1,377 research outputs found
Recommended from our members
From mediation to datafication: theorizing evolving trends in media, technology and learning
MOOC and OER: identity management
Open educational resources (OER) and massive open online courses (MOOC) are new and emerging issues in the international higher education context. Under the exponential growth of the supply of courses and related publications, the purpose of this chapter is to foster scientific discussion on the socio-cultural and economic impacts, as well as its technological and pedagogical implications. Supported by the methodological typology of bibliographical studies, systematized interpretative-critical analysis based on review of the concepts, and principles guiding OER and MOOC, the authors' reflections show that the enlargement terminologies without epistemological delimitation have provoked theoretical and practical mistakes. In the final considerations, the authors systematize broader problematizations around the open educational practices in universities aimed to five dimensions: spatio-time-content, theoretical models, principles of pedagogical innovation, economic aspects, and fundamentals of collaborative culture.info:eu-repo/semantics/publishedVersio
Examining students’ collaborative epistemic actions in a MOOC learning environment
Human intellectual development is grounded in dialogue and collaboration. This study examined how students’ collaborative epistemic actions evolve and expand in online collaborative learning meetings and how such actions may enhance students’ agency in advancing the conceptual understanding of learning tasks or problems in an institutional massive open online course (MOOC). As data, recordings of students’ online video meetings were analyzed using interaction analysis and interpreted using the cultural-historical theory of learning. The findings revealed that students engaged in four epistemic actions and several epistemic activities: (a) co-orienting (planning actions of engagement), presenting (sharing ideas explicitly), discussing (assessing and expanding ideas), and summarizing (reflecting and structuring). These collaborative epistemic actions (CEAs) evolved when students presented, explained, claimed, and vetted their epistemic positions related to creating the examination assignment in the online learning meetings. These jointly developed CEAs allowed students to position and contribute to the learning process according to their willingness and preparedness. By contributing to solving problems or expanding understanding, students can enact their epistemic agency, which becomes prominent in collaborative learning. Online collaborative meetings may foster students’ co-agency or engaged agency as students co-create a shared understanding of how to solve problems, leading to emotional, cognitive, and conceptual becoming
Reflection on MOOC Design in Palestine
This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC) and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using a descriptive case study design and thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, “Informing pedagogies including delivery methods,” “A commitment to a national cause,” and “Teacher presence,” are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team had to navigate during the MOOC development, but more importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories
A Scholarship of Open Teaching and Learning: new basis for quality in higher education
The recent research and policy context is drawing attention on the issue of openness in higher education. This emphasis is probably coming out from decades of debate on the power of open education to transform teaching and learning aligning the educationalprocess with the needs of the knowledge society. However, the concept of openness has been probably endowed with a power that should be reconsidered on the light of real practices and institutional projects. This is particularly the case of quality teaching and learning in higher education, an issue that has been often connected with openness in a rather superficial way. This article draws on existing literature on the area of Open Education as well as on the area of educational quality, aiming at better understand how “opening up education” could generate quality for teaching and learning, and how quality teaching and learningcould relate with openness in Higher Education.In exploring these two conceptual universes, and building on Ghislandi and Raffaghelli (this Issue) the idea of SOTL is reconsidered, inviting the reader to think about a scholarship ofopen teaching and learning (SO2TL). In order to illustrate concepts, a case study is presented.It introduces a strategy to support an institutional process to opening up educational practices, which takes as key issue staff development to reflect on the idea of SO2TL. The conclusions aim at rethink future practice and research on the issue, in an attempt to give not only a concrete answer to the question “Is a scholarship of open teaching and learning connected to quality in higher education”?, but also, to put the basis for experiences thatdo support a positive answer
Accessibility challenges in OER and MOOC: MLR analysis considering the pandemic years
The review of state of the art on creating and managing learning resources and accessible
Open Educational Resources (OER) and Massive Open Online Courses (MOOC) is a topic that
cannot only consider formal literature. The evidence and lack of a measurement consensus require
the inclusion of contextual information, corroborating scientific results with practical experiences.
For this reason, this article presents a review of accessibility models, OER and MOOC, considering
the gray literature to capture experiences and trying to establish a shared understanding of the
terminology commonly used in research on virtual accessibility and its impact on higher education.
The bibliographic review relies on analyzing articles and scientific publications related to the topic
following the Multivocal Literature Review (MLR) format. The results of this review establish that
it is possible to apply accessibility review methodologies with transversal actions in the creation
and management of learning resources and MOOCs. The research is related to one of the seventeen
sustainable development goals defined by the United Nations to ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all.This research work has been co-funded by the Erasmus+ Programme of the European
Union, project EduTech (609785-EPP-1-2019-1-ES-EPPKA2-CBHE-JP).info:eu-repo/semantics/publishedVersio
Recommended from our members
How to design for persistence and retention in MOOCs?
Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme.
In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context
Recommended from our members
MOOCS: What The Open University research tells us
This quality enhancement report recommends priority areas for university activity in relation to massive open online courses (MOOCs). It does this by bringing together all The Open University’s published research work in this area from the launch of the first MOOC in 2008 until February 2016. This includes work by 56 OU authors based in 11 units and regions
- …