Kovanović et al. 2017 - developing a mooc experimentation platform: insight...Vitomir Kovanovic
LAK'17 Conference paper presentation:
Abstract:
In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the focus of the public discourse around the world. Although researchers were excited with the vast amounts of MOOC data being collected, the benefits of this data did not stand to the expectations due to several challenges. The analyses of MOOC data are very time-consuming and labor-intensive, and require a highly advanced set of technical skills, often not available to the education researchers. Because of this MOOC data analyses are rarely done before the courses end, limiting the potential of data to impact the student learning outcomes and experience.
In this paper we introduce MOOCito (MOOC intervention tool), a user-friendly software platform for the analysis of MOOC data, that focuses on conducting data-informed instructional interventions and course experimentations. We cover important design principles behind MOOCito and provide an overview of the trends in MOOC research leading to its development. Although a work-in-progress, in this paper, we outline the prototype of MOOCito and the results of a user evaluation study that focused on system’s perceived usability and ease-of-use. The results of the study are discussed, as well as their practical implications.
Presentation by Francesca Amenduni, Ph.D. Student, University of Roma Tre, EDEN NAP member, at the 2019 European Distance Learning Week's third-day webinar on "Future perspective in open routes: the quality and assessment dimension?" - 13 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p8i31ynv7v28/ & https://www.youtube.com/watch?v=7yb8ekFP3ps
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
A presentation on 'MOOCs and Quality Issues' given at a workshop organised by the QA-QE special interest group of the UK Higher Education Academy (HEA) [http://qaqe-sig.net/?page_id=8]
Kovanović et al. 2017 - developing a mooc experimentation platform: insight...Vitomir Kovanovic
LAK'17 Conference paper presentation:
Abstract:
In 2011, the phenomenon of MOOCs had swept the world of education and put online education in the focus of the public discourse around the world. Although researchers were excited with the vast amounts of MOOC data being collected, the benefits of this data did not stand to the expectations due to several challenges. The analyses of MOOC data are very time-consuming and labor-intensive, and require a highly advanced set of technical skills, often not available to the education researchers. Because of this MOOC data analyses are rarely done before the courses end, limiting the potential of data to impact the student learning outcomes and experience.
In this paper we introduce MOOCito (MOOC intervention tool), a user-friendly software platform for the analysis of MOOC data, that focuses on conducting data-informed instructional interventions and course experimentations. We cover important design principles behind MOOCito and provide an overview of the trends in MOOC research leading to its development. Although a work-in-progress, in this paper, we outline the prototype of MOOCito and the results of a user evaluation study that focused on system’s perceived usability and ease-of-use. The results of the study are discussed, as well as their practical implications.
Presentation by Francesca Amenduni, Ph.D. Student, University of Roma Tre, EDEN NAP member, at the 2019 European Distance Learning Week's third-day webinar on "Future perspective in open routes: the quality and assessment dimension?" - 13 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p8i31ynv7v28/ & https://www.youtube.com/watch?v=7yb8ekFP3ps
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
A presentation on 'MOOCs and Quality Issues' given at a workshop organised by the QA-QE special interest group of the UK Higher Education Academy (HEA) [http://qaqe-sig.net/?page_id=8]
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
2018-08-23 Paper Presentation at EARLI SIG 6-7 Conference in Bonn on The Quality Reference Framework for MOOCs by Christian M. Stracke and Esther Tan from OUNL
Promoting Student Access and Success Through ResearchTanya Joosten
The National Research Center for Distance Education and Technological Advancement (DETA) aims to promote student access and success through rigorous research on distance education. Over three years, DETA will develop research models and frameworks, host a national summit, establish research questions, create research toolkits, fund pilot studies through a request for proposals, and evaluate models and technologies. The goal is to understand how different instructional designs and support structures impact student outcomes like learning, satisfaction, and completion for diverse populations. Findings will ensure quality education and inform sustainable teaching practices in online, blended, and competency-based models. DETA is led by co-directors Drs. Tanya Joosten and Diane Reddy.
Does Taking a MOOC as a Complement for Remedial Courses have an effect on my ...Mar Pérez-Sanagustín
This study examined the effects of using MOOCs as a complement to remedial courses on student learning outcomes in calculus. Over 3,500 students registered for MOOCs covering four calculus modules, with 589 taking the diagnostic exam. The study found that students who actively engaged with the MOOC content during the diagnostic phase had higher exam scores, but active participation did not correlate with higher scores on final exams for the remedial courses. Prior mathematics admission scores were a stronger predictor of exam performance than MOOC participation. The results suggest MOOCs may be useful for refreshing concepts but more effort is needed to increase student adoption and understanding of how to best support learning.
The document summarizes a European self-evaluation tool called SEVAQ that was developed to improve the quality of e-learning experiences. The tool combines the EFQM excellence model and Kirkpatrick evaluation model into an innovative framework. It identifies various stakeholders in the evaluation process and provides a flexible questionnaire design tool to allow customization of questions for different applications. The tool allows designers to set up questionnaires, publish them to target learners or groups, and analyze the results. The overall goal is to provide a guide for self-evaluation and quality improvement of e-learning.
This presentation was part of the eLearn 2015 conference in Waikaloa, Hawaii. The presentation goes through the high level findings from a Spring 2015 research study on UVa student perceptions and behaviors of MOOCs.
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
2018-07-10 Paper presentation at ICALT 2018 in Mumbai on Gap between MOOC Designers and Learners on Interaction and GMQS findings by Christian M. Stracke and Esther Tan from OUNL
The document discusses open standards and specifications for outcome-based assessment in higher education. It analyzes various assessment formats, finding scarce reuse of assessment resources and acceptance of the IMS QTI specification. It proposes an outcome-based assessment app integrated with an open content repository to support searching, filtering, importing, and annotating assessment resources based on intended learning outcomes. The app aims to gather and share best practices for interoperable, outcome-oriented assessment in higher education.
Learning Transfer: Does it take place in MOOCsDaniel Davis
This document investigates whether learning transfer occurs after completing a MOOC on functional programming. The researchers analyzed data from 37,485 learners who completed the FP101x course on Haskell, including logs from GitHub to study coding activities. They found learning transfer occurred at a rate of 8.5% and was more likely for learners who were intrinsically motivated, had high self-efficacy, or prior programming experience. Expert learners who actively used GitHub did not change their functional coding habits after the course. The researchers concluded that while transfer rates were low, learners quickly applied what they learned to industrially-relevant languages on GitHub after completing the course.
EMOOCS 2016 - Measuring COMPLETION and DROPOUT in MOOCs : a learner-centered ...Leslie HUIN
Here are the slides of the EMOOCS 2016 presentation for the research track.
Paper link : https://drive.google.com/file/d/0B-u4JzyvGkXEcmJ6QTBBdTNURVE/view?usp=sharing
What does effective online/blended teaching look like?Vitomir Kovanovic
This document summarizes the findings of a systematic review and meta-analysis of research on effective distance, online, and blended teaching and learning. The review identified five prominent themes in the literature: comparisons of distance/online and face-to-face instruction; factors affecting effectiveness; institutional adoption; research methods; and topic analysis. Key findings included that distance education can be as effective as traditional instruction, especially when incorporating interaction and collaboration. Blended learning showed particularly positive results. Effectiveness has increased over time with improvements in technology and pedagogy. However, more support is still needed for instructors to develop new competencies for online facilitation.
Understand types of OER, considerations when selecting it, implementation factors, and ways to evaluate your use of it. Rubrics, resources from multiple universities, and links to repositories of openly sourced materials.
Texas and OER, with VCT's Gary AbernethyNate Angell
The session will focus on the exploration and adoption of OER content and possible adoption of OER in Texas. Delivered by Gary Abernethy & Nate Angell, 30 March 2016 at the Texas Distance Learning Association (TxDLA) 2016 Conference in San Antonio, TX.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
2018-08-23 Paper Presentation at EARLI SIG 6-7 Conference in Bonn on The Quality Reference Framework for MOOCs by Christian M. Stracke and Esther Tan from OUNL
Promoting Student Access and Success Through ResearchTanya Joosten
The National Research Center for Distance Education and Technological Advancement (DETA) aims to promote student access and success through rigorous research on distance education. Over three years, DETA will develop research models and frameworks, host a national summit, establish research questions, create research toolkits, fund pilot studies through a request for proposals, and evaluate models and technologies. The goal is to understand how different instructional designs and support structures impact student outcomes like learning, satisfaction, and completion for diverse populations. Findings will ensure quality education and inform sustainable teaching practices in online, blended, and competency-based models. DETA is led by co-directors Drs. Tanya Joosten and Diane Reddy.
Does Taking a MOOC as a Complement for Remedial Courses have an effect on my ...Mar Pérez-Sanagustín
This study examined the effects of using MOOCs as a complement to remedial courses on student learning outcomes in calculus. Over 3,500 students registered for MOOCs covering four calculus modules, with 589 taking the diagnostic exam. The study found that students who actively engaged with the MOOC content during the diagnostic phase had higher exam scores, but active participation did not correlate with higher scores on final exams for the remedial courses. Prior mathematics admission scores were a stronger predictor of exam performance than MOOC participation. The results suggest MOOCs may be useful for refreshing concepts but more effort is needed to increase student adoption and understanding of how to best support learning.
The document summarizes a European self-evaluation tool called SEVAQ that was developed to improve the quality of e-learning experiences. The tool combines the EFQM excellence model and Kirkpatrick evaluation model into an innovative framework. It identifies various stakeholders in the evaluation process and provides a flexible questionnaire design tool to allow customization of questions for different applications. The tool allows designers to set up questionnaires, publish them to target learners or groups, and analyze the results. The overall goal is to provide a guide for self-evaluation and quality improvement of e-learning.
This presentation was part of the eLearn 2015 conference in Waikaloa, Hawaii. The presentation goes through the high level findings from a Spring 2015 research study on UVa student perceptions and behaviors of MOOCs.
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
2018-07-10 Paper presentation at ICALT 2018 in Mumbai on Gap between MOOC Designers and Learners on Interaction and GMQS findings by Christian M. Stracke and Esther Tan from OUNL
The document discusses open standards and specifications for outcome-based assessment in higher education. It analyzes various assessment formats, finding scarce reuse of assessment resources and acceptance of the IMS QTI specification. It proposes an outcome-based assessment app integrated with an open content repository to support searching, filtering, importing, and annotating assessment resources based on intended learning outcomes. The app aims to gather and share best practices for interoperable, outcome-oriented assessment in higher education.
Learning Transfer: Does it take place in MOOCsDaniel Davis
This document investigates whether learning transfer occurs after completing a MOOC on functional programming. The researchers analyzed data from 37,485 learners who completed the FP101x course on Haskell, including logs from GitHub to study coding activities. They found learning transfer occurred at a rate of 8.5% and was more likely for learners who were intrinsically motivated, had high self-efficacy, or prior programming experience. Expert learners who actively used GitHub did not change their functional coding habits after the course. The researchers concluded that while transfer rates were low, learners quickly applied what they learned to industrially-relevant languages on GitHub after completing the course.
EMOOCS 2016 - Measuring COMPLETION and DROPOUT in MOOCs : a learner-centered ...Leslie HUIN
Here are the slides of the EMOOCS 2016 presentation for the research track.
Paper link : https://drive.google.com/file/d/0B-u4JzyvGkXEcmJ6QTBBdTNURVE/view?usp=sharing
What does effective online/blended teaching look like?Vitomir Kovanovic
This document summarizes the findings of a systematic review and meta-analysis of research on effective distance, online, and blended teaching and learning. The review identified five prominent themes in the literature: comparisons of distance/online and face-to-face instruction; factors affecting effectiveness; institutional adoption; research methods; and topic analysis. Key findings included that distance education can be as effective as traditional instruction, especially when incorporating interaction and collaboration. Blended learning showed particularly positive results. Effectiveness has increased over time with improvements in technology and pedagogy. However, more support is still needed for instructors to develop new competencies for online facilitation.
Understand types of OER, considerations when selecting it, implementation factors, and ways to evaluate your use of it. Rubrics, resources from multiple universities, and links to repositories of openly sourced materials.
Texas and OER, with VCT's Gary AbernethyNate Angell
The session will focus on the exploration and adoption of OER content and possible adoption of OER in Texas. Delivered by Gary Abernethy & Nate Angell, 30 March 2016 at the Texas Distance Learning Association (TxDLA) 2016 Conference in San Antonio, TX.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
Quality assurance of MOOCs: The OpenupEd quality labelEADTU
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
Marcelo Maina and Lourdes Guàrdia from Universitat Oberta de Catalunya gave a presentation about the EMMA 5D MOOC Framework as part of the online events by expert pool Curriculum development & Course design within EMPOWER.
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.
A redefinition of the teacher and student roles in Language MOOCsElena Martín Monje
The example of 'How to succeed in the English B1 Level exam', a Language MOOC within the the ECO Project (Elearning, Communication and Open-Data: Massive, Mobile, Ubiquitous and Open Learning). Project funded by the European Community's CIP (Programme under grant agreement N. 21127).
Meta-review of recognition of learning in LMS and MOOCs - Ruth CoboseMadrid network
The meta-review examines 10 studies that provide overviews of recognition of learning techniques in learning management systems (LMSs) and massive open online courses (MOOCs). The studies were published between 2017-2021 and included reviews, experiences, and challenges. Most focused on MOOCs and used badges for recognition. Results showed techniques like gamification and badges positively impact motivation and engagement. Limitations included short study periods and small samples. Future work could study applications over longer periods, combine data types, and consider diverse stakeholders and environments.
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.
Darco Jansen gave a presentation on 20 May 2016 about HE institutions strategies on Open Eduaction at International Conference on Smart Learning Ecosystems and Regional Development. Based on several surveys he demonstrated that Europe is strongly involved in MOOCs and Open education compared to the US. Darco elaborated on the role of regional support centers for Open education in stimulating smart learning ecosystems and smart cities. The development of these support center is presently stimulated by the SCORE2020 project.
How educators value data analytics about their moocs (1)davinia.hl
Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.
http://ceur-ws.org/Vol-1841/R06_117.pdf
Francisco Iniesto, Patrick McAndrew, Shailey Minocha and Tim Coughlan Institute of educational Technology
and
Faculty of Mathematics, Computing and Technology The Open University
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.
This internship involves Belinda Jin working with the SFU Teaching and Learning Center to develop a workshop for instructors on integrating Massive Open Online Courses (MOOCs) into blended courses. Her roles will include creating a literature review on MOOCs, conducting an environmental scan of existing MOOC examples, and developing a lesson plan for a 6-hour workshop. The project will help Belinda apply her educational technology knowledge and gain practical experience working in an educational setting. She will create several deliverables on set deadlines, including the literature review due October 6th, the environmental scan due November 1st, and the lesson plan due November 15th.
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.
This document discusses ongoing efforts to improve the process for reviewing online course development and delivery at Ozarks Technical Community College. It provides background on how the college arrived at its current updated review process by drawing from various quality standards frameworks. The implementation involves conducting separate development and delivery reviews, piloting review documents, and soliciting feedback. Results so far indicate that the approach has led to consistent improvement in online courses over time and greater instructor engagement in professional development.
Similar to Quality frameworks for MOOCs: Checking MOOC quality afterwards: the case of accessibility (20)
Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...EADTU
This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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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 workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Quality frameworks for MOOCs: Checking MOOC quality afterwards: the case of accessibility
1. Checking MOOC quality afterwards:
the case of accessibility
Francisco Iniesto
The Open University
Webinar: Quality frameworks for MOOCs
18 September 2018
2. Study A: The perspectives of
providers
Study C: MOOC accessibility
audit
Study B: The perspectives of
learners
26 Interviews with
MOOC providers and
those with a range of
expertise in the MOOC
community
15 interviews with
disabled learners
Pre and post MOOC
survey data from 14
Open University MOOCs
at FutureLearn
1. Accessibility heuristic
evaluation
2. UX walkthroughs and
design in learning
3. Quality of the design
4. Universal design for
Learning (UDL)
Being tested on
FutureLearn, edX,
Coursera and Canvas.
Contextualisation
An Investigation into the accessibility of MOOCs (Iniesto et al., 2018)
4. Quality evaluation
Accessibility vs quality?
“The increase of quality in MOOCs is going to help a better accessibility to all learners,
disregarding of disabilities.
1. Mulder and Jansen (2015) conclude, when exploring if MOOCs can be an instrument in
opening up education, that MOOCs cannot remove all barriers to learning but can
contribute to ensuring quality education to all.
2. In the same line of argumentation, Schuwer et al. (2015) point out the lack of MOOCs to
offer formal pathways to recognise academic qualifications and the inequality of
access that provides.
3. Stracke et al. (2018) reflect on the need to provide MOOCs with better quality to
address new target groups, to be used in multicultural and multilingual environments.“
5. Quality evaluation
Background:
1. Quality Frameworks for MOOCs (Jansen et al., 2016)
2. OpenupEd label (Rosewell & Jansen, 2014), based around the E-xcellence
3. ECO eLearning (Osuna et al., 2016), Score 2020 (Score2020, 2016) and BizMOOC
(BizMOOC, 2017) projects
The checklist had to be updated in with the following aspects:
1. The language used had to be changed and oriented to evaluate a MOOC that was already
produced and being run.
2. Select the criteria that are applicable considering a MOOC that is online and is being
evaluated after its production.
6. The MOOC accessibility audit
1. All the checklist share the same structure for every single criterion:
• What to test for: information to help the evaluator to know what the criterion is evaluating.
• Testing method: information to help the evaluator to proceed to test the criterion.
• Comments: space for the evaluator to add free comments.
2. All the checklist share the same rating method:
• NA (Not achieved): The feature to test is missing.
• PA (Partially achieved): The feature to test is available but not integrated.
• LA (Largely achieved): The feature to test is available and partially integrated.
• FA (Fully achieved): The feature to test is available and fully integrated.
• If the criterion is not relevant, “Not Applicable” is added to the comments
7. Quality evaluation
Criteria Reason to be removed
Accessibility Redundancy with the rest of the checklists of the audit
Visibility Focused internally on the organisation
Support to staff Focused internally on the organisation
Criteria Decision taken
Massive To remain in the checklist
Course To remain in the checklist
Target group Partially removed from the checklist
Learning Objectives / Outcomes To remain in the checklist as learning objectives
Content / Assets Partially removed from the checklist as educational resources
Feedback mechanism To remain in the checklist
Platform To remain in the checklist
Support for MOOC participants To remain in the checklist as support for MOOC learners
Study unit European Credit Transfer and Accumulation System
(ECTS) updated into number of hours
Group of criteria to be removed
Group of criteria that needed an extra explanation
8. Quality evaluation
Group of criteria Criteria Number Total
The MOOC criteria Massive 1 13
Open 5
Online 1
Course – study unit 1
Full course 5
Quality of the design Target group 2 28
Workload 2
Overall goal 1
Learning objectives 5
Learning activities 5
Educational
resources
5
Feedback
mechanism
6
Assessment 4
Technical platform
and support for
learners
Platform 2 9
Support for MOOC
learners
7
50
1.2.1 Open - enrolment
1.2.2 Open - access
1.2.3 Open - location
1.2.4 Open - prior knowledge
1.2.5 Open - free
9. Current work
✓ 1st run of the accessibility audit through FutureLearn, Coursera, edX and Canvas
✓ Analyse findings
✓ Optimisation of the audit
✓ Overlap between the four parts of the audit, unification of criteria
10. References
• BizMOOC. Report 5.3.Quality Assurance Report 2 (2017)
• Iniesto, F., McAndrew, P., Minocha, S., & Coughlan, T. (2017). An investigation into the perspectives of
providers and learners on MOOC accessibility. In: TEEM'17: international conference technological
ecosystems for enhancing multiculurality
• Jansen, D., Rosewell, J., & Kear, K. (2016). Quality Frameworks for MOOCs. In M. Jemni, Kinshuk & M.K.
Khribi (Eds.), Open Education: from OERs to MOOCs. Lecture Notes in Educational Technology (LNET). pp.
261-281 Aug 18, 2016. Berlin: Springer.
• Osuna Acedo, S., Frau-Meigs, D., Camarero Cano, L., Bossu, A., Pedrosa, R. & Jansen, D. (2016).
Intercreativity and interculturality in the virtual learning environments of the ECO MOOC project. In M.
Jemni, Kinshuk & M.K. Khribi (Eds.), Open Education: From OERs to MOOCs. Berlin: Springer.
• Mulder, F., & Jansen. D. (2015). MOOCs for Opening Up Education and the OpenupEd initiative. In: C. J.
Bonk, M. M. Lee, T. C. Reeves, T. H. Reynolds (Eds.). The MOOCs and Open Education Around the World. New
York: Routledge Tayler & Francis Group.
• Rosewell, J., & Jansen, D. (2014). The OpenupEd quality label: benchmarks for MOOCs. INNOQUAL: The
International Journal for Innovation and Quality in Learning, 2(3), 88–100.
• Schuwer, R., Gil-Jaurena, I., Hakan Aydin, C., Costello, E, Dalsgaard, C., & Brown, M., et al. (2015).
Opportunities and threats of the MOOC movement for higher education: the European perspective.
International Review of Research in Open and Distributed Learning, Special Issue on European MOOCs. 16
(6), 20–38. ISSN 1492-3831.
• Stracke, C. M., Tan, E., Texeira, A. M., Pinto, M., Kameas, A., Vassiliadis, B., & Sgouropoulou, C. (2018). Gap
between MOOC designers’ and MOOC learners’ perspectives on interaction and experiences in MOOCs:
Findings from the Global MOOC Quality Survey. Proceedings 18th IEEE International Conference on
Advanced Learning Technologies (ICALT) (pp. 1-5). IEEE: Computer Society.
11. Checking MOOC quality afterwards: the
case of accessibility
Francisco Iniesto
The Open University
Francisco.Iniesto@open.ac.uk