TEACH THE EARTH’S DECENTRALIZED MODEL FOR CENTRALIZED EDUCATIONAL RESOURCE DISCOVERY

2016 ◽  
Author(s):  
Rory R. McFadden ◽  
◽  
Sean P. Fox ◽  
Sean P. Fox ◽  
Cathryn A. Manduca ◽  
...  
Keyword(s):  
Resource Discovery ◽  
Educational Resource ◽  
Decentralized Model

BD2K Training Coordinating Center's ERuDIte: the Educational Resource Discovery Index for Data Science

2019 ◽  
pp. 1-1 ◽  
Author(s):  
Jose Luis Ambite ◽  
Lily Fierro ◽  
Jonathan Gordon ◽  
Gully Burns ◽  
Florian Geigl ◽  
...  
Keyword(s):  
Data Science ◽  
Resource Discovery ◽  
Educational Resource

Emotional intelligence as educational resource for parents

2015 ◽  
Author(s):  
Aliya Tolegenova ◽  
Shugyla Duanayeva ◽  
Danna Naurzalina ◽  
Baidlayeva Akmarala ◽  
Laura Baimoldina ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Educational Resource

Transvenous Cardiac Pacemaker Educational Resource

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Jmir Cousar ◽  
Michael Bohanske ◽  
Jeffery Hill
Keyword(s):  
Cardiac Pacemaker ◽  
Educational Resource

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

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