scholarly journals Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner

2018 ◽  
Vol 18 (4) ◽  
pp. 439-460 ◽  
Author(s):  
Mathias Decuypere
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Access To Education ◽  
Open Learning ◽  
Massive Open Online ◽  
Generic Term ◽  
Different Types ◽  
Concrete Operations

Open Education (OE), a generic term for a collection of practices that seek to broaden the access to education through digital means, has gained increasing traction and popularity over the last years and from various corners, both globally and in European circles. Rather than taking the technologies OE makes use of at face value, this article analyzes the concrete operations that Massive Open Online Courses (MOOC) platforms perform, and more specifically the sorts of open learning and the type of open learner that are being shaped by these platforms. Understanding such platforms as active, socio-technical devices, the article first provides an overview of the conceptual milieu out of which these MOOC platforms originated. In a second part, contemporary MOOC platforms that have concretized out of this milieu are analyzed. Different types of operations that enact a very specific figure of the open learner (and types of open learning) are advanced: The open learner is increasingly being lured and made flexible, controlled and molded, communalized and responsibilized, and finally trained and empowered. The article ends with some outlines for possible future concretizations of OE and its MOOC platforms.

scholarly journals Inovasi Perpustakaan melalui MOOCs Peluang Pustakawan Embedded di Era Industri 4.0

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Riana Mardina
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online

Revolusi industri 4.0 memacu kemunculan perkuliahan berbasis digital. Perguruan tinggi dapat mengantisipasi revolusi industri 4.0 dengan mengembangkan pendidikan tinggi jarak jauh atau terbuka yang dapat diimplementasikan dalam tiga model, yaitu: pembelajaran sepenuhnya online learning; blended learning, atau dikombinasikan dalam mata kuliah. Model pembelajaran MOOCs (massive open online courses) dapat dijadikan pilihan untuk pendidikan terbuka (open education). Inti utama model pembelajaran MOOCs adalah kolaborasi dan konektivitas. Pustakawan berperan untuk mendukung dan memfasilitasi model pembelajaran MOOCs. Pustakawan embedded adalah bagian komunitas model pembelajaran MOOCs dan harus berkolaborasi,menjalin hubungan erat dengan mahasiswa dan dosen. Pustakawan embedded dan model pembelajaran MOOCs memiliki esensi sama yaitu komunitas dan kolaborasi. Penguasaan teknologi informasi, online learning, literasi informasi sebagai kapasitas untuk menghadirkan pustakawan embedded dalam mencapai keberhasilan model pembelajaran MOOCs.

scholarly journals The Challenge of Teaching Mobile Journalism through MOOCs: A Case Study

2020 ◽  
Vol 12 (13) ◽  
pp. 5307 ◽  
Author(s):  
Laura Cervi ◽  
José Manuel Pérez Tornero ◽  
Santiago Tejedor
Keyword(s):  
Online Courses ◽  
Pilot Project ◽  
Massive Open Online Courses ◽  
Open Learning ◽  
Massive Open Online ◽  
Current Challenge ◽  
New Models ◽  
Journalistic Practice ◽  
The Way

Smartphones have become a key social tool: They have changed the way people consume, receive and produce information, providing potentially anyone with the opportunity to create and share content through a variety of platforms. The use of smartphones for gathering, producing, editing and disseminating news gave birth to a new journalistic practice, mobile journalism. Incorporating mobile journalism is, thus, the current challenge for journalism educators. Our article aims at discovering whether new models of education, such as massive online courses, can help mobile journalism training. The research focuses on the first pilot project of a massive open online courses (MOOC) on mobile journalism, the Y-NEX MOOC. By assessing structure, functioning and participants’ opinion, the objective is to discover if MOOCs prove to be useful tools in mobile journalism training. Results show that this model of distance open learning can be helpful for mobile journalism training, providing some recommendations for improvement.

scholarly journals Extraction of Student Interaction Data from an Open edX Platform

2021 ◽  
Vol 20 (38) ◽  
pp. 87-98
Author(s):  
Daniel Jaramillo-Morillo ◽  
Mario Solarte ◽  
Gustavo Ramírez-González
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Online Courses ◽  
Student Interaction ◽  
Massive Open Online Courses ◽  
Interaction Data ◽  
Access To Education ◽  
Huge Number ◽  
Massive Open Online ◽  
Java Code

The Massive Open Online Courses (MOOC) are courses available to the general public without restrictions that are offered to hundreds or thousands of students and in recent years have been presented as a revolution in online education. They are presented as an alternative to the great demand in higher education for the characteristic of being open and massive because they allow access to education to a huge number of students. They have become an ideal environment for data collection and through the application of learning analytics techniques they have allowed a better understanding of how students learn. However, access to the data from thecurrent open-source MOOC platforms is limited and often difficult to collect and process. This paper presents a proposal for collecting and processing the data from students’ interaction with the Open edX platform through Scripts and a Collector based on Java code. 

scholarly journals MOOC Platforms: a Review and Comparison

2018 ◽  
Vol 7 (4.11) ◽  
pp. 70 ◽  
Author(s):  
Ummy Gusti Salamah ◽  
Rabab Alayham Abbas Helmi
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Google Scholar ◽  
Research Groups ◽  
Open Learning ◽  
Massive Open Online ◽  
Technological Infrastructure

For development courses in the Massive Open Online Courses (MOOC) requires the support of good technological infrastructure. Some MOOC platforms are part of the institution but some platforms are built by individual teachers or instructors. The objective of this study to reviews about characteristics in MOOC platforms and evaluation of comparison based on previous studies with specific in MOOC platforms. The databases in MOOC studies found in four databases namely Google Scholar, IEEExplore, Elsevier Science Direct, and Emerald. After the databases filtered, 20 papers in MOOC studies that selected and 4 databases related in development Open Learning and Udemy platforms. This study aims to bring the knowledge for the developer or research groups about MOOC platforms and as a consideration to choose which one suitable platforms to create, manage, and deliver courses.  

Supporting access to open education resources and massive open online courses for high school students of New Zealand

2017 ◽  
Vol 14 (4) ◽  
pp. 244-253
Author(s):  
Sittara Hakim
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online ◽  
School Students

Open education promotes an absolute openness in the dissemination of education, eliminating barriers including, but not limited to, cost and access to free and relevant resources. For open education, digital content has provided a means of not just sharing resources, but for promoting an interactive and collaborative culture of pooled Open Educational Resources to help others have the freedom of learning and educating themselves as per their necessity and yearning. Open Educational Resources in higher education have quickly gained a reputation, expanded and evolved with Massive Open Online Courses. In this paper, the significance, approach and implications of open education are extended to secondary education. Recommendations are reported for the development of High School Open Educational Resources in New Zealand, including the establishment of a High School Object Repository.

scholarly journals Types of Participant Behavior in a Massive Open Online Course

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Tali Kahan ◽  
Tal Soffer ◽  
Rafi Nachmias
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Video Lectures ◽  
Different Types ◽  
Course Achievement ◽  
Participant Behavior

<p class="3">In recent years there has been a proliferation of massive open online courses (MOOCs), which provide unprecedented opportunities for lifelong learning. Registrants approach these courses with a variety of motivations for participation. Characterizing the different types of participation in MOOCs is fundamental in order to be able to better evaluate the phenomenon and to support MOOCs developers and instructors in devising courses which are adapted for different learners' needs. Thus, the purpose of this study was to characterize the different types of participant behavior in a MOOC. Using a data mining methodology, 21,889 participants of a MOOC were classified into clusters, based on their activity in the main learning resources of the course: video lectures, discussion forums, and assessments. Thereafter, the participants in each cluster were characterized in regard to demographics, course participation, and course achievement characteristics. Seven types of participant behavior were identified: <em>Tasters</em> (64.8%), <em>Downloaders</em> (8.5%), <em>Disengagers</em> (11.5%), <em>Offline</em> <em>Engagers</em> (3.6%), <em>Online Engagers</em> (7.4%), <em>Moderately Social Engagers</em> (3.7%), and <em>Social Engagers</em> (0.6%). A significant number of 1,020 participants were found to be engaged in the course, but did not achieve a certificate. The types are discussed according to the established research questions. The results provide further evidence regarding the utilization of the flexibility, which is offered in MOOCs, by the participants according to their needs. Furthermore, this study supports the claim that MOOCs' impact should not be evaluated solely based on certification rates but rather based on learning behaviors.</p>

scholarly journals Frugal MOOCs

2017 ◽  
Vol 20 (5) ◽  
Author(s):  
Mariam Aman Shah ◽  
David Santandreu Calonge
Keyword(s):  
Online Courses ◽  
Developed Countries ◽  
Massive Open Online Courses ◽  
Exploratory Research ◽  
Access To Education ◽  
Massive Open Online ◽  
Expert Opinions ◽  
Growing Body ◽  
Supporting Structures ◽  
Developing And Developed Countries

There is a growing body of literature that recognizes the role Massive Open Online Courses (MOOCs) can play in improving access to education globally, and particularly to thousands of people in developing and developed countries. There is increasing concern, however, that the millions of displaced refugee learners throughout Europe, the Middle East, and other regions are still disadvantaged when it comes to engaging in learning through MOOCs. The reasons for this disadvantage range from a lack of appropriate infrastructure or other supporting structures, to a lack of contextualized content. So far, little attention has been paid to contextualized MOOC models, which may both impact policies and be adapted to the specific needs of these learners who often do not have the means to access many education opportunities. Therefore, the purpose of this paper is to propose a frugally-engineered MOOC model that addresses the barriers of access and participation for refugees. This paper engages in an exploratory research methodology, using findings from the literature and expert opinions gathered through interviews. These findings lead to the development of what the authors call a Frugal MOOC Model which can be contextualized to meet the needs of refugee learners. The paper goes on to highlight the development of the Frugal MOOC Model as the first phase of an ongoing study. It concludes with recommendations for the next phase of the study: how to implement the newly developed model.

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