Big-Picture Planning and Backward Mapping

2019 ◽  
pp. 53-80
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Large Scale ◽  
Online Courses ◽  
Open Educational Resources ◽  
Music Appreciation ◽  
Course Development ◽  
Writing Course ◽  
Online Music ◽  
Big Picture ◽  
Backward Mapping ◽  
Online Methods

In the second section, Planning the Course, readers who need to develop online courses will find sequential guidance and sample planning documents to aid in large-scale thinking, curriculum selection, and general course development. This section includes chapters that guide readers on writing course objectives and learning outcomes, backward mapping, determining how to narrow down what will be taught, writing or choosing curriculum, navigating textbooks and open educational resources (OERs), and considering online methods and strategies. Each chapter in this section targets course development and design to support online music appreciation instructors as they create, transfer, or refresh online music appreciation courses.

Curriculum Content

2019 ◽  
pp. 81-97
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Music Appreciation ◽  
Curriculum Content ◽  
Limit Setting ◽  
Video Lectures ◽  
Online Music ◽  
The Many

This chapter introduces the many resources that come together to create the online music appreciation course curriculum. Because curriculum is the main content of the course, judiciously selecting from among the many options available to determine suitable content is essential. Readers will learn about limit-setting and curriculum components. Additionally, guidance for choosing a textbook and a review of major textbooks in print is provided, as well as a discussion of open educational resources (OERs) and sample resources. Some discussion is included about creating and providing instructor video lectures. The chapter ends with a brief summary of important points and an infographic designed to visually highlight the qualities and benefits of four major types of curriculum content.

scholarly journals Technological Innovations in Large-Scale Teaching: Five Roots of Massive Open Online Courses

2017 ◽  
Vol 56 (5) ◽  
pp. 623-644 ◽  
Author(s):  
Sandra Sanchez-Gordon ◽  
Sergio Luján-Mora
Keyword(s):  
Large Scale ◽  
Online Courses ◽  
Careful Consideration ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Technological Innovations ◽  
Computer Assisted ◽  
Successful Implementation ◽  
Massive Open Online

There are millions of people worldwide—of all ages, conditions, backgrounds, and motivations—with significant learning needs. Unfortunately, traditional education is not efficient enough to meet these needs. That is, the available educational resources are not fully exploited to help cover the demand. There is an increasing need for large-scale access to cost-effective and high-quality education. The use of technological innovations for large-scale teaching might be part of the solution. In this context, the goals of this study were to identify technological innovations that can be considered historical milestones in large-scale teaching, to systematize experts’ opinions about the topic, and to propose strategies for the successful implementation of massive open online courses (MOOCs). The researchers identified and analyzed a documentary corpus and found that, in the use of technologies for large-scale teaching, there has been a parallel evolution that have led to the emergence of MOOCs and includes five roots: distance education and online learning, testing or teaching machines and computer-assisted instruction, learning management systems, open education and open educational resources, and online massive teaching. The researchers propose three strategies for the successful implementation of MOOCs: careful consideration of the c/x MOOC pedagogical spectrum characteristics, selection of an appropriate MOOC model, and management of implementation challenges.

THE FOREST FOR THE TREES: SOCIETY AND THE HOUSEHOLD IN EARLY MODERN EUROPE

1998 ◽  
Vol 41 (4) ◽  
pp. 1161-1172 ◽  
Author(s):  
JOEL F. HARRINGTON
Keyword(s):  
Large Scale ◽  
University Of Pennsylvania ◽  
Italian Renaissance ◽  
German History ◽  
Early Modern Europe ◽  
Cambridge University ◽  
Johns Hopkins University ◽  
Big Picture ◽  
To Come ◽  
The Ideal

Gender relations in German history: power, agency, and experience from the sixteenth to the twentieth century. Edited by Lynn Abrams and Elizabeth Harvey. London: UCL, 1996. Pp. x+262. ISBN 1-85728-485-2. £12.95.Adultery and divorce in Calvin's Geneva. By Robert M. Kingdon. Cambridge, Mass., and London: Harvard UP, 1995. Pp. ix+214. ISBN 0-674-00520-1 (hb). £18.50.Housecraft and statecraft: domestic service in Renaissance Venice, 1400–1600. By Dennis Romano. Baltimore: Johns Hopkins University Press, 1996. Pp. xxvi+333. ISBN 0-8018-5288-9. £37.00.The European nobility, 1400–1800. By Jonathan Dewald. New approaches to European history, ix. Cambridge: Cambridge University Press, 1996. Pp. xvii+209. ISBN 0-521-42528-x (pb). £12.95.Garden and grove: the Italian Renaissance garden in the English imagination, 1600–1750. By John Dixon Hunt. Philadelphia: University of Pennsylvania, 1996. Pp. xix+268. ISBN 0-8122-1604-0 (pb). £23.50.Like an ancient woodsman or a guide through the Amazonian jungle, the ideal historian possesses at least two kinds of expertise: enough familiarity with the general terrain to plan successful expeditions and enough experience in the field to make inevitable adjustments to ‘the big picture’ when underway. Of course in the real world (of both geography and history) the tasks of exploration and cartography are often bifurcated, without necessarily disastrous results. The historian who is equally skilled at both close-up description and large-scale theorizing is consequently celebrated as a rare and valued anomaly. Meanwhile, for most of us stumbling scouts, the world beyond our familiar trails remains largely one of learned lore, with connections to our own limited forays often vague at best. Unless, of course, we are fortunate enough to come across something which provides an almost magical link between the narrow and the wide, the micro and the macro.

scholarly journals Understanding Student Engagement in Large-Scale Open Online Courses: A Machine Learning Facilitated Analysis of Student’s Reflections in 18 Highly Rated MOOCs

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Khe Foon Hew ◽  
Chen Qiao ◽  
Ying Tang
Keyword(s):  
Machine Learning ◽  
Large Scale ◽  
Online Courses ◽  
Subject Area ◽  
Online Course ◽  
Valuable Insight ◽  
Course Quality ◽  
Learning Classifier ◽  
Quality Rating ◽  
Open Courses

Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study offers a new original contribution by using a machine learning classifier to analyze 24,612 reflective sentences posted by 5,884 students, who participated in one or more of 18 highly rated MOOCs. Highly rated MOOCs were sampled because they exemplify good practices or teaching strategies. We selected highly rated MOOCs from Coursetalk, an open user-driven aggregator and discovery website that allows students to search and review various MOOCs. We defined a highly rated MOOC as a free online course that received an overall five-star course quality rating, and received at least 50 reviews from different learners within a specific subject area. We described six specific themes found across the entire data corpus: (a) structure and pace, (b) video, (c) instructor, (d) content and resources, (e) interaction and support, and (f) assignment and assessment. The findings of this study provide valuable insight into factors that students find engaging in large-scale open online courses.

Collaborative Course Development for Online Courses

2007 ◽  
Vol 32 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Haixia Xu ◽  
Libby V. Morris
Keyword(s):  
Online Courses ◽  
Course Development

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

scholarly journals The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown

2021 ◽  
Vol 19 (4) ◽  
pp. pp262-281
Author(s):  
Marta Migocka-Patrzałek ◽  
Magda Dubińska-Magiera ◽  
Dawid Krysiński ◽  
Stefan Nowicki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Quantitative Analysis ◽  
Large Scale ◽  
Online Courses ◽  
Academic Community ◽  
Teachers And Students ◽  
Willingness To Use ◽  
Academic Year

The number of online courses conducted at universities has been growing steadily worldwide. The demand for this form of education has jumped sharply in the 2019/2020 academic year as a consequence of the COVID-19 pandemic and the national lockdown. The following study uses the case of University of Wrocław and examines how this unprecedented situation would affect the attitude of members of the academic community toward distance learning. The examination, based on quantitative analysis of separated questionnaires distributed among teachers and students, reveals that the previous experience in distance learning strongly correlates with willingness to use it in the future, i.e. after fighting the coronavirus crisis. Thus, the research suggests that the implementation of distance learning may involve the need to put more emphasis on systematic and long-term actions. The results achieved in the study may contribute to improving the ways of implementing distance learning on a large scale in institutions dealing with higher education.  

scholarly journals Open Online Courses in Public Health: experience from Peoples-uni

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 170
Author(s):  
Richard F. Heller ◽  
Robert Zurynski ◽  
Alan Barrett ◽  
Omo Oaiya ◽  
Rajan Madhok
Keyword(s):  
Public Health ◽  
Online Courses ◽  
Open Educational Resources ◽  
Global Public Health ◽  
Academic Credit ◽  
Link Type ◽  
Wide Range ◽  
Separate Site ◽  
Online Learning Resources ◽  
Professional Audience

Open Online Courses (OOCs) are offered by Peoples-uni at http://ooc.peoples-uni.org to complement the courses run on a separate site for academic credit at http://courses.peoples-uni.org. They provide a wide range of online learning resources beyond those usually found in credit bearing Public Health courses. They are self-paced, and students can enrol themselves at any time and utilise Open Educational Resources free of copyright restrictions.  In the two years that courses have been running, 1174 students from 100 countries have registered and among the 1597 enrolments in 14 courses, 15% gained a certificate of completion. Easily accessible and appealing to a wide geographical and professional audience, OOCs have the potential to play a part in establishing global Public Health capacity building programmes.

scholarly journals Designing ESP Courses: Principles & Specificities

2021 ◽  
Vol 3 (1) ◽  
pp. 62-74
Author(s):  
D. Stoyanova
Keyword(s):  
Learning Outcomes ◽  
Online Courses ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Professional Communication ◽  
Course Development ◽  
Teaching English ◽  
Specific Level ◽  
Characteristic Features ◽  
Step Algorithm

The article is aimed at specialists in teaching English for professional communication and is dedicated to development of courses of English for Specific Purposes (ESP). The author describes characteristic features of such courses, that need to be considered by methodologists, and describes an algorithm that has been successfully used in course development at Skyes University and Skyeng online school. Besides the step-by-step algorithm, the article describes tools that are needed to successfully develop an ESP course: tools to check the text CEFR level, tools to select learning outcomes, vocabulary and grammar functions for a specific level of language acquisition, goals and professional area. The article also lists tools to ensure the pragmatic value of the course being developed and reasons for using particular approaches and techniques in teaching, such as Task-based learning, Project-based learning, case studies. All the methods and techniques, described by the author, are illustrated with examples from online courses that have been designed and used by Skyeng and Skyes University platform. The algorithm and set of tools will be useful for development not only of online courses but also of textbooks of English for Specific purposes and professional communication.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2019 ◽  
pp. 250-297
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

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