Since , more than universities in the OpenCourseWare movement have been publishing their academic materials openly on the Web and have shared materials from more than 15, courses in a wide range of disciplines and languages. These institutions are well positioned to add online-only courses to their open course work projects. A number of online services already allow free hosting and streaming of instructional videos.
Since the materials are openly licensed, the need for sophisticated access management is obviated, and the materials can thus be made freely available. There are not enough subject matter experts to meet the needs of learners, and education systems worldwide are straining to find enough qualified teachers.
Book Review: MOOC Yourself by Inge de Waard
In some cases where peer-to-peer interactions are not directly supported within an online course, informal learning communities can emerge spontaneously on separate platforms. Peer-to-peer does not necessarily mean all learners are at the same level, however. Many models attempt to harness the knowledge of more advanced learners to support beginners, and offer medals or badges to learners in recognition of their advancement. One of the key areas of exploration is how best to structure online interactions to facilitate interactions between beginner learners and advanced learners.
Peer-to-peer interactions also generate new content to support future learning. Well-curated records of the most frequently asked questions and the best answers to those questions can be mined by new learners. Systems to support peer-to-peer learning on the Web are widely available at very low cost or without charge. Meaningful assessment of learning remains a challenge for MOOCs. That is one reason why most of the very large courses so far have focused on content areas that allow computable exercises.
For example, in cases where students are expected to submit software programs, the quality of the work can be automatically evaluated by testing for expected outputs and measuring completion time. Other assessments commonly used in MOOCs are small, multiple-choice quizzes embedded in the video lectures that allow users to test comprehension before moving on to the next lecture. As learning takes place online, data that captures learner activity will increasingly be used as a proxy for learning. Time on site, number of posts, and word counts of responses represent the most basic and earliest of these learning analytics, but over time open education systems will grow more adept at drawing evidence of learning out of the actions learners take in interacting with each other online.
It will likely be a long time before automated quizzes and learning analytics can provide a sophisticated assessment of problem-solving and integrated skillsapplication abilities. Both sophisticated learning analytics approaches, as well as crowd-sourcing of peer-review, show promise but have not been tested on a large scale. In the meantime, some MOOCs are considering including more traditional assessments to supplement learning analytics. These include tests taken though testing services with physical locations around the world or assessments of online portfolios by subject matter experts.
While there are already some efforts underway to bridge the gap between informal learning communities to university credit, it may be a while until standard academic credit for open education learning is the norm—or it may never happen at all. Open education projects are hard at work designing alternative types of recognition.
These badges will be displayable on personal Web pages and will link back to the sites that issued them and to the materials the learners developed in earning the badge. Life as a Post-Phd student: strategies and opportunities. March Kortrijk, Belgium. Dutch slides can be found here, English slides here. CLIL studiedag. Ministry of Education.
Gent, Belgium. Flipped Classroom use. November Deutsche Welle Akademie. September This online forum was chosen as best presentation during the 'Leveraging Learning Infrastructure for Your Learners and Your Organization'. The slides of 'the presentation can be found here. MOOC en docent.
Continued Professional Development session. May Advanced Distributed Learning US government project on mobile learning event. July Chicago, USA. Presentation slides can be found here. Durable and Scalable mLearning drill-down. Turin, Italy. Part of the two day workshop together with A. Botha, J. Batchelor and J. Change is inevitable, MOOCs help planning change. Aberdeen, Scotland.
Introduction to mLearning. A presentation provided for the European Environmental Agency during their annual meeting.
MOOC YourSelf - Set up your own MOOC for Business, Non-Profits, and Informal Communities
Copenhagen, Denmark. Integrating mLearning in a University curriculum: strategies, options and possibilities. University of Pretoria. Pretoria, South-Africa. Including a diverse learner audience by using a mobile accessible MOOC. Melbourne Workplace Congress, organized by ElNet. Melbourne, Australia. Den Haag, Netherlands. Panel discussion. Online presentation. Nieuwe onderwijstechnieken. London, United Kingom. Chair de Waard, I. Refereed conference presentations de Waard, I. Personalized learning: networking session.
Gaining self-confidence by learning MOOCs autonomously. Co- presentation with Kathy Demeulenaere.
- Duplicate citations.
- Hardcover MOOC YourSelf - Set up your own MOOC for Business, Non-Profits, and Informal Communities.
- Die Hearst-Presse und der Spanisch-Amerikanische Krieg 1898 (German Edition)!
The Open University. Self-directed learning in trial FutureLearn courses. Presentation together with Heidi Steegen and Kathy Demeulenaere. Investigating Self-Directed Learning dimensions: adapting the Bouchard framework. Toledo, Spain. Self-directed learning dynamics in FutureLearn courses: towards a framework. June Milton Keyes, United Kingdom. Learning Solutions conference. Orlando, USA. February Lausanne, Switzerland.
Slides can be found here.
Book Review: MOOC Yourself by Inge de Waard - noxyzywuqy.ml
What to do: focus on Self-Directed Learning or Seamless learning. You Heard It Here First seminar. Milton Keynes, United Kingdom. Impact of mobile access on learning interactions in MOOCs. Using a mobile MOOC to increase educational quality for a diversity of learners through dialogue and ubiquity. Paris, France. Online Educa Berlin. Is your Institute ready for the Knowledge Age. Institute of Tropical Medicine. Antwerpen, Belgium. MOOC integrating mixed media in informal training. Media and Learning conference. Brussels, Belgium. Online, Canada.
The recording of the session can be seen here.
Investigating learner interactions via ubiquitous access. October in Helsinki, Finland. The need for researching optimized mLearning design for open online courses. Athabasca University Graduate student conference.
Edmonton, Canada. MOOC benefits for an international audience. Orlando, Florida, USA. Collaborative discussion on mobile learning projects. Jonas rated it liked it Jun 30, John rated it liked it Jan 08, Marcel de Leeuwe is currently reading it Apr 23, Ian marked it as to-read Aug 14, Debra Beck marked it as to-read Dec 01, Takoulias marked it as to-read Dec 17, Katie Ladrido marked it as to-read May 12, Sutherlin added it May 12, Sandra Miller marked it as to-read May 19, Agustina Prado added it Nov 27, Amy J Garner added it Jun 01, Helena Weltschmerz marked it as to-read Jul 14, M GHA marked it as to-read Jul 25, Lin Sharon marked it as to-read Jan 20, Dario marked it as to-read Mar 24, Carol Hartmann is currently reading it May 24, Valentin Valentin marked it as to-read Oct 24, Mandy Stangeland is currently reading it Jun 19, Antony Bartlett added it Mar 16, There are no discussion topics on this book yet.
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