WeLearnAtScale SIGNED
Understanding and Supporting Peer Feedback at Massive Learning Scale
Total Cost €
0EC-Contrib. €
0Partnership
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0WeLearnAtScale project word cloud
Explore the words cloud of the WeLearnAtScale project. It provides you a very rough idea of what is the project "WeLearnAtScale" about.
Project "WeLearnAtScale" data sheet
The following table provides information about the project.
| Coordinator |
UNIVERSIDAD DE VALLADOLID
Organization address contact info |
| Coordinator Country | Spain [ES] |
| Total cost | 158˙121 € |
| EC max contribution | 158˙121 € (100%) |
| Programme |
1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility) |
| Code Call | H2020-MSCA-IF-2017 |
| Funding Scheme | MSCA-IF-EF-ST |
| Starting year | 2018 |
| Duration (year-month-day) | from 2018-09-01 to 2020-08-31 |
Partnership
Take a look of project's partnership.
| # | ||||
|---|---|---|---|---|
| 1 | UNIVERSIDAD DE VALLADOLID | ES (VALLADOLID) | coordinator | 158˙121.00 |
Map
Project objective
Massive Open Online Courses (MOOCs) offer high quality education from the worlds' top universities in a wide range of areas. MOOCs can be freely accessed by millions around the world via a valid Internet connection; however not every individual accessing MOOCs equally benefits from them. The dropout of learners with limited or no background is inevitable as instructors cannot monitor every student and provide timely formative feedback and guidance tailored to their unique needs. As a result, MOOC learners cannot receive feedback on their progress/work to improve and complete the course. Thus, feedback, which is imperative to learning, is troublesome in MOOCs. This project aims to advance the understanding of feedback phenomenon at massive learning scale and improve the current MOOC practice in this regard. This project comprises three research objectives. First one is to develop guidelines for enabling effective feedback exchange among MOOC learners and use these guidelines to design an intelligent peer feedback system called WL@S. Second objective is to advance current knowledge on MOOC learners’ engagement in feedback exchange by exploring their activities in and experiences of using WL@S, examining the impact of the guidelines (embodied in WL@S), and identifying the influential factors. Third objective is to support the MOOC students’ learning and performance through timely provision of feedback and to identify the role of students’ background and learning characteristics. To achieve the research objectives, framed as educational design research, this research involves two iterations of intervention in real MOOC contexts, involving close collaboration with instructors at the host (using focus group). The proposed research and training activities will enhance the career prospects of the researcher and offer significant value to the host. This project is in line with the EU strategy for supporting education and training in Europe and beyond.
Publications
| year | authors and title | journal | last update |
|---|---|---|---|
| 2018 |
Erkan Er, Eduardo Gómez-Sánchez, Yannis Dimitriadis, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Susana Ãlvarez-Ãlvarez Aligning learning design and learning analytics through instructor involvement: a MOOC case study published pages: 685-698, ISSN: 1049-4820, DOI: 10.1080/10494820.2019.1610455 |
Interactive Learning Environments 27/5-6 | 2020-04-11 |
| 2019 |
Erkan Er; Yannis Dimitriadis; Dragan Gasevic Scaling Dialogic Peer Feedback via Learning Analytics and Scripts published pages: , ISSN: , DOI: 10.5281/zenodo.3272761 |
Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (CSCL) | 2020-04-11 |
| 2019 |
Erkan Er; Eduardo Gómez-Sánchez; Miguel L. Bote-Lorenzo; Juan I. Asensio-Pérez; Yannis Dimitriadis Informing the Design of Collaborative Activities in MOOCs using Actionable Predictions published pages: , ISSN: , DOI: 10.5281/zenodo.3272777 |
Proceedings of Learning @ Scale 2019 (L@S) | 2020-04-11 |
| 2019 |
Luisa Sanz-MartÃnez, Erkan Er, Alejandra MartÃnez-Monés, Yannis Dimitriadis, Miguel L. Bote-Lorenzo Creating collaborative groups in a MOOC: a homogeneous engagement grouping approach published pages: 1-15, ISSN: 0144-929X, DOI: 10.1080/0144929X.2019.1571109 |
Behaviour & Information Technology | 2020-04-11 |
| 2019 |
Erkan Er; Yannis Dimitriadis; Dragan Gasevic Synergy: An Online Platform for Dialogic Peer Feedback at Scale published pages: , ISSN: , DOI: 10.5281/zenodo.3272770 |
Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (CSCL) | 2020-04-11 |
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