Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8845
Title: Educational Scalability Analysis Instrument (ESAI)
Authors: Kasch, Julia
Van Rosmalen, Peter
Kalz, Marco
Keywords: Educational Scalability
MOOCs
SOONER
Educational Scalability Analysis Instrument
MOOC design
Issue Date: 2017
Citation: Kasch, J., Van Rosmalen, P., & Kalz, M. (2017). Educational Scalability Design Analysis Instrument (ESAI). Journal of Universal Computer Science
Abstract: This instrument is developed by researchers of the Dutch Open University from the SOONER project (www.sooner.nu). Information regarding the theoretical framework of this instrument can be found in the associated journal article (Kasch, Van Rosmalen & Kalz, 2017). As explained in the article, designing scalable MOOCs and providing formative assessment and feedback in MOOCs is a challenge. This instrument has been developed to provide insight into educational designs of MOOCs in particular and can be used by MOOC designers, teachers but also students to get insight into the scalability of the course design. The instrument was used in a pilot study to identify scalable best practices and the results can be found in (Kasch, Van Rosmalen & Kalz, 2017). The instrument is divided into five sections with each a different focus: background information of the MOOC, student-teacher interaction, student-student interaction, student-content interaction, final general questions. Depending on the design of the course it will take you approximately 60 minutes to analyse it with this instrument. To make the analysis manageable we only analysed one week or one module (referred to as Unit of Learning (UoL) in this instrument) of a MOOC. Additionally, only those UoL’s were analysed which contained any form of formative assessment and feedback. The instrument provides you both with qualitative/descriptive as well as quantitative information about the educational scalablity of a UoL. Especially the detail questions will provide you with additional in-depth information which can enrichen your analysis. The following items can be used for quantitative analysis: 6b, 7, 9, 10, 11, 16, 17, 18, 25, 26. The answer options from these items are linked to scores ranging from 1 to 4. The low(er) the score the less it adds to a scalable course design with the focus on formative assessment and feedback.
Description: This is an instrument developed for a PhD project which enables you to analyse the educational design of Massive Open Online Courses (MOOCs).
URI: http://hdl.handle.net/1820/8845
Appears in Collections:3. TELI Deliverables and reports

Files in This Item:
File Description SizeFormat 
Kasch et al. 2017 appendix_finalversion.pdf770.84 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons