This infographic shows you the differences between a connectivist MOOC (cMOOC) and a mechanical MOOC (xMOOC).
Of course, this description is archetypal and you will not find many examples of "pure" xMOOC or cMOOC. Most MOOCs nowadays, are a mix of both.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
This infographic shows you the differences between a connectivist MOOC (cMOOC) and a mechanical MOOC (xMOOC).
Of course, this description is archetypal and you will not find many examples of "pure" xMOOC or cMOOC. Most MOOCs nowadays, are a mix of both.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Lifelong Learning Programme - Key Activity 3 - ICT; Multilateral projects
By carrying out research to understand how governments can stimulate the uptake of OER by policy means (and not just funding), POERUP aims to contribute to the implementation of LLL. Simultaneously POERUP aims to foster the potential of new media for enhancing innovation by researching policies designed to foster a “lifelong learner” mindset in learners: leading to curiosity, creativity and a willingness to “consume” OER. To do so the project team will investigate the “end-user – producer communities” behind OER initiatives and what (or who) it is that actually provides the energy that make OER work or not.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Lifelong Learning Programme - Key Activity 3 - ICT; Multilateral projects
By carrying out research to understand how governments can stimulate the uptake of OER by policy means (and not just funding), POERUP aims to contribute to the implementation of LLL. Simultaneously POERUP aims to foster the potential of new media for enhancing innovation by researching policies designed to foster a “lifelong learner” mindset in learners: leading to curiosity, creativity and a willingness to “consume” OER. To do so the project team will investigate the “end-user – producer communities” behind OER initiatives and what (or who) it is that actually provides the energy that make OER work or not.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
Methodology with evaluation - Recreate.pdfPOUVarazdin
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
Adventures in Designing a MOOC with OER--STEMTech Denver, CO Nov. 2014cccschamp
This presentation was part of a session on creating a Technical Math MOOC with open educational resources. In October 2013, Colorado Community College System was awarded a TAACCCT 3 grant for Advanced Manufacturing. Our Advanced Manufacturing Industry partners were actively engaged in helping our faculty tailor their courses and course content to industry needs. Yet, the industry partners still had some complaints: I would like to send my employees to your colleges for courses, certificates and training but you want them to take and pass a technical math course before they can complete a course or certificate; my employees or I can’t afford the time and money to have them pass through the “gate keeping course.” Attendees will hear on how the CCCS system created a viable solution, a free Technical Math MOOC that works for faculty, industry and our students.
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
The teaching methodology is based on active learning principles, web 2.0 and connectivism.
Study about the cost of MOOCs and possible business models to sustain their development. Comparizon between the costs of the traditional approach, of SPOCs and MOOCs.
Teaching And Learning Models in MOOCs
Dr. Eisa rezaei
PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir
Teaching And Learning Models in MOOCs
The pedagogy of the MOOC
cMOOC
Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning.
xMOOC
Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment.
bMOOC
blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context
quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MIT’s OpenCourseware (OCW). They consist of “open education resources” supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
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!
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
xMOOCs vs. cMOOCs
1.
2. Making MOOCs on a Budget
Pedagogies and Communication
xMOOCs vs cMOOCs
3. xMOOC vs cMOOC
• xMOOC – higher cost of preparation
– not much energy and time spent later
• cMOOC – higher cost during the Course
– not much investment in time and energy
4. xMOOC vs cMOOC
• Thinking of a MOOC as a project: planification,
(content, learning, team, tasks, execution,
evaluation, improvement, ...)
• Relevance of communication issues for
cMOOCs
5. xMOOC vs cMOOC
• Linking goal with
competences
• Clear learning path
• Surveys at the beginning,
in between, and just
before finishing course
6. MOOC Design Patterns
http://www.moocdesign.cde.london.ac.uk/outputs/patterns
• MOOC Design Pattern Mapping
• Design Pattern: See-do-share:
– Introducing new concepts, tools or
practices, in a way that would be
accessible and meaningful, assess
learners understanding, and
facilitate the emergence of social
constructs, with very limited
resources and large number of
students
• Design Pattern: Knowing the story
– Mark out the beginning, middle and
end of your learnign journey to help
the learner build a pathway
7. Conclusions by A. Margaryan et al.
Computers & Education 80 (2015) 77-83
• In comparison to xMOOCs, more cMOOCs scored higher on
– the criteria of authenticity of learning activities and resources
– measurability of learning objectives
– activation of prior knowledge/skill
– application and integration of new knowledge/skill
– collaboration with and learning from other participants
– contributing to collective knowledge
– accommodating learners' preferences.
• In contrast, xMOOCs slightly outperformed cMOOCs in terms of
– the organisation and presentation of course material.
– learning activities that require learners to broaden their range of
collaboration by working with others outside the course rather than
only teaming up with other course participants.
8. On a budget...
• Saving time: planning well an xMOOC saves time later.
Using proper social networking, forums,
communication tools spares time in cMOOCs.
• Saving money: Using a simple spreadsheet for project
planning, rather than a costly project management
software.
• Saving energy: Plan the MOOC as a research project.
Use spreadsheet for what/how/who/when/where -
clear and simple. Some storytelling recharges staff
batteries and may spare some energy – besides making
the course more attractive.
9. Question open for discussion
So should xMOOCs be favored
vs. cMOOCs when considering a
low-cost approach?