Instructional Design of the MOOC “Open Badges for Open Science”

I am happy to share the links to our papers about the instructional design of the MOOC “Open Badges for Open Science”

#1 Buchem, Ilona & Okatan, Ebru (2021). Using the ADDIE Model to Produce MOOCs Experiences from the OBERRED project. In Meinel, C, Staubitz, T. Schweiger, S. et al. (Eds.) EMOOCs 2021, Proceedings of the Hasso Plattner Institute Online Conference. Universitätsverlag Potsdam, ISBN 978-3-86956-512-5, S. 249-259. URL

#2 Buchem, I. de Rosa, R., Okatan, E., Clausen, A., Sarauer, A. (2021). Designing Interactive Micro-Content for MOOCs. Design Approach and Implementation in the OBERRED project. INTED2021 Proceedings, International Technology, Education and Development Conference, 8-9 March, 2021, URL

The MOOC “Open Badges for Open Science” is one of the three MOOCs developed in the OBERRED project and is available for free on the European MOOC platform EMMA under this link:

We have designed this MOOC in a small team with my students at Beuth University (Alexander Clausen, Aaliyah Sarauer, Ebru Okatan) and the support of the project colleagues as part of the Erasmus+ project called  Open Badge Ecosystem for the Recognition of Skills in Research Data Management and Sharing – OBERRED –

Ebru Okatan, the co-author of the first paper, is one of my students who have worked on the design and the delivery of the MOOC including the facilitation of the MOOC in the tutor at three Levels (Lessons) following the Five Stages Model of E-Moderation by Gilly Salmon.

Structure and facilitators of the MOOC “Open Badges for Open Science”

Alexander Clausen and Aaliyah Sarauer, the co-authors in the second paper are students who designed the interactive MOOC content using the H5P authoring tool. Here is a preview of some of the H5P content from the MOOC:

In the MOOC “Open Badges for Open Science” we issue Open Badges for the successful completion of each level and for the project assignment at the end of the MOOC using the Badgr platform:


Wearable Enhanced Learning (WELL) at the Learning Ideas Conference 2021 in NY

It was a pleasure to give a keynote and facilitate a workshop on Wearable Enhanced Learning (WELL): Trends, Opportunities, and Challenges at the Learning Ideas Conference 2021 in New York (USA), which tool place online this year due to the pandemic. The Learning Ideas Conference originated as the International Conference on E-learning in the Workplace (ICELW) and was founded by David Guralnick, Ph.D in 2008 to bring together researchers and practitioners from around the world.

My keynote addressed trends, opportunities and challenges of wearable enhanced learning, for which we coined the acronym WELL to describe the potential of wearable technologies to support seamless learning and to contribute to well-being also in the context of learning. In my keynote I provided an overview of wearable sensors and devices which can be used to enhance learning and presented selected case studies from the edited Springer book on Wearable Enhanced Learning (Eds. Buchem, Klamma & Wild) which we published as part of the activities in our Special Interest Group – SIG WELL – at the European Association of Technology Enhanced Learning.

In the workshop we brainstormed ideas about how to use wearable technologies for social impact. We have come up with a few exciting ideas in the realm of work-based learning, communication, education, parenting and even helping homeless people.

Here are some links to the recordings that have been done prior and during the conference:

Gamification in AR/VR/MR Exergames

“Exergaming relies on technologies that track user body movements and vital parameters such as the heart rate. Exergames in virtual and mixed reality use different types of sensors and inputs to engage the users in an immersive gameplay and to provide real time feedback on performance, e.g. cameras, remote controls, wearable trackers and gym equipment with sensors. This section presents the case study of mixed reality exergames from the BewARe project.”

Buchem, I. Vorweg, S., Stamm, O., Hildebrandt, K., Bialek, Y. (2021). Gamification in Mixed-Reality Exergames for Older Adult Patients in a Mobile Immersive Diagnostic Center: A Pilot Study in the BewARe Project. In: Economou, D.; Peña-Rios, A.; Dengel et al. (Eds). Proceedings of the 7th International Conference of the Immersive Learning Research Network (iLRN 2021), pp. 139-146. URL:

Our paper for the iLRN2021 Conference from the bewARe project presents an immersive system for physical training of older adult patients with hypertension with a set of gamified mini-exergames guided by an anthropomorphic virtual agent in a mixed-reality environment.

The bewARe project is a three-year research and development project founded by the German Federal Ministry of Education and Research (BMBF) as part of the program Interactive systems in virtual and real spaces – innovative technologies for a healthy life.

The paper outlines related work, presents the mixed-reality system design in the bewARe project, the gamification design of the mini-exergames and the pilot study with older adult patients. The study results address the key research question of how older adult users perceived the mixed reality interaction design and which gamification elements contributed to the positive user experience of older adult patients in the three mini-exergames. The paper ends with the discussion of potentials and challenges of gamification in mixed-reality exergames with focus on older adult users and recommendations for further research.

It was great to present the paper in the virtual campus as an avatar (see pictures below).

You can view my slides here:

Digital Skills Workshop Proceedings DeLFI2020

We have been organising digital skill workshops as part of the DeLFI Conference for three years now in different teams. In 2020 we organised the third workshop titled “Digital Skills Workshop: Modelling, Capturing, Cataloguing, Processing and Certification”. The focus of the third workshop was on the scientific challenges in the modelling of semantic competence definitions.

Some of the workshop contributions addressed digital credentials such as Open Badges as an answer to some of the drawbacks of traditional certificates such as incompatibility for machine processing and semantic search as well as an impediment in digitisation of education on all levels including certification. Some of the key contributions touched upon skill matching and skills intelligence through application of ontologies and semantic technologies, as well as different forms of competency modelling.

You can view all publications from the DeLFI2020 workshop on digital skills in the DeLFI2020 workshop proceedings.

Special issue on: Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency

I am happy to share our Open Access IxD&A Special issue on: Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency:

IxD&A Special Issue on Ownership in Technology-Enhanced Learning

Here is an extract from the Preface, where we give the background information about the concept of psychological ownership:

“Psychological ownership is a concept describing a relationship between a person and an object in which the object is experienced as “connected with the self” (Wilpert, 1991) and/or becomes a part of an “extended self’ (Dittmar, 1992). Psychological ownership in context of learning and education is rooted in Self-Regulated Learning, SRL (Zimmerman & Schunk, 2001) and has been viewed as an essential component in the development of metacognitive and critical thinking skills (Honebein, Duffy & Fishman, 1993). Psychological ownership has received increased attention in different fields of research, including organisational development and leadership, education and consumer behaviour (Van Dyne & Pierce, 2004; Jeswani & Dave, 2011). A number of authors have addressed the links between psychological ownership and self-identity, self-adjustment, accountability, sense of belonging and citizenship (Pierce, Kostova & Dirks, 2001; Van Dyne & Pierce, 2004). Psychological ownership has been viewed as a positive resource for attitudes (e.g. higher commitment, responsibility), self-esteem, self-efficacy, motivation, accountability, performance and self-identity (Avey, et al., 2009; Pierce, Kostova & Dirks, 2001; Pierce, Kostova & Dirks, 2003; Van Dyne & Pierce, 2004). The theory of psychological ownership considers ownership as a multi-dimensional construct encompassing (1) sense of responsibility, (2) sense of identity, (3) sense of accountability, (4) sense of self-efficacy and (5) sense of belongingness (Pierce Kostova & Dirks, 2001).”

For references, check the Preface.

Table of Contents


Ilona Buchem, Gemma Tur, Jesus Salinas

pp. 5 – 14,  download

Victoria I. Marín, Bárbara de Benito, Antònia Darder

Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review, pp. 15 – 49,  abstract ,  download

Linda Castañeda, Gemma Tur

Resources and Opportunities for Agency in PLE-Related Pedagogical Designs , pp. 50 – 68, abstract ,  download

Virginia Rodés-Paragarino, Adriana Gewerc-Barujel

Ownership and Agency in the adoption of Open Educational Resources , pp. 69 – 86, abstract ,  download

Elena Barberà, Iolanda Garcia, Marcelo Fabián Maina

Fostering psychological ownership in MOOC through a self-regulation design layer , pp. 87 – 111,  abstract ,  download

Ilona Buchem, Gemma Tur, Tobias Hoelterhof

The role of learner control and psychological ownership for self-regulated learning in technology-enhanced learning designs, pp. 112 – 132,  abstract ,  download

Eva Durall, Marjo Virnes, Teemu Leinonen, Begoña Gros

Ownership of learning in monitoring technology, pp. 133 – 154,  abstract ,  download

Kamakshi Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, Fien Depaepe

Designing personalized learning support for K12 education, pp. 155 – 176,  abstract ,  download

Invitation to MOOCs and OERs in the OpenVM Learning Hub

In the last three years I have been coordinating the Open Virtual Mobility project (abbreviated: OpenVM) which is a three year (2017-2020) strategic partnership for innovation and the exchange of good practices funded by the European Erasmus+ program of the European Commission.

One of the key outcomes of the Open Virtual Mobility project is the OpenVM Learning Hub, an online learning environment for the development, assessment and recognition of virtual mobility skills in higher education.

The OpenVM Learning Hub hosts a set of eight mini-MOOCs, in each of the eight competency areas. Each mini-MOOC is dedicated to a specific competency cluster needed for successful engagement in virtual mobility. In each mini-MOOC the learner can study at one of three levels: Foundations, Intermediate and Advanced.

Learners in OpenVM MOOCs receive shareable digital proof of the skills developed in mini-MOOCs in the form of digital credentials. OpenVM Credentials are based on the Open Badges standard (version 2.0). All available badges are listed on our partner Bestr website:

The OpenVM Learning Hub also includes a repository of Open Educational Resources (OERs), which is also available at the project website. Additionally, the OpenVM Learning Hub offers a marketplace in which students and teachers can share information about their own offers with others and look for available virtual mobilities, as well as open virtual mobility activities and programs.

Our partnership invites higher education teachers and students to use OpenVM MOOCs and OERs in the OpenVM Learning Hub to support existing or new curricula and/or to recommend OpenVM MOOCs and OERs to students for self-learning.

OpenVM MOOCs have been developed to support virtual mobility, especially in context of open education, but can be also used in other educational contexts, since the skills they support are applicable in many different areas.

Learners (teachers and students in higher education) can develop competencies in the following eight areas / MOOCs:

  1. Media and digital literacy 
  2. Active self-regulated learning skills 
  3. Autonomy-driven learning 
  4. Networked learning 
  5. Intercultural skills and attitude 
  6. Interactive and collaborative learning in an authentic international environment 
  7. Open-mindedness 
  8. Open virtual mobility knowledge

You can find out more about our project and our offer in the OpenVM Learning Hub in our brochure:

Click to access OpenVM-Erasmus-brochure.pdf

Making competencies visible with Open Badges

Our final report on “Making competencies visible with Open Badges” (in German and English) is online and I am happy to share this result of our joint work which we have conducted in 2018-2019 in the HFD Community Working Group “Competence Badges”.

The authors of the report are:

We also have two reviews with big thanks to your colleagues:

Here is a short excerpt from our reports to give you an idea about what it is about:

“The HFD Community Working Group Competence Badges 2 on digital credentials of competence was established in 2018 to sound out the opportunities and obstacles in the implementation of digital credentials of competence on the basis of open badges.

The group’s work was based on these six key questions:

  1. What knowledge do potential users (including employers) already have of digital credentials of competence based on open badges?
  2. What acceptance is given to this instrument and how is its usefulness assessed as an alternative form of certification or recognition?
  3. What are the common challenges related to the transition from higher education to the labour market?
  4. Can higher education institutions also meet the demand for continuing education among
    employees? What role would they have here?
  5. How do potential users (including employers) assess the effectiveness of formal qualifications and the scope for considering alternative or supplementary certificates or competence recognition instruments?
  6. What role can universities play in the implementation and quality assurance of alternative
    or supplementary digital credentials of competence?

In order to approach these questions in a constructive and concrete manner, a total of five rounds of talks were held with selected experts and stakeholders in Germany and abroad in 2018. On the basis of the results, three concrete scenarios were developed for the use of digital credentials of competence on the basis of open badges to facilitate transitions from higher education to the world
of work, i.e. a minimum scenario (MinS), a medium scenario (MedS) and a maximum scenario (MaxS).”

You are welcome to share the report and drop us a comment!

You can also read an interview and a podcast with me at Deutschlandfunk (DLF): 

Short link to this blogpost:

Perspectives on Wearable Enhanced Learning (WELL) Current Trends, Research, and Practice

Perspectives on Wearable Enhanced Learning (WELL) Current Trends, Research, and Practice.

We are delighted and proud to inform you that our Springer book Perspectives on Wearable Enhanced Learning (WELL) edited by Ilona Buchem, Ralf Klamma and Fridolin Wild has recently just published and is available online!

The book has altogether 21 chapters related to various aspects of Wearable Enhanced Learning and organised into seven parts:

  1. The Evolution and Ecology of Wearable Enhanced Learning
  2. The Topography of Wearable Enhanced Learning
  3. Technological Frameworks, Development and Implementation
  4. Pedagogical Frameworks and Didactic Considerations
  5. Design of User Experience
  6. Research and Data
  7. Synopsis

Start exploring with the opening chapter which provides an introduction to the field of Wearable Enhanced Learning (WELL):

“Wearable enhanced learning (WELL) is an emerging area of interest for researchers, practitioners in educational institutions, and companies. Also many grassroots movements are providing new sensors, devices, prototypical concepts, and learning solutions for WELL. Deeply rooted in the traditions of technology enhanced learning (TEL), such as self-regulated learning and mobile learning, WELL has been generating new challenges and opportunities in the field.” (Buchem, Klamma & Wild, 2019)*.

*Buchem, I.; Klamma, R. & Wild, F. (2019). Introduction to Wearable Enhanced Learning (WELL): Trends, Opportunities, and Challenges. In I. Buchem, R. Klamma & F. Wild (Eds.) Perspectives on Wearable Enhanced Learning (WELL). Current Trends, Research, and Practice. Springer Nature Switzerland, URL

We would like to thank all the authors for your valuable contributors to this book and in consequence to the field of Wearable Enhanced Learning (WELL). Thank you for your collaboration on this joint and exciting project!

We hope all readers of the book will be informed and inspired for their own research and development in the field of Wearable Enhanced Learning (WELL).

Please connect with us for future projects and publications!

Also visit the website of our Special Interest Group at the European Association of the Technology Enhanced Learning.

Ilona Buchem @mediendidaktik, Ralf Klamma @klamma and Fridolin Wild @fwild

Perspectives on Wearable Enhanced Learning (WELL) Current Trends, Research, and Practice

Perspectives on Wearable Enhanced Learning (WELL)
Current Trends, Research, and Practice

Mobile Learning Compendium 2018

Mobile Learning Compendium / Handbuch Mobile Learning edited by Claudia de Witt and Christina Gloerfeld from FernUniversitaet in Hagen was published  in 2018 by Springer and is a comprehensive handbook with 45 chapters in German (1015 pages!) dedicated to a large spectrum of aspects related to mobile learning.

It is an impressive collection divided into five thematic sections with a number of subsections:

  1. Foundations and State of the Art
    • Changes in learning and teaching through mobile learning
    • Technological foundations
    • Data protection and copyrights
  2. Theoretical Underpinnings
  3. Didactical Design and Implications
    • Conditions
    • Planing and conception
    • Design and implementation
    • Evaluation and management of mobile learning
  4. Mobile Learning in Educational Contexts
    • School Education
    • Higher Education
    • Vocational Education
  5. Future of Mobile Learning

I am very glad to have been part of this project and to have contributed a chapter titled “Changes in Didactics through Mobile Learning” in the first part of the book.

You can find out more about the Mobile Learning Compendium / Handbuch Mobile Learning 2018 on Springer website:


Designing a Collaborative Learning Hub for Virtual Mobility Skills

I have been coordinating a new European project called Open Virtual Mobility (Erasmus+ strategic partnership, 2017-2020) and presented about the design of the collaborative learning hub for virtual mobility skills which we have been developing in the project at the Human Computer Interaction International Conference, 15-20 July 2018 in Las Vegas, USA.

Our paper was published in the Conference Proceedings published by Springer. Here is the abstract:

“Higher education faces high requirements and challenges in today’s global world, including internationalisation as a response to globalisation. Virtual Mobility (VM) has a great potential to contribute to the internationalisation, innovation and inclusion in higher education. While it is feasible to encourage outward and inward student and faculty mobility, the main limitations include high costs of travelling and living in a foreign country, diverse socio-economic, health-related and even political issues. These barriers can be reduced by adding virtual components to mobility programs and actions (e.g. virtual seminars, virtual labs, virtual internships). This paper presents an approach for designing a collaborative learning hub for promoting VM Skills of educators and students in the European Higher Education Area. The VM Learning Hub assists to enhance the Virtual Mobility readiness of higher education institutions, educators and students through achievement, assessment and recognition of VM skills. This paper introduces the concept and the architecture of VM Learning Hub – a Collaborative and Personal Learning Environment with embedded technologies for innovative forms of skill attainment (open education, gamification), skill assessment (test-based and evidence-based e-assessment), skill recognition (open credentials, linked data) and collaboration (based on algorithm-based matching of learning groups).”

You can read our paper titled Designing a Collaborative Learning Hub for Virtual Mobility Skills. Insights from the European Project Open Virtual Mobility. (Authors: Ilona Buchem, Johannes Konert, Chiara Carlino, Gerard Casanova,
Kamakshi Rajagopal, Olga Firssova, Diana Andone) by following this Springer link:


And you can view the presentation slides on SlideShare: