MOOCs are massive open online courses that are open to unlimited participants, have no fees, and provide limited interaction with instructors. They aim to provide educational opportunities to as many people as possible. MOOCs can be used to explore new pedagogical approaches and share course content between universities. While they do not provide credit, some do offer assessments. There are two main types - cMOOCs that emphasize connective knowledge and xMOOCs that use an instructional approach. MOOCs allow for automated assessment and can benefit learners through open access to education.
Massive Open Online Courses (MOOCs) offer a great opportunity
for learners to enjoy learning despite their location or timing. Nevertheless, motives vary between each student and another. In this workshop paper, we are delighted
to open discussions on why undergraduates may enroll in their university’s MOOCs? Are they looking for ECTS points? Or do they want to build a stronger background in their classes? We support answers to these questions using the Cryer scheme of Elton. Expected debates will summarize student motives in blended learning.
Learning Analytics in Massive Open Online Courses - PhD DefenseMohammad Khalil
PhD Thesis Defense at Graz University of Technology by Mohammad Khalil.
Supervisor: Martin Ebner
Examiner: Denis Helic & Carlos Delagado Cloos
Date: 08th. May. 2017
Massive Open Online Courses (MOOCs) offer a great opportunity
for learners to enjoy learning despite their location or timing. Nevertheless, motives vary between each student and another. In this workshop paper, we are delighted
to open discussions on why undergraduates may enroll in their university’s MOOCs? Are they looking for ECTS points? Or do they want to build a stronger background in their classes? We support answers to these questions using the Cryer scheme of Elton. Expected debates will summarize student motives in blended learning.
Learning Analytics in Massive Open Online Courses - PhD DefenseMohammad Khalil
PhD Thesis Defense at Graz University of Technology by Mohammad Khalil.
Supervisor: Martin Ebner
Examiner: Denis Helic & Carlos Delagado Cloos
Date: 08th. May. 2017
On Using Learning Analytics to Track the Activity of Interactive MOOC VideosMohammad Khalil
J. Wachtler, M. Khalil, B. Taraghi, and M. Ebner. “On Using Learning Analytics to Track the Activity of Interactive MOOC videos”. In Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, Scotland, 2016, pp.8–17.
Ema Čelebić, Vedrana Filić, Magdalena Kuleš: Information problem solving by s...KISK FF MU
Talk given at the BOBCATSSS 2015 conference - http://www.bobcatsss2015.com/.
Information seeking and searching is a complex cognitive process often used by students for resolving their academic tasks. In order to find relevant literature and sources for those tasks they search the World Wide Web. The purpose of this study is to identify the information problem solving model of students from different fields of science (social sciences vs. technical sciences vs. natural sciences). Also, the goal is to identify the information search techniques and strategies used by students as well as differences in their usage (depending on different subject fields) and obstacles they encounter. The assumption is that the model and search techniques and strategies of students studying natural and technical sciences differ from the model and search techniques and strategies of students studying social sciences. The final purpose of this study is to offer guidelines to library and information professionals for a better library instruction of users based on findings of this study.
The Henry M. MacCracken Fellowship Program at NYUCory Plock
President of Prolifogy Inc. Cory Plock teaches a graduate programming languages course at in an adjunct capacity at New York University (NYU). Cory Plock holds a master of science from Rensselaer Polytechnic Institute in Troy, New York , and a doctor of philosophy in computer science from NYU, and is a Henry M. MacCracken Fellow.
Learning Analytics & MOOCs- Data Issues PerspectiveMohammad Khalil
Presentation at Leiden Delft Erasmus Universitieis center for education and learning. Erasmus University, Rotterdam, Netherlands. 09.07.2017.
Mohammad Khalil
Summary
This website considered to be a virtual learning environment and a Student-centered learning that helps students and faculty members to increase the interaction in educational process to enhance the academic educational process.
Our system mainly depends on quality assurance system using ILO's (Intent Learning Objectives) which its main objectives is to measure 4 roles ILO's :
1-Knowledge and understanding
2-Intellectual skills
3- Professional and practical skills.
4- General and transferable skills.
System Divided into: Course Management System, Quiz/Assignment/training Management system, Virtual class room, Online Lecture Streaming, Virtual Office Hours, ILO's mapping
The core benefit of projects lies in:
1- Student can know through a set of reports his weakness points through each chapter he attempts and finishes its assessments
2- Doctor's/TA's can know by each chapter what they succeeded in delivering to student's through providing reports with non-passed objectives of chapter through attempted assessments by students
3- Faculty itself can know covered Academic Program ILO's through mapping done periodically over term and what is not covered or failed to deliver to improve/fix by next semesters
4- Faculty can Know goodness/weakness points of stuff
On Using Learning Analytics to Track the Activity of Interactive MOOC VideosMohammad Khalil
J. Wachtler, M. Khalil, B. Taraghi, and M. Ebner. “On Using Learning Analytics to Track the Activity of Interactive MOOC videos”. In Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, Scotland, 2016, pp.8–17.
Ema Čelebić, Vedrana Filić, Magdalena Kuleš: Information problem solving by s...KISK FF MU
Talk given at the BOBCATSSS 2015 conference - http://www.bobcatsss2015.com/.
Information seeking and searching is a complex cognitive process often used by students for resolving their academic tasks. In order to find relevant literature and sources for those tasks they search the World Wide Web. The purpose of this study is to identify the information problem solving model of students from different fields of science (social sciences vs. technical sciences vs. natural sciences). Also, the goal is to identify the information search techniques and strategies used by students as well as differences in their usage (depending on different subject fields) and obstacles they encounter. The assumption is that the model and search techniques and strategies of students studying natural and technical sciences differ from the model and search techniques and strategies of students studying social sciences. The final purpose of this study is to offer guidelines to library and information professionals for a better library instruction of users based on findings of this study.
The Henry M. MacCracken Fellowship Program at NYUCory Plock
President of Prolifogy Inc. Cory Plock teaches a graduate programming languages course at in an adjunct capacity at New York University (NYU). Cory Plock holds a master of science from Rensselaer Polytechnic Institute in Troy, New York , and a doctor of philosophy in computer science from NYU, and is a Henry M. MacCracken Fellow.
Learning Analytics & MOOCs- Data Issues PerspectiveMohammad Khalil
Presentation at Leiden Delft Erasmus Universitieis center for education and learning. Erasmus University, Rotterdam, Netherlands. 09.07.2017.
Mohammad Khalil
Summary
This website considered to be a virtual learning environment and a Student-centered learning that helps students and faculty members to increase the interaction in educational process to enhance the academic educational process.
Our system mainly depends on quality assurance system using ILO's (Intent Learning Objectives) which its main objectives is to measure 4 roles ILO's :
1-Knowledge and understanding
2-Intellectual skills
3- Professional and practical skills.
4- General and transferable skills.
System Divided into: Course Management System, Quiz/Assignment/training Management system, Virtual class room, Online Lecture Streaming, Virtual Office Hours, ILO's mapping
The core benefit of projects lies in:
1- Student can know through a set of reports his weakness points through each chapter he attempts and finishes its assessments
2- Doctor's/TA's can know by each chapter what they succeeded in delivering to student's through providing reports with non-passed objectives of chapter through attempted assessments by students
3- Faculty itself can know covered Academic Program ILO's through mapping done periodically over term and what is not covered or failed to deliver to improve/fix by next semesters
4- Faculty can Know goodness/weakness points of stuff
The presentation discusses quality considerations and success factors of MOOCs - a critical review of current discussions and some potentials for Asian-European collaboration
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
4. About
• MOOC is a Massive Open Online Class
• Started by Academia’s best and the brightest and now
filtering down to the trenches of Academia
• People must sign up, so they know how many are in.
• Courses are, in general, free
• Courses award no credit………yet.
• Teachers do not interact with students
Continue ……………..
5. About ……..
• Massive = the number of participants that can easily be
simultaneously engaged in the course.
• Open = related to several concepts: the software is open-
source, registration is open to anyone, the curriculum is
open, the sources of information are open, the
assessment processes are open, and the learners are
open to a range of different learning environments.
6. MOOCs……………………
• are open to anyone – no mandatory qualifications
• have no fees for study
• have enrolments at start >>> learners at end
• have learners who are not students of universities
• are fully online
• are very lightly tutored & supported
• do offer assessment (in various forms)
• have low study hours per week, on modules not degree
programs
7. Why MOOCs
• Reputation – early adopter of educational technology
• Exploration of a new pedagogical ‘space’ to inform practice
• Wish to reach as widely as we can with our courses
• Sharing experiences with peer universities
• Fun!
13. My field choice
My field of interest is
Philosophy and the Sciences
Learn about the historical and philosophical foundations of
contemporary science. Explore cutting-edge debates in the
philosophy of the physical sciences and philosophy of the
cognitive sciences.
The course is structured around two broad areas:
1. Philosophy and the Physical Sciences
2. Philosophy and the Cognitive Sciences
• https://www.coursera.org/course/philsci
14. References
Bell, F. (2011) Connectivism: Its Place in Theory-Informed Research and Innovation in
Technology-Enabled Learning. International Review of Research in Open and Distance
Learning. Volume 12, Number 3. Retrievable from web
http://www.irrodl.org/index.php/irrodl/article/view/902/1664 (accessed 20 May 2011).
Cormier D, Siemens G (2010) Through the open door: open courses as research, learning, and
engagement. EDUCAUSE Review; 2010; 45(4): 30-9.
de Waard, I., Kouropoulos, A., Gallagher, M. S., Keskin, N., Hogue, R., Rodriguez, O. C., Abajian,
S. (2011) mLearning and MOOCs in understanding Chaos, Emergence and Complexity in
Education: The search for equilibrium and a new educational order. (paper to be published at
IRRODL November 2011)
de Waard, I., Gallagher, M. S., Hogue, R., Kouropoulos, A., Rodriguez, O.C., Keskin, N., Abajian,
S. (2011). Exploring the MOOC format as a pedagogical approach for mLearning. Proceedings
of mLearn2011 (to be published October 2011).
Downs, S. (2006). Learning networks and connective knowledge. Instructional Technology
Forum: paper 92. Retrieved from web http://it.coe.uga.edu/itforum/paper92/paper92.html
(accessed 12 April 2011)