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11 mai 2013

MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/DesignPrinciples.pngAuthors: Lourdes Guàrdia, Marcelo Maina, Albert Sangrà. The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario.
A new understanding of knowledge production and learning challenges the core of learning design, demanding innovative and appropriate approaches to teaching and learning. We present a set of learning design principles drawn from the learner’s perspective. They focus on empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and finally using a variety of media and ICTs to create and publish learning resources and outputs.
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11 mai 2013

MOOCs are More Social than You Believe

http://www.elearningeuropa.info/sites/default/files/elearning_papers.pngAuthors: Jan Blom, Himanshu Verma, Nan Li, Afroditi Skevi, Pierre Dillenbourg. We report about two ongoing studies, which challenge the individualistic model of MOOC based learning. MOOC usage is embedded in the context of collocated study groups.
The ability to pause a lecture and discuss its contents with peers creates learning opportunities. Learning by explaining has been proved effective through many empirical studies. We investigate the best way to configure these study groups with different tools.
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11 mai 2013

Realising the Potential of Peer-to-Peer Learning: Taming a MOOC with Social Media

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/Purser%20-%20Downes%202012%20mooc_design.pngAuthors: Emily Purser, Angela Towndrow, Ary Aranguiz. We report on peer-to-peer learning online, describing the role of cooperative, student managed groupings in successful learn-by-MOOC experiences.
We found that to expand learners’ potential in digital culture, it helps to by-pass traditional notions and tools of online learning support, and embrace networked social media.
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11 mai 2013

Learning from Open Design: Running a Learning Design MOOC

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/OLDSMOOC.jpgAuthor: Patrick McAndrew. Massively Open Online Courses (MOOCs) give an opportunity for providing access to subjects of mass interest but also allow more niche subjects (Beavon, Commas- Quinn, de los Arcos & Hauck, 2013) to reach a larger audience than the more usual context of small-scale post-graduate courses.
The OLDS-MOOC (Open Learning Design Studio-MOOC) is an example of such a course. Developed with funding from Jisc, in January 2013 a collaborative team from several universities presented a nine-week online course. The subject matter is learning design as an organised approach to online learning. This report considers the way in which the course was structured around as a project-based “pMOOC” in its approach to learning design, while also including.
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11 mai 2013

Quad-blogging: Its Potential to Transform Peer-to-Peer Learning in a MOOC

11 mai 2013

Game Based Learning MOOC. Promoting Entrepreneurship Education

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/GameBasedLearningMOOC.jpgPromoting entrepreneurship could help society overcome the crisis. At the same time, MOOCs could allow a large number of participants to enrol in entrepreneurship education.
This case study introduces the Introduction to Entrepreneurship MOOC, which takes advantage of Game Based Learning for developing entrepreneurship through an active based methodology in a MOOC open to anyone, anywhere.
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11 mai 2013

The AlphaMOOC: Building a Massive Open Online Course One Graduate Student at a Time

http://www.elearningeuropa.info/sites/default/files/imagecache/content_detail_picture/asset/FoundationsofScienceMOOC.pngTraditionally, developing courses in higher education involves a single individual working to build materials that will be implemented by that individual. More rarely, groups work together to build course.
Interdisciplinary collaboration by teams of developers is often seen during online course creation, where teams generally consist of content experts, technologists, and instructional designers, and each takes on and persists in a single role. We propose a different model for team development of online MOOCs, one in which team members take on diverse roles. This approach was implemented in development of a Foundations of Science course, with 28 core team members, consisting of staff and graduate students. The engagement of experts in areas outside their immediate area of expertise allowed developers to take on the role of the novice, ensuring a MOOC that was approachable to learners of diverse abilities.
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11 mai 2013

IAC-ETeL 2013 in Prague

http://www.elearningeuropa.info/sites/default/files/elearning_papers.png17 October 2013 - 18 October 2013. International Academic Conference on Education, Teaching and E-learning in Prague 2013 is an important international gathering of scholars, educators and PhD students. IAC-ETeL 2013 will take place in conference facilities located in Prague, the touristic, business and historic center of Czech Republic.
All accepted papers will be published in the "Proceedings of IAC-ETeL 2013", ISBN 978-80-905442-1-5 and indexed in: Google books, NKC - National Library of the CR and EBSCO.
Venue: Park Inn Prague, conference hotel in Prague, Svobodova 1, Czech Republic.
11 mai 2013

Establishing a Qualifications Framework in Turkey

http://uil.unesco.org/typo3temp/pics/8f2e4c4210.jpgThe Turkish Qualifications Framework (TQF) is currently being developed as a major initiative of the European Union Project “Strengthening Vocational Qualifications Authority and National Qualifications System in Turkey” (UYEP). The TQF offers a holistic lifelong learning approach with links among all qualifications achieved through formal, non-formal and informal learning.  An important hallmark of the development of the TQFs is the partnership between the Vocational Qualifications Authority and the Ministry of National Education, the Ministry of Labour and Social Security, and the Council for Higher Education.
An International Conference on Turkish Qualifications Framework held in Istanbul on 16 and 17 April 2013, and attended by 215 participants included international participants from some 10 countries. During a panel discussion, participants from Croatia, France, Germany, Ireland, Poland, Portugal, and the United Kingdom shared a variety of approaches used for implementing NQFs in their respective countries. Presenting the worldwide perspective, Madhu Singh, Senior Programme Specialist at the UNESCO Institute for Lifelong Learning, highlighted how NQFs support lifelong learning in different national and regional contexts, particularly those contexts and countries not covered by the EU and the ETF partner countries. Turkish authorities expressed a strong interest to conduct collaborative research on recognition practices linked to NQFs.
For further information:
Agenda. Speakers.

11 mai 2013

Open Innovation 2.0 Conference on Sustainable Economy & Society

http://www.eua.be/images/logo.jpgOpen Innovation 2.0 Conference on Sustainable Economy & Society, Dublin, Ireland (20-21 May 2013)
The European Commission, Open Innovation Strategy and Policy Group, Intel Labs Europe, Dublin City Council and Trinity College Dublin are coorganising an Open Innovation 2.0 Conference on Sustainable Economy & Society from 20 to 21 May 2013 in Dublin, Ireland.
The objective of this conference is to bring together “thought leaders, senior decision-makers, policy leaders, leading executives and social innovators” to initiate and “develop a manifesto, platform and roadmap for sustainable economy and society development”. To see the programme or for more information, please visit the website.
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