/Vol-1841/preface.pdf
Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
Preface
The EMOOCs 2017 Conference (European MOOCs Stakeholders Summit 2017) took
place at Universidad Carlos III de Madrid in Leganés, Madrid, Spain from 22 to 26
May 2017. MOOCs (Massive Open Online Courses) have been a game-changing
development in education especially in the last 5 years. Technology was ripe as to
allow world-wide education to flourish. Technology providers such as edX, Coursera,
FutureLearn, MiríadaX and many others have been providing education to millions of
people around the world.
The 1st EMOOCs conference was organized for the first time as an only by invita-
tion event at EPFL in Lausanne in 2013. Three other open editions have followed in
Lausanne (Switzerland), Mons (Belgium), and Graz (Austria). This 5th event has been
a success with more than 300 delegates from around the world. The event included
specialized tracks for Experience, Research, Business, and Policy. A Spanish Track
and many workshops were also part of the program. In order to allow for quality work
to be published as well as having room for work in progress, several proceedings
came out on the conference. On the one hand, a Springer LNCS volume came out of
the conference (LNCS 10254). On the other hand, there are these proceedings. A third
book of proceedings corresponds to the Spanish Track. These proceedings contain
papers corresponding to
• Work-in-Progress papers of the Experience Track
• Work-in-Progress papers of the Research Track
• Position papers of the Policy Track
In all cases, the papers have been peer reviewed in order to assess their quality. We
would like to thank the respective Program Committee members, who are listed be-
low. Further thanks are due the authors of the papers. Without their contribution, this
event would not have been possible. There are many more people who have greatly
contributed to the success of the event. The Organization Committee and personnel of
UC3M are too many to mention them all. We’d like to single out just two persons, the
coordinators, Raúl Aguilera and Rosa Sánchez for their invaluable work. The spon-
sors have also greatly contributed with their financial support:
• Gold sponsors: McGraw-Hill Education, edX, Coursera, FutureLearn
• Silver sponsors: Telefónica Educación Digital, SmowlTech, openSAP
• Bronze sponsors: typingdna, turnitin
Appreciation is also shown to the collaborating institutions
• eMadrid project (emadridnet.org)
• European University Association
i
Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
• PAU Education
• Springer
• UNESCO Chair on “Scalable Digital Education for All” at UC3M
(educate.gast.it.uc3m.es)
May 2017
Carlos Delgado Kloos (General Chair)
Patrick Jermann (Experience Track Chair)
Mar Pérez-Sanagustín (Experience Track Chair)
Daniel Seaton (Research Track Chair)
Su White (Research Track Chair)
Darco Jansen (Policy Track Chair)
Mauro Calise (Policy Track Chair)
ii
Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
Preface to the Policy Track Section
The growth of MOOCs has helped to make institutions, IGOs, governments, ac-
creditation organisations and societies at large more aware of the opportunities related
with open and online education. However, important differences remain with respect
to European developments versus the American trendsetters. The following papers
reflect the discussion developed through the Policy Track sessions of the
EMOOCs2017 conference, focused on the potential of MOOCs as response to the
challenges relating to the modernization of Higher Education and to emerging societal
needs in a global and digital economy.
While the interest of HE institutions across Europe has grown considerably over
the last few year, their concrete commitment to implementing strategies related to the
use of new teaching technologies, and the MOOCs in particular, differ significantly.
According to a recent survey, 45% of HEIs in Europe are having MOOCs or planning
to develop MOOCs soon. However, numbers of the actual production still remain
unsatisfactory, as only a few among the major public universities have shown a con-
sistent effort in the development of MOOC platforms, thus also effecting the overall
quality of European MOOC output.
Moreover, differences are observed between countries caused by (the lack of) sup-
porting policies of other regional stakeholders. The first set of papers outline the strat-
egies put in place within four universities - the University of Moscow (pp. 118-127)
the University of Science and Technology of Norway (pp. 112-117), the University of
Wageningen (pp. 133-138) and the University of Naples Federico II (pp. 89-95) - to
develop projects aimed at including MOOCs in the university curriculum. The contri-
butions highlight the difficulties associated with the organizational and regulatory
aspects, with particular attention to accreditation policies, and the persistent resistanc-
es to face the main challenge of sustainability of traditional business models of uni-
versities.
The other face of the coin of promises behind MOOCs concerns the potential in
addressing other major challenges for Europe, related to more general political and
social issues, such as unemployment, skills mismatches, refugees and migrants’ crisis.
The studies held by RAND Europe and Corsham Institute (pp. 104-111), and the Joint
Research Centre of the European Commission (MOOCs4inclusion) (pp. 96-103),
together with the experience of the Coursera for Refugees project (pp. 128-132), al-
low deepening the critical aspects related to the ambition of guaranteeing equality and
inclusion to everyone.
May 2017
Darco Jansen (Policy Track Chair)
Mauro Calise (Policy Track Chair)
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
Committees
Experience Track Committee
• Carlos Delgado Kloos, Univ. Carlos III de Madrid, Spain (General Chair)
• Patrick Jermann, EPFL, Switzerland (Experience Track Chair)
• Mar Pérez-Sanagustín, PUC Chile, Chile (Experience Track Chair)
• Gudrun Bachmann, University of Basel, Switzerland
• Chris Brooks, University of Michigan, USA
• Gavin Clinch, Institute of Technology, Sligo, Ireland
• Jean-Marie Gallito, Télécom Bretagne, France
• Davinia Hernández Leo, Universitat Pompeu Fabra, Spain
• Irwin King, The Chinese University of Hong Kong, Hong Kong, China
• Alison Littlejohn, The Open University, UK
• Jorge Maldonado, Universidad de Cuenca, Ecuador
• Kim Manturuk, Duke’s Center for Instructional Technology, USA
• Max de Mendizábal, Universidad Autónoma de México, Mexico
• Andreina Parisi-Amon, Coursera, USA
• Jeanine Reutemann, Hochschule für Gestaltung und Kunst, Switzerland
• Martín Rodríguez, IE Business School, Spain
• Andy Santarelli, Stanford University, USA
• Nicolas Sennequier, Mines-Télécom, France
• Gideon Shimshon, Universiteit Leiden, The Netherlands
• Marinke Sussenbach, TU Delft, The Netherlands
• Guadalupe Vadillo, Universidad Nacional Autónoma de México, Mexico
• Ignatia/Inge de Waard, The Open University, UK/Belgium
• Judith Zubieta, Universidad Autónoma de México, Mexico
Research Track Committee
• Carlos Delgado Kloos, Univ. Carlos III de Madrid, Spain (General Chair)
• Daniel Seaton, Harvard University, USA (Research Track Chair)
• Su White, University of Southampton, UK (Research Track Chair)
• John Mark Aiken, Helmholtz Centre Potsdam GFZ, Germany
• Aneesha Bakharia, University of Queensland, Australia
• Ruth Cobos, Universidad Autónoma de Madrid, Spain
• Dan Davis, TU Delft, The Netherlands
• Pierre Dillenbourg, École Polytechnique Fédérale de Lausanne, Switzerland
• Gulustan Dogan, Yildiz Technical University, Istanbul, Turkey
• Martin Ebner, Graz University of Technology, Austria
• Rebecca Ferguson, The Open University, UK
• Silvia Elena Gallagher, Trinity College Dublin, Ireland
• Tanja Jadin, University of Applied Sciences Upper, Austria
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
• Anja Lorenz, Fachhochschule Lübeck, Germany
• Guy Lories, Université catholique de Louvain, Belgium
• Gulustan Dogan, Yildiz Technical University, Istanbul, Turkey
• Rene Kizilcec, Stanford University, USA
• Michael Kopp, University of Graz, Austria
• Katherine Maillet, Institut Mines-Télécom, France
• Colin Milligan, Caledonian Academy, Glasgow Caledonian University, UK
• Juliana Elisa Raffaghelli, University of Trento, Italy
• Ulla Lunde Ringtved, Aalborg University, Denmark
• Ido Roll, University of British Columbia, USA
• Mike Sharples, Open University, UK
• Selen Turkay, Harvard University, USA
• Inge de Waard, The Open University, UK
• Ahmed Mohamed Fahmy Yousef, Fayoum University, Al Fayyūm, Egypt
• John Zornig, University of Queensland, Australia
Policy Track Committee
• Carlos Delgado Kloos, Univ. Carlos III de Madrid, Spain (General Chair)
• Darco Jansen, EADTU, The Netherlands (Policy Track Chair)
• Mauro Calise, Università di Napoli Federico II, Italy (Policy Track Chair)
• David Atchoarena, UNESCO, Paris, France
• Yves Deville, UCLouvain, Belgium
• Jaroslav Fidrmuc, Ministry of Education, Czech Republic
• Hannah Gore, The Open University, UK
• Jeff Haywood, University of Edinburgh, UK
• Rune Heiberg Hansen, Danish Accreditation Institution, Denmark
• Anne Helsdingen, Center for Digital Education, EPFL, Switzerland
• Ilmari Hyvönen, Ministry of Education and Culture, Finland
v