renato
soldenhoff
MASTER THESIS
ABOUT THE RELEVANCE OF THE
CONTEXT FOR THE
MOOC LEARNER EXPERIENCE
eduhub.ch / SwissMOOC
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY 2
Renato Soldenhoff | M
asterthesis zur Relev
anz des Kontextes fü
r die MOOC Learner
Experience
Abstract
Masterthesis zur Rel
evanz des Kontextes
für die MOOC Learner Experience
angefertigt an der
Universität der Künste Berlin, Ze
ntralinstitut für Weite
rbildung / Masterstudiengang
Leadership in Digital
er Kommunikation
Diese Masterarbeit b
eschäftigt sich mit de
r These, dass der Ko
ntext der Lernenden fü r
eine erfolgreiche Teilnahm
e an einen Massiv Open
Online Course (MOO
C) relevant ist.
Im Theorieteil wird ei
ne wissenschaftliche
Recherche zu MOOCs und der
er Nutzer, zur
User Experience und
zum Kontext durchg
eführt. Zwei Theorien aus dem
Feld der User
Experience zum Thema Kontex
t helfen, die Forschu
ngsfragen zu formulieren:
Forschungsfrage 1
Wie gestalten Lernende ihren
Kontext? Forschungsfrage 2
Wie beeinflusst der K
ontext die erfolgreich
e MOOC-Teilnahme?
Zum Abschluss des T
heorieteils wird ein th
eoretisches
Kontext-Modell vorgestellt, um
anschließend die Kontex
te der MOOC Learner
Experience zu beschr
eiben. Das Modell
dient als Hilfsmittel für
die praktische Unters
uchung und für die Aus
wertung und
Kategorisierung der E
rgebnisse. In der praktischen Un
tersuchung wurden 13 Probanden
eines MOOC per Sky pe
interviewt. Die Ergebnisse gebe
n einen Einblick in der
en Nutzungsmotive u
nd den damit
verbundenen Faktoren
, die zu einer erfolgre
ichen Teilnahme führ
en. Dabei zeigte sich ,
dass die Probanden
bewusst oder unbewuss
t ihren Kontext gestalt
en, doch dass der
Kontext immer relativ
zur Person zu verste
hen ist. Einzelne Kontextfaktor
en haben eine
Relevanz, doch werde
n sie von den Lernen
den unterschiedlich gew
ichtet.
Die Masterarbeit prä
sentiert zum Abschlu
ss sieben Potenziale
der MOOC Learner
Experience für Lerne
nde und Anbieter, di
e sich aufgrund von Th
eorie und praktischer
Untersuchung heraus
kristallisiert haben. Renato Soldenhoff
20. Juni 2014
Master Thesis
About the relevance of the context for
the MOOC Learner Experience
Written for
The Berlin University of the Arts
«Leadership in Digital Communication»
July 2004
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY 3
«Let’s teach the world.»
Koller 2014
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY 4
«My intention is to understand the
subject matter so that I can apply the
same in my work. I may take necessary
things from the course now apply them
and then come back a
#
er six months and
study more.»
Agarwal, G. 2013
«Between a full-time job and two
children at home, I simply have not
been able to consistently find the
time…»
Payne 2013
«Learning is context specific…»
Falk/Dierking 2000
The context is relevant for a successful
MOOC Learner participation.
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY 6
How do learners design
their learning context?
How does the context influence
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY 7
Image: Proband B1 2014
What are MOOCs?
Who is attending?
The user experience
and its context
The context of the
What are MOOCs?
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
MOOCS TYPOLOGY
MOOR SPOC SMOC
DOCC xMOOC cMOOC
smOOC BOOC bMOOC
9
MOOR SPOC SMOC
DOCC
xMOOC
cMOOC
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
MOOCS DISCUSSION
10xMOOC
Exclusion
Engagement
Quality
Content
Accessability
Privacy
Data Analytics
Pedagogy
Accreditation
Relationship &
Community
Empowerment
Completion rate
Who is attending?
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
LEARNERS
12
«In addition to being highly educated, the Coursera
student population tends to be young, male, and
employed, with a majority from developed countries.»
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
LEARNERS (AIMS) FROM A PROVIDERS VIEW
13
Try online
education
41%
Improve
Career 32%
To get a
certificate
33%
See what MOOCs are 20% Meet new people 12%Learn new
things 95%
University of Edinburgh 2013What is a User Experience
& what is context?
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
USER EXPERIENCE
15
USER
INTERACTION
PRODUCT
CONTEXT
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
CONTEXT
16Ubiquitous Computing
Context is relative
to each individual
and is not stable.
adapted from Dourish 2004
Ecological Psychology
The physical-spatial
context a
ff
ects the
individual’s behavior
(Behavior Setting).
What now?
Bring it to practice…
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
CONTEXTUAL MODEL OF LEARNING
18
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
CONTEXTUAL MODEL OF
MOOC LEARNING
19 FACTOR 7 Design & technology FACTOR 6 Advance organizers and orientation FACTOR 8 Reinforcing events and experiences outside of MOOCs FACTOR 5 Facilitated mediation by others FACTOR 4 Within-group sociocultural mediation FACTOR 2 Prior knowledge, interests & beliefs FACTOR 1 Motivation & expectations FACTOR 3Choice & control
Socioc
ultu
ral
Co
nt
ex
t
Pers
onal Context
R
ep
re
se
nt
at
ion
al
Co
ntex
t
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
RESEARCH DESIGN
20
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
GUIDED INTERVIEW
21
Intro
Pictures & answers
1st battery of questions
Successfull participation
: motives & personal success
2nd battery of questions
Active context design
: preparation & participation
3rd battery of questions
Relevance of the context for a successful participation
:
achieve aims & improvements MOOCs
Outro
3 advices for future MOOC learners
This is not a
representati
ve
A1 B1 B2 B3 C1 C1 C2 C3 C4 C5 C6 D3 D4 E1
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
13 PROBANDS
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
SUCCESSFUL PARTICIPATION: MOTIVES
23
MOTIVE 1
Curiosity
Learning and explore
new fields
MOTIVE 2Career
Improvement of
profession and
study
MOTIVE 3Compendium
Getting supplemental
and di
ff
erentiated
knowledge
MOTIVE 4Analysis
Observation and
evaluation of
MOOCs
Personal Context
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
SUCCESSFUL PARTICIPATION: PERSONAL SUCCESS
24 MOTIV 1 Neugierde MOTIVE 3 Compen-dium MOTIVE 4 Analysis MOTIVE 1 Curiosity MOTIVE 3 Compen-dium MOTIVE 4 Analysis MOTIVE 3 Compen-dium MOTIVE 4 Analysis MOTIVE 1
Curiosity KarriereMOTIV 2
MOTIVE 3
Compen-dium
Personal Context
Learn & apply the learned knowledge
Certificate
Improvement of the career
Completion & Breakup
Educational material & behavior
MOTIVE 1
Curiosity MOTIVE 2 Career
MOTIVE 3 Compen-dium MOTIVE 4 Analysis MOTIVE 1
Curiosity MOTIVE 2 Career
MOTIVE 2
Career
MOTIVE 1
Curiosity MOTIVE 2 Career
MOTIVE 4
Analysis
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY 25 FAKTOR 7 Design & technology FACTOR 6 Advance organizers and orientation FAKTOR 8 Reinforcing events and experiences outside of MOOCs FACTOR 5 Facilitated mediation by others
ACTIVE CONTEXT DESIGN:
PARTICIPATION
FACTOR 4 Within-group sociocultural mediation FACTOR 2 Prior knowledge, interests & beliefs FACTOR 1 Motivation & expectationsSocioc
ultu
ral
Co
nt
ex
t
Pers
onal Context
R
ep
re
se
nt
at
ion
al
Co
ntex
t
Invested time
Participation (rhythm)
FACTOR 3MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY 26 FACTOR 2 Prior knowledge, interests & beliefs FACTOR 1 Motivation & expectations FAKTOR 7 Design & technology FACTOR 6 Advance organizers and orientation FAKTOR 8 Reinforcing events and experiences outside of MOOCs FACTOR 3
Choice & control
ACTIVE CONTEXT DESIGN:
PARTICIPATION
Socioc
ultu
ral
Co
nt
ex
t
Pers
onal Context
R
ep
re
se
nt
at
ion
al
Co
ntex
t
MOOC-Community
Diversity of the MOOC-Com.
Learning Groups
Size of a Learning Group
Communication
FACTOR 5 Facilitated mediation by others FACTOR 4 Within-group sociocultural mediationMOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY 27 FACTOR 2 Prior knowledge, interests & beliefs FACTOR 1 Motivation & expectations FACTOR 5 Facilitated mediation by others FACTOR 3
Choice & control
ACTIVE CONTEXT DESIGN:
PARTICIPATION
FACTOR 4 Within-group sociocultural mediationSocioc
ultu
ral
Co
nt
ex
t
Pers
onal Context
R
ep
re
se
nt
at
ion
al
Co
ntex
t
Planning /
timetable
Learning site
FAKTOR 7 Design & technology FACTOR 6 Advance organizers and orientation FAKTOR 8 Reinforcing events and experiences outside of MOOCsMOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
RELEVANCE OF THE CONTEXT FOR THE OWN SUCCESSFUL PARTICIPATION:
ACHIEVE PERSONAL AIMS
28
Ja
Nein
Jein
noch offen
Yes
No
Yes-No
open
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
RELEVANCE OF THE CONTEXT FOR THE OWN SUCCESSFUL PARTICIPATION:
IMPROVEMENT OF MOOCS TO SUPPORT
29
Expert Feedbacks
Course Design
Language
Learning Group
Course Length
Concept
Repetition
Mobile
Technology
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
ADVICES FOR FUTURE MOOC LEARNERS
30
Additional Material
Timetable
Interest-driven
Engagement
Make Notes
Together
Synchron
Language
Finish
Discipline
Apply
Simpel Courses
Certificat Courses
Fun
adäquate Course
MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
7 POTENTIALS FOR LEARNERS & PROVIDERS
31
Set
Personal
Aims
Schedule
Time
Build
Learning
Groups (with
friends)
Commit
for the topic
and the
learning
group
Individual
research
Repeat
Reflect
«Let’s teach the world.»
What can learners and MOOC providers
do to consider individual contexts?
SOURCES
• Agarwal, Gaurav (2013): The article conveys that Thrun is troubled with... In: Cha$in, Max: Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course. URL: http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb. Stand: 05.02.14.
• Christensen, Gayle/Steinmetz, Andrew/Alcorn, Brandon/Bennett, Amy/Woods, Deirdre/Emanuel Ezekiel J. (2013): The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? Zugriff über Online-Archiv: Social Science Research Network. URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2350964. Stand: 17.02.14
• Dourish, Paul (2004): What We Talk About When We Talk About Context. In: Personal and Ubiquitous Computing. 8. Jg., He# 1, S. 19-30 (PDF 1-18). Abru%ar im Internet. URL: http://www.dourish.com/publications/2004/PUC2004-context.pdf. Stand: 19.02.14.
• Falk, John H./Dierking, Lynn D. (2000): Learning from Museums. Visitor Experiences and the Making of Meaning. Lanham u.a. • Heinecke, Andreas M. (2012): Mensch-Computer-Interaktion. Basiswissen für Entwickler und Gestalter. Berlin/Heidelberg.
• Hellbrück, Jürgen/Fischer, Manfred (1999): Umwelt-Psychologie. Ein Lehrbuch. Göttingen u.a.
• Jensen, Jens F. (2013): IT and experiences: user experience, experience design and user-experience design. In: Sundbo, Jon/Sørensen, Flemming: Handbook on Experience Economy. Cheltenham/Massachusetts, S. 179-208.
• Koller, Daphne (2012): Computing Conversations: Daphne Koller and Coursera. URL: https://www.youtube.com/watch?v=BW44KXIu7Q8. Stand: 25.03.15. • MOOC-Lernende (2014), Interview MOOC Learner Experience. Im Gespräch mit Soldenhoff, Renato. Toronto, 05.04.14.
• Payne, William (2013): We should not worry so much about the completion rate. In: Cha$in, Max: Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course. URL: http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb. Stand: 05.02.14.
• Roto, Virpi/Law, Effie/Vermeeren, Arnold/Hoonhout, Jettie (2011): User Experience White Paper. Bringing clarity to the concept of user experience. URL: http:// www.allaboutux.org/files/UX-WhitePaper.pdf. Stand: 16.02.14.
• University of Edinburgh (2013): MOOCs @ Edinburgh 2013 – Report #1. Abru%ar im Internet. URL: https://www.era.lib.ed.ac.uk/handle/1842/6683. Stand: 17.02.14.
32 MOTIVATION MOOCS LEARNERS USER EXPERIENCE SURVEY
33
Thank you!
—
—
Zurich University of the Arts
—
Renato Soldenhoff
Head of E-Learning
—
Toni-Areal, Pfingstweidstrasse 96
Postfach, CH-8031 Zurich
renato.soldenhoff@zhdk.ch
