Sheffield Hallam University has joined the fight against one of the UK's biggest cancer killers by launching its first Massive Open Online Course (MOOC) in Enhancing Prostate Cancer Care.In collaboration with Prostate Cancer UK the MOOC has been designed to give healthcare professionals, patients, carers as well as those with a keen interest in
There is no doubt now that the video production community with new stakes in education is growing, as is the educational community with new stakes in video production. Books will forever be important, and in-class, in-person instruction will forever be as essential to effective teaching as it is to parenting, but video has become the dominant communications medium of many of our lives, and screens – computer screens, cell phone screens, and tablets – the new, dominant form of information transmission. MOOCs and Open Educational Resources: A Handbook for Educators is being made available for university faculty, educators, and educational producers involved in producing online courses. The guide is a step-by-step manual to how to produce and distribute educational video content under the freest of licenses, with an emphasis on Creative Commons. It is hoped that some utility may be found in its pages by all kinds of readers, whether one is a staff videographer or a chaired senior faculty member or a freelance video editor, or in any position around and in between.
The structure of the Handbook follows the key stages of video course production, with analysis and support at its core dedicated to methods of keeping video content free through all the stages of course pre-production, production, post-production, and distribution. The Handbook also provides some notes on the history of online course production and Open Courseware (OCW) and some thoughts about the future of educational video.
The Handbook situates educational video production in the context of more than 100 years of moving-image work at universities and beyond. Indeed, the booklet draws on work of educational producers from the early 1900s – works such as Charles Urban, The Cinematograph in Science, Education, and Matters of State and the 1920s journal Visual Education.1
The impulse to share knowledge in a free environment also is not new. In many ways MOOCs and Open Courseware and Wikipedia and Creative Commons and Google/YouTube are all part of the same project – envisioned by visionaries such as Richard Stallman, media producers behind the start of public broadcasting here and abroad, much earlier, even, by publishers active centuries ago in the Enlightenment, and even earlier, in ancient Alexandria under the Ptolemaic kings. The vision? A giant rich resource: a gigantic global encyclopedia, or Encyclopédie, or library or museum, contributing to universal access to human knowledge.2 With the Internet upon us now, we can help realize it.
1 Charles Urban, The Cinematograph in Science, Education, and Matters of State (London: The Charles Urban Trading Company, 1907), online at: http://www.charlesurban.com/documents_cinematograph.html and the journal Visual Education (Chicago: Society for Visual Education, 1920-1924).
2 Peter B. Kaufman, The New Enlightenment: The Promise of Film and Video in the Digital Age (New York: Seven Stories Press, forthcoming); “The Encyclopedia of Diderot and d’Alembert,” online in translation at: http://quod.lib.umich.edu/d/did/; and Stephen Greenblatt, The Swerve: How the World Became Modern (New York: W.W. Norton, 2011).
By Laura Pasquini in Online Learning and Learning Strategies. Big data from massive open online courses (MOOCs) have enabled researchers to examine learning processes at almost infinite levels of granularity. Yet, such data sets do not track every
By Ove Christensen in Online Learning and Social learning. " There are two fundamental approaches to OLL [online learning]. The first is to provide the tools and techniques for individuals to access and organize information to sustain existing
When it comes to the list of digital imaging pioneers, Marc Levoy is one of those names that belongs right near the top. His work has led to many of the technical advances that we see in use today with computer generated imagery. So, it’s no wonder that he jumped into digital photography. From 2009 until 2014, [...]
Massive open online courses (MOOCs) have emerged as an educational innovation with the potential to increase access to and improve the quality of education. Different stakeholders in education view MOOCs from different perspectives. However, there are common questions related to the quality of these courses and to the granting of equivalent credits. This document provides a set of guidelines designed to support decision making about the sorts of quality measures that are appropriate in different contexts. These MOOC Quality Guidelines can be used by governments, accreditation agencies, institutions and learners with an interest in developing, running, accrediting or participating in MOOCs, to improve quality assurance (QA) and accreditation.
Are MOOCs really open? We have witness its rise in past years. We have also been witness of the wave of backlash in many of its aspects. Content, engagement, completion rates and churning in particular. These issues cannot move forward without actual empirical research.
An article from the recent release of the Proceedings from the 2016 Conference of the Human Computer Interaction (HCI) Society of Korea, that took place last January, brings new evidence to the table. From a Universal Design for Learning (UDL) standpoint, it evaluates popular MOOC platforms (Coursera, edX and Khan) to find barriers to openness.
Design Principles as measuring stick in online education is not a new concern. A 2010 research paper by Tanya Elias, published in Athabasca University’s The International Review of Research in Open and Distributed Learning, formulated a set of guidelines to apply Universal Instructional Design (UID) principles in Moodle.
By Laura Czerniewicz and Janet Small in Teaching and Learning and Distance Education. Massive Open Online Courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning.
Europe is characterised by diversity and as such MOOC provision should account for diverse languages, cultures, settings, pedagogies and technologies. In this peer reviewed report the 31 papers demonstrate that Europe is re-engineering the generic MOOC model to allow for a broad spectrum of approaches and contexts. The papers selected elaborate on the following main topics relevant for a continued uptake of MOOCs in Europe.
You can download the full report or each of part separately (including foreword) 1. Regional MOOC initiatives 2. Role media exposure on MOOC development 3. Supporting the selection of MOOC platforms 4. Business models European MOOCs 5. Pedagogical approaches in European MOOCs 6. Shared services in European MOOC context This publication has a CC-By 4.0 license.
The European Multiple MOOC Aggregator called EMMA for short, is a 30 month pilot action supported by the European Union. It aims to showcase excellence in innovative teaching methodologies and learning approaches through the large-scale piloting of MOOCs on different subjects. EMMA provides a system for the delivery of free, open, online courses in multiple languages from different European universities to help preserve Europe’s rich cultural, educational and linguistic heritage and to promote real cross-cultural and multilingual learning.
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