Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2018 ◽  
pp. 37-65
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2021 ◽  
pp. 107-128
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

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 Tecnologías y modelos de aprendizaje emergentes en educación superior. Propuestas y difusión de innovaciones

2015 ◽  
Vol 15 (4) ◽  
pp. 134-159
Author(s):  
Natália Fernandes Gomes ◽  
María José Hernández Serrano
Keyword(s):  
Mobile Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educación Superior ◽  
Flipped Learning ◽  
Massive Open Online ◽  
Personal Learning ◽  
Educacion Superior ◽  
Revisión Sistemática ◽  
Innovación Educativa

El avance de la tecnología, la existencia de nuevos tipos de redes colaborativas y la conectividad global permiten y requieren urgentemente que las instituciones de Educación Superior desarrollen nuevos, innovadores y creativos modelos de enseñanza y aprendizaje. En este trabajo se presentan, primero, algunos de los actuales modelos emergentes de aprendizaje para la Educación Superior, mediados a través del uso de las tecnologías, de acuerdo a diferentes informes internacionales. En la segunda parte se presentan los resultados de un estudio de revisión sistemática que nos permite comprender el grado de difusión de la innovación educativa que subyace a los diferentes modelos de aprendizaje (flipped learning, personal learning environments, mobile learning, massive open online courses). Los resultados indican que el modelo mobile learning es el más productivo con una tendencia en aumento. Finalmente se exponen conclusiones respecto a la importancia de la difusión de innovación y los obstáculos en la traducción de los modelos emergentes a los contextos de aula.

Massive Open Online Courses: A Source of Effective Professional Development for In-service Teachers

2021 ◽  
Vol 19 (2) ◽  
pp. 112-144
Author(s):  
Camille Berry ◽  
Avalloy McCarthy-Curvin ◽  
Sharon Bramwell-Lalor ◽  
Schontal Moore ◽  
Mairette Newman ◽  
...  
Keyword(s):  
Professional Development ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Knowledge And Skills ◽  
American Teacher ◽  
The Caribbean ◽  
Education Network ◽  
Research Show ◽  
Effective Source

The ever-changing needs of society justify the necessity for teachers to engage in continuous learning. Teachers are encouraged to participate in professional development activities that will help them develop the knowledge and skills that are required to meet the needs of a 21st century society. It is recognised that access to professional development has increased since Massive Open Online Courses (MOOCs) became an option for in-service teachers who traditionally found it difficult to access certain professional development activities because of distance and lack of convenience.A survey was administered to 72 respondents to capture the experiences of in-service teachers from the Caribbean, who participated in a MOOC offered by the Inter-American Teacher Education Network (ITEN). The survey explored the MOOC participants’ perception of the MOOC as a source of professional development, as well as the extent to which they applied the content learnt in the ITEN MOOC. The findings of this research show that 95% of the participants perceived the ITEN MOOC to be an effective source of professional development and were able to apply the content to their professional context. The findings further suggest that MOOCs across the globe provide an opportunity for in-service teachers to forge partnerships and establish learning communities that will improve their professional knowledge and skills.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

scholarly journals An Overview of Massive Open Online Courses with Topics of Robotics

2019 ◽  
Vol 5 (2) ◽  
pp. 3-8
Author(s):  
Danaa Ganbat ◽  
Uranchimeg Tudevdagva
Keyword(s):  
Personal Experience ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Online Course ◽  
Massive Open Online ◽  
Personal Learning ◽  
Massive Open Online Course ◽  
Almost All ◽  
Educational Contents

This article reports short overview of massive open online courses for “robotic” topic. Extensive use of mobile devices opens up various opportunities for educational institutions to transfer contents to learners. Modern learners prefer to manage their learning by personal way. Many online courses are confirming this fact. Nowadays we can find unlimited number of contents on the internet. Almost all universities offer own online courses with various topics. In the last decade massive open online course (MOOC) became one of the opportunities to keep educated. The robotics is main focus of this issue, therefore we are trying to conduct small study on online educational contents with this topic. We selected five MOOCs in our study. Main criteria of selection were personal experience of author with these MOOCs. An evaluation of MOOCs is not an aim of the article. Through this article we tried to make visible opportunities to get education on robotics free by online with your personal learning management time.

Massive open online courses: a resource for health education in developing countries

2017 ◽  
Vol 25 (3) ◽  
pp. 74-76 ◽  
Author(s):  
Tharindu R. Liyanagunawardena ◽  
Omar A. Aboshady
Keyword(s):  
Developing Countries ◽  
Health Education ◽  
Online Courses ◽  
Health Sector ◽  
Emerging Infectious Diseases ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Potential Barriers ◽  
E Learning ◽  
Potential Tool

Developing countries are suffering from increasing burdens presented by both non-communicable and emerging infectious diseases. Health education is an important step to fight against these mostly preventable diseases. E-learning has been shown to be one of the tools that address some of the training challenges experienced in developing countries by supporting efficient content delivery, decreasing costs and increasing access. Massive open online courses (MOOCs) are a recent innovative presentation of online learning that have attracted millions of learners from all over the world. In this commentary, we propose MOOCs as a potential tool to offer a tremendous opportunity to fulfil the unmet training needs of the health sector in developing countries in two complementary ways: as a resource for training healthcare professionals; and as a resource for the general public. Potential barriers to accessing MOOCs and possible solutions are also discussed.

scholarly journals Roles of course facilitators, learners, and technology in the flow of information of a cMOOC

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Oleksandra Skrypnyk ◽  
Srećko Joksimović ◽  
Vitomir Kovanović ◽  
Dragan Gašević ◽  
Shane Dawson
Keyword(s):  
Learning Environments ◽  
Network Formation ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Teaching Function ◽  
High Level ◽  
Technological Affordances ◽  
Flow Of Information

<p>Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. The results of the week-by-week analysis of the network of interactions suggest that the teaching function becomes distributed among influential actors in the network. As the course progressed, both human and technological actors comprising the network subsumed the teaching functions, and exerted influence over the network formation. Regardless, the official course facilitators preserved a high level of influence over the flow of information in the investigated cMOOC.</p>

UNESCO Institute on Information Technologies Massive Open Online Course on Teachers’ ICT Competence

10.12737/6055 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 24-33 ◽  
Author(s):  
Бадарч ◽  
D. Badarch ◽  
Цветкова ◽  
Marina Tsvetkova
Keyword(s):  
Professional Development ◽  
Information Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Ict Competence ◽  
Professional Development Of Teachers ◽  
Joint Study

The article describes the analysis of formation and deployment of the massive open online courses (MOOC) for teachers. It considers the features of WOOC constructionfor professional development of teachers, and analyses the MOOC influence on development of the informational educational environment for schools in the conditions of development of electronic educational forms. It offers some recommendations about MOOC embedding into schools’ IT environment based on creation of pedagogical community of regional tutors-methodologists and teachers in joint study of MOOC at courses IITE UNESCO, and involvement of creative teachers in the formation of author&#180;s OER and MOOC for pupils as environments of electronic study in the region.

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