A Taxonomy of Video Lecture Styles
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13 Entrepreneurship Moocs
13 Entrepreneurship MOOCs BizMOOC Discussion paper 13 Identification of existing online learning materials with regards to entrepreneurship Result BizMOOC – BizMOOC – Knowledge Alliance to enable a European- wide exploitation of the potential of MOOCs for the world of business Programme: Erasmus+ | Key Action 2 | Knowledge Alliances Reference Number: 562286-EPP- 1-2015- 1-AT- EPPKA2-KA Grant agreement number: 2015-2929 / 001-001 Project Duration: 36 months, 1/1/2016 – 31/12/2018 Identification of existing online learning materials with regards to entrepreneurship Result Author: Christian Friedl (FH JOANNEUM), Agnes Zur (Cracow University of Economics), Andrea Kalafúsová (Košice IT Valley z.p.o.) 1. Abstract The goal of this study was to explore and compare existing online courses such as MOOCs and other forms of online education in the area of entrepreneurship in order to classify the existing offers and different approaches. It is based on desk research provided simultaneously by experts of various fields from different EU countries. The main criteria adapted for the comparative analysis were: focus of the course, format, length, fees and language of the course. The paper starts with introductory information about entrepreneurship and entrepreneurship education. Next it presents an overview of existing online courses devoted to entrepreneurship education around the world with special attention to European standards. Examples which are provided in the paper were chosen based on rate of popularity measured in number of participants and their academic and didactical value. Finally, the paper provides suggestions as to best practices and recommendations to MOOC users interested in expanding their entrepreneurship knowledge and skills. 2. -
O1: Analysis of Different MOOC Platforms for Use in the MOOCA Project
Erasmus+ MOOC Accessibility Partnership Project deliverable O1: Analysis of Different MOOC Platforms for Use in the MOOCA Project Authors: Christophe Strobbe, Sebastian Kelle (Hochschule der Medien); Mike Wald, E. A. Draffan (University of Southampton); Peter Heumader (Johannes Keppler Universität Linz); Weiqin Chen (Oslo and Akershus University College of Applied Sciences). MOOCAP is funded by the ERASMUS+ grant program of the European Union under grant no. 2014-1-DE01-KA203-000679 (MOOC Accessibility Partnership), through the German Academic Exchange Service (DAAD). This document reflects only the project’s view and neither the European Union nor the DAAD are liable for any use that may be made of the information contained herein. Table of Contents 1. Introduction ........................................................................................................................ 2 2. Specialist Review ................................................................................................................. 2 2.1. First Assessment .......................................................................................................... 2 2.2. Second Assessment ..................................................................................................... 4 2.3. Third Assessment ......................................................................................................... 4 2.4. Fourth Assessment ...................................................................................................... 5 3. Licensing -
Massive Open Online Courses: a Primer for Philippine State Universities and Colleges
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics dela Cruz, Leonardo Working Paper Massive open online courses: A primer for Philippine state universities and colleges PIDS Discussion Paper Series, No. 2015-47 Provided in Cooperation with: Philippine Institute for Development Studies (PIDS), Philippines Suggested Citation: dela Cruz, Leonardo (2015) : Massive open online courses: A primer for Philippine state universities and colleges, PIDS Discussion Paper Series, No. 2015-47, Philippine Institute for Development Studies (PIDS), Quezon City This Version is available at: http://hdl.handle.net/10419/173513 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu Philippine Institute for Development Studies Surian sa mga Pag-aaral Pangkaunlaran ng Pilipinas Massive Open Online Courses: A Primer for Philippine State Universities and Colleges Leonardo dela Cruz Jr. -
The Emergence and Design of Massive Open Online Courses (Moocs) Curtis J. Bonk, Indiana University Mimi Miyoung Lee, University of Houston Thomas C
The Emergence and Design of Massive Open Online Courses (MOOCs) Curtis J. Bonk, Indiana University Mimi Miyoung Lee, University of Houston Thomas C. Reeves, The University of Georgia Thomas H. Reynolds, National University Bonk, C. J., Lee. M. M., Reeves, T. C., & Reynolds, T. H. (in press). The emergence and design of massive open online courses (MOOCs). In R. A. Reiser, & J. V. Demsey (Eds.), Trends and issues in instructional design and technology (4th Ed.), (pp.?). Boston, MA: Pearson. During the past two decades, the Internet has made available a wealth of interactive learning resources, unique forms of social interaction and collaboration, and novel types of content and course delivery. Among the more exciting new ways of learning delivery is the MOOC or “massive open online course.” The MOOC, while certainly controversial, has arguably brought online learning to the attention of the public at large like nothing before. Though the term itself is less than a decade old, dozens of MOOC vendors and software companies as well as a barrage of reports, announcements, courses, and programs related to MOOCs have emerged during the past few years. There are growing numbers of MOOC developers and instructors, MOOC participants or “learners,” MOOC researchers, MOOC books and journals, and MOOC lists (for an historical perspective on MOOCs, including key events leading up to them, see Moe, 2015). As inevitably occurs with a new phenomenon of this kind, there are enthusiastic MOOC advocates as well as skeptical critics. MOOCs Defined The term MOOC was coined by Dave Cormier from the University of Prince Edward Island, Canada. -
Moocs and Museums Studies Education: Opportunities and Prospects in the Digital Era
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Tomsk State University Repository MOOCS AND MUSEUMS STUDIES EDUCATION: OPPORTUNITIES AND PROSPECTS IN THE DIGITAL ERA Irina A. Sizova, Oksana S. Ulyanova Tomsk State University (RUSSIAN FEDERATION) Abstract In present time Massive Open Online Courses (MOOCs) are becoming more popular. Initially, the concept of “MOOCs” was used in the USA in 2008. Since 2011 they have become mass phenomenon in a result of development of Coursera in Stanford University. Since 2013 MOOCs have widespread. The USA plays a leading role in MOOCs application, where more than 15 platforms (Coursera, EdX, Udacity, MIT Open Courseware, etc.) are developed. European countries have their own platforms too, such as FutureLern (GreatBritain), Iversity (Germany), Crypt4you (Spain), OpenUpED (European Community), Lektorium and Stepic (Russia), etc. Most of leading countries in Asia develop their platforms, such as XuetangX and Chinese MOOCs (China), EduKart (India), as well as OpenLearning (Australia). Such disciplines as physics, computer science, mathematics, natural science, etc. are presented generally at MOOCs platforms. At the same time humanitarian and social science disciplines (linguistics, history, physiology, art, etc.) are not widespread. Recently, museum studies have been presented at MOOCs platform too. The purpose of the given paper is to analyze museum studies presented at MOOCs platforms. The following aspects are studied in the paper: • the quantity of platforms and MOOCs in museum studies;• the main presented questions at these MOOCs; • the advantages and disadvantages of MOOCs in museum studies; • the possibilities and outlook of their application. The books and papers for Massive Open Online Courses, as well as developed MOOCs in museums studies are used as data for this paper. -
Position Papers for European Cooperation on Moocs
Position papers for European cooperation on MOOCs. Overview of position papers on the opportunities and characteristics for European cooperation as presented during the HOME conference in Porto November 2014 EADTU, March 2015 Position papers for European cooperation on MOOCs. Overview of position papers on the opportunities and characteristics for European cooperation as presented during the HOME conference in Porto November 2014 Edited by Darco Jansen Programme manager EADTU Coordinator OpenupEd, HOME and SCORE2020 António Teixeira Expert Open Education Professor Education & Distance learning, Universidade Aberta, Lisbon, Portugal EADTU, March 2015 ISBN 978-90-79730-16-2 Disclaimer: This research is conducted as part of the European Union-funded project HOME - Higher education Online: MOOCs the European way. This project supported by the European Commission, DG EAC, under the Lifelong Learning Programme (Ref. 543516-LLP-1-2013-1-NL- KA3-KA3NW). However, sole responsibility for this report lies with the authors and both the Commission and the HOME partners are not responsible for any use that may be made of the information contained therein. Contents Acknowledgement / about HOME project ................................................................... 3 Foreword.................................................................................................................... 4 Part 1: Positioning MOOC movement .......................................................................... 6 MOOCs in the Era of Higher Education’s Digital