There are two main types of MOOCs: xMOOCs and cMOOCs. xMOOCs follow a more behaviorist approach using video presentations and automated testing to check student understanding. They focus on concise video content and getting students to apply knowledge. cMOOCs are based on connectivist learning theory and emphasize connected, collaborative learning through discussion forums and peer interaction to discuss ideas and questions.
This document provides an overview of MOOCs (Massive Open Online Courses) including their history, meaning, and examples of popular MOOC platforms. It explains that MOOCs were first coined in 2008, are free online courses designed for large numbers of students, and while they may not offer academic credits, can enable certification or further studies. It also summarizes some key details about Coursera, edX, and Udacity - three major MOOC providers.
MOOCs (Massive Open Online Courses) allow unlimited participation and open access to online course content. They can be used by university students, in companies for work, and in schools to make learning more creative. Benefits include expanding knowledge, increasing access, and engaging faculty with technology. Advantages are easy access, meaningful classes, and sharing of cultural perspectives. Challenges include low completion rates and inexperience of instructors in online teaching. The purpose of MOOCs is to increase access to education and reduce costs while improving teaching and learning. Quality is difficult to define as requirements differ between institutions, employers, educators and learners. MOOCs benefit lifelong learners, providers, those needing extra tutoring,
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
1. MOOCs are seen as the third digital revolution in higher education, following e-learning in the early 2000s and open educational resources in 2007.
2. As with previous digital innovations, MOOCs have led to debates around quality as they relate to technological changes, shifts in teaching and learning culture, and questions of quality assurance and innovation strategies.
3. There are many open questions around how to define and measure quality in MOOCs, including what criteria and metrics should be used and whether factors like course size, completion rates, or learner experiences are appropriate measures.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs as free online courses designed for large numbers of students from various locations. While they do not provide credits, MOOCs provide education opportunities. The document outlines the history and types of MOOCs, including cMOOCs and xMOOCs. It also discusses the benefits and downsides of MOOCs, as well as example fields and topics that can be taught using MOOCs, such as tourism.
There are two main types of MOOCs: xMOOCs and cMOOCs. xMOOCs follow a more behaviorist approach using video presentations and automated testing to check student understanding. They focus on concise video content and getting students to apply knowledge. cMOOCs are based on connectivist learning theory and emphasize connected, collaborative learning through discussion forums and peer interaction to discuss ideas and questions.
This document provides an overview of MOOCs (Massive Open Online Courses) including their history, meaning, and examples of popular MOOC platforms. It explains that MOOCs were first coined in 2008, are free online courses designed for large numbers of students, and while they may not offer academic credits, can enable certification or further studies. It also summarizes some key details about Coursera, edX, and Udacity - three major MOOC providers.
MOOCs (Massive Open Online Courses) allow unlimited participation and open access to online course content. They can be used by university students, in companies for work, and in schools to make learning more creative. Benefits include expanding knowledge, increasing access, and engaging faculty with technology. Advantages are easy access, meaningful classes, and sharing of cultural perspectives. Challenges include low completion rates and inexperience of instructors in online teaching. The purpose of MOOCs is to increase access to education and reduce costs while improving teaching and learning. Quality is difficult to define as requirements differ between institutions, employers, educators and learners. MOOCs benefit lifelong learners, providers, those needing extra tutoring,
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
1. MOOCs are seen as the third digital revolution in higher education, following e-learning in the early 2000s and open educational resources in 2007.
2. As with previous digital innovations, MOOCs have led to debates around quality as they relate to technological changes, shifts in teaching and learning culture, and questions of quality assurance and innovation strategies.
3. There are many open questions around how to define and measure quality in MOOCs, including what criteria and metrics should be used and whether factors like course size, completion rates, or learner experiences are appropriate measures.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs as free online courses designed for large numbers of students from various locations. While they do not provide credits, MOOCs provide education opportunities. The document outlines the history and types of MOOCs, including cMOOCs and xMOOCs. It also discusses the benefits and downsides of MOOCs, as well as example fields and topics that can be taught using MOOCs, such as tourism.
This document discusses MOOCs (Massive Open Online Courses). It begins by defining MOOCs and providing a brief history, noting the first MOOC in 2008 had 2,200 students. It describes the two main types of MOOCs - cMOOCs which emphasize connections and xMOOCs which are structured like traditional courses. The document also outlines how to access MOOCs, courses commonly offered, advantages like flexibility and lifelong learning, and disadvantages like lack of interaction and potential distractions. It concludes by stating the author's interest in biology and life science topics like the brain, genetics and human body systems.
Introduction to MOOCs and internationalisation (MID2017)EADTU
The document discusses using MOOCs and open education to internationalize higher education. It outlines the SCORE2020 project which aims to support regional expertise centers for developing and using MOOCs. The project will exchange expertise between partner countries like Norway, France, and the Netherlands to develop a common approach. The document then discusses how MOOCs, open educational resources, and open educational practices can provide innovative formats for degree education, continuous education, and open education on an international scale. Barriers to learning should be removed to provide students opportunities for success through open education.
Educators' practices changed when developing and teaching a Massive Open Online Course (MOOC) on their interdisciplinary field. Before the MOOC, educators had a nascent understanding of open educational resources (OER) and saw MOOCs primarily increasing access. After teaching, educators reflected on structuring content and fostering online learning communities. They also planned to incorporate MOOC insights, like community-building, into traditional courses. The MOOC experience prompted educators to reconsider their teaching practices.
Open education and MOOCs: a quick assessment from late 2013Bryan Alexander
Very brief talk on open education and MOOCs, for the
Midwestern Higher Education Compact's 9th Annual Policy Summit:
http://www.mhec.org/events/9th-annual-policy-summit
Qualität von MOOCs - Folien zum GMW Workshop mit Rolf Schulmeister, Claudia B...Ulf-Daniel Ehlers
The document discusses quality criteria for MOOCs based on a project called "The MOOC Quality Project". It provides 10 recommendations for ensuring quality in MOOCs based on the results of the project. The recommendations include having a clear target audience in mind, being aware of how different groups may interact in a MOOC, defining the context and purpose of a MOOC, using peer-to-peer learning approaches, leveraging massive participation through social learning tools, recognizing that MOOCs encourage optional learning, allowing for choice-based learning, and understanding the disaggregation of learning and assessment with MOOCs.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
This document summarizes a study on the development and implementation of open textbooks at Thompson Rivers University Open Learning. It finds that there is no single approach, as multiple factors need to align, including institutional support, willing faculty authors, available open resources, and sustainability planning. While open textbooks allow for improved currency and collaboration, they also present challenges to version control, distribution, developing for reuse, and long-term funding. Further research is needed to understand how open textbooks are being used over time and identify sustainable business models.
This document discusses quality issues related to massive open online courses (MOOCs). It addresses several challenges, including business models, recognition of learning, and quality of open curricula. Several recommendations are provided to help address quality in MOOCs, such as being clear about course goals and contents, using peer-to-peer learning approaches, and allowing for choice-based learning that does not require completion of the entire course. The document advocates for quality approaches like self- and peer-assessment to account for the open and diverse nature of MOOC learners and contexts.
The document discusses a study evaluating Massive Open Online Courses (MOOCs). It provides background on the emergence of MOOCs and different types (cMOOCs and xMOOCs). The study evaluated two MOOCs on the University of Leicester's FutureLearn platform using surveys, interviews, and analytics. Key findings included that over 50% of participants had prior MOOC experience, most visited courses a few times per week, and 91% had a positive experience. Recommendations focused on strategic course selection, learner support, analytics use, and exploring business models.
MOOCs stand for Massive Open Online Courses. They are online courses aimed at unlimited participation via the internet, providing videos, readings, problem sets and interactive forums to help build a community. The term came into use in 2008 and early MOOCs emphasized open access and connectivism. There are three main types of MOOCs: network-based which emphasize social connectivity; task-based which focus on completing tasks and assignments; and content-based which are focused on delivering instructional content.
Presentation with statements of important aspects and dimensions of MOOC research, as presented during Internal MOOC Confertence, Capri (http://www.di-arezzo.fr/partition/partition+classique/p%C3%A9dagogie+instrumentale/partition-pour-fl%C3%BBte+traversi%C3%A8re/Louis+Drouet/25+Etudes+C%C3%A9l%C3%A8bres/LEDUC00445.html )
Including example of report of macro level Institutional MOOC strategies in Europe ( http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf )
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
MOOC stands for Massive Open Online Course. The document discusses the definition of a MOOC, the types which include connectivist and instructivist approaches, and the historical background including the first MOOC in 2008. MOOC course categories can range from subjects like chemistry to humanities to technology. Course lengths vary from 1 week to 52 weeks, with estimated student effort being 1-20 hours per week. The author's main field of interest in MOOCs is project management basics.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
The document discusses MOOCs (Massive Open Online Courses) and potential uses of MOOCs. It provides an overview of a seminar on using MOOCs, including definitions of key MOOC concepts and categories of MOOCs. Six potential uses of MOOCs are described: as open educational resources, as part of prescribed tasks, in flipped classrooms, for bridging purposes, as wrapped courses with facilitation, and through partnerships. Examples and survey results from participants are given regarding experiences with and recommendations of MOOCs.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
This document discusses MOOCs (Massive Open Online Courses). It begins by defining MOOCs and providing a brief history, noting the first MOOC in 2008 had 2,200 students. It describes the two main types of MOOCs - cMOOCs which emphasize connections and xMOOCs which are structured like traditional courses. The document also outlines how to access MOOCs, courses commonly offered, advantages like flexibility and lifelong learning, and disadvantages like lack of interaction and potential distractions. It concludes by stating the author's interest in biology and life science topics like the brain, genetics and human body systems.
Introduction to MOOCs and internationalisation (MID2017)EADTU
The document discusses using MOOCs and open education to internationalize higher education. It outlines the SCORE2020 project which aims to support regional expertise centers for developing and using MOOCs. The project will exchange expertise between partner countries like Norway, France, and the Netherlands to develop a common approach. The document then discusses how MOOCs, open educational resources, and open educational practices can provide innovative formats for degree education, continuous education, and open education on an international scale. Barriers to learning should be removed to provide students opportunities for success through open education.
Educators' practices changed when developing and teaching a Massive Open Online Course (MOOC) on their interdisciplinary field. Before the MOOC, educators had a nascent understanding of open educational resources (OER) and saw MOOCs primarily increasing access. After teaching, educators reflected on structuring content and fostering online learning communities. They also planned to incorporate MOOC insights, like community-building, into traditional courses. The MOOC experience prompted educators to reconsider their teaching practices.
Open education and MOOCs: a quick assessment from late 2013Bryan Alexander
Very brief talk on open education and MOOCs, for the
Midwestern Higher Education Compact's 9th Annual Policy Summit:
http://www.mhec.org/events/9th-annual-policy-summit
Qualität von MOOCs - Folien zum GMW Workshop mit Rolf Schulmeister, Claudia B...Ulf-Daniel Ehlers
The document discusses quality criteria for MOOCs based on a project called "The MOOC Quality Project". It provides 10 recommendations for ensuring quality in MOOCs based on the results of the project. The recommendations include having a clear target audience in mind, being aware of how different groups may interact in a MOOC, defining the context and purpose of a MOOC, using peer-to-peer learning approaches, leveraging massive participation through social learning tools, recognizing that MOOCs encourage optional learning, allowing for choice-based learning, and understanding the disaggregation of learning and assessment with MOOCs.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
This document summarizes a study on the development and implementation of open textbooks at Thompson Rivers University Open Learning. It finds that there is no single approach, as multiple factors need to align, including institutional support, willing faculty authors, available open resources, and sustainability planning. While open textbooks allow for improved currency and collaboration, they also present challenges to version control, distribution, developing for reuse, and long-term funding. Further research is needed to understand how open textbooks are being used over time and identify sustainable business models.
This document discusses quality issues related to massive open online courses (MOOCs). It addresses several challenges, including business models, recognition of learning, and quality of open curricula. Several recommendations are provided to help address quality in MOOCs, such as being clear about course goals and contents, using peer-to-peer learning approaches, and allowing for choice-based learning that does not require completion of the entire course. The document advocates for quality approaches like self- and peer-assessment to account for the open and diverse nature of MOOC learners and contexts.
The document discusses a study evaluating Massive Open Online Courses (MOOCs). It provides background on the emergence of MOOCs and different types (cMOOCs and xMOOCs). The study evaluated two MOOCs on the University of Leicester's FutureLearn platform using surveys, interviews, and analytics. Key findings included that over 50% of participants had prior MOOC experience, most visited courses a few times per week, and 91% had a positive experience. Recommendations focused on strategic course selection, learner support, analytics use, and exploring business models.
MOOCs stand for Massive Open Online Courses. They are online courses aimed at unlimited participation via the internet, providing videos, readings, problem sets and interactive forums to help build a community. The term came into use in 2008 and early MOOCs emphasized open access and connectivism. There are three main types of MOOCs: network-based which emphasize social connectivity; task-based which focus on completing tasks and assignments; and content-based which are focused on delivering instructional content.
Presentation with statements of important aspects and dimensions of MOOC research, as presented during Internal MOOC Confertence, Capri (http://www.di-arezzo.fr/partition/partition+classique/p%C3%A9dagogie+instrumentale/partition-pour-fl%C3%BBte+traversi%C3%A8re/Louis+Drouet/25+Etudes+C%C3%A9l%C3%A8bres/LEDUC00445.html )
Including example of report of macro level Institutional MOOC strategies in Europe ( http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf )
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
MOOC stands for Massive Open Online Course. The document discusses the definition of a MOOC, the types which include connectivist and instructivist approaches, and the historical background including the first MOOC in 2008. MOOC course categories can range from subjects like chemistry to humanities to technology. Course lengths vary from 1 week to 52 weeks, with estimated student effort being 1-20 hours per week. The author's main field of interest in MOOCs is project management basics.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
The document discusses MOOCs (Massive Open Online Courses) and potential uses of MOOCs. It provides an overview of a seminar on using MOOCs, including definitions of key MOOC concepts and categories of MOOCs. Six potential uses of MOOCs are described: as open educational resources, as part of prescribed tasks, in flipped classrooms, for bridging purposes, as wrapped courses with facilitation, and through partnerships. Examples and survey results from participants are given regarding experiences with and recommendations of MOOCs.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
MOOC Tales & Trends discusses the definition and history of MOOCs, including various MOOC platforms, trends in the number of learners and characteristics of typical MOOC learners. It also summarizes research on MOOCs and discusses strategies for European universities engaging with MOOCs, including DCU's ventures into MOOC development. Key challenges and opportunities discussed include ensuring quality, facilitating language learning through MOOCs, and integrating social aspects into the MOOC experience.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
Openness, Online Universities, Moocs and BeyondTerry Anderson
This document summarizes Terry Anderson's presentation on openness, online universities, MOOCs and beyond. It discusses drivers for openness like open scholarship and cost pressures in higher education. It defines different types of MOOCs like cMOOCs, xMOOCs and sMOOCs based on pedagogical approach. The document also discusses challenges MOOCs pose to traditional universities and makes recommendations like using MOOCs to enhance assessment of open learning and as a marketing tool for universities.
MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years. MOOCs make university-level courses available online for free to unlimited participants worldwide. While MOOCs increase access to education, they also face challenges around completion rates, quality assurance, pedagogy, and business models. The document discusses the history and types of MOOCs, issues like certification and privacy, and considerations for participating in or creating a MOOC.
This document provides information about online e-learning platforms and MOOCs (Massive Open Online Courses). It discusses what e-learning and MOOCs are, some examples of popular MOOC providers like Coursera and SWAYAM, and the advantages and disadvantages of using MOOCs for education. The history and objectives of MOOCs are outlined, and different types of MOOCs like xMOOCs and cMOOCs are defined.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
1) The document evaluates MOOCs through a study of the University of Leicester's MOOCs on FutureLearn.
2) Survey findings showed high engagement levels but low tutor contact. Interviews revealed challenges around platform design and managing expectations.
3) A new MOOC classification system is proposed to evaluate MOOCs across dimensions of context, learning, and autonomy.
4) Recommendations include more strategic course selection, leveraging learning analytics, and exploring connections to formal education. MOOCs are seen as disruptive but requiring new pedagogies to realize their potential.
1. MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years, enabled by new online platforms and technologies. MOOCs allow unlimited participation and are typically offered free of charge online.
2. There are different types of MOOCs, with variations in pedagogical approach, level of interaction, and connection to formal learning pathways. Issues around business models, quality, completion rates, certification, and impact on traditional higher education models remain open questions.
3. Participating in a MOOC requires self-direction, digital literacy skills, and a commitment of time that is often underestimated. Institutions developing MOOCs must consider pedagogical design, technical
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
2018-04-24 Presentation at OE Global 2018 in Delft on "How to make MOOCs better for specific target groups and developing countries?" by Christian M. Stracke, OUNL, Carlos Delgado Kloos (UC3M) et al.
Developing World MOOCs - Wrap-up sessionAndrew Deacon
This document discusses perspectives on MOOCs from various participants in an online discussion. It explores reasons why educators might use MOOCs, including extending access to educational resources and experts, supplementing gaps in local provision, and benefitting from other inputs. It also examines research on MOOC design and effectiveness. Key findings from research presented indicate that MOOC participants tend to be well-educated professionals, and that cultural, language and connectivity barriers can affect developing world participation. The discussion advocates designing MOOCs that are relevant to local contexts and exploring how MOOC insights could inform online and classroom learning design more broadly.
The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs as online courses that can be accessed by unlimited participants and do not have strict entrance requirements. The document outlines the history and development of MOOCs and describes the two main types: xMOOCs which are based on traditional course structures, and cMOOCs which emphasize collaboration. It lists several advantages of MOOCs including flexibility, accessibility of top universities, and networking opportunities. Finally, it names some of the largest MOOC platforms including Coursera, edX, Udacity, and FutureLearn.
MOOCs are massive open online courses that make educational content widely available over the internet without cost. They allow for lifelong learning and can be taken by anyone. While MOOCs increase access to education, they also present challenges like making discussion difficult and increasing dropout rates. However, they are free for students and help address issues like overcrowded classrooms. MOOCs have evolved from early open educational resources and radio-based learning from the early 20th century. They are typically connectivist, focused on networking, or instructivist, focused on guided content and assessment.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
The document discusses designing a framework for making use of MOOCs. It begins by defining MOOCs and describing the University of Cape Town's (UCT) MOOCs project goals, which included developing 12 MOOCs to showcase teaching and research. The project encountered experiences like high geographic reach and participation rates. UCT also analyzed MOOC materials licensing and developed a framework for reuse consisting of whole/partial course reuse and materials reuse models. The framework aims to support new pedagogical strategies and opportunities through MOOC creation and adaptation.
This document outlines the agenda and content for a workshop on re-evaluating online teaching. The workshop aims to enable reflection on learning and teaching experiences, articulate characteristics of good learning, and develop strategies for effective course design, evaluation, and sharing of good practices. The agenda includes discussions of what constitutes good learning, the importance of e-learning, emerging technologies, and strategies for collaborative learning and course evaluation. Resources on open educational practices and a taxonomy of MOOCs are also presented and discussed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
4. Sir John Daniel
“Open Education broke open iron triangle of
Access, Cost and Quality that had constrained
Education throughout History and created the
insidious assumptions still prevalent today
that in Education you cannot have Quality
without Exclusivity”
6. •Using MOOC anybody can
learn anything from anywhere
from best in the world at their
own convenience.
•MOOC is an Event.
•xOOC is a generic term where x
= Massive (M) Large (L), Small
(S) or Tiny (T) depending on the
scale of the MOOC
7. •xMOOC focuses on scale,
usually using single platform
and involves open /restricted
license and is the mainstream
MOOC. The focus is acquire
knowledge on a particular
subject domain.
•The c MOOC is self directed
relatively smaller in scale, open
license and can use multiple
platforms. The focus is share,
discover knowledge
8. Various Aspects of MOOC are:
• Learning Resources ( Short
videos, Documents (
Transcripts, presentations etc)
and Metadata
•Interactions,Collaboration,
Connections between students,
teaching assistants and
Teachers
•Identity Management,
Portfolio
9. Various Aspects of MOOC are:
• Assessment, Evaluation
through Assignments, Quizzes
and counter cheating
•Learning Analytics
•Issue of Certificates,
• Event Management of the
whole MOOC
10. Quality Attributes for MOOC
include:
•Scalability (addressing number of users )
•Usability (both for learners and teachers)
•Availability (24X7 Technical Support, Quick
Fault Recovery)
•Performance ( Response Time in Chat)
•Interoperability(one-platform-to- another)
•Configurability
12. MOOCs have
precedence in form
of CBT
(Computer based Tutorials on CDs in 1980s)
Open Courses ( Easy to access,
reduced or no barriers, democratize Higher
Education, Distinct Self Directed Pedagogy, Use of
Print, Broadcast and web media Examples : UK
Open University, IGNOU and about 60 open
Universities)
13. …precedence in form of Online
Courses(Alison, Carnegie Mellon University,
NPTEL. Use of Intranet and Internet, LMS,
Interactions between Learner – Content, Learner –
Mentor/ Instructors, Learner- Learners)
OCW (MIT) 2000, OER, UNESCO, 2002, 2007, COL
UNESCO World OER Congress 2012, Connexions,
MERLOT, UKOU, China Advanced Course, NPTEL,
NOUN in Nigeria
MOOCs Experimentation
( Future learn in UK, Iversity in Germany France Uni
Numerique FUN in France, Venduca in Brazil,
Xuetangx in China, Open to study , Dementia in
Australia)
MOOCs
using eDx, Coursera, Udacity, Web and Mobile
14. MOOC Motivation
•Extending Reach and Access
•Building and Maintaining Brand
(showcasing Faculty Capability, Claim Leadership in
Research, Attract students for on-campus
programs)
•Improving Economics ( Cost saving,
Source of Revenue by platform on hire,
certification and credits)
•Improving Education Outcomes
( Blended classrooms, Flipped classrooms, Instant
Feedback, Improved Course Delivery)
•Innovations
•Research on Teaching and Learning
( Skill Development, test pedagogy strategies)
15. In HE COST is a
important factor,
MOOC can reduce
costs
16. We learnt from Expert
Videos from
MEC, Course Builder,
MITx, NPTEL, Future
Learn, China Online
This helped in
development of Insight
and how MOOCs are
being Experimented
17. MooKIT Platform :
•Short Videos Usage
•How Interactions happen
•Discussion Threads on Topics
•Announcements
•Chats
•Resources
•Easy Navigation
The platform is indeed useful and
we used it to experiment
19. DIY ( Do it Yourself) Video
Requirements : PC with 4-8GB
RAM. External Mike, Tablet
Support, HD Camera
Style: Talking Head Style
Duration : 10 Mins
Software: Camtesia Studio