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:


Open Badges in India

This March I had an opportunity to visit the Staff Training and Research Institute of Distance Education (STRIDE) at the Indira Gandhi National Open University (IGNOU) in New Delhi,  India. I was invited to give a workshop on Open Badges as part of the STRIDE activities at IGNOU. IGNOU is one of the largest universities in the world and is also known as “The People’s University”. STRIDE was set up in 1993 as a training and research institute for distance education in the South Asian Region. STRIDE has developed a number of training materials related to Open and Distance Education und runs the Indian Journal of Open Learning (IJOL) published by Indira Gandhi National Open University.

It was very interesting for me to learn about Open Education and Open Badges activities at IGNOU and I was delighted to share the experience on Open Badges from Europe including Germany. Here is a short press release from the Times of India (21st March 2017) about the workshop on Open Badges at IGNOU titled “IGNOU Creates Awareness On Digital Certificates”.

I am very grateful for this experience and thankful to the STRIDE team, especially Prof. Prabir K. Biswas (Director), Dr. G. Mythili (Deputy Director) and Prof. PR Ramanujam (former Pro-Vice-Chancellor of IGNOU) for a truly warm welcome, superb organisation and open sharing of ideas around Open Education.

Now I am looking forward to the presentation of Dr. G. Mythili (Deputy Director) of STRIDE/IGNOU activities on Open Badges in the Open Badges MOOC we run in the Open Badge Network, founded under the ERASMUS+ grant. More details will follow soon on the Open Badge Network portal:

Here is the link to my slides on Open Badges from the IGNOU workshop:

PLE and Smart Cities

As the guest editor of the first Special Issue of eLearning Papers on Personal Learning Environments with best papers from the PLE Conference 2013: Learning and Diversity in the Cities of the Future / 10-12 July 2013 Berlin & Melbourne, I am glad to announce that the whole Special Issue and the single articles are available online and can be downloaded as open access under the Creative Commons Attribution-NonCommercial-NoDerivativeWorks 3.0 Unported License here:


Here is the list of articles:

Thank you to all authors and to the editorial team of eLearning Papers for swift collaboration on this Special Issue!

Open Access Book (L3T)

L3T is an open access book on learning and teaching with new technologies. The L3T project is run by Sandra Schoen & Martin Ebner and the L3T book is an open access book written in German and published under the Creative-Commons-Licence CC-BY SA. It is a great idea and beacon project in many respects. Here are some reasons why:

  • Book chapters are written individually or collaboratively by various authors, including academics and practitioners, bringing in different insights and perspectives.
  • The book is created on a honorary basis of all people involved. A passionate community has involved around the project in the last 2 years.
  • Contributors to the book can work remotely (e.g. some groups use GoogleDocs, some EtherPad based applications to work on texts).
  • Contributors can also collaborate on the spot, e.g. this year editing camps – L3T-Camps –  took place in different cities in Germany and Austria.
  • The single L3T chapters can be downloaded for free and used as Open Educational Resources (OER) for example in higher and secondary education, and beyond.
  • The L3T can be used on mobile devices, e.g. smartphones, tablets, in an interactive way, e.g. making notes, highlighting and bookmarking (see: L3T mobile apps).
  • The project follows a hybrid model of financing, i.e. all digital chapters can be downloaded for free, while the print version can be purchased as a regular book with altogether 592 pages (see: epubli online shop).
  • Everyone can support the L3T for example by donating or sponsoring a book chapter (see: L3T support).
  • And last but not least: The L3T book homepage has an integrated analytics tool, where you can see the number of downloads per chapter (see: L3T analytics).

I have had a privilege of contributing to this exciting project in its first edition in 2011 and the second edition in 2013. The second edition of L3T was written by 250 authors and completed just a few weeks ago, resulting in a textbook  with 59 chapters on a wide range of topics related to technology-enhanced learning (TEL) (see all chapters here).

The 2013 edition includes among others the updated collaborative chapter on blogging and microblogging in education and my new chapter on digital diversity and divide, which I am looking forward to extending in the future editions of the L3T book. Therefore, it would be great to receive your opinions and recommendations for extending the current version of these chapters. Please just drop me a line – thanks.

L3T Diversität und Spaltung