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.

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.

scholarly journals Massive Open Online Courses (MOOCs): Data on higher education

Data in Brief ◽  
2019 ◽  
Vol 22 ◽  
pp. 118-125 ◽  
Author(s):  
Waleed Al-Rahmi ◽  
Ahmed Aldraiweesh ◽  
Noraffandy Yahaya ◽  
Yusri Bin Kamin ◽  
Akram M. Zeki
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

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 MASSIVE OPEN ONLINE -COURSES IN THE FIELD OF HIGHER EDUCATION

2018 ◽  
Vol 61 (05) ◽  
pp. 21-25
Author(s):  
Nurgul Dhoranovna Ghoranova ◽  
◽  
Gauhar Sarsenbaevna Borankulova ◽  
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

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.

scholarly journals The Grounds for Higher Education Teachers to Engage in MOOC Development Projects

2020 ◽  
Vol 22 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Lecture Hall ◽  
Development Projects ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Professional Networks ◽  
Traditional Teaching Methods

AbstractThe conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.

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