eLearning Papers Issue 37 is a special issue dedicated to the latest research on MOOCs (what is a MOOC?). The papers are based on the research contributions made to the recent European MOOCs Stakeholders Summit (EMOOCs2014).
Introduces a new way for educators to engage students by recognizing their achievements through digital badges and micro-credentialing. Learn the history of digital badges and how to create a badging system. This course is for educators already using badges, as well as for anyone who’s never heard of badging or micro-credentialing, but who’d like to learn more.
The primary aim of DOAB is to increase discoverability of Open Access books. Academic publishers are invited to provide metadata of their Open Access books to DOAB. Metadata will be harvestable in order to maximize dissemination, visibility and impact. Aggregators can integrate the records in their commercial services and libraries can integrate the directory into their online catalogues, helping scholars and students to discover the books. The directory will be open to all publishers who publish academic, peer reviewed books in Open Access and should contain as many books as possible, provided that these publications are in Open Access and meet academic standards.
The purpose of this handbook is to help you use, create, and share "open educational resources" (OER). Digital technologies, combined with the enablers of our networked society, provide teachers, lecturers and trainers with new and exciting opportunities to rediscover and implement a core value of education, namely to share knowledge freely.
Registrations are now open for the next Open Content Licensing for Educators course in collaboration with the OERu, the UNESCO-COL OER Chair Network and the University of Mississippi.
Open content licensing for educators (OCL4Ed) is a free micro Open Online Course (mOOC) designed for educators and students who want to learn more about open education resources, copyright, and Creative Commons licenses.
Stanford University, the epicenter of the modern massive open online course movement, said this week that it will develop online learning software with the only one of the three MOOC providers not founded by a Stanford faculty member. … Mitchell [Stanford's vice provost] said the university’s “initial interest” in the edX software is so Stanford can offer material to current students on its campus or to students who take Stanford classes for credit online. … "I expect that we ourselves or other partners will offer the edX platform in a software-as-a-service model,” he [Agarwal, the edX president] said. In other words, universities would pay if they or their faculty wanted to use edX’s software.
"The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible.
"The “new pedagogical models” (A Silicon Valley term meaning: we didn’t read the literature and still don’t realize that these findings are two, three, or more decades old) being discovered by MOOC providers supports what most academics and experienced teachers know about learning: it’s a social, active, and participatory process.
"The current MOOC providers have adopted a regressive pedagogy: small scale learning chunks reminiscent of the the heady days of cognitivism and military training. Ah, the 1960′s. What a great time to be a learner.
In order to move past this small chunk model of learning, MOOC providers will need to include problem based learning and group learning in their offerings. That won’t be easy. MOOCs have high dropout rates. Which means that if you’re assigned to a group of 10 learners, by the end of the course, you’ll be the only one left.
"The large MOOCs can improve the quality of learning by creating a model for rapid creation/dissolution of groups. If you have teenagers in your house (or if you are a gamer), you’re likely familiar with how groups form in many video games or virtual worlds. There are two extreme opposites: World of Warcraft involves highly cohesive social units where individuals spend long periods of time together in solving problems and engaging in quests. In contrast, Call of Duty has low social cohesion as groups are formed on the spot and once a player logs off, the group dissolve (yes, you can log in and play with friends in a more cohesive unit on CoD as well). The latter model is worth considering for MOOCs."
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.