Mooc research needs to consider inckusion - how to include those excluded from traditional university study particularly those with disabilities and accessibility needs. so far we are struggling to capture their needs and requirements.
“ Robert McGuire wrote an article for Campus Technology, Building a Sense of Community in MOOCs, that touches on an important topic – is the centralized discussion forum a barrier to student engagement?”
Via Mark Smithers
"Breaking sentences up into short segments -- two to three words per line -- may help people with dyslexia read more easily" definately in my experience. A few words on the screen can help with concentrating on the concepts being presented.
We need more studies like this to us understnad how technolgoy is changing the reading experience.
No difference in reading comprehension using a tablet or a printed book. 88 percent of the students had read e-books using laptops, desktops and netbooks but only 51 percent had used a tablet. In fact, 36 percent was using their mobile phone to read most of the time.
.What amazing things technology is bringing into our life. What is even more amazing in technology is its unpredictability. We never know what will come next and in the same time we are alwasy looking for innovations. At first we started with technology, then things advanced to give birth to mobile technology and now we are living in an age of nanotechnology. Isn't it amazing how human life is developing into the unknown ?
"higher education filters on the way in, whereas MOOCs filter on the way out. The quality measures are therefore very different. Interesting discussion on how to assessthe quality of MOOCs and the motivation of MOOC users. However, one group of learners is not considered - those who may not be able ot access traditional higher education - due to a range of barriers (financial, physical etc). MOOCs havev the potential to remove those barriers.
E-books may now outsell mass market paperbacks, but successfully selling digital editions of novels and other text-centric titles is only the first phase of a profound transformation of all segments of the traditional book publishing business.
"Overall, the evidence is that there is no reason to believe that MOOCs provide any less a valid learning experience than face-to-face courses."
But are students prepared with the skills and tools needed to studt from online resources? The jump from classroom teaching to lectures is difficult enough but most students have no experience or strategies for learning from online courses without human interaction to guide them.
The AIM Center is seeking public comments regarding the draft version of Accessible Digital Learning Materials—Publisher/Developer Best Practices Guidelines dated May 1, 2013. The document may be downloaded from this page.
Ultimately, our hope is that all learners will be able to use the digital learning materials that are recommended by states and/or purchased by school districts and families. This means that those digital learning materials will need to be accessible to students who have print disabilities right from the start.
“ If you're working in higher ed in the UK you will no doubt have seen that FutureLearn had its beta launch last week. Some disclosure - FutureLearn is owned by the OU & I've been partially involved in its development,...”
Via Mark Smithers
Research From the Smithsonian Institution Laboratory for Visual Learning. People with dyslexia, who ordinarily struggle to read, sometimes remark that reading is easier when e-readers are used. Here, we used eye tracking to observe high school students with dyslexia as they read using these devices. Among the factors investigated, we found that reading using a small device resulted in substantial benefits, improving reading speeds by 27%, reducing the number of fixations by 11%, and importantly, reducing the number of regressive saccades by more than a factor of 2, with no cost to comprehension
Via Chuck Hitchcock
New assessment of the current debate on MOOCs. Well made points about considering all learners, not just those who are internet savvy. Those less in favour "charge that MOOCs are unable to serve learners with more complex learning needs" and "suffers from weaknesses around access, content, quality of learning, accreditation, pedagogy, poor engagement of weaker learners, exclusion of learners without specific networking skills. BUT "Learners who have completed MOOCs emerge from the literature as relatively enthusiastic about the MOOC format."
Dispite being an in-depth report there is no mention of the difficulties of providing accessibile content through MOOCs for learners wth disabilities and using assisitive technology. The on-demand, on-line nature of MOOCs could improve inclusion of disabled students in FE and HE if the technological issues of accessibility are considered at all stages of design.
The goal of the "Challenge of Ebooks in Academic Institutions" project is to help orientate senior institutional managers (our primary audience) and to support institutions in the effective adoption and deployment of ebooks and ebook technology.
It's still early days for MOOCs and they have not yet realised the potential to widen access to learning. Currently participatition still dominated by those who embrace academia - "Early analysis of mooc students shows most of them to be mature learners who already hold one or two degrees" and in the current employment environment, is studying without accreditation worthwile?
Don't ever email the professor. Never friend the teacher on Facebook. Those are some of the rules A.J. Jacobs learned when he joined the ranks of millions enrolled in massive open online courses, MOOCs.