xMOOC or cMOOC: a student's decision?

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Zentrum für digitales Lehren und Lernen

Presentation slides from a presentation at "MOOCs in Scandinavia" (June, 9-10, 2016) in Gothenburg

Education

xMOOC or cMOOC: a
student‘s decision?
Photo credit: pixabay
Elke Lackner
University of Graz
Göteborg (10.6.2016)

www.imoox.at
11.ooo
31
1.200
I mog‘s!
2
1.200
3

Learning Online
March vs.
Learning Online
March vs. October 2014
Photo credit: pixabay

In a #nutshell
#yes
Photo credit: pixabay

Photo credit: pixabay
Elke Lackner
Academy of New Media &
Knowledge Transfer
University of Graz
elke.lackner@uni-graz.at
@lacknere

This document is a resume for R.J. Peña, a lighting, shading, and compositing artist. It outlines his education including a MFA in Visualization from Texas A&M University and a BFA in Film and Animation from Rochester Institute of Technology. It also details his professional experience working on television shows and films at studios like Zoic Studios and Image Line Productions where he focused on lighting, shading, animation, and compositing. The resume provides a breakdown of lighting and visual effects work on projects like "Other Space", "Sleepy Hollow", and "Resurrection". It also lists technical skills, references, and a reel of lighting work.

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This document outlines recommendations for integrating Open Educational Resources (OER) in Austrian higher education. It begins by defining OER as freely available and editable educational content licensed under open licenses like Creative Commons. It then discusses OER initiatives in Austria since 2000, including a strategy developed in 2010 and a MOOC platform launched in 2014. Key challenges are a lack of financing, suitable contracts, and national strategies. The document concludes by recommending a mandatory OER commitment, information platform, educational programs, OER badges, and financial and strategic support to foster greater OER production and reuse.

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Massive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX. It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self-contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.

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