Open Educational Resources: An Aid to Faculty DevelopmentAnup Kumar Das
Open Educational Resources: An Aid to Faculty Development.
Presented at the 4th International Conference Confluence 2013: The Next Generation Information Technology Summit. Plenary Session: “Open Educational Resources as a Catalyst for Faculty Development”
26-27 September, 2013. Amity University Uttar Pradesh, India.
Open Educational Resources: An Aid to Faculty DevelopmentAnup Kumar Das
Open Educational Resources: An Aid to Faculty Development.
Presented at the 4th International Conference Confluence 2013: The Next Generation Information Technology Summit. Plenary Session: “Open Educational Resources as a Catalyst for Faculty Development”
26-27 September, 2013. Amity University Uttar Pradesh, India.
Tweeting the Words Away: Rethinking the Use of Twitter in Vocabulary LearningKee-Man Chuah
In the area of second and foreign language studies, researchers have revealed how extensive repertoire of vocabulary is capable of expanding learners’ language competence or mastery. Various computer-based tools have been proposed to improve vocabulary learning among English language learners. One of them is the use of Twitter, an online micro blogging network that allows users to send and read text-based messages of up to 140 characters, which is termed as “tweets”. Due to such limitation, previous studies have noted how users tend to use shorter forms of a word or invent their own words in their tweets. Such activities are seen as a threat to vocabulary learning. This paper reports a case study on the use of Twitter in vocabulary learning among first-year university students with low proficiency in English. A total of 38 students were selected and a pre-test was conducted to distinguish their vocabulary level. They received two tweets on vocabulary from the instructor on a daily basis for ten weeks and were told to learn the words through several activities using tweets. At the end of the tenth week, a post-test was carried out. The findings revealed minimal but significant improvements in the students’ vocabulary level. Although the scores from the tests did not show a great increase, the students were able to construct sentences using the vocabulary learned mostly via tweets. This paper also proposes several methodological considerations on the use of Twitter for vocabulary learning particularly as a way to raise awareness.
Presentation by Dr. Sanjaya Mishra, Director, CEMCA on 16 October 2012 at the National Consultative Workshop on Virtual Open Schooling in India organized with National Institute of Open Schooling.
Student's Attitudes about Computer-Assisted Writing Classes: A Qualitative StudyMxioMel Alt Alv
Computer technology in English as a Second Language (ESL) and English as a Foreign Language (EFL) composition classrooms is becoming a norm of 21st-century literacy, environment, and culture.
Reviewing and summarizing two evaluation studies in educational technology. The first summary should focus on the evaluation methodology used, in terms of purpose and instruments. The second one should focus on the evaluation of specific technology features.
Tweeting the Words Away: Rethinking the Use of Twitter in Vocabulary LearningKee-Man Chuah
In the area of second and foreign language studies, researchers have revealed how extensive repertoire of vocabulary is capable of expanding learners’ language competence or mastery. Various computer-based tools have been proposed to improve vocabulary learning among English language learners. One of them is the use of Twitter, an online micro blogging network that allows users to send and read text-based messages of up to 140 characters, which is termed as “tweets”. Due to such limitation, previous studies have noted how users tend to use shorter forms of a word or invent their own words in their tweets. Such activities are seen as a threat to vocabulary learning. This paper reports a case study on the use of Twitter in vocabulary learning among first-year university students with low proficiency in English. A total of 38 students were selected and a pre-test was conducted to distinguish their vocabulary level. They received two tweets on vocabulary from the instructor on a daily basis for ten weeks and were told to learn the words through several activities using tweets. At the end of the tenth week, a post-test was carried out. The findings revealed minimal but significant improvements in the students’ vocabulary level. Although the scores from the tests did not show a great increase, the students were able to construct sentences using the vocabulary learned mostly via tweets. This paper also proposes several methodological considerations on the use of Twitter for vocabulary learning particularly as a way to raise awareness.
Presentation by Dr. Sanjaya Mishra, Director, CEMCA on 16 October 2012 at the National Consultative Workshop on Virtual Open Schooling in India organized with National Institute of Open Schooling.
Student's Attitudes about Computer-Assisted Writing Classes: A Qualitative StudyMxioMel Alt Alv
Computer technology in English as a Second Language (ESL) and English as a Foreign Language (EFL) composition classrooms is becoming a norm of 21st-century literacy, environment, and culture.
Reviewing and summarizing two evaluation studies in educational technology. The first summary should focus on the evaluation methodology used, in terms of purpose and instruments. The second one should focus on the evaluation of specific technology features.
MOOCs For Development : A Case Study of Indian Learners in Massive Open Onlin...Janesh Sanzgiri
Discussion of the challenges of MOOCs for Development, with a discussion of the Indian Higher Education context, and a proposal of a research study of Indian Learners in Massive Open Online Courses
MOOCs as a Course in Graduate or Postgraduate ProgrammesSameer Babu M
Moocs Basics, Outlines, and related concepts and dimensions of MOOCs, Significance of Massive Open Online Courses (MOOCs), Its Pedagogy, Design, Various Service Providers of MOOC, Types of MOOCs, E-content Development, Designing and Evaluating MOOCs etc., are mentioned as a model syllabus
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
Relational constructionist concepts supported by the community of inquiry model promotes the development of student voices …
… based on their shared experiences and not on expectations from others
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,
Here I'm sharing some Applications, websites, and other ICT tools which can be utilized to learn or enhance Language and Communication Skills as well!!
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
Getting started with Amazon Bedrock Studio and Control Tower
MOOCs Past Present and Future in India
1. Massive Open Online Courses: Past,
Present, and Future in India
Ms. Disha P. Kariya
MA Semester IV
Department of English
Bhakta Kavi Narsinh Mehta University, Junagadh
2.
3. Review of Related Literature
Motivation to learn in massive open online courses: Examining
aspects of language and social engagement by Miri Barak,
Abeer Watted, Hossam Haick
Critical discussions on the Massive Open Online Course
(MOOC) in India and China by Sangeeta Trehan , Janesh
Sanzgiri and Chenxi Li, Rongsheng Wang, and Rakesh Mohan
Joshi
“Turn on, Tune in, Drop out”: Anticipating student dropouts in
Massive Open Online Courses by Diyi Yang, Tanmay Sinha,
David Adamson, and Carolyn Penstein Rose
4. Massive Open Online Courses (MOOCs) in Higher
Education – Unleashing the Potential in India by Parag
Chatterjee and Asoke Nath
MOOCs: Changing Trend Towards Open Distance
Learning with Special Reference to India by Faizul
Nisha* and V. Senthil
Present Status of Massive Open Online Course (MOOC)
initiatives for Open Education Systems in India – An
Analytical Study by Amit Kumar Das, Anamika Das and
Soumit Das
5. Objectives
To know the origin of Massive Open Online Courses
To know the present status of Massive Open Online
Courses in India
To know the future of Massive Open Online Courses in
India
8. Massive Open Online Courses: Past
Origin of MOOC: 2008, the term was coined by Dave
Cormier
2011: Stanford offered three free online courses
Introduction to Artificial Intelligence: Enrollment over
160000 students participants
February 2012: Udacity: founded by Thrun
9. April 2012: Cousera: started by Andrew and Daphne
Non-profit edx with over 30 university partners
2012: The Year of MOOC
Swayam
. Announcement: August 2014
Launched: 15th August 2016
August 2016: Swayamprabha
10. Massive Open Online Courses: Present
MOOCs: effective tool to provide quality education in India
MOOCs Providers: Swayam, NPTEL, etc.
More than 1600 courses available
Response from learners across the nation
MOOCs as real game changers in higher education in India
11. Massive Open Online Courses: Future
Future is bright, boon for Indian education, will argument
the traditional education system in India
Benefits:
Quality material, experts lectures, self paced and
individualised learning, etc.
Challenges:
Lack of awareness , Lack of ICT tools and skills, Network
issues in remote areas, Lack of online learning habits
12. Summary of Findings
MOOC was emerged in India from 2014 onwards with the aim
of departing educational benefits to huge number of learners
with access, equity, and quality.
At present, MOOCs are developing gradually but effectively in
the field of higher education in India.
13. There are different challenges for MOOCs in India i.e. lack
of awareness, technical issues, and so on.
The future of MOOCs is very bright in India.
MOOCs will augment the University education in India in
terms of qualitative education.
14. Conclusion
MOOCs as real game changers in Indian education
system
Developing stage at present
Bright future of MOOCs in India
15. Suggestions for the Further Study
Further study can be done to know the reasons why drop
out ratio is high in MOOCs.
Further research can be pursued to know the benefits and
challenges of Massive Open Online Courses in India.
16. Works Cited
Barak, Miri, et al. “Motivation to Learn in Massive Open Online Courses: Examining Aspects of Language and Social
Engagement.” Computers & Education, Pergamon, 25 Nov. 2015,
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Chatterjee, Parag, and Asoke Nath. "Massive open online courses (MOOCs) in education—A case study in Indian
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in Education (MITE). IEEE, 2014.
Das, Amit Kumar, A. Das, and S. Das. "Present status of Massive Open Online Course (MOOC) initiatives for Open
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Kothari, C. R. and Gaurav Garg. RESEARCH METHODOLOGY: METHODS AND TECHNIQUES. New Delhi: NEW
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MAUT. “A Brief History of MOOCs.” MAUT, 16 Nov. 2015, www.mcgill.ca/maut/current-issues/moocs/history.
Mehta , Deepak. “The Future Of Massively Open Online Courses (MOOCs).” Forbes, Forbes Magazine, 23 Mar.
2017, www.forbes.com/sites/quora/2017/03/23/the-future-of-massively-open-online-courses-moocs/.
17. Mendez, Manoel Cortes. “In India, MOOCs Are Now Part of the Education System - Class
Central.” Class Central's MOOCReport, 31 Dec. 2019, www.classcentral.com/report/swayam-
for-credit/.
Nisha, Faizul, and V. Senthil. "MOOCs: Changing trend towards open distance learning with
special reference to India." DESIDOC Journal of Library & Information Technology 35.2 (2015):
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“President Launches Revolutionary Digital Learning Initiatives.” SWAYAM and SWAYAM
Prabha: New Online Learning Platforms by Central Govt. | My India, 10 July 2017,
www.mapsofindia.com/my-india/government/president-launches-revolutionary-digital-learning-
initiatives.
Trehan, Sangeeta, et al. "Critical discussions on the massive open online course (MOOC) in India
and China." International Journal of Education and Development using ICT 13.2 (2017).
Wiki. “Massive Open Online Course.” Wikipedia, Wikimedia Foundation, 28 Feb. 2020,
en.wikipedia.org/wiki/Massive_open_online_course.
Yang, Diyi, et al. "Turn on, tune in, drop out: Anticipating student dropouts in massive open
online courses." Proceedings of the 2013 NIPS Data-driven education workshop. Vol. 11. 2013.