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 Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs

Open Praxis ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 331 ◽  
Author(s):  
Christian M. Stracke ◽  
Stephen Downes ◽  
Grainne Conole ◽  
Daniel Burgos ◽  
Fabio Nascimbeni
Keyword(s):  
Literature Review ◽  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online ◽  
Short Answer ◽  
Quality Framework ◽  
Leading Question

Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective.

scholarly journals Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
HAYRIYE TUGBA OZTURK
Keyword(s):  
Learning Environment ◽  
Assessment Tool ◽  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Survey Method ◽  
Open Education ◽  
Value Change ◽  
Massive Open Online

Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings of OERM, MOOCs embody primary characteristics of connectivist pedagogy which are autonomy, diversity, openness, and community participation. However, in time, moving away from its original philosophical and pedagogical values, new variations of MOOCs have emerged and new MOOCs have become more market oriented and are aligned with instructivist, cognitive, and behaviourist pedagogy. In an attempt to empirically examine the change in underlying values of the MOOCs, a survey method was employed by using a Connectivist Learning Environment Assessment Tool which was developed in the scope of this research. The tool could be useful for formulating and justifying a conceptual framework that enables us to reify the connectivist pedagogy and assess connectivist underpinnings of a learning environment including MOOCs. This research aims to contribute to MOOC studies against the background of previous knowledge from the Open Education and Connectivist fields.

scholarly journals An Interoperability Framework of Open Educational Resources and Massive Open Online Courses for Sustainable e-Learning Platform

2016 ◽  
Vol E99.D (8) ◽  
pp. 2140-2150 ◽  
Author(s):  
Sila CHUNWIJITRA ◽  
Chanchai JUNLOUCHAI ◽  
Sitdhibong LAOKOK ◽  
Pornchai TUMMARATTANANONT ◽  
Kamthorn KRAIRAKSA ◽  
...  
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Platform ◽  
E Learning

MASSIVE OPEN ONLINE COURSES (MOOCS) WITH OPEN EDUCATIONAL RESOURCES FOR TOXICOLOGY LEARNING - DRUGS AND POLLUTANTS AS XENOBIOTICS

2019 ◽  
Vol 18 (8) ◽  
pp. 1833-1842
Author(s):  
Camelia Draghici ◽  
Ileana Manciulea ◽  
Anca Vasilescu ◽  
Stefano Girotti ◽  
Luca Ferrari ◽  
...  
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals Open Educational Resources for Learning Environmental Analysis

Proceedings ◽  
2020 ◽  
Vol 55 (1) ◽  
pp. 22
Author(s):  
Camelia Draghici
Keyword(s):  
Environmental Analysis ◽  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Quality Monitoring ◽  
Massive Open Online ◽  
Critical Stage ◽  
Video Presentation ◽  
The Public

It is accepted that the COVID-19 pandemic opened the interest for open learning/education, for which there are three accepted meanings: (i) open universities, (ii) massive open online courses (MOOCs), and (iii) open educational resources (OERs). In this context, this work presents the development of OERs for learning about the environmental quality monitoring system and its related activities, where environmental analysis is a critical stage part of the process. The contents of the created OERs include video presentation/commented slides, text-based learning resources, and intermediate/final tests, available for free in the public domain.

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.

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