Skip to main content
SpringerLink
Log in

Empowering MOOCs Through Course Certifying Agency Framework

  • Chapter
  • First Online:
Applied Computing and Information Technology

Part of the book series: Studies in Computational Intelligence ((SCI,volume 695))

Abstract

The arrival of Massive Open Online Course (MOOC) was hailed by many learners around the globe. More universities are willing to offer their top notch professor’s courses as MOOC. However, when utilizing the knowledge from MOOCs, learners need to go through a number of hurdles—getting course completion certification (MS Global Learning Consortum: An example of LIP accessibility information, IMS Global Learning Consortium Inc., 2001, [10]) from various providers, get recognition of the knowledge level of a MOOC in the related domain, and make it searchable for various purposes. In this paper, we propose a MOOC course certifying agency framework, which merges learners’ profiles from various MOOC providers so consolidated profiles are available in one place. Standards such as IMS LIP and Dublin Core (Feigenbaum and Prud’Hommeaux in SPARQL by example: a tutorial, Cambridge Semantics, 2011, [5]) are adopted and expanded to describe relate MOOC course profiles, learner profiles, learning goals, and related skill sets. It enables matching of qualified learner profiles for a job position and/or to identify a set of related MOOC course profiles for some learning goal. The potential employers look for a matching skill set from converged learner profiles through the agency. Each skill for the position goes through a mapping procedure with a corresponding MOOC course profile. After mapping skills to corresponding MOOCs, the framework searches for the converged profiles. The result is the list of learners who match or almost match a given job description.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. M. Ardis and P. Henderson “Is Software Engineering Ready For MOOCs” Proc of SIGSOFT Notes, Cary, NC. ACM 2012 p. 15.

    Google Scholar 

  2. J. Calibria, “Connectivist Learning Environments: Massice Open Online Courses”, The 2012 World Congress in Computer Science Computer Engineering and Applied Computing, Las Vegas, NV. July 2012.

    Google Scholar 

  3. D. Clow “MOOCs and the Funnel of Participation” Proc of the LAK Leuven, Belgium: 2013 ACM pp. 185–189.

    Google Scholar 

  4. Dublin Core Metadata Initiative, “Expressing Qualified Dublin Core in RDF/XML”, Dublin Core Initiative, 2002 http://dublincore.org/documents/dcq-rdf-xml/.

  5. L. Feigenbaum and E. Prud’Hommeaux, “SPARQL by Example: a Tutorial”, Cambridge Semantics, 2011.

    Google Scholar 

  6. J. Flynn, “MOOCs: Disruptive Innovation and the Future of Higher Education” CEJ Series 3 Vol, 10 No. 1.

    Google Scholar 

  7. Garrido, M., Koepke, L., Anderson, S., Felipe Mena, A., Macapagal, M., & Dalvit, L. (2016). The Advancing MOOCs for Development Initiative: An examination of MOOC usage for professional workforce development outcomes in Colombia, the Philippines, & South Africa. Technology & Social Change Group.

    Google Scholar 

  8. Ho, A. D., Chuang, I., Reich, J., Coleman, C., Whitehill, J., Northcutt, C., Williams, J. J., Hansen, J., Lopez, G., & Petersen, R. HarvardX and MITx: Two years of open online courses (HarvardX Working Paper No. 10). 2015.

    Google Scholar 

  9. P. Hyman “In the Year of Disruptive Education” Communications of the ACM Dec 2012 Vol. 55 No. 12 pp. 20–22.

    Google Scholar 

  10. IMS Global Learning Consortum, “An Example of LIP Accessibility Information”, 2001, IMS Global Learning Consortium Inc.

    Google Scholar 

  11. IMS Global Learning Consortum, “IMS Learner Information Packaging Model Specifications”, 2001, IMS Global Learning Consortium Inc.

    Google Scholar 

  12. R. Kizilcec, C. Piech, and E. Schneider “Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses” Proc of the LAK Leuven, Belgium. 2013 ACM. pp. 170–179.

    Google Scholar 

  13. S. Kolowich, “American Council on Education Recommends 5 MOOCs for Credit”, The Chronicle of Higher Education, Feb. 2013.

    Google Scholar 

  14. S. Kolowich, “The Professors Who Make the MOOCs”, Chronicle of Higher Education, Nov 2013.

    Google Scholar 

  15. Korn, M. Big MOOC coursera moves closer to academic acceptance. Wall Street Journal, February, 7 (2013).

    Google Scholar 

  16. G. Lausen, M. Meier, and M. Schmidt, “SPARQLing Constraints for RDF”, Proc of EBDT, ACM, Nantes, France Mar 2008.

    Google Scholar 

  17. F. Manola and E. Miller, “RDF Primer” W3C Recommendations, 2004.

    Google Scholar 

  18. Dhawal Shah, “By The Numbers: MOOCS in 2015 (https://www.class-central.com/report/moocs-2015-stats/)”, December 21, 2015.

  19. F. Martin “Will Massive Open Online Courses Change the Way We Teach?” Communications of the ACM. Vol 55 No. 8 pp. 26–28 Aug 2012.

    Google Scholar 

  20. OML Working Group, “OWL Web ontology Working Guide” W3C Recommendations 2004.

    Google Scholar 

  21. Protégé, Stanford University Accessed on 11/22/2013 Accessed at http://protege.stanford.edu/.

  22. A. RIpley, “College is Dead, Long Live College!” Time October 18, 2012.

    Google Scholar 

  23. Robie, J., Chamberlin, D., Dyck, M., & Snelson, J. XQuery 3.0: An XML query language. Recommendation, W3C. (2014).

    Google Scholar 

  24. D. Russel, S. Kelmmer, A. Fox, C. Latulipe, M. Duneier, and E. Losh. “Will Massive Online Open Courses (MOOCs) Change Education” Proceedings of the CHI Paris, France ACM Apr. 2013 pp. 2395–2398.

    Google Scholar 

  25. M. Sahami, F. Martin, M. Guzdial, and N. Parlente. “The Revolution will be Televised: Perspectives on Massive Open Online Education” Proc of SIGCSE Denver, CO ACM Mar. 2013. pp. 457–458.

    Google Scholar 

  26. SPARQL Working Group, “SPARQL Query Language for RDF” W3C Recommendations, 2013.

    Google Scholar 

  27. Taneja, S., Goel, A. MOOC Providers and their Strategies. International Journal of Computer Science and Mobile Computing 3 (5), 222–229 (2014).

    Google Scholar 

  28. M. Vardi “Will MOOCs Destroy Academia” Communication of the ACM, 2012 Vol. 55 No. 11 p 5.

    Google Scholar 

  29. R. Vesse, “dotnetRDF User Guide: Querying with SPARQL” 2013.

    Google Scholar 

  30. A. Vihavainen, M. Luukkainen, and J. Kurhila “MOOC as Semester-long Entrance Exam” Proc of the SIGITE Orlando, Florida ACM Oct. 2013. pp. 177–182.

    Google Scholar 

  31. Virtuoso Server Team, “Openlink Virtuoso Universal Server”, Virtuoso, 2009.

    Google Scholar 

  32. J. Young “MOOCs Take a Major Step in Qualifying for College Credit” Chronicle of Higher Education Nov. 2012.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Computer and Information Sciences, Towson University, Towson, USA

    Yeong-tae Song & Yuanqiong Wang

  2. Department of Multimedia Science, Sookmyung University, Seoul, Korea

    Yongik Yoon

Authors
  1. Yeong-tae Song
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yuanqiong Wang
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Yongik Yoon
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yeong-tae Song .

Editor information

Editors and Affiliations

  1. Software Engineering & Information, Central Michigan University Software Engineering & Information, MOUNT PLEASANT, South Carolina, USA

    Roger Lee

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Song, Yt., Wang, Y., Yoon, Y. (2017). Empowering MOOCs Through Course Certifying Agency Framework. In: Lee, R. (eds) Applied Computing and Information Technology. Studies in Computational Intelligence, vol 695. Springer, Cham. https://doi.org/10.1007/978-3-319-51472-7_13

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-51472-7_13

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-51471-0

  • Online ISBN: 978-3-319-51472-7

  • eBook Packages: EngineeringEngineering (R0)

Publish with us

Policies and ethics

Search

Navigation