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
With the success of open access publishing, Massive open online courses (MOOCs) and open education practices, the open approach to education has moved from the periphery to the mainstream. This marks a moment of victory for the open education movement, but at the same time the real battle for the direction of openness begins. As with the green movement, openness now has a market value and is subject to new tensions, such as venture capitalists funding MOOC companies. This is a crucial time for determining the future direction of open education.
In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all those with an interest in education.
"The takeaway? Higher education is going digital, responding to the architecture of knowledge in a digital age, and MOOCs, while heavily criticized, have proven a much-needed catalyst for the development of progressive programs that respond to the changing world."
Think of a university, any university. Oxford, Cambridge, Harvard or Yale may spring to mind. Or your local university, or the one you or someone you know attended. I’m fairly sure that the University…
The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.
Sue Beckingham's insight:
Special Issue: Research into Massive Open Online Courses
Guest Editor: George Siemens
The dramatic increase in online education, particularly massive open online courses (MOOCs), presents researchers, academics, administrators, learners, and policy makers with a range of questions as to the effectiveness of this format of teaching and learning. In early 2013, the impact of MOOCs had been largely disseminated through press releases and university reports. The peer-reviewed research on MOOCs was minimal. The MOOC Research Initiative (MRI), funded by the Bill & Melinda Gates Foundation, addressed this research gap by evaluating MOOCs and how they impact teaching, learning, and education in general. This special issue reflects the research questions and methodologies deployed by MOOC researchers over the past year and represents the current front line evaluation of how open online courses are impacting education.
The place where the video game was invented more than 50 years ago now wants to teach teachers, entrepreneurs and students how to design games for the learning — and it is hoping that the end result will be a