scholarly journals Treasuring and preserving languages: how the inclusive design in MOOCs might help

2020 ◽  
pp. 5-12
Author(s):  
Kate Borthwick
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Inclusive Design ◽  
Learning Contexts ◽  
Barriers To Access ◽  
Open Content ◽  
The University ◽  
Development Course

This paper reflects on the inclusive design features of Massive Open Online Courses (MOOCs) and how these might support and encourage language learning. It considers what inclusivity in the context of MOOCs means, and some of the features of MOOCs which might be inherently inclusive and of value in supporting languages. It presents an example of inclusive design from a MOOC created at the University of Southampton: English as a Medium of Instruction (EMI) for Academics, a professional development course for teachers. It shows how this course was particularly designed to appeal to the broadest audience possible, and indicates how this might be relevant in language learning contexts. It considers the challenges of creating inclusive open content, and how MOOC design encourages the treasuring and preserving of languages through global reach and low barriers to access.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

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.

Assessment and Learning Partnerships in an Online Environment

2013 ◽  
pp. 39-54
Author(s):  
Patrick Griffin ◽  
Esther Care ◽  
Pam Robertson ◽  
Judith Crigan ◽  
Nafisa Awwal ◽  
...  
Keyword(s):  
Professional Development ◽  
Research Centre ◽  
Online Environment ◽  
Assessment Data ◽  
Learning Partnerships ◽  
Teachers And Students ◽  
Online Assessments ◽  
Assessment Procedures ◽  
The University ◽  
Development Course

This chapter shows how the online environment is used to promote quality teaching within a research project conducted by the Assessment Research Centre at the University of Melbourne. The project investigates how teacher teams use assessment data to inform teaching decisions and extensive efforts are made to check their learning through performance assessment procedures that monitor their discipline and pedagogy skills development. Teachers from the project are involved in a professional development course. The ways in which they adopt the knowledge, skills, and attitudes addressed by the course are tracked, along with assessment data from their students. The online environment is used to deliver the professional development course and to deliver online assessments for students and teachers. The authors are careful to ensure that the online experience for both teachers and students reinforces the ideas of the project. These include the notions of developmental approach rather than deficit, evidence rather than inferential decision making and collaboration rather than isolation.

Assessment and Learning Partnerships in an Online Environment

2014 ◽  
pp. 360-375
Author(s):  
Patrick Griffin ◽  
Esther Care ◽  
Pam Robertson ◽  
Judith Crigan ◽  
Nafisa Awwal ◽  
...  
Keyword(s):  
Professional Development ◽  
Research Centre ◽  
Online Environment ◽  
Assessment Data ◽  
Learning Partnerships ◽  
Teachers And Students ◽  
Online Assessments ◽  
Assessment Procedures ◽  
The University ◽  
Development Course

This chapter shows how the online environment is used to promote quality teaching within a research project conducted by the Assessment Research Centre at the University of Melbourne. The project investigates how teacher teams use assessment data to inform teaching decisions and extensive efforts are made to check their learning through performance assessment procedures that monitor their discipline and pedagogy skills development. Teachers from the project are involved in a professional development course. The ways in which they adopt the knowledge, skills, and attitudes addressed by the course are tracked, along with assessment data from their students. The online environment is used to deliver the professional development course and to deliver online assessments for students and teachers. The authors are careful to ensure that the online experience for both teachers and students reinforces the ideas of the project. These include the notions of developmental approach rather than deficit, evidence rather than inferential decision making and collaboration rather than isolation.

Cultural and Contextual Affordances in Language MOOCs

2020 ◽  
Vol 10 (2) ◽  
pp. 48-60
Author(s):  
Carolin Fuchs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
East Coast ◽  
Online Courses ◽  
Private University ◽  
Massive Open Online Courses ◽  
Elective Course ◽  
In The Beginning

This case study explores cultural and contextual affordances in language massive open online courses (LMOOCs), especially the extent to which an LMOOC effectively promotes optimal language learning. Participants included 15 language student teachers of English as a second or foreign language in a spring technology elective course at a private university on the East Coast. Student teachers enrolled in language MOOCs and tracked and evaluated their learning process and progress through weekly logs and surveys. Data was collected from weekly reflection logs and pre- and post-surveys. Results indicate that the cultural affordances were more salient in the advanced Spanish MOOC and the Hindi MOOC, while in the beginning-level LMOOCs, contextual factors were lacking overall.

A Comparative Study on Various Vocabulary Knowledge Scales for Predicting Vocabulary Pre-Knowledge

2017 ◽  
Vol 15 (1) ◽  
pp. 69-81 ◽  
Author(s):  
Di Zou ◽  
Haoran Xie ◽  
Yanghui Rao ◽  
Tak-Lam Wong ◽  
Fu Lee Wang ◽  
...  
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Vocabulary Knowledge ◽  
Massive Open Online Courses ◽  
Learning Resources ◽  
Massive Open Online ◽  
The World ◽  
History Of ◽  
E Learning ◽  
Knowledge Levels

The world has encountered and witnessed the great popularity of various emerging e-learning resources such as massive open online courses (MOOCs), textbooks and videos with the development of the big data era. It is critical to understand the characteristics of users to assist them to find desired and relevant learning resources in such a large volume of resources. For example, understanding the pre-knowledge on vocabulary of learners is very prominent and useful for language learning systems. The language learning effectiveness can be significantly improved if the pre-knowledge levels of learners on vocabulary can be accurately predicted. In this research, the authors model the vocabulary of learners by extracting their history of learning documents and identify the suitable vocabulary knowledge scales (VKS) for pre-knowledge prediction. The experimental results on real participants verify that the optimal VKS and the proposed predicting model are powerful and effective.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals ARPIT Online Course on Emerging Trends and Technologies in Library and Information Services (ETTLIS)

2020 ◽  
Vol 40 (03) ◽  
pp. 160-168
Author(s):  
Nabi Hasan ◽  
Debashis Naskar
Keyword(s):  
Professional Development ◽  
Information Science ◽  
Online Courses ◽  
Information Services ◽  
Career Progression ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Library And Information Science ◽  
Emerging Trends ◽  
Spare Time

Annual Refresher Programme In Teaching (ARPIT) is a major and unique initiative for professional development in Library and Information Science (LIS), using Massive Open Online Courses (MOOCs) platform called SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) of Government of India. Learners who find it difficult to spare time for regular physical learning may use this platform for professional development and career progression. With the advantage of this platform, a new course, i.e., Emerging Trends & Technologies in Library & Information Services (ETTLIS), has been launched with National Resource Centre in Library and Information Science (NRC) at Central Library, IIT Delhi. People might be thinking that the role and prospects of library professionals are diminishing. However, we can say that they are becoming more important provided they are keeping pace with emerging trends & technologies in LIS and willing to go out of the box. ETTLIS course has been designed to make learners aware of new trends, technologies, and developments in the field of library systems and services. The paper is aimed to highlight this course and its useful contents to every library professional through SWAYAM and its YouTube Channel to help in professional development and career progression.

scholarly journals A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Abi Brooker ◽  
Linda Corrin ◽  
Paula De Barba ◽  
Jason Lodge ◽  
Gregor Kennedy
Keyword(s):  
Professional Development ◽  
Achievement Motivation ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
General Interest ◽  
Final Grade ◽  
Performance Patterns ◽  
And Performance ◽  
Stage 1 ◽  
Demographic Background

Recent scholarly discussions about massive open online courses (MOOCs) highlight pedagogical and practical issues that separate MOOCs from other learning settings, especially how theories of learning translate to MOOC students’ motivation, participation, and performance. What is missing from these discussions is the purpose of the MOOC. We report a comparative study of two MOOCs that differ in educational purpose, but are similar in design. Our sample consisted of 983 students in a professional development MOOC, and 648 students in a MOOC focused on general interest. We first report differences between the two MOOCs, in terms of student demographics, achievement motivation, and participation. For each MOOC, we ran a two-stage regression analysis to determine the extent to which motivation variables (stage 1) and participation variables (stage 2) predicted performance. Patterns in demographic background and motivation differed in ways that were consistent with the MOOCs' purposes. Motivation and participation predicted performance, but this relationship differed between the two MOOCs and reflected the patterns of participation. Professional development motivation contributed to final grade in the professional development MOOC, but not the general interest MOOC. The findings have implications for how MOOC designers think about their target audience, and for students who aim for high final grades.

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