Jan Renz

Hasso-Plattner-Institut für
Digital Engineering gGmbH
Prof.-Dr.-Helmert-Str. 2-3
D-14482 Potsdam
Germany

office:	H-1.36
phone:	+49 (0)331-5509-283
fax:	+49 (0)331-5509-325
e-mail:	jan.renz(at)hpi.de

Publications

On the Acceptance and Effects of Recapping Self-Test Questions in MOOCs.Bothe, Max; Renz, Jan; Meinel, Christoph (2020). 264-272.
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URNhttp://dx.doi.org/10.1109/EDUCON45650.2020.9125145
AbstractLearners in Massive Open Online Courses (MOOCs) are reiterating over the provided course material - especially self-tests - to consolidate their knowledge. This is a manual and often cumbersome process as MOOC platforms do not provide personalized revision opportunities. This paper introduces the design and concept of a flashcard-like recap tool based on spaced repetition learning techniques. The recap material is derived from existing self-test questions. The usage rates of the recap tool were observed in three courses and peaked before graded assignments, primarily before the final exam. When choosing the question quantity, learners preferred either the smallest option or wanted to revise all of the available questions, whereas the average number of questions per recap session increases over time. Recap tool users who completed a recap session showed smaller error rates than those who stopped a recap session abruptly, while learners who skipped questions performed worst. Course participants who used the recap tool throughout the course achieved on average more of the available points. Statistically highly significant differences were detected for all observed courses. An additional survey (N=79) gathered qualitative feedback and impressions from the learning community.
Utilizing Web Analytics in the Context of Learning Analytics for Large-Scale Online Learning.Rohloff, Tobias; Oldag, Sören; Renz, Jan; Meinel, Christoph in EDUCON 2019 (2019). 296-305.
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URNhttp://dx.doi.org/10.1109/EDUCON.2019.8725118
AbstractToday, Web Analytics (WA) is commonly used to obtain key information about users and their behavior on websites. Besides, with the rise of online learning, Learning Analytics (LA) emerged as a separate research field for collecting and analyzing learners’ interactions on online learning platforms. Although the foundation of both methods is similar, WA has not been profoundly used for LA purposes. However, especially large-scale online learning environments may benefit from WA as it is more sophisticated and well-established in comparison to LA. Therefore, this paper aims to examine to what extent WA can be utilized in this context, without compromising the learners’ data privacy. For this purpose, Google Analytics was integrated into the Massive Open Online Course platform of the Hasso Plattner Institute as a proof of concept. It was tested with two deployments of the platform: openHPI and openSAP, where thousands of learners gain academic and industry knowledge about engineering education. Besides capturing behavioral data, the platforms’ existing LA dashboards were extended by WA metrics. The evaluation of the integration showed that WA covers a large part of the relevant metrics and is particularly suitable for obtaining an overview of the platform’s global activity, but reaches its limitations when it comes to learner-specific metrics.
From MOOCs to Micro Learning Activities.Bothe, Max; Renz, Jan; Rohloff, Tobias; Meinel, Christoph (2019). 280-288.
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URNhttp://dx.doi.org/10.1109/EDUCON.2019.8725043
AbstractMobile devices are omnipresent in our daily lives. They are utilized for a variety of tasks and used multiple times for short periods throughout the day. MOOC providers optimized their platforms for these devices in order to support ubiquitous learning. While a combination of desktop and mobile learning yields improved course performances, standalone learning on mobile devices does not perform in the same manner. One indicator for this is the mismatch between the average usage pattern of mobile devices and the time to consume one content item in a MOOC. Micro learning builds on bite-sized learning material and focusses on short-term learning sessions. This work examines the potential of micro learning activities in the context of MOOCs. Therefore, a framework for video-based micro learning is presented, which features a personalized curriculum. Videos are suggested to the user in a non-linear order that is determined by content dependencies, users’ preferences and watched videos, as well as explicit and implicit user feedback. A mobile application was implemented to test the approach with restructured MOOC content resulting in 58 connected short videos about engineering education – e.g. web technologies and programming languages. The usage data indicates initial curiosity by the users. To improve retention rates, more user motivation will be required for future studies. A survey gathered additional qualitative feedback. While the content suggestions were seen as a vital feature for such an approach, the results showed good interest and acceptance rates to create a better learning experience for MOOCs on mobile devices.
A Ubiquitous Learning Analytics Architecture for a Service-Oriented MOOC Platform.Rohloff, Tobias; Renz, Jan; Suarez, Gerardo Navarro; Meinel, Christoph M. Calise, Delgado Kloos, C., Reich, J., Ruiperez-Valiente, J. A., Wirsing, M. (reds.) (2019). 162--171.
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HerausgeberCalise, Mauro and Delgado Kloos, Carlos and Reich, Justin and Ruiperez-Valiente, Jose A. and Wirsing, Martin
URNhttp://dx.doi.org/10.1007/978-3-030-19875-6_19
AbstractAs Massive Open Online Courses (MOOCs) generate a huge amount of learning activity data through its thousands of users, great potential is provided to use this data to understand and optimize the learning experience and outcome, which is the goal of Learning Analytics. But first, the data needs to be collected, processed, analyzed and reported in order to gain actionable insights. Technical concepts and implementations are rarely accessible and therefore this work presents an architecture how Learning Analytics can be implemented in a service-oriented MOOC platform. To achieve that, a service based on extensible schema-agnostic processing pipelines is introduced for the HPI MOOC platform. The approach was evaluated regarding its scalability, extensibility, and versatility with real-world use cases. Also, data privacy was taken into account. Based on five years of running the service in production on several platform deployments, six design recommendations are presented which can be utilized as best practices for platform vendors and researchers when implementing Learning Analytics in MOOCs.
Evaluating Digital Worksheets with Interactive Programming Exercises for K-12 Education.Serth, Sebastian; Teusner, Ralf; Renz, Jan; Uflacker, Matthias in FIE 2019 (2019).
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URNhttp://dx.doi.org/10.1109/FIE43999.2019.9028680
AbstractThis Research Full Paper presents insights from digital worksheets with embedded interactive programming exercises tailored for high-school students new to programming. Computer Science teachers often incorporate existing videos, quizzes, and practical programming exercises from Massive Open Online Courses (MOOCs). However, teachers' options to adapt the content to their specific needs are currently limited. Based on a qualitative survey with thirteen teachers, we developed a software prototype which allows teachers to create their own interactive worksheets consisting of texts, videos, quizzes, and practical programming exercises. Additionally, teachers can embed and further customize existing exercises from MOOCs. Further, we enable teachers to gain deeper insights by providing results from automated submission analysis, thus uncovering knowledge gaps and fostering content-driven in-class discussions. Our evaluation shows that the concept was well received by students and teachers alike: Teachers noticed the possibility of a shift in their role from a lecturing instructor to an individual tutor, as students are enabled to learn at their own pace and receive specific, direct feedback based on automated unit tests. Interactive worksheets, as an integrated part of digital education, thus foster informed teacher interventions as part of an individualized student learning process.
Towards a Better Understanding of Mobile Learning in MOOCs.Rohloff, Tobias; Bothe, Max; Renz, Jan; Meinel, Christoph (2018).
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URNhttp://dx.doi.org/10.1109/LWMOOCS.2018.8534685
AbstractThe pervasive presence of mobile devices and growing trends like ubiquitous learning make new demands on Massive Open Online Courses (MOOCs). Users learn increasingly on the go and with multiple devices, instead of being tied to a fixed workstation. However, there is a lack of research how the usage of mobile devices influences the learning behavior and outcome in MOOCs. Thus, this paper presents a first quantitative study to examine this question. To enable a statistical analysis, a proof-of-concept implementation outline is presented, which enhances the Learning Analytics capabilities of the openHPI MOOC platform with contextual data to process various learning behavior metrics. Based on an analysis of four courses, it was found that users who additionally learnt with mobile applications showed a higher engagement with the learning material and completed the course more often. Nevertheless, the reasoning must be addressed with qualitative analyses in future, to better support their learning process and success on mobile and stationary devices.
Smart MOOC-Social Computing for Learning and Knowledge Sharing.Shams, Ahmed; Bin Tareaf, Raad; Renz, Jan; Meinel, Christoph (2018). 391--396.
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URNhttp://dx.doi.org/https://doi.org/10.5220/0006809703910396
AbstractMassive Open Online Courses(MOOCs) make use of educational technologies to deliver learning materials, supposedly open for everyone, usually with a capacity to serve a substantial number of learners regardless of their geographical locations. A recent advancement in mobile technologies and wireless communications in Africa has produced a conducive digital environment enough to support mobile learning. However, only a handful of learners from Africa participates in online learning compared to their massive engagement in online social networking. Internet-based Social media programs make most of the connections with students for social purposes and yet far less with educational intentions. Participation in mobile learning is still small in the region particular to the Social media who already possess necessary resources for e-learning. Therefore it remains unclear though in which ways, Social media may help to boost mobile learning through its utilization of programs and computation power. This paper argues the best possible approaches aiming to increase the involvement of MOOCs to Africa via a Social network.
OpenWHO: Integrating Online Knowledge Transfer into Health Emergency Response.Rohloff, Tobias; Utunen, Heini; Renz, Jan; Zhao, Yu; Gamhewage, Gaya; Meinel, Christoph V. Dimitrova, Praharaj, S., Fominykh, M., Drachsler, H. (reds.) (2018).
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HerausgeberDimitrova, Vania and Praharaj, Sambit and Fominykh, Mikhail and Drachsler, Hendrik
AbstractThe platform OpenWHO was developed in 2017 in a cooperation between the World Health Organization (WHO) and the Hasso Plattner Institute (HPI). The Department of Infectious Hazard Management, under the WHO Health Emergencies Programme, worked together with the HPI to create a new interactive, web-based, knowledge-transfer platform offering online courses to improve the response to health emergencies. The platform was newly launched as there was an identified need of an open and scalable solution for fast distribution of life-saving content in disease outbreaks for frontline responders. The platform provides adjusted versions of the massive open online learning resources that are self-paced and at ease formats for the frontline and low-bandwidth use. The HPI already developed know-how in previous Massive Open Online Course (MOOC) projects like openHPI and openSAP. OpenWHO is based on the same technology as the aforementioned projects. This paper will provide insights into the practical deployment, the adaption of the MOOC concept, and lessons learnt within the first year of this platform.
Die Cloud für Schulen in Deutschland. Konzept und Pilotierung der Schul-Cloud.Meinel, Christoph; Renz, Jan; Grella, Catrina; Karn, Nils; Hagedorn, Christiane in Technische Berichte des Hasso-Plattner-Instituts für Softwaresystemtechnik an der Universität Potsdam (2017). (116) 56.
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AbstractDie digitale Entwicklung durchdringt unser Bildungssystem, doch Schulen sind auf die Veränderungen kaum vorbereitet: Überforderte Lehrer/innen, infrastrukturell schwach ausgestattete Unterrichtsräume und unzureichend gewartete Computernetzwerke sind keine Seltenheit. Veraltete Hard- und Software erschweren digitale Bildung in Schulen eher, als dass sie diese ermöglichen: Ein zukunftssicherer Ansatz ist es, die Rechner weitgehend aus den Schulen zu entfernen und Bildungsinhalte in eine Cloud zu überführen. Zeitgemäßer Unterricht benötigt moderne Technologie und eine zukunftsorientierte Infrastruktur. Eine Schul-Cloud (https://hpi.de/schul-cloud) kann dabei helfen, die digitale Transformation in Schulen zu meistern und den fächerübergreifenden Unterricht mit digitalen Inhalten zu bereichern. Den Schüler/innen und Lehrkräften kann sie viele Möglichkeiten eröffnen: einen einfachen Zugang zu neuesten, professionell gewarteten Anwendungen, die Vernetzung verschiedener Lernorte, Erleichterung von Unterrichtsvorbereitung und Differenzierung
Embedded Smart Home - Remote Lab Grading in a MOOC with over 6000 Participants.Malchow, Martin; Renz, Jan; Bauer, Matthias; Meinel, Christoph (2017).
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AbstractThe popularity of MOOCs has increased considerably in the last years. A typical MOOC course consists of video content, self tests after a video and homework, which is normally in multiple choice format. After solving this homeworks for every week of a MOOC, the final exam certificate can be issued when the student has reached a sufficient score. There are also some attempts to include practical tasks, such as programming, in MOOCs for grading. Nevertheless, until now there is no known possibility to teach embedded system programming in a MOOC course where the programming can be done in a remote lab and where grading of the tasks is additionally possible. This embedded programming includes communication over GPIO pins to control LEDs and measure sensor values. We started a MOOC course called ``Embedded Smart Home'' as a pilot to prove the concept to teach real hardware programming in a MOOC environment under real life MOOC conditions with over 6000 students. Furthermore, also students with real hardware have the possibility to program on their own real hardware and grade their results in the MOOC course. Finally, we evaluate our approach and analyze the student acceptance of this approach to offer a course on embedded programming. We also analyze the hardware usage and working time of students solving tasks to find out if real hardware programming is an advantage and motivating achievement to support students learning success.
Supporting Multi-Device E-Learning Patterns with Second Screen Mobile Applications.Rohloff, Tobias; Renz, Jan; Bothe, Max; Meinel, Christoph in mLearn 2017 (2017). 25:1-25:8.
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URNhttp://dx.doi.org/10.1145/3136907.3136931
AbstractMany providers of Massive Open Online Course (MOOC) platforms released mobile applications in the recent years to enable learning offline and on the go, for a more ubiquitous learning experience. However, mainly the MOOC content was optimized for small screens, but mobile devices provide the opportunity to enrich the MOOC experience even further by enabling new forms of learning. Based on a previous learning patterns evaluation and a user survey, this paper presents a second screen prototype for the MOOC platform of the Hasso Plattner Institute, whereby the mobile application can be used as a learning companion while using the web platform on a computer. Four different actions were implemented which can be done next to watching a video lecture. The evaluation showed that the prototype was helpful and made learning more efficient, as reported by users, and also ideas for further improvements were proposed.
Offline-Enabled Web-based E-Learning for Improved User Experience in Africa.Renz, Jan; Shams, Ahmed; Meinel, Christoph (2017). '759-764'.
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URNhttp://dx.doi.org/10.1109/AFRCON.2017.8095574
AbstractWeb-based E-Learning uses Internet technologies and digital media to deliver education content to learners. Many universities in recent years apply their capacity in producing Massive Open Online Courses (MOOCs). They have been offering MOOCs with an expectation of rendering a comprehensive online apprenticeship. Typically, an online content delivery process requires an Internet connection. However, access to the broadband has never been a readily available resource in many regions. In Africa, poor and no networks are yet predominantly experienced by Internet users, frequently causing offline each moment a digital device disconnect from a network. As a result, a learning process is always disrupted, delayed and terminated in such regions. This paper raises the concern of E-Learning in poor and low bandwidths, in fact, it highlights the needs for an Offline-Enabled mode. The paper also explores technical approaches beamed to enhance the user experience in Web-based E-Learning, particular in Africa.
Automatisierte Qualitätssicherung in MOOCs durch Learning Analytics.Renz, Jan; Rohloff, Tobias; Meinel, Christoph C. Ullrich, Wessner, M. (reds.) (2017).
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HerausgeberUllrich, Carsten and Wessner, Martin
AbstractDieser Beitrag beschreibt wie mithilfe von Learning Analytics Daten eine automatisierte Qualitätssicherung in MOOCs durchgeführt werden kann. Die Ergebnisse sind auch für andere skalierende E-Learning Systeme anwendbar. Hierfür wird zunächst beschrieben, wie in den untersuchten Systemen (die als verteilte Dienste in einer Microservice-Architektur implementiert sind) Learning Analytics Werkzeuge umgesetzt sind. Darauf aufbauend werden Konzept und Implementierung einer automatisierten Qualitätssicherung beschrieben. In einer ersten Evaluation wird die Nutzung der Funktion auf einer Instanz der am HPI entwickelten MOOC-Plattform untersucht. Anschließend wird ein Ausblick auf Erweiterungen und zukünftige Forschungsfragen gegeben.
openHPI's Coding Tool Family: CodeOcean, CodeHarbor, CodePilot.Staubitz, Thomas; Teusner, Ralf; Meinel, Christoph (2017).
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AbstractThe Hasso Plattner Institute successfully runs a self-developed Massive Open Online Course (MOOC) platform—openHPI—since 2012. MOOCs, even more than classic classroom situations, depend on automated solutions to assess programming exercises. Manual evaluation is not an option due to the massive amount of users that participate in these courses. The paper at hand maps the landscape of tools that are used on openHPI in the context of automated grading of programming exercises. Furthermore, it provides a sneak preview to new features that will be integrated ion the near future. Particularly, we will introduce CodeHarbor, our platform to share auto-gradeable exercises between various online code execution platforms.
Using A/B Testing in MOOC Environments.Renz, Jan; Hoffmann, Daniel; Staubitz, Thomas; Meinel, Christoph (2016).
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Improving the Peer Assessment Experience on MOOC Platforms.Staubitz, Thomas; Petrick, Dominic; Bauer, Matthias; Renz, Jan; Meinel, Christoph (2016).
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AbstractMassive Open Online Courses (MOOCs) have revolutionized higher education by offering university-like courses for a large amount of learners via the Internet. The paper at hand takes a closer look on peer assessment as a tool for delivering individualized feedback and engaging assignments to MOOC participants. Benefits, such as scalability for MOOCs and higher order learning, and challenges, such as grading accuracy and rogue reviewers, are described. Common practices and the state-of-the-art to counteract challenges are highlighted. Based on this research, the paper at hand describes a peer assessment workflow and its implementation on the openHPI and openSAP MOOC platforms. This workflow combines the best practices of existing peer assessment tools and introduces some small but crucial improvements.
Using A/B Testing in MOOC Environments.Renz, Jan; Hoffmann, Daniel; Staubitz, Thomas; Meinel, Christoph (2016).
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Improving the Peer Assessment Experience on MOOC Platforms.Staubitz, Thomas; Petrick, Dominic; Bauer, Matthias; Renz, Jan; Meinel, Christoph (2016).
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AbstractMassive Open Online Courses (MOOCs) have revolutionized higher education by offering university-like courses for a large amount of learners via the Internet. The paper at hand takes a closer look on peer assessment as a tool for delivering individualized feedback and engaging assignments to MOOC participants. Benefits, such as scalability for MOOCs and higher order learning, and challenges, such as grading accuracy and rogue reviewers, are described. Common practices and the state-of-the-art to counteract challenges are highlighted. Based on this research, the paper at hand describes a peer assessment workflow and its implementation on the openHPI and openSAP MOOC platforms. This workflow combines the best practices of existing peer assessment tools and introduces some small but crucial improvements.
Improved E-learning Experience with Embedded LED System.Malchow, Martin; Renz, Jan; Bauer, Matthias; Meinel, Christoph (2016).
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URNhttp://dx.doi.org/10.1109/SYSCON.2016.7490569
AbstractDuring the last years, e-learning has become more and more important. There are several approaches like teleteaching or MOOCs to delivers knowledge information to the students on different topics. But, a major problem most learning platforms have is, students often get demotivated fast. This is caused e.g. by solving similar tasks again and again, and learning alone on the personal computer. To avoid this situation in coding-based courses one possible way could be the use of embedded devices. This approach increases the practical programming part and should push motivation to the students. This paper presents a possibility to the use of embedded systems with an LED panel to motivate students to use programming languages and solve the course successfully. To analyze the successfulness of this approach, it was tested within a MOOC called "Java for beginners" with 11,712 participants. The result was evaluated by personal feedback of the students and user data was analyzed to measure the acceptance and motivation of students by solving the embedded system tasks. The result shows that the approach is well accepted by the students and they are more motivated by tasks with real hardware support.
Automatisierte Online-Aufsicht im Kontext der Wertigkeit von Zertifikaten einer MOOC Plattform.Staubitz, Thomas; Teusner, Ralf; Renz, Jan; Meinel, Christoph (2016). 125--136.
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AbstractDie Glaubwürdigkeit und Überprüfbarkeit der Zertifikate ist ein wesentlicher Bestandteil von jeglicher Form von zertifiziertem Training. Diese Aussage gilt natürlich auch für MOOCs. In diesem Kontext kommt allerdings erschwerend hinzu, dass eine individuelle, persönliche Beaufsichtigung der Prüfungen tausender TeilnehmerInnen offline nur schwer zu realisieren ist. Es wird daher eine Technik benötigt, diese Beaufsichtigung online durchzuführen, um die Vertrauenswürdigkeit oder Wertigkeit dieser Zertifikate zu erhöhen. In dieser Studie vergleichen wir verschiedene Spielarten der Online-Aufsicht. Wir stellen die Ergebnisse einiger Umfragen unter unseren TeilnehmerInnen, die sich mit deren Sicht bezüglich der Wertigkeit der Zertifikate befassen, vor und bewerten die Aussagen in unserem Kontext. Schließlich stellen wir ein Experiment vor, das wir mit einer neuen Variante der Online-Aufsicht durchgeführt haben. Anstatt sich auf menschliche Augen zu verlassen, wird ein automatisierter Abgleich des Gesichts vor der Kamera mit einem hinterlegten Bild durchgeführt, um zu überprüfen ob die angemeldete TeilnehmerIn auch die ist, die die Prüfung ablegt.
Enabling Schema Agnostic Learning Analytics in a Service-Oriented MOOC Platform.Renz, Jan; Navarro-Suarez, Gerardo; Sathi, Rowshan; Staubitz, Thomas; Meinel, Christoph (2016).
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First Steps in Automated Proctoring.Staubitz, Thomas; Teusner, Ralf; Renz, Jan; Meinel, Christoph (2016).
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CodeOcean - A Versatile Platform for Practical Programming Excercises in Online Environments.Staubitz, Thomas; Klement, Hauke; Teusner, Ralf; Renz, Jan; Meinel, Christoph (2016).
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openSAP: Evaluating xMOOC Usage and Challenges for Scalable and Open Enterprise Education.Renz, Jan; Schwerer, Florian; Meinel, Christoph (2016).
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Vagrant Virtual Machines for Hands-On Exercises in Massive Open Online Courses.Staubitz, Thomas; Brehm, Maximilian; Jasper, Johannes; Werkmeister, Thomas; Teusner, Ralf; Willems, Christian; Renz, Jan; Meinel, Christoph (2016). 363--373.
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URNhttp://dx.doi.org/10.1007/978-3-319-39690-3_32"
AbstractIn many MOOCs hands-on exercises are a key component. Their format must be deliberately planned to satisfy the needs of a more and more heterogeneous student body. At the same time, costs have to be kept low for maintenance and support on the course provider’s side. The paper at hand reports about our experiments with a tool called Vagrant in this context. It has been successfully employed for use cases similar to ours and thus promises to be an option for achieving our goals.
First Steps in Automated Proctoring.Staubitz, Thomas; Teusner, Ralf; Renz, Jan; Meinel, Christoph (2016).
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Enhance Embedded System E-learning Experience with Sensors.Malchow, Martin; Renz, Jan; Bauer, Matthias; Meinel, Christoph (2016). 175-183.
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URNhttp://dx.doi.org/10.1109/EDUCON.2016.7474550
AbstractEarlier research shows that using an embedded LED system motivates students to learn programming languages in massive open online courses (MOOCs) efficiently. Since this earlier approach was very successful the system should be improved to increase the learning experience for students during programming exercises. The problem of the current system is that only a static image was shown on the LED matrix controlled by students’ array programming over the embedded system. The idea of this paper to change this static behavior into a dynamic display of information on the LED matrix by the use of sensors which are connected with the embedded system. For this approach a light sensor and a temperature sensor are connected to an analog-to-digital converter (ADC) port of the embedded system. These sensors' values can be read by the students to compute the correct output for the LED matrix. The result is captured and sent back to the students for direct feedback. Furthermore, unit tests can be used to automatically evaluate the programming results. The system was evaluated during a MOOC course about web technologies using JavaScript. Evaluation results are taken from the student’s feedback and an evaluation of the students’ code executions on the system. The positive feedback and the evaluation of the students’ executions, which shows a higher amount of code executions compared to standard programming tasks and the fact that students solving these tasks have overall better course results, highlight the advantage of the approach. Due to the evaluation results, this approach should be used in e-learning e.g. MOOCs teaching programming languages to increase the learning experience and motivate students to learn programming.
Enabling Schema Agnostic Learning Analytics in a Service-Oriented MOOC Platform.Renz, Jan; Navarro-Suarez, Gerardo; Sathi, Rowshan; Staubitz, Thomas; Meinel, Christoph (2016).
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Automatisierte Online-Aufsicht im Kontext der Wertigkeit von Zertifikaten einer MOOC Plattform.Staubitz, Thomas; Teusner, Ralf; Renz, Jan; Meinel, Christoph (2016). 125--136.
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AbstractDie Glaubwürdigkeit und Überprüfbarkeit der Zertifikate ist ein wesentlicher Bestandteil von jeglicher Form von zertifiziertem Training. Diese Aussage gilt natürlich auch für MOOCs. In diesem Kontext kommt allerdings erschwerend hinzu, dass eine individuelle, persönliche Beaufsichtigung der Prüfungen tausender TeilnehmerInnen offline nur schwer zu realisieren ist. Es wird daher eine Technik benötigt, diese Beaufsichtigung online durchzuführen, um die Vertrauenswürdigkeit oder Wertigkeit dieser Zertifikate zu erhöhen. In dieser Studie vergleichen wir verschiedene Spielarten der Online-Aufsicht. Wir stellen die Ergebnisse einiger Umfragen unter unseren TeilnehmerInnen, die sich mit deren Sicht bezüglich der Wertigkeit der Zertifikate befassen, vor und bewerten die Aussagen in unserem Kontext. Schließlich stellen wir ein Experiment vor, das wir mit einer neuen Variante der Online-Aufsicht durchgeführt haben. Anstatt sich auf menschliche Augen zu verlassen, wird ein automatisierter Abgleich des Gesichts vor der Kamera mit einem hinterlegten Bild durchgeführt, um zu überprüfen ob die angemeldete TeilnehmerIn auch die ist, die die Prüfung ablegt.
Vagrant Virtual Machines for Hands-On Exercises in Massive Open Online Courses.Staubitz, Thomas; Brehm, Maximilian; Jasper, Johannes; Werkmeister, Thomas; Teusner, Ralf; Willems, Christian; Renz, Jan; Meinel, Christoph (2016). 363--373.
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URNhttp://dx.doi.org/10.1007/978-3-319-39690-3_32"
AbstractIn many MOOCs hands-on exercises are a key component. Their format must be deliberately planned to satisfy the needs of a more and more heterogeneous student body. At the same time, costs have to be kept low for maintenance and support on the course provider’s side. The paper at hand reports about our experiments with a tool called Vagrant in this context. It has been successfully employed for use cases similar to ours and thus promises to be an option for achieving our goals.
CodeOcean - A Versatile Platform for Practical Programming Excercises in Online Environments.Staubitz, Thomas; Klement, Hauke; Teusner, Ralf; Renz, Jan; Meinel, Christoph (2016).
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Optimizing the Video Experience in MOOCs.Renz, Jan; Bauer, Matthias; Malchow, Martin; Staubitz, Thomas; Meinel, Christoph (2015).
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Towards Practical Programming Exercises and Automated Assessment in Massive Open Online Courses.Staubitz, Thomas; Klement, Hauke; Renz, Jan; Teusner, Ralf; Meinel, Christoph (2015).
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Enhancing Content between Iterations of a MOOC – Effects on Key Metrics.Teusner, Ralf; Richly, Keven; Staubitz, Thomas; Renz, Jan (2015). (Vol. 1) 147-156.
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AbstractThis paper presents our findings of a comparison study conducted on three iterations of a MOOC run on our platform openHPI. We present the main facts shared by the courses and the planned as well as occurred differences. Additionally, we discuss the added technical features such as user groups along with the expected and actual outcomes. We relate our experiences from the second and third iteration to those of the first one. Findings show that demand for high quality content endures, even if the topic is rather specialized. Expectations of participants towards online courses are growing in general due to an increasing amount of organizations offering lectures. MOOCs are compared to school lessons, distance education and seminars. As a result, the pressure on platforms is increasing with regards to content, service and reliability. To cope with that, we share best practices and propose promising improvements to the platform and future courses.
Enhancing Content between Iterations of a MOOC.Teusner, Ralf; Richly, Keven; Staubitz, Thomas; Renz, Jan (2015). 147-156.
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Optimizing the Video Experience in MOOCs.Renz, Jan; Bauer, Matthias; Malchow, Martin; Staubitz, Thomas; Meinel, Christoph (2015).
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Enhancing Content between Iterations of a MOOC.Teusner, Ralf; Richly, Keven; Staubitz, Thomas; Renz, Jan (2015). 147-156.
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Towards Practical Programming Exercises and Automated Assessment in Massive Open Online Courses.Staubitz, Thomas; Klement, Hauke; Renz, Jan; Teusner, Ralf; Meinel, Christoph (2015).
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Scaling Youth Development Training in IT Using an xMOOC Platform.v. Löwis, Martin; Staubitz, Thomas; Teusner, Ralf; Renz, Jan; Tannert, Susanne; Meinel, Christoph (2015).
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URNhttp://dx.doi.org/10.1109/FIE.2015.7344145
Scaling Youth Development Training in IT Using an xMOOC Platform.v. Löwis, Martin; Staubitz, Thomas; Teusner, Ralf; Renz, Jan; Tannert, Susanne; Meinel, Christoph (2015).
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URNhttp://dx.doi.org/10.1109/FIE.2015.7344145
Collaborative Learning in a MOOC Environment.Staubitz, Thomas; Pfeiffer, Tobias; Renz, Jan; Willems, Christian; Meinel, Christoph (2015). 8237-8246.
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Improving the Onboarding User Experience in MOOCs.Renz, Jan; Staubitz, Thomas; Pollack, Jaqueline; Meinel, Christoph (2014).
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Towards Social Gamification - Implementing a Social Graph in an xMOOC Platform.Staubitz, Thomas; Woinar, Sebastian; Renz, Jan; Meinel, Christoph (2014).
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Improving the Onboarding User Experience in MOOCs.Renz, Jan; Staubitz, Thomas; Pollack, Jaqueline; Meinel, Christoph (2014).
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Lightweight Ad Hoc Assessment of Practical Programming Skills at Scale.Staubitz, Thomas; Renz, Jan; Willems, Christian; Jasper, Johannes; Meinel, Christoph (2014).
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Supporting Social Interaction and Collaboration on an xMOOC Platform.Staubitz, Thomas; Renz, Jan; Willems, Christian; Meinel, Christoph (2014).
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Lightweight Ad Hoc Assessment of Practical Programming Skills at Scale.Staubitz, Thomas; Renz, Jan; Willems, Christian; Jasper, Johannes; Meinel, Christoph (2014).
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Handling Re-grading of Automatically Graded Assignments in MOOCs.Renz, Jan; Staubitz, Thomas; Willems, Christian; Klement, Hauke; Meinel, Christoph (2014).
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MOOC to Go.Renz, Jan; Staubitz, Thomas; Meinel, Christoph (2014).
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Supporting Social Interaction and Collaboration on an xMOOC Platform.Staubitz, Thomas; Renz, Jan; Willems, Christian; Meinel, Christoph (2014).
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Handling Re-grading of Automatically Graded Assignments in MOOCs.Renz, Jan; Staubitz, Thomas; Willems, Christian; Klement, Hauke; Meinel, Christoph (2014).
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MOOC to Go.Renz, Jan; Staubitz, Thomas; Meinel, Christoph (2014).
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Towards Social Gamification - Implementing a Social Graph in an xMOOC Platform.Staubitz, Thomas; Woinar, Sebastian; Renz, Jan; Meinel, Christoph (2014).
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Reflections on Enrollment Numbers and Success Rates at the openHPI MOOC Platform.Willems, Christian; Renz, Jan; Staubitz, Thomas; Meinel, Christoph (2014).
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Jan Renz

Publications

Prof. Dr. Christoph Meinel

Adresse

Kolumne

Bücher