Open Education: from OERs to MOOCs

von: Mohamed Jemni, Kinshuk, Mohamed Koutheair Khribi

Springer-Verlag, 2016

ISBN: 9783662529256

Sprache: Englisch

362 Seiten, Download: 6115 KB

Format: PDF, auch als Online-Lesen

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Open Education: from OERs to MOOCs

	Preface	6
	Contents	10
	1 New Models of Open and Distributed Learning	12
	1.1 Introduction	12
	1.2 From Passive to Active	13
	1.3 From Formal to Informal	15
	1.4 Open and Distributed Learning	16
	1.5 Open Licensing	17
	1.6 E-Learning 2.0	20
	1.7 Social Learning	21
	1.8 Personal Learning	23
	1.9 Connectivism	26
	1.10 Massive Open Online Courses	27
	1.11 The MOOC Model	29
	1.12 Learning Environments	30
	References	31
	2 Survey and Reflection of Open Education Policies	34
	2.1 Introduction	34
	2.2 The Categories of Open Education Policies	36
	2.2.1 Overall Policies for OE Development	37
	2.2.2 Policies for Open Standards	39
	2.2.3 Specific Policies for Constructing OER	41
	2.2.4 OE Policies Imbedded in Other Education Strategic Plans	42
	2.3 Critical Analysis of OE Policies	43
	2.4 Suggestions for Developing OE Policies	45
	Acknowledgments	46
	References	46
	3 Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale	49
	3.1 Introduction	49
	3.2 Massive Open Online Courses	50
	3.2.1 Overview	50
	3.2.2 Massiveness Dimension	51
	3.2.3 Openness Dimension	57
	3.3 Existing Educational Design Considerations Frameworks for MOOCs	62
	3.3.1 Presentation of Existing Educational Design Considerations Frameworks for MOOCs	62
	3.3.2 Evaluation of Existing Educational Design Considerations Frameworks for MOOCs	65
	3.4 Educational Design Considerations Framework for xMOOCS	74
	3.5 Conclusions and Discussion	74
	References	75
	4 Toward Empowering Open and Online Education in the Arab World Through OER and MOOCs	82
	4.1 Introduction	82
	4.2 Overview of ICT Use in Education in Arab Countries	83
	4.3 ALECSO Smart Learning Framework	86
	4.3.1 ALECSO Mobile Initiative	86
	4.3.2 ALECSO Cloud Computing Project	88
	4.3.3 ALECSO Efforts Toward Promoting Open Learning	89
	4.3.3.1 The Open Book Initiative	91
	4.3.3.2 Collaboration on Regional and International OER Activities	92
	4.3.3.3 The ALECSO OER Project	95
	4.3.3.4 ALECSO MOOCs’ Project	96
	4.4 M-Developer Program: A Smart Learning Project with Respect to the Alecso Smart Learning Framework	99
	4.4.1 M-Developer Core Activities	99
	4.4.2 M-Developer SPOC	104
	4.4.2.1 M-Developer Syllabus	104
	4.4.2.2 Grading Policy	106
	4.5 Conclusion and Future Work	107
	Acknowledgments	107
	References	107
	5 MOOCs in Taiwan: The Movement and Experiences	110
	5.1 The Purpose and Core Mission of MOOCs in Taiwan	110
	5.1.1 Pursuit Better Teaching and Learning	112
	5.1.2 Promoting Chinese-Language Courses Worldwide	113
	5.1.3 Building Taiwan’s Digital Learning Industry	114
	5.2 MOOCs Movement in Taiwan	115
	5.2.1 MOE Funded National MOOCs Initiatives	115
	5.2.2 MOOCs for Higher Education	116
	5.2.3 MOOCs for K-12 Education	117
	5.2.4 MOOCs for Lifelong Learning	118
	5.3 Experiences of the MOOCs Movement in Taiwan	119
	5.3.1 Changing Roles of Learners, Teachers and Schools	119
	5.3.2 The Success Factors for MOOCs in Taiwan	121
	5.3.3 Influence and Future Work of MOOCs in Taiwan	122
	5.4 Conclusions	123
	References	124
	6 Yet Another Perspectives About Designing and Implementing a MOOC	126
	6.1 Introduction	126
	6.2 Construction Process of Video Lectures	127
	6.2.1 Types of Video Lectures	128
	6.2.2 Recording Video Lectures	128
	6.2.2.1 Live Recordings of Classroom Lectures	129
	6.2.2.2 Recording Studio	130
	6.2.2.3 Instructors’ Individual Recording	130
	6.2.3 Segmenting Video Lectures	131
	6.2.3.1 Part-by-Part Video Segmenting	131
	6.2.3.2 Usage of Timestamp	131
	6.2.4 Inserting Interactive Activity	132
	6.3 Production Approach of Video Lectures	134
	6.3.1 Types of Video Lectures Versus Different Learning Goals	135
	6.3.2 Leveraging Team Teaching	136
	6.3.3 Leveraging On-campus Students	137
	6.3.4 Leveraging Existing OER	137
	6.4 Issues/Challenges and Potential Solutions in Operating MOOCs	138
	6.4.1 Assessment of Learners’ Performance	138
	6.4.2 Administration of MOOCs	139
	6.4.3 Credibility of MOOC Certificate	139
	6.5 Conclusion	140
	Acknowledgments	140
	References	140
	7 A Critical Look at MOOCs	143
	7.1 Introduction	143
	7.1.1 Historical Overview of MOOCs	144
	7.1.2 Types of MOOCs	144
	7.1.3 The Purposes of MOOCs	145
	7.1.4 The Impact of MOOCs	147
	7.1.5 What MOOCs Typically Lack	150
	7.2 The Future of MOOCs	151
	7.3 Concluding Remarks	153
	Acknowledgments	154
	References	154
	8 How to Evaluate the Sharing Effects of Open Educational Resource Projects: An Openness Maturity Analysis Framework	156
	8.1 Introduction	156
	8.2 Open Educational Resources Projects Worldwide	157
	8.2.1 The Development of Open Educational Resources	158
	8.2.2 Typical Open Educational Resources Projects in the World	158
	8.3 Driving Mode of Resources Construction and Promotion Approaches of Open Educational Resources Transmission	159
	8.3.1 Driving Mode of OERs Development	160
	8.3.2 Promotion Approaches of OERs Transmission	160
	8.4 Openness Characteristic of Open Educational Resources	161
	8.4.1 Usability	161
	8.4.2 Reachability	162
	8.4.3 Scalability	162
	8.4.4 Stickiness	163
	8.5 Framework for Analyzing the Openness Maturity of Open Educational Resources	163
	8.5.1 Shapes of Resources	163
	8.5.2 Application Scenarios	164
	8.5.3 Access Approaches	165
	8.5.4 Promotion Approaches	165
	8.6 Conclusions	165
	References	166
	9 Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project	168
	9.1 Introduction: ECO Project—The CIP Dimension	168
	9.2 European Policies as Enablers of sMOOCs	170
	9.3 Educational Virtual Environments Facilitating Intercreativity and Interculturality: Characteristics of the Eco sMOOCs	171
	9.4 sMOOCs and Intercreativity	173
	9.4.1 Intercreativity: Definition and Features	174
	9.4.2 Intercreative Approaches in sMOOCs and Collective Intelligence	175
	9.5 Interculturality as a Support and Lever to Intercreativity	180
	9.5.1 Defining a Complex Process	180
	9.5.2 Interculturality Applied to a Practical Experience: The sMOOC “Step by Step”	181
	9.5.3 Cooperation and Resistance	183
	9.5.4 Towards Open Interculturality	185
	9.6 Conclusions	190
	Acknowledgments	191
	References	191
	10 Towards Fostering Quality in Open Online Education Through OER and MOOC Practices	195
	10.1 Introduction	195
	10.2 Background	196
	10.2.1 Quality in Open Learning and Education	196
	10.2.2 Institutional Policies and Planning for Quality	199
	10.3 From OERS to MOOCS	200
	10.3.1 Open Educational Resources (OER)	200
	10.3.2 Massive Open Online Courses (MOOCs)	201
	10.3.3 Innovation and Quality	204
	10.4 Conclusion and Recommendations	205
	References	207
	11 How OER Enhances MOOCs—A Perspective from German-Speaking Europe	211
	11.1 Introduction	211
	11.2 Copyright and OER in German-Speaking Countries	213
	11.3 Non-OER MOOCs in German-Speaking Europe	214
	11.3.1 Challenges for Learners	215
	11.4 iMooX, mooin, and the MOOChub	215
	11.4.1 A Short History of Open Licensed MOOCs in German	215
	11.4.2 The First OER MOOC Platform in German-Speaking Europe: imoox.at	216
	11.4.3 The German MOOC Platform: mooin	218
	11.4.4 The MOOChub	219
	11.5 Discussion: Enhancing Education with OER MOOCs	220
	11.5.1 Enabling Participation	220
	11.5.2 Cooperation with Partners	221
	11.5.3 Impact of the Courses and Creative Solutions	222
	11.5.4 Sustainability of the Content: Remix and Reuse	223
	11.6 Conclusion	223
	11.6.1 The Role of German as a Language	224
	11.6.2 OER: A Challenging Opportunity	224
	11.7 Summary	224
	References	225
	12 Open Learning: ‘Communication and Mobile Learning’ at Spanish University	227
	12.1 Introduction	227
	12.2 Theoretical Framework	228
	12.2.1 ‘Communication and M-learning’ Within ECO Project	228
	12.2.2 sMOOC ‘Communication and M-learning’	230
	12.3 Assessment of the Didactic Experience	232
	12.3.1 General Description of the Didactic Experience	232
	12.3.2 Participants	232
	12.3.3 Data Analysis	232
	12.3.4 Results	235
	12.3.4.1 Expectations and Previous Knowledge	235
	12.3.4.2 Satisfaction, Expectations Fulfillment, and Acquisition of Knowledge	237
	12.3.4.3 General Assessment	238
	12.4 Conclusion	241
	12.5 Contribution of the Chapter	242
	Acknowledgments	243
	Appendix 1: Pre-survey: Expectations and Previous Knowledge	243
	Appendix 2: Post-survey: Satisfaction, Expectations Fulfillment, and Acquisition of Knowledge	244
	Appendix 3	244
	References	245
	13 MOOCs: A Viable Business Model?	247
	13.1 Building a MOOC	247
	13.1.1 Teachers	248
	13.1.2 Pedagogical Support	248
	13.1.3 Support Staff	248
	13.2 Cost of a MOOC	249
	13.2.1 Human Resources	249
	13.2.2 Logistics: Environment to Build a MOOC	252
	13.3 Comparison of the Costs of Different Methods of Teaching	252
	13.4 Why to Invest in MOOCS?	254
	13.5 Possible Business Models	256
	13.5.1 Business Models for MOOCs Providers	256
	13.5.1.1 Coursera, EdX, and Others as MOOC Editors	257
	Coursera	257
	EdX	258
	Other Providers	259
	13.5.1.2 Udacity	259
	13.5.1.3 Others as MOOCs Builders and Editors	260
	13.5.2 Examples of Business Models for Universities	260
	13.5.2.1 Business Models for US Education	260
	13.5.2.2 Business Models in Europe	262
	13.5.2.3 Asia and Africa	262
	References	263
	14 Quality Frameworks for MOOCs	266
	14.1 Introduction	266
	14.2 Why Does Quality of Moocs Matter?	267
	14.2.1 Quality Pedagogy and Dropout Rates	267
	14.2.2 MOOCs for Lifelong Learning and Continuous Professional Development	269
	14.2.3 Unbundling of MOOC Services	269
	14.2.4 Consequences for Quality Processes	270
	14.3 Quality Frameworks and Quality Processes	270
	14.3.1 Case Study: The Open University	273
	14.3.1.1 Strategic Management	273
	14.3.1.2 Curriculum Design	273
	14.3.1.3 Course Design	273
	14.3.1.4 Course Delivery	274
	14.3.1.5 Staff Support	274
	14.3.1.6 Student Support	274
	14.3.2 Case Study: FutureLearn	275
	14.4 The Openuped Quality Label	276
	14.4.1 The OpenupEd Label in Practice	279
	14.5 Discussion	280
	14.5.1 Analysis of Case Study	280
	14.5.2 General Reflection	282
	14.6 Conclusion	283
	Acknowledgments	283
	References	283
	15 Using Linked Data to Blended Educational Materials With OER—A General Context of Synergy: Linked Data for Describe, Discovery and Retrieve OER and Human Beings Knowledge to Provide Context	287
	15.1 Introduction	287
	15.2 The Evolution of OER	289
	15.2.1 Quality Education and Lifelong Learning with OER	290
	15.2.2 Open Licenses to Enhance Educational Opportunities	294
	15.3 Challenges to Adopting OER	295
	15.3.1 Enhance the Reusability of OER	296
	15.3.2 Enhance the Discoverability of OER	297
	15.4 Breaking Down OER SILOS	297
	15.4.1 The Semantic Web Is a Web of Data	297
	15.4.2 Foundations of Linked Data	298
	15.4.3 Open Educational Resources Linked Data Life Cycle	300
	15.4.3.1 Selection of Data Sources	300
	15.4.3.2 URIs for Open Educational Resources	302
	15.4.3.3 Semantic Vocabularies for Describing OER	303
	15.4.3.4 Data Cleaning and Linking	305
	15.4.3.5 Generation and Publication of Linked Data	306
	15.5 Framework for Integration of OER	309
	15.5.1 Enhance the Discoverability and Reusability of OER	309
	15.5.2 Synergy Between Linked OER Data and Human Expertise	311
	15.5.3 Blended OER with Traditional Learning	312
	15.6 Conclusion	314
	Acknowledgments	315
	References	315
	16 Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework	318
	16.1 Introduction	318
	16.2 Learning in MOOCs	320
	16.2.1 Defining MOOCs	320
	16.2.2 The ECO sMOOCs Pedagogical Framework	322
	16.3 Affordances for Active Participation	323
	16.3.1 Digital Inclusion	324
	16.3.2 Seamless and Ubiquitous Learning	325
	16.3.3 Gamification	328
	16.4 First Findings: User Satisfaction	330
	16.4.1 User Satisfaction Questionnaire Design and Methodology	331
	16.4.2 Overall User Satisfaction	331
	16.5 Discussion and Conclusion	334
	Acknowledgments	336
	References	336
	17 Innovative OER Model for Technology-Enhanced Academic and Entrepreneurial Learning	340
	17.1 Introduction	340
	17.2 Open Education and Information Technologies—Background Research	343
	17.3 Developing Next-Generation Open Education Systems	346
	17.3.1 The BAEKTEL Project	346
	17.3.2 Innovative Open Education Framework	348
	17.3.3 Architecture of the OER 2.0 Platform	350
	17.4 Oer 2.0 Case Study	353
	17.5 Conclusion	359
	Acknowledgments	360
	References	360

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