A review on massive e-learning (MOOC) design, delivery and assessment

MOOCs or Massive Online Open Courses based on Open Educational Resources (OER) might be one of the most versatile ways to offer access to quality education, especially for those residing in far or disadvantaged areas. This article analyzes the state of the art on MOOCs, exploring open research questions and setting interesting topics and goals for further research. Finally, it proposes a framework that includes the use of software agents with the aim to improve and personalize management, delivery, efficiency and evaluation of massive online courses on an individual level basis.Peer ReviewedPostprint (author's final draft

Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Intelligent Pedagogical Agents in Immersive Virtual Learning Environments: A Review

The concept of Intelligent Pedagogical Agents (IPA) has been an important research topic for a long time. IPA is supported by multi-agent systems research derived from AI. IPA provides personalized instruction, increase learner motivation, and act pedagogically on behalf or with the learner. On the other hand, virtual environments add value to the education process by giving new educational possibilities and computational-richness support. Combining both IPA and Virtual environments can make a promising approach for effective computer-aided learning. This paper provides a review on IPA and related topics focusing on a general overview of the topic, gives a detailed review in the application domain of virtual learning environments, and outlines a proposal for a flexible conceptual approach for the flexible application in different learning settings

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Flying not flapping: a strategic framework for e‐learning and pedagogical innovation in higher education institutions

E‐learning is in a rather extraordinary position. It was born as a ‘tool’ and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e‐learning in universities to a new stage of development. It offers the example of a four‐quadrant model created as a framework for an e‐learning strategy

Flying not flapping: a strategic framework for e‐learning and pedagogical innovation in higher education institutions

E‐learning is in a rather extraordinary position. It was born as a ‘tool’ and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e‐learning in universities to a new stage of development. It offers the example of a four‐quadrant model created as a framework for an e‐learning strategy

Communities of practice and virtual learning communities : benefits, barriers and success factors

A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain. A virtual learning community may involve the conduct of original research but it is more likely that its main purpose is to increase the knowledge of participants, via formal education or professional development. Virtual learning communities could have learning as their main goal or the elearning could be generated as a side effect. Virtual communities of practice (CoPs) and virtual learning communities are becoming widespread within higher education institutions (HEIs) thanks to technological developments which enable increased communication, interactivity among participants and incorporation of collaborative pedagogical models, specifically through information communications technologies (ICTs) They afford the potential for the combination of synchronous and asynchronous communication, access to -and from- geographically isolated communities and international information sharing. Clearly there are benefits to be derived from sharing and learning within and outwith HEIs. There is a sense of connectedness, of shared passion and a deepening of knowledge to be derived from ongoing interaction. Knowledge development can be continuous, cyclical and fluid. However, barriers exist in virtual CoPs and these are defined by the authors and illustrated with quotes from academic staff who have been involved in CoPs. Critical success factors (CSFs) for a virtual CoP are discussed. These include usability of technology; trust in, and acceptance of, ICTs in communication; a sense of belonging among members; paying attention to cross-national and cross-cultural dimensions of the CoP; shared understandings; a common sense of purpose; use of netiquette and user-friendly language and longevity. The authors recognise the enormous potential for the development of CoPs through e-mail discussion lists and discussion boards but have themselves experienced the difficulties inherent in initiating such a community. These are corroborated and illustrated with text from interviews with academic staff. Much of the literature on CoPs emanates from outside Europe, despite the fact that e-learning articles have a large diffusion around Europe. The authors suggest further exploration of this topic by identifying and studying CoPs and virtual learning communities across EU countries