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The first result is that if schools cannot select students based upon their ability, then a free market is indeed efficient and encourages entry by high productivity schools. To this it adds one ingredient: school reputation in the spirit of Holmstrom (1982). This paper explores this issue by building a tractable model in which rational individuals go to school and accumulate skill valued in a perfectly competitive labor market. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 793317.Abstract: Friedman (1962) argued that a free market in which schools compete based upon their reputation would lead to an efficient supply of educational services. To achieve the research objectives, framed as educational design research, this research involves two iterations of intervention in MOOC contexts, involving close collaboration with MOOC instructors. Third objective is to support the MOOC students’ learning and performance through timely provision of feedback and to identify the role of students’ background and learning characteristics.

First one is to develop guidelines for enabling effective feedback exchange among MOOC learners and use these guidelines to design an intelligent peer feedback system called Second objective is to advance current knowledge on MOOC learners’ engagement in feedback exchange by exploring their activities in and experiences of using examining the impact of the guidelines (embodied in and identifying the influential factors. This project comprises three research objectives. This project aims to advance the understanding of feedback phenomenon at massive learning scale and improve the current MOOC practice in this regard. Thus, feedback, which is imperative to learning, is troublesome in MOOCs. As a result, MOOC learners cannot receive feedback on their progress/work to improve and complete the course. The dropout of learners with limited or no background is inevitable as instructors cannot monitor every student and provide timely formative feedback and guidance tailored to their unique needs. MOOCs can be freely accessed by millions around the world via a valid Internet connection however not every individual accessing MOOCs equally benefits from them. Massive Open Online Courses (MOOCs) offer high quality education from the worlds' top universities in a wide range of areas. The LA ‘accompanies’ the CA component, records several of the interactions happening in agent-enhanced chat rooms and provides to both instructors and learners visualized feedback relevant to their participation, interaction and contribution in these agent-enhanced chat activities.

Learning benefits are expected to occur when peers explicate their thinking and domain understanding trying to collaboratively answer the questions that the agent poses to the group. In essence the CA component mediates the communication between MOOC instructor (the ‘human intelligence’ part) and the MOOC learners by embedding a teacher configured agent (the ‘artificial intelligence’ part) to trigger peer discussions (agent-enhanced chat rooms). The CA component can be embedded in MOOCs chat room where it is activated by peer discussion and poses domain relevant questions to peers thus further triggering and facilitating productive forms of dialogue. The CA component is highly innovative (no other such tool has been reported in the literature) in the sense that the agent ‘intelligence’ (the domain model) is built up by MOOC teachers themselves.

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đ) A conversational agent (CA) software component. In the context of the project the above question is operationalized as follows: The project focuses on MOOCs and produces two innovative tools (software services) that can be embedded in MOOCs platforms. The colMOOC project poses the general question of “how we can combine human and artificial intelligence in order to produce smart elearning products that have beneficial impact on collaborative learning settings”.

Academic partners are experts in the above domains while the business partners are active in the elearning industry offering online learning courses mostly in the MOOCs format (Massive Open Online Courses). Short project overview: the ‘colMOOC’ project builds a knowledge alliance between the academic and the business sector partners in the broader field of elearning and computer-supported collaborative learning.

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