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Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. JISC CETIS. Available online at http://publications.cetis.ac.uk/2013/667

Lessons from the Pioneers. Slide Share. http://www.slideshare.net/InsideTrackCoaching/ace-insidetrackmoocstrategystudyinfographic-mooc 25. Verstelle, M., M. Schreuder, H. Jelgerhu is. Recognition of MOOCs in the Education Sector. – In: 2014 Open Education Trend Report: SURF’s Open Education Special Interest Group, 2014. 26. MOOCs' Next Phase: Global System for Credential Recognition. MOOCs University. SlideShares. 2014. http://www.slideshare.net/MOOCsUniversity/moocs-next-phase-global-central-system-for-credential-recogntion 27. Listing of University and Colleges

References 1. Boitshwarelo, B. (2011). Proposing an integrated research framework for connectivism: Utilising theoretical synergies. International Review of Research in Open and Distance Learning, 12(3), 161-179. 2. Bresler, L. (1993). The social organization of achievement: A case study of a music theory class. The Curriculum Journal, 4(1), 37-58. 3. Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. Educause Review, 43(1), 17-32. Retrieved from http://www.educause.edu 4. Brown, J. S., Collins, A., & Duguid, P

Abstract

In many countries, open and distance education is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated distance education systems: Turkey, Russia and Saudi-Arabia. In order to understand the current state of distance education systems in the three countries, their respective systems are described from a historical perspective, compared in regard to their organization, important institutions for open and distance education and current developments. This comparative analysis directs the focus on little investigated education systems and contributes to an enhanced understanding of their past, present, and future.

Abstract

The 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.

European Union. doi:10.2791/80171 Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. April 16 , Donald Cla . Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/MOOCs-taxonomy-of-8-types-of-MOOC.html Commission staff. (2013). Analysis and mapping of innovative teaching and learning for all through new technologies and Open education Resources in Europe . Luxembourg: Publications Office of the European Union. Conole, G. (2013a). A new classification of MOOCs. MOOC Quality Project, June 4, 2013. Retrieved from http

Engineers’System Intelligence: A Case Study if Life- Philisophical Pedagogy . doi:org/10.3991/ijep.v7i3.7252 Pavel Burloiu, V.,Chirvase, T., Manolea, B. ---amp---Voicu,O. (2014). Ghid de bune practici Resurse Educationale Deschise (RED) /(Best practice guide of OER). [Adobe Digital Edition version] Retrieved on 01.02.2017 from http://www.acces-deschis.ro/ro/oer Pawlowski, J. M. (2013). Global Open Education: A Roadmap for Internationalization. Open Education 2030 . Contribution to the JRC-IPTS Call for Vision Papers, Retrieved from http

Abstract

This paper deals with a web-based learning environment that introduces primary school learners into the issue of children’s rights and climate change education. The methodological approach used is based on critical pedagogy and hypermedia technology. Through open source learning technologies and authentic learning activities that are enriched by open education resources and learning objects largely elicited from the Web, learners are being informed and construct knowledge related to six key areas of children’s rights affected by climate change.

),27-31. Qiu Shuping. (2012).Construction and Application of Campus Network.Journal of Zhejiang University of Media and Communications,(1),13-16. Shen Wei.( 2016). Teaching Research on Computer Network. Xijiang Education Thesis Series,(3),31-35. Xie Xiaolin, Yu Shengquan, Cheng Gang, Huang Yemin.(2015). New Development of Network Teaching Platform. Open Education Research,(5),36-40.

, A., & Jansen, D. (2017). Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework. In: M. Jemni, Kinshuk, M. Khribi (eds), Open Education: from OERs to MOOCs. Lecture Notes in Educational Technology . Springer, Berlin, Heidelberg. Calise, M. (2018 June 27, 28). MOOC: sfide e opportunità. In Conference of the Rectors of Italian Universities – CRUI, Table 3A. Udine. Retrieved from http://www2.crui.it/crui/magnifici_incontri_crui_2018/Tav3A%20%20MOOC%20Sfide%20e%20opportunit%C3%A0.pdf . Cinque, M. et al. (2015). MOOC risorse educative