Video-Based Discussion

Video-based discussion is an emerging technology that can be used in online higher education courses as part of introduction, debate, personal exploration, and reflection activities. The video format bridges the distance gap in course conversations and offers benefits of providing contextual details, emotion, and individual personality while also enabling asynchronous flexibility. This chapter provides an overview of research in this area and describes an exploratory case study in which video-based discussion was used as part of an online graduate course. Data gathered included video postings and follow-up survey responses. Design guidelines and strategy recommendations are offered for planning and implementing video-based discussion activities in online higher education courses.

Towards Blended Learning Designs Fostering Adults' Social Capital

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

MOOCs

MOOCs are student-friendly, a great addition to the field of distance education as it no longer needs pre requisites for enrollment in a course, have no age bar, and have no heavy financial constraints (while some charge a minimum amount for award of certification and other requirements). Various institutions across the world compile video lectures, formulate assignments, quizzes, lecture notes, presentations, demonstrations, etc. and upload all the content on MOOC platform accessible globally through the world wide web. The opportunity that MOOCs offer for the massification of courses has generated significant interest from governments, institutions, and commercial organizations. In this context, the article focuses on the various MOOCs initiatives like SWAYAM in India and gain a deeper insight in the course diversity, content types and formats provided. Besides, the study shall make an endeavor to understand the innovations and future plans of major promoters of MOOCs in India.

A Pedagogical Approach Towards Curating Mobile Apps in an Educational Context

Mobile apps vary in functionalities. The more apps are developed, the process of determining whether an app is effective in an educational environment can become next to impossible. The purpose of this chapter is to propose a curation rubric with a specific focus on evaluating mobile apps by utilizing three pedagogical frameworks as guidelines. Existing pedagogical frameworks for categorizing apps have been proposed by Allan Carrington based on Bloom's taxonomy for learning and the SAMR model by Puentedura. In this study the researchers are widening the lens by proposing the inclusion of the levels of instruction by Gagne as a third pedagogical framework as part of a curation rubric for mobile apps. The rational for adding the third framework is supported by the notion that technology should be regarded as “mindtools” which do not only focus on learning with technology, but also rely on effective facilitation and implementation thereof in an educational context.

Disruptive Democratisers?

Massive open online courses (MOOCs) are described as disruptive and democratising. It is claimed MOOCs have characteristics that challenge traditional forms of education. This chapter critiques these claims, arguing that MOOCs do not always allow for the diverse motivations of masses of learners. This brings into question forms of data-based support based on and in response to learner behaviours. The chapter interrogates narrative accounts of MOOC learner experiences to pinpoint four distinct ways people learn in MOOCs. Factors critical to learning are motivation, self-regulation, environment and socialisation. Developing analytic tools that address these are important. However, analytics systems tend to personalise learner support in relation to pre-defined course goals, rather than focusing on the goals of the learner. Next generation systems are already focusing on empowering learners to follow their own goals and flexing course designs to fit the goals of each learner. These are more powerful than systems where the students have to adapt to a course designed for the masses.

Three Dimensional (3D) Simulation for Ubiquitous and Inclusive Learning in a Digital Era

With the advances in web technologies, learning of scientific phenomena has taken a new dimension. Emergence of 3D Simulation, virtual and augmented reality has added a new dimension to the way we learn a particular concept. These digital technologies provide us an opportunity to create representations of scientific, technical and historical phenomena. Pictorial models have been reported to be effective in representing molecular reactions to explain concepts which involve invisible structures and dynamic characters. Researchers have suggested that a combination of virtual labs and physical experiments can enhance students' conceptual understanding of scientific phenomena more than the use of virtual tools or lab experiments alone. This chapter will explain the development of the São João da Bahia Virtual Museum, a project consisting of a three-dimensional (3D) modeling and imaging program as a means of ubiquitous and inclusive learning in a digital era.

Self-Directed Learning in the Age of Open Source, Open Hardware and 3D Printing

This chapter investigates the role of online communities in the future of learning. It considers the paradigm shift from the “push” of more formal educational models, to the notion of “pull” whereby people actively pursue personalized learning experiences. Empowered by the internet and the ability to access information and connect to each other at any time, massive online communities are building vast pools of information around specialized topics such as 3D printing, coding and electronics. This chapter discusses the role of digital technologies in transforming educational models. It provides an argument that practice-led, self-directed research is changing the way people engage with learning. The argument is supported by examples of practice from online communities, university and school education, drawing together key considerations for the future of education that are particularly relevant for technology and educational researchers, teachers across disciplines and those developing higher-level curriculum directives.

Insights Into University-Business Cooperation in the Information Society

This chapter dwells on the state of university-business cooperation within the European Union, with special attention to the situation in Romania. The discussion is contextualized by referring to Adapt2jobs, a higher education project, developed with a view to adapting seven courses from three different domains to the demands of today's ever-changing labour market. All courses aim at developing transversal, multidisciplinary, and innovation skills and competences, and offers students up-to-date subject-specific knowledge. Moreover, the choice of blended learning for their delivery is meant to bring the new technologies inside the university for the benefit of students who are encouraged to become active and reflective learners, able to continue learning long after leaving school.

Identification and Evaluation of Quality of Open Access Journals Cited by Researchers of MIT, CIT and STANFORD

The study focuses on the top 3 institutions of the USA as ranked by the Times Higher Education University rankings and was keen to identify the quality of fully Open Access (OA) journals cited by the researchers of these institutes in the field of physics. Quality evaluation of identified OA journals was done by applying performance indicators viz: 5-year IF, SNIP and Eigen factor. It was found that these fully identified OA journals have decent 5-year IF, SNIP factor and Eigen factor, which indicates that OA journals are evolving as qualitative channels of scholarly communications. The study implicates that researchers, R&D institutions, libraries and information dissemination centres or anyone should make use of OA resources, and a good chunk of OA journals are at par with journals which are Toll-Access journals. Besides, it also reveals that OA publishing should be strengthened by whatever means necessary.

Universal Design Principles and Technology-Supported Learning in the Digital Era: Assistive Technologies in Inclusive Learning

Today, providing all learners with technology-supported learning environments has become important due to the use of new technological advancements in learning environments. All learners have the right to benefit from these advancements in an equal learning environment. One of the factors which play an important role in providing an equal and effective learning environment is learner characteristics. The learning pace and style of each learner are different. Universal design principles and assistive technologies play a big role in providing learning environments in the context of such individual differences. From this point of view, creating inclusive learning and inclusive learning environments which consider learner variety and differences specific to each learner and providing technology-supported learning environments utilizing universal design principles and assistive technologies are discussed in this chapter.