scholarly journals The MOOC Syllabus Blues: The Strategies for Libraries with MOOCs and Syllabus Materials

2017 ◽  
Author(s):  
Kyle K. Courtney
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Access Problems

For this article I focus on strategies to deal with the copyright and access problems associated with Massive Open Online Courses (MOOCs) syllabus materials, and the opportunities they create for faculty, students, and staff to learn about copyright, open access (OA), and publication.

scholarly journals Massive Open Online Courses: Legal and Policy Issues for Research Libraries

2016 ◽  
Author(s):  
Brandon Collins Butler
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Information Policy ◽  
Fair Use ◽  
Massive Open Online Courses ◽  
Equal Access ◽  
Massive Open Online ◽  
Educational Mission ◽  
Policy Issues ◽  
Research Libraries

Massive Open Online Courses (MOOCs) raise significant legal and policy questions for research libraries, which are often asked to support the development of MOOC courses. These questions involve information policy concerns that are central to research libraries, including the proper application of fair use, the transition to open access as the default mode of scholarly publishing, and the provision of equal access to learning materials for students with and without disabilities. Where possible, research libraries should engage in conversations around MOOCs and promote their core values. By doing so, they will also promote the continuing vitality of libraries as partners in the educational mission.

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.

Collaborative Calibrated Peer Assessment in Massive Open Online Courses

2020 ◽  
pp. 1408-1434
Author(s):  
Asma Boudria ◽  
Yacine Lafifi ◽  
Yamina Bordjiba
Keyword(s):  
Open Access ◽  
Collaborative Learning ◽  
Online Courses ◽  
Peer Assessment ◽  
Learning Algorithms ◽  
Massive Open Online Courses ◽  
Major Difficulty ◽  
Massive Open Online ◽  
New Approach

The free nature and open access courses in the Massive Open Online Courses (MOOC) allow the facilities of disseminating information for a large number of participants. However, the “massive” propriety can generate many pedagogical problems, such as the assessment of learners, which is considered as the major difficulty facing in the MOOC. In fact, the immense number of learners who exceeded in some MOOC the hundreds of thousands make the instructors' evaluation of students' production quite impossible. In this work, the authors present a new approach for assessing the learners' production in MOOC. This approach combines the peer assessment with the collaborative learning and the calibrated method. It aims at increasing the degree of trust in peer-assessment. For evaluating the proposed approach, the authors implemented a MOOC dedicated for learning algorithms. In addition, an experiment was conducted during two months for knowing the effects of the proposed approach. The obtained results are presented in this paper. They are judged as very interesting and encouraging.

Massive Open Online Courses and Integrating Open Source Technology and Open Access Literature Into Technology-Based Degrees

2018 ◽  
pp. 7898-7911
Author(s):  
Maurice Dawson ◽  
Sharon L. Burton ◽  
Dustin Bessette ◽  
Jorja Wright
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Open Source ◽  
Online Courses ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Stem Programs ◽  
And Mathematics ◽  
Faculty And Administrators

Massive Open Online Courses (MOOCs) are a new phenomenon of course delivery for students, faculty, and administrators to use. As this technology continues to grow in the short term it is essential to develop a method in which Open Source Software (OSS), open source technologies, and open access literature can be incorporated to strengthen the MOOC environment. Strengthening the MOOC environment can be used as a method to increase retention as well as increase enrollment in higher education. As Science, Technology, Engineering, and Mathematics (STEM) programs are going online it is imperative that the tools meet the demands of today's marketplace. This chapter provides insights on these open technology solutions so that current and future MOOCs can be enhanced with little to no cost added.

Experience Gained From Applying a Team-Based Approach for MOOC Development

2019 ◽  
Vol 14 (2) ◽  
pp. 15-30 ◽  
Author(s):  
Natalia Spyropoulou ◽  
Christos J. Pierrakeas ◽  
Achilles Kameas
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Online Courses ◽  
Learning Opportunities ◽  
Emerging Technology ◽  
Massive Open Online Courses ◽  
Open University ◽  
Open Education ◽  
Massive Open Online ◽  
The World

Massive open online courses (MOOC) constitute an emerging technology for distance and open education while interest in incorporating them in higher education is constantly growing. Due to the free and open access learning opportunities that they offer, they attract an immense number of learners from all over the world. Additionally, because of their openness, they present major challenges, including network co-creation within communities and new forms of communication and collaboration for both students and educators. In this article, the authors present a methodology for a team-based development of MOOCs with the use of a recognized design model that they applied in Hellenic Open University. The main objective is to illustrate the lessons learnt during this MOOC development.

Collaborative Calibrated Peer Assessment in Massive Open Online Courses

2018 ◽  
Vol 16 (1) ◽  
pp. 76-102
Author(s):  
Asma Boudria ◽  
Yacine Lafifi ◽  
Yamina Bordjiba
Keyword(s):  
Open Access ◽  
Collaborative Learning ◽  
Online Courses ◽  
Peer Assessment ◽  
Learning Algorithms ◽  
Massive Open Online Courses ◽  
Major Difficulty ◽  
Massive Open Online ◽  
New Approach

The free nature and open access courses in the Massive Open Online Courses (MOOC) allow the facilities of disseminating information for a large number of participants. However, the “massive” propriety can generate many pedagogical problems, such as the assessment of learners, which is considered as the major difficulty facing in the MOOC. In fact, the immense number of learners who exceeded in some MOOC the hundreds of thousands make the instructors' evaluation of students' production quite impossible. In this work, the authors present a new approach for assessing the learners' production in MOOC. This approach combines the peer assessment with the collaborative learning and the calibrated method. It aims at increasing the degree of trust in peer-assessment. For evaluating the proposed approach, the authors implemented a MOOC dedicated for learning algorithms. In addition, an experiment was conducted during two months for knowing the effects of the proposed approach. The obtained results are presented in this paper. They are judged as very interesting and encouraging.

scholarly journals iBiology: communicating the process of science

2014 ◽  
Vol 25 (15) ◽  
pp. 2217-2219 ◽  
Author(s):  
Sarah S. Goodwin
Keyword(s):  
Open Access ◽  
Scientific Knowledge ◽  
Online Courses ◽  
Scientific Discovery ◽  
Massive Open Online Courses ◽  
The Internet ◽  
Massive Open Online ◽  
Internet Connection ◽  
Biology Research ◽  
Ted Talks

The Internet hosts an abundance of science video resources aimed at communicating scientific knowledge, including webinars, massive open online courses, and TED talks. Although these videos are efficient at disseminating information for diverse types of users, they often do not demonstrate the process of doing science, the excitement of scientific discovery, or how new scientific knowledge is developed. iBiology ( www.ibiology.org ), a project that creates open-access science videos about biology research and science-related topics, seeks to fill this need by producing videos by science leaders that make their ideas, stories, and experiences available to anyone with an Internet connection.

Open art: MOOCs, copyright and the art librarian

2015 ◽  
Vol 40 (4) ◽  
pp. 20-25 ◽  
Author(s):  
Megan Deacon ◽  
Linda Kalejs
Keyword(s):  
Higher Education ◽  
Open Access ◽  
World Wide ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Review Of Literature ◽  
Massive Open Online ◽  
Museum Experience ◽  
Creative Coding

Massive Open Online Courses (MOOCs) have transformed the Higher Education sector world-wide, educating diverse audiences through Open Access content and resources. Very few have been integrated into the museum experience; however there is signifi cant potential for MOOCs to revolutionise access to the collections of art museums and galleries. This article presents empirical evidence drawing from a review of literature, and provides a case study into copyright challenges encountered using art images and video in a MOOC environment. Specific examples have been selected from the FutureLearn/ Monash University Creative Coding MOOC launched in June 2014, discussing the role that an Art Librarian plays in this process. This will be of interest to a broader museum and gallery audience, embarking on provision of online educative programs for users.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

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.

Sign in / Sign up

Export Citation Format

Share Document