2,423 research outputs found

    MOOC and OER: identity management

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    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

    Disciplinary and Didactic Profiles in EduOpen Network MOOCs

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    This paper describes the quantitative and qualitative characteristics of the massive open online courses (MOOCs) available in the EduOpen platform. In particular, data (analytics) concerning the variables didactic disciplines and didactic structuring are presented to identify main trend lines and potential critical aspects. Useful elements emerge to enhance our understanding of the main characteristics of the MOOCs offered by the EduOpen network, in particular: a) the quantitative dimensions of MOOC supply and demand, in which a greater flow of enrolment towards courses of a scientific and technological nature is evident; b) the degree of didactic structuring of the courses, where the presence of assessment tools appears to be the element that especially characterises the didactic structure of the EduOpen MOOCs. The conclusions suggest awareness-raising actions to build dashboards that can report to instructors and students in real time the critical and necessary action issues and therefore provide useful guidance both to prevent risky situations and to support teachers in the design and development of new courses

    Designing a MOOC to foster critical thinking and its application in business education

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    This paper provides a didactical model for Massive Open Online Courses (MOOCs) to support the acquisition of 21st century skills such as critical thinking. For this purpose, the didactic triangle as a model of teaching and learning is extended to allow for the consideration of experts, resources, literacy and an all-encompassing learning space when designing digital learning settings. The “Dr. Internet” MOOC is presented as a case study for the proposed didactic model. Preliminary results from the evaluation of this MOOC indicated that the setting had met with reasonable acceptance from the participants. Based on these findings, we argue for a more extensive introduction of digital learning settings with an output-oriented approach to foster the acquisition of skills rather than simply knowledge

    Capturing "attrition intensifying" structural traits from didactic interaction sequences of MOOC learners

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    This work is an attempt to discover hidden structural configurations in learning activity sequences of students in Massive Open Online Courses (MOOCs). Leveraging combined representations of video clickstream interactions and forum activities, we seek to fundamentally understand traits that are predictive of decreasing engagement over time. Grounded in the interdisciplinary field of network science, we follow a graph based approach to successfully extract indicators of active and passive MOOC participation that reflect persistence and regularity in the overall interaction footprint. Using these rich educational semantics, we focus on the problem of predicting student attrition, one of the major highlights of MOOC literature in the recent years. Our results indicate an improvement over a baseline ngram based approach in capturing "attrition intensifying" features from the learning activities that MOOC learners engage in. Implications for some compelling future research are discussed.Comment: "Shared Task" submission for EMNLP 2014 Workshop on Modeling Large Scale Social Interaction in Massively Open Online Course

    MOOC adaptation and translation to improve equity in participation

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    There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning.  Massive Open Online Courses (MOOCs) represent one such approach and which, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India.  The study draws on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs
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