MOOCs

2015 ◽  
pp. 1282-1300 ◽  
Author(s):  
Vanessa Camilleri ◽  
Leonard Busuttil ◽  
Matthew Montebello
Keyword(s):  
Social Networks ◽  
Learning Environments ◽  
Best Practice ◽  
Online Courses ◽  
Collective Intelligence ◽  
International Markets ◽  
Lessons Learned ◽  
The Masses ◽  
Social Applications

MOOCs have become a new trend in education, taking the world by storm in 2012. Is this just a fad or is it because of their nature in opening education to the masses? In this chapter, the authors explore how Massive Open Online Courses (MOOCs) use networks that connect people across the globe to foster education that cannot be replicated in any walled classroom. They illustrate case studies, emphasizing best practice strategies employed as well as lessons learned, in an attempt to understand what makes these courses the new cry in higher education. The authors ask whether the local, European, and international markets are ready to accept these massive, open learning environments and how the transfer and transformation of information occurs during exploits of massive collective intelligence. They address learning that is manifested inside social networks and this can be augmented through the sharing of knowledge within the global community. In this digital economy, the authors look at capturing and harvesting “open knowledge” using means that are accessible to all. Is academia ready for all of this? The authors propose an outline of a journey from the birth of MOOCs to their indicative future directions. The scope of this chapter is that of discussing the role of social networks and social applications in these massive courses, as the authors describe why they think this lies at the root of the courses' success.

MOOCs

2014 ◽  
pp. 348-366 ◽  
Author(s):  
Vanessa Camilleri ◽  
Leonard Busuttil ◽  
Matthew Montebello
Keyword(s):  
Social Networks ◽  
Learning Environments ◽  
Best Practice ◽  
Online Courses ◽  
Collective Intelligence ◽  
International Markets ◽  
Lessons Learned ◽  
The Masses ◽  
Social Applications

MOOCs have become a new trend in education, taking the world by storm in 2012. Is this just a fad or is it because of their nature in opening education to the masses? In this chapter, the authors explore how Massive Open Online Courses (MOOCs) use networks that connect people across the globe to foster education that cannot be replicated in any walled classroom. They illustrate case studies, emphasizing best practice strategies employed as well as lessons learned, in an attempt to understand what makes these courses the new cry in higher education. The authors ask whether the local, European, and international markets are ready to accept these massive, open learning environments and how the transfer and transformation of information occurs during exploits of massive collective intelligence. They address learning that is manifested inside social networks and this can be augmented through the sharing of knowledge within the global community. In this digital economy, the authors look at capturing and harvesting “open knowledge” using means that are accessible to all. Is academia ready for all of this? The authors propose an outline of a journey from the birth of MOOCs to their indicative future directions. The scope of this chapter is that of discussing the role of social networks and social applications in these massive courses, as the authors describe why they think this lies at the root of the courses’ success.

Where are the Students? Social and Learning Practices in Digital Settings

2020 ◽  
pp. 201-207
Author(s):  
Daniel Domínguez ◽  
Inés Gil-Jaurena ◽  
Javier Morentin ◽  
Belén Ballesteros ◽  
Alberto Izquierdo ◽  
...  
Keyword(s):  
Social Networks ◽  
Social Interactions ◽  
Social Presence ◽  
Online Courses ◽  
Instant Messaging ◽  
Learning Processes ◽  
Mediated Learning ◽  
Learning Practices ◽  
Digital Spaces

The aim of the study is to understand the role of social presence in digitally mediated learning processes and, consequently, to improve the design of the courses we teach at UNED. The spaces of greatest interaction between students are social networks and mobile instant messaging services, not only for social purposes but also for learning. That is why we are researching about students’ practices in those spaces while they are studying. In this paper, we present preliminary findings identifying if those social interactions happen within the online courses or in other digital spaces.

Education Balanced Scorecard for Online Courses

2012 ◽  
pp. 441-462
Author(s):  
Kenneth David Strang
Keyword(s):  
Student Performance ◽  
Balanced Scorecard ◽  
Best Practice ◽  
Online Courses ◽  
Management Science ◽  
Lessons Learned ◽  
The Balanced Scorecard ◽  
Program Success ◽  
Course Grades ◽  
Science Philosophy

This case presents a best-practice in higher education, whereby a balanced scorecard approach was used to assess the effectiveness of a distance education (online) course in an accredited business degree program at an Australian public university. The assessment rubric was created by applying the concept of the balanced scorecard (from management science) to measure student performance, satisfaction, as well as content and delivery effectiveness. Performance was derived from the course grades while a validated survey instrument was utilized to gather estimates of all other factors from the students. One of the key lessons-learned in the case was that rather than reinvent the wheel, it was better to reuse accreditation surveys designed for the classroom to assess online courses and leverage the management science philosophy of measuring more than just performance to evaluate program success. Similar scorecard concepts have already been applied in U.S. universities, thus their differences with this case are also discussed.

Education Balanced Scorecard for Online Courses

2010 ◽  
Vol 12 (3) ◽  
pp. 45-61 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Student Performance ◽  
Balanced Scorecard ◽  
Best Practice ◽  
Online Courses ◽  
Management Science ◽  
Lessons Learned ◽  
The Balanced Scorecard ◽  
Program Success ◽  
Course Grades ◽  
Science Philosophy

This case presents a best-practice in higher education, whereby a balanced scorecard approach was used to assess the effectiveness of a distance education (online) course in an accredited business degree program at an Australian public university. The assessment rubric was created by applying the concept of the balanced scorecard (from management science) to measure student performance, satisfaction, as well as content and delivery effectiveness. Performance was derived from the course grades while a validated survey instrument was utilized to gather estimates of all other factors from the students. One of the key lessons-learned in the case was that rather than reinvent the wheel, it was better to reuse accreditation surveys designed for the classroom to assess online courses and leverage the management science philosophy of measuring more than just performance to evaluate program success. Similar scorecard concepts have already been applied in U.S. universities, thus their differences with this case are also discussed.

scholarly journals Adaptive social networks promote the wisdom of crowds

2020 ◽  
Vol 117 (21) ◽  
pp. 11379-11386 ◽  
Author(s):  
Abdullah Almaatouq ◽  
Alejandro Noriega-Campero ◽  
Abdulrahman Alotaibi ◽  
P. M. Krafft ◽  
Mehdi Moussaid ◽  
...  
Keyword(s):  
Social Networks ◽  
Collective Intelligence ◽  
Empirical Studies ◽  
Structural Connectivity ◽  
Behavioral Experiments ◽  
Adaptation Mechanism ◽  
Substantial Impact ◽  
High Performing ◽  
Initial Belief

Social networks continuously change as new ties are created and existing ones fade. It is widely acknowledged that our social embedding has a substantial impact on what information we receive and how we form beliefs and make decisions. However, most empirical studies on the role of social networks in collective intelligence have overlooked the dynamic nature of social networks and its role in fostering adaptive collective intelligence. Therefore, little is known about how groups of individuals dynamically modify their local connections and, accordingly, the topology of the network of interactions to respond to changing environmental conditions. In this paper, we address this question through a series of behavioral experiments and supporting simulations. Our results reveal that, in the presence of plasticity and feedback, social networks can adapt to biased and changing information environments and produce collective estimates that are more accurate than their best-performing member. To explain these results, we explore two mechanisms: 1) a global-adaptation mechanism where the structural connectivity of the network itself changes such that it amplifies the estimates of high-performing members within the group (i.e., the network “edges” encode the computation); and 2) a local-adaptation mechanism where accurate individuals are more resistant to social influence (i.e., adjustments to the attributes of the “node” in the network); therefore, their initial belief is disproportionately weighted in the collective estimate. Our findings substantiate the role of social-network plasticity and feedback as key adaptive mechanisms for refining individual and collective judgments.

Designing Online Courses as a Team

2020 ◽  
Vol 10 (1) ◽  
pp. 61-73
Author(s):  
M'hammed Abdous
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Collective Intelligence ◽  
Learning Experience ◽  
Lessons Learned ◽  
Public Institution ◽  
Online Course ◽  
Degree Programs ◽  
Course Content ◽  
Institutional Experience

Unlike the traditional “lone ranger” method for online course design—a method that hinges on individual faculty efforts, expertise, and knowledge—a team-based approach (TBA) harnesses the collective intelligence of several experts to design effective online learning experiences. Using learning design (LD) as a conceptual framework, this article describes the experience of a public institution in using a team-based approach to produce a large number of online courses for degree programs. After establishing the relevance of a team-based approach, the author discusses the premises that underpin the model, in terms of process, faculty relationship, and quality assurance. Building on these premises, a cyclical backward design process is described which is intended to (1) clarify course-learning outcomes and align course content, (2) determine acceptable evidence of students' learning, and (3) plan the learning experience. The article is concluded with a few insights and lessons learned from the institutional experience.

Leveraging Web 2.0 for Online Learning

2018 ◽  
pp. 1225-1239
Author(s):  
Prerna Lal
Keyword(s):  
Social Networks ◽  
Young Adults ◽  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
The Internet ◽  
Online Learning Environments ◽  
Web 2.0 Tools

The emergence of the Internet and Web 2.0 has introduced enormous opportunities for a rising generation of tech-savvy young adults, students, and life-long learners. This chapter examines the various Web 2.0 tools, such as blogs, wikis, RSS (Real Simple Syndication), podcasts, mashups, and social networks, that can help make the online learning environment more interactive and interesting. The chapter provides an overview on the role of Web 2.0-based tools and technologies in providing a comprehensive structure for interactions and interconnections between three key components of a learning environment: the learner, the teacher, and the interface. Furthermore, the chapter explores how these tools can be used in exchanging knowledge, aggregating content, and collaborating with peers in online learning environments.

scholarly journals Personal Learning Networks as a Support for Transitioning MSc Students

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Shona Robertson
Keyword(s):  
Learning Environments ◽  
Lessons Learned ◽  
Research Approach ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
First Time ◽  
Academic Year ◽  
Initial Results

This paper reflects on the lessons learned from an attempt to evaluate an online non-assessed module which was run for the first time in 2016 as part of a larger MSc Social Work module taken by 26 final year students. It uses a Real World Research Approach to consider the lessons which can be learned from research enquiry which yields an unexpected or disappointing response. The paper discusses these lessons learned from initial results in the context of literature on Personal Learning Networks (PLNs) (sometimes referred to as personal learning environments). It uses this literature to explore the context within which students might use PLNs as they transition into becoming newly qualified social workers. It concludes by suggesting that further enquiry into the role of PLNs is required with a further study planned for the next academic year.

scholarly journals Semantic Social Network Analysis

2011 ◽  
pp. 122-156 ◽  
Author(s):  
Guillaume Erétéo ◽  
Freddy Limpens ◽  
Fabien Gandon ◽  
Olivier Corby ◽  
Michel Buffa ◽  
...  
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Web Sites ◽  
Online Social Networks ◽  
Collective Intelligence ◽  
Enterprise 2.0 ◽  
Web Framework ◽  
Collaborative Interactions ◽  
Key Features ◽  
Social Applications

In this chapter we present our approach to analyzing such semantic social networks and capturing collective intelligence from collaborative interactions to challenge requirements of Enterprise 2.0. Our tools and models have been tested on an anonymized dataset from Ipernity.com, one of the biggest French social web sites centered on multimedia sharing. This dataset contains over 60,000 users, around half a million declared relationships of three types, and millions of interactions (messages, comments on resources, etc.). We show that the enriched semantic web framework is particularly well-suited for representing online social networks, for identifying their key features and for predicting their evolution. Organizing huge quantity of socially produced information is necessary for a future acceptance of social applications in corporate contexts.

scholarly journals The Influence of Cultural Communication on Institutionalization: Libraries, Museums and Archives in Today's Media Space

2021 ◽  
Author(s):  
Zhanna Myna
Keyword(s):  
Social Networks ◽  
Cultural Values ◽  
Cultural Communication ◽  
Societal Needs ◽  
Media Space ◽  
The Media ◽  
The Masses ◽  
Cultural Reality ◽  
The Impact

The study analyzes the impact of cultural communication on the institutionalization of changes in library, archival and museum affairs in a digital society. Cultural communication is shown as a process of interaction between the subjects of socio-cultural reality in order to transmit or exchange messages. It is emphasized that the media, as an attribute of modern communication, is one of the means of constructing socio-cultural reality. Institutionalization is defined as the process of identifying and consolidating certain norms, rules, statuses and roles and bringing them into a system that is able to adapt to new conditions, challenges, progress and act to meet societal needs. Innovative technologies in the activities of libraries, archives and museums are analyzed. The role of social networks in advertising and information representation of information institutions is considered. The positive and negative sides of mediatization processes are shown. It has been proved that the media carry out one of the most important tasks of preserving and transmitting cultural values to the masses, and the indicator of the maturity of society is the attitude to the monuments of history and culture

Sign in / Sign up

Export Citation Format

Share Document