scholarly journals Customer Journey Construction of the Indonesian Open-Education Resources Platform

2019 ◽  
Vol 14 (24) ◽  
pp. 18
Author(s):  
Harry Budi Santoso ◽  
Danan Arief Desprianto ◽  
Isnaeni Nurrohmah ◽  
Rahma Khairunisa Nursalamah ◽  
Panca O. Hadi Putra
Keyword(s):  
Interaction Design ◽  
Open Educational Resources ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Online Questionnaire ◽  
Customer Journey ◽  
Massive Open Online Course ◽  
Alternative Approach ◽  
Open Education Resources

Indonesia Open-Educational Resources (IOER) need an approach to design a massive open online course (MOOC) interaction to accommodate users’ needs and suggestions. The purpose of this research is to implement customer journey as an alternative approach for developing a MOOC’s interaction design. An online questionnaire, requirement gathering, prototyping, and contextual interview were used to support this research. As a result, there are three phases of customer journey consisting of planning, learning, and completion. In addition, a MOOC interaction design prototype was produced to depict the result.

scholarly journals Massive Open Online Courses – Anyone Can Access Anywhere at Anytime

2020 ◽  
Vol 8 (3) ◽  
pp. 96-101
Author(s):  
K Suresh ◽  
P Srinivasan
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Low Cost ◽  
Rapid Change ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Digital Learners ◽  
Open Education Resources

Information Communication Technology influences all dimensions of education. Especially in distance education, rapid change occurs. Based on the huge availability of online resources like open education resources, distance education can be accessed openly at a low cost. In the 21st century, teaching and learning, Massive Open Online Course (MOOC) is a new trend of learning for digital learners. MOOC is an open education system available on the web. It is a low-cost courseware, and the participants can access the learning content from anywhere and anytime. The MOOCs are categorized cMOOCs, xMOOCs, and Quasi MOOC models. India is a developing country, and it is making steps ahead to digitalization on its processes. e-panchayat, a-district,e-hospital, e-greetings, e-office, e-visa, e-NAM (National Agricultural Market), e-pathshala are the examples for India stood on digitalization. India tried to ensure access, equity, and quality education to the massive. With this aim, the SWAYAM portal initiated, and it was the milestone of Indian distance education and providing open education to massive through MOOCs. This paper portrayed on Massive Open Online Course (MOOC), its different types of MOOCs, platforms for MOOCs, MOOCs in India, and its merits.

scholarly journals Learning from each other in the COVID-19 pandemic

2020 ◽  
Vol 5 ◽  
pp. 105
Author(s):  
Anna C. Seale ◽  
Maryirene Ibeto ◽  
Josie Gallo ◽  
Olivier le Polain de Waroux ◽  
Judith R. Glynn ◽  
...  
Keyword(s):  
Public Health ◽  
Social Constructivism ◽  
Tropical Medicine ◽  
Online Course ◽  
London School ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Communities Of Learners ◽  
Health Messaging

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education, and supporting the development of communities of learners, can complement traditional messaging, providing a sustainable approach to countering the spread of misinformation.

scholarly journals Learning from each other in the COVID-19 pandemic

2021 ◽  
Vol 5 ◽  
pp. 105
Author(s):  
Anna C. Seale ◽  
Maryirene Ibeto ◽  
Josie Gallo ◽  
Olivier le Polain de Waroux ◽  
Judith R. Glynn ◽  
...  
Keyword(s):  
Public Health ◽  
Social Constructivism ◽  
Tropical Medicine ◽  
Online Course ◽  
London School ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Health Messaging

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education can complement traditional messaging, potentially providing a sustainable approach to countering the spread of misinformation in public health.

scholarly journals Panorama da Aplicação de Massive Open Online Course (MOOC) no Ensino Superior: Desafios e Possibilidades

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Ismar Frango Silveira
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Time Frame ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Massive Online Open Course ◽  
On Line

Este trabalho aborda a aplicação dos Massive Open On-line Courses: MOOC: no contexto do Ensino Superior. Traz um breve histórico, características e principais tipos de MOOC, bem como os relaciona com o movimento da Educação Aberta. Demonstra através de mapeamento sistemático da literatura um panorama dos estudos publicados na área, tendo como recorte temporal o período entre 2011 e 2015. Os resultados obtidos evidenciam que a aplicação dos MOOC no Ensino Superior é apontada como tema emergente e descortina uma série de potencialidades e desafios, exigindo uma nova postura das instituições de ensino superior. Ressalta que os estudos nessa temática ainda são incipientes.Palavras-chave: MOOC, Massive Online Open Course, Ensino Superior, Educação Aberta, Tecnologias Emergentes.' Overview of the application of Massive Open Online Course (MOOC) in Higher Education: Challenges and OpportunitiesAbstractThis paper proposes to identify application of Massive Open Online Courses: MOOC: in higher education context. It provides a brief history, features and main types of MOOC as well as relates to the movement of Open Education. Demonstrates through systematic mapping of literature an overview of the studies published in the field, with the time frame the period between 2011 and 2015. The results show that the application of MOOC in higher education is seen as an emerging theme and opens up a number of potential and challenges requiring a new approach of higher education institutions. It is evident although the studies on this topic are still incipient.Keywords: MOOC, Massive Online Open Course, Higher education, Open Education, Emerging Technologies.

scholarly journals Evaluation of Digital Didactic Skills in Massive Open Online Courses: a Contribution to the Latin American Movement

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 81-90 ◽  
Author(s):  
Erika Elvira Hernández-Carranza ◽  
Sandra Irene Romero-Corella ◽  
María Soledad Ramírez-Montoya
Keyword(s):  
Distance Learning ◽  
Latin American ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Education Movement ◽  
Educación A Distancia ◽  
Open Education Movement ◽  
Movimiento Educativo Abierto

The aim of this article is to present an evaluation of digital teaching skills in a project funded by the National Distance Education System (SINED) in Mexico conducted on a Massive Open Online Course (MOOC) which was designed to develop competences in teachers in the distance learning or classroom setting for the integration of open educational resources (OER). The course was conducted by the Regional Open Latin American Community for Social and Educational Research (Clarise), and posed the question: how are distance learning didactic competences using OER developed? The aim was to identify and evaluate how OER were used and the form they took throughout the stages of the open education movement. The study deployed a mixed methodology with instruments such as emailed questionnaires for the MOOC participants, viewing screens in the discussion forums and anecdotal evidence. The results show that MOOC participants were able to develop digital teaching skills, identify how to use OER and how the training process occurs in the open education movement. Constraints to the development of these skills were also seen in the acculturation in the open education movement, as well as limitations on the design of distance learning models that promote these skills and the recognition of informal learning. El objetivo de este artículo es presentar la evaluación de competencias digitales didácticas en el entorno de un proyecto financiado por el Sistema Nacional de Educación a Distancia (SINED) de México, donde se llevó a cabo un curso masivo abierto (Massive Open Online Course: MOOC, por sus siglas en inglés), dirigido a desarrollar competencias en profesores de educación a distancia o presencial para integrar recursos educativos abiertos (REA). El curso se impartió a través de la Comunidad Latinoamericana Abierta Regional de Investigación Social y Educativa (Clarise). Se partió de la interrogante ¿cómo se desarrollan las competencias didácticas en ambientes de aprendizaje a distancia que utilizan REA?, con el fin de identificar y evaluar cómo se usan los REA y cómo se está formando a través de las etapas del movimiento educativo abierto. La metodología empleada fue mixta, con instrumentos de cuestionarios electrónicos para los participantes, rejillas de observación en foros de discusión y registros anecdóticos. Los resultados muestran que los participantes en un MOOC, logran desarrollar competencias digitales didácticas, lográndose identificar claramente cómo se usan los REA y cómo se está dando el proceso de formación en el movimiento educativo abierto; sin embargo, también se denotan limitaciones para el desarrollo de estas competencias, tales como la culturización en el movimiento educativo abierto, el diseño de modelos de aprendizaje a distancia que promuevan las competencias y el reconocimiento del aprendizaje informal.

scholarly journals Engaging new Antarctic learners and ambassadors through flexible learning, open education and immersive video lectures

Polar Record ◽  
2018 ◽  
Vol 55 (4) ◽  
pp. 274-288 ◽  
Author(s):  
Rebecca Priestley ◽  
Jacqueline Dohaney ◽  
Cliff Atkins ◽  
Rhian Salmon ◽  
Kealagh Robinson
Keyword(s):  
Online Course ◽  
Open Education ◽  
Human History ◽  
Massive Open Online ◽  
Science History ◽  
Flexible Learning ◽  
Course Content ◽  
Massive Open Online Course ◽  
Video Lectures ◽  
The World

AbstractIn April 2017, Victoria University of Wellington launched ICE101X—Antarctica: From Geology to Human History—on the global edX platform. This Massive Open Online Course, or MOOC, attracted 5735 learners from around the world, who engaged with content about Antarctic science, history, geology, and culture, primarily through video lectures filmed in Antarctica. Analysis of feedback from learners in three iterations of the course, offered between 2015 and 2017 and culminating in ICE101X, revealed that learners enjoyed the immersive Antarctic field lectures and learning through a diverse set of disciplinary lenses, had some preconceptions about Antarctica that were challenged by the course content, and completed the course with a new sense of interest in and protection of Antarctica.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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