scholarly journals iBiology: communicating the process of science

2014 ◽  
Vol 25 (15) ◽  
pp. 2217-2219 ◽  
Author(s):  
Sarah S. Goodwin
Keyword(s):  
Open Access ◽  
Scientific Knowledge ◽  
Online Courses ◽  
Scientific Discovery ◽  
Massive Open Online Courses ◽  
The Internet ◽  
Massive Open Online ◽  
Internet Connection ◽  
Biology Research ◽  
Ted Talks

The Internet hosts an abundance of science video resources aimed at communicating scientific knowledge, including webinars, massive open online courses, and TED talks. Although these videos are efficient at disseminating information for diverse types of users, they often do not demonstrate the process of doing science, the excitement of scientific discovery, or how new scientific knowledge is developed. iBiology ( www.ibiology.org ), a project that creates open-access science videos about biology research and science-related topics, seeks to fill this need by producing videos by science leaders that make their ideas, stories, and experiences available to anyone with an Internet connection.

scholarly journals Massive Open Online Courses: Legal and Policy Issues for Research Libraries

2016 ◽  
Author(s):  
Brandon Collins Butler
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Information Policy ◽  
Fair Use ◽  
Massive Open Online Courses ◽  
Equal Access ◽  
Massive Open Online ◽  
Educational Mission ◽  
Policy Issues ◽  
Research Libraries

Massive Open Online Courses (MOOCs) raise significant legal and policy questions for research libraries, which are often asked to support the development of MOOC courses. These questions involve information policy concerns that are central to research libraries, including the proper application of fair use, the transition to open access as the default mode of scholarly publishing, and the provision of equal access to learning materials for students with and without disabilities. Where possible, research libraries should engage in conversations around MOOCs and promote their core values. By doing so, they will also promote the continuing vitality of libraries as partners in the educational mission.

scholarly journals A double-loop evaluation process for MOOC design and its pilot application in the university domain

2017 ◽  
pp. 433-448
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Massive Open Online Courses ◽  
Double Loop ◽  
Massive Open Online ◽  
Know How ◽  
The University ◽  
The Way

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

Collaborative Calibrated Peer Assessment in Massive Open Online Courses

2020 ◽  
pp. 1408-1434
Author(s):  
Asma Boudria ◽  
Yacine Lafifi ◽  
Yamina Bordjiba
Keyword(s):  
Open Access ◽  
Collaborative Learning ◽  
Online Courses ◽  
Peer Assessment ◽  
Learning Algorithms ◽  
Massive Open Online Courses ◽  
Major Difficulty ◽  
Massive Open Online ◽  
New Approach

The free nature and open access courses in the Massive Open Online Courses (MOOC) allow the facilities of disseminating information for a large number of participants. However, the “massive” propriety can generate many pedagogical problems, such as the assessment of learners, which is considered as the major difficulty facing in the MOOC. In fact, the immense number of learners who exceeded in some MOOC the hundreds of thousands make the instructors' evaluation of students' production quite impossible. In this work, the authors present a new approach for assessing the learners' production in MOOC. This approach combines the peer assessment with the collaborative learning and the calibrated method. It aims at increasing the degree of trust in peer-assessment. For evaluating the proposed approach, the authors implemented a MOOC dedicated for learning algorithms. In addition, an experiment was conducted during two months for knowing the effects of the proposed approach. The obtained results are presented in this paper. They are judged as very interesting and encouraging.

scholarly journals TEACHING AN ADVANCED ENGINEERING MOOC: LESSONS LEARNED

2015 ◽  
Author(s):  
Jeffrey Harris ◽  
William Heikoop ◽  
Allison Van Beek ◽  
James S. Wallace
Keyword(s):  
Online Courses ◽  
Wind Waves ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The Public ◽  
University Of Toronto ◽  
Internet Connection ◽  
The World ◽  
The University

Massive Open Online Courses (MOOCs) allow anyone in the public to learn from professors at universities across the world. An internet connection is the only requirement to participate in a MOOC. In engineering, the majority of MOOCs are targeted at self-learners, and consequently most courses are based on introductory undergraduate courses. The University of Toronto offered its first advanced engineering MOOC entitled, “Wind, Waves & Tides” based on a mixed fourth-year undergraduate and graduate level course. A total of 11,723 students registered in the course, and 617 students completed the course in its entirety. The following paper describes the experience of teaching a niche interest MOOC and the lessons learned throughout the endeavour.

scholarly journals Application of MOOCs for borrowers’ financial education in microfinance

2017 ◽  
pp. 160-176
Keyword(s):  
Customer Service ◽  
Online Courses ◽  
Financial Education ◽  
Structured Interview ◽  
Research Strategy ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Internet Connection ◽  
Interview Research

The main objective of this research was to explore current borrowers’ financial education in microfinance and determine the possibilities of adopting massive open online courses (MOOCs) for such individuals. We adopted a semi-structured interview research strategy. A total of 25 employees and borrowers in BRAC’s (Bangladesh Rehabilitation Assistance Committee and then Bangladesh Rural Advancement Committee, currently, BRAC does not represent an acronym) microfinance program were interviewed and the data were analyzed qualitatively. The results show that BRAC’s microfinance program provides borrowers’ financial education in terms of a pre-disbursement orientation and four-day training through the creation of a new role of customer service assistant. The results also reveal that edu-entertainment, easy understanding, and more borrower participation are the main possible opportunities for adopting MOOCs for borrowers’ financial education. We identified infrastructure, Internet connection, and funding as possible hindrances to adopting MOOCs for financial education. Finally, we propose a framework for adopting MOOCs for borrowers’ financial education in microfinance.

scholarly journals Massive Open Online Courses as an Augmentation of E-Learning: A Review

2018 ◽  
Vol 4 (2) ◽  
pp. 1-4
Author(s):  
Mohamed Ali Mahmod ◽  
Asma Md. Ali ◽  
Asadullah Shah
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Theories ◽  
Educational Institutions ◽  
The Internet ◽  
Practical Implementation ◽  
Massive Open Online ◽  
Scientific Papers ◽  
E Learning

Massive Open Online Courses (MOOCs) are considered as important trends in electroniclearning (e-learning) in higher education. Many universities offered MOOCs to any learners who preferlearning via the internet and benefiting from the offered courses online. Massive Open Online Courses areopen learning to anyone to enrol and study and many offered courses are free which do not require payingfees. MOOCs are delivered as video-based content via the internet offered by educational institutions anduniversities to many international learners. There is a lack of previous studies and scientific papers thatinvestigates the global role of MOOCs in e-learning. MOOCs has emerged due to learning theories relatedto learners whether individuals or networks of learners. Therefore, this paper reviews Massive Open OnlineCourses characteristics, it spread around the world, its practical implementation in e-learning LearningManagement Systems (LMS) and its theoretical contributing roles to enhance e-learning through its rolesin promoting e-learning theories.

scholarly journals The MOOC Syllabus Blues: The Strategies for Libraries with MOOCs and Syllabus Materials

2017 ◽  
Author(s):  
Kyle K. Courtney
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Access Problems

For this article I focus on strategies to deal with the copyright and access problems associated with Massive Open Online Courses (MOOCs) syllabus materials, and the opportunities they create for faculty, students, and staff to learn about copyright, open access (OA), and publication.

Massive Open Online Courses and Integrating Open Source Technology and Open Access Literature Into Technology-Based Degrees

2018 ◽  
pp. 7898-7911
Author(s):  
Maurice Dawson ◽  
Sharon L. Burton ◽  
Dustin Bessette ◽  
Jorja Wright
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Open Source ◽  
Online Courses ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Stem Programs ◽  
And Mathematics ◽  
Faculty And Administrators

Massive Open Online Courses (MOOCs) are a new phenomenon of course delivery for students, faculty, and administrators to use. As this technology continues to grow in the short term it is essential to develop a method in which Open Source Software (OSS), open source technologies, and open access literature can be incorporated to strengthen the MOOC environment. Strengthening the MOOC environment can be used as a method to increase retention as well as increase enrollment in higher education. As Science, Technology, Engineering, and Mathematics (STEM) programs are going online it is imperative that the tools meet the demands of today's marketplace. This chapter provides insights on these open technology solutions so that current and future MOOCs can be enhanced with little to no cost added.

An Overview of Massive Open Online Courses (MOOCs), Pedagogies, and Distance Education

2019 ◽  
pp. 56-68
Author(s):  
Mohd Faiz Mohd Yaakob ◽  
Mohd Muslim Md Zalli
Keyword(s):  
Distance Education ◽  
Effective Teaching ◽  
Teaching Strategies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
The Internet ◽  
Massive Open Online ◽  
Effective Teaching Strategies ◽  
Education Theory ◽  
Educational Modules

This chapter discussed an overview of massive open online courses (MOOC) pedagogies and distance education in Malaysia. Meanwhile, topics such as MOOC in Malaysia, distance education, theory, and concept and other sub-topics are discussed. Massive open online courses (MOOCs) are the instructed course with the various number of students using the internet. Indeed, MOOCs are not a new tool to educational modules outline and strategy. At the end of this chapter, effective teaching strategies are proposed.

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