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:


MOOC Fellowship

Massive Open Online Courses (MOOCs) have been recently gaining a lot of attention and publicity. We have seen different MOOC models evolve based on different underpinnings and motivations (e.g. cMOOC vs.xMOOC) and different stakeholders earmarking their positions in the MOOC universe (e.g. higher education, non profit, for profit and venture capital). The MOOC idea seems to be becoming part of the new global learning culture with pioneer projects from Canada & USA spurring related initiatives in other parts of the world (e.g. #OPCO12 or #MMC13 in Germany). The MOOC Production Fellowship contest initiated in Berlin (Germany), follows this international trend:

“The contest seeks to identify ten innovative concepts for massive open online courses (MOOCs). Fellows will receive funding as well as assistance with course production. Stifterverband and iversity hope to raise awareness for the tremendous potential of digital technology in education and seek to activate a process of creative adaptation within the academic community.”

To me this seems be a great opportunity to embed the MOOC idea in existing university structures, at the same time opening doors to participants from around the world and bringing together students, practitioners and experts. I have invited colleagues from Sweden – Rick Middel (University of Gothenburg) and Bert-Ola Bergstrand (Socialt Capital Forum NGO) to join forces in a cross-national collaboration dedicated to Digital Economy and Social Innovation, in this way combining expertise to create a transdisciplinary MOOC.

The “Digital Economy and Social Innovation” MOOC addresses several topics, among others:

  1. Defining digital economy, social innovation, social entrepreneurship and sustainability.
  2. Understanding new models of digital economy and sustainable social change.
  3. Building capacity and social relations for social innovation in the digital economy.
  4. Organizing and funding social innovation, measuring social impact.
  5. Growth and scaling social ventures, bottom of the pyramid.
  6. Current research on digital economy and social innovation.

Our collaboration is based on the “bridging concept”, i.e. bridging between (i) learning contexts (especially between formal learning in higher education and informal learning in global networks); (ii) learning input (especially between theoretical input coming from university professors and input from the field coming from social innovation practitioners); (iii) course participants (enhancing interaction between higher education professors and students and practitioners to get involved in social innovation in digital economy).

You can find out more about our MOOC idea on the submission page. If you like it, give us your “vote”. As the contest is based on the public voting, the courses with most votes “win”. Thank you for supporting us!

Here is our intro video: