Group items tagged

Cao, M. (2014). Understanding learners' experience in MOOCs: a review of literature. Retrieved from http://repositories.lib.utexas.edu/handle/2152/26325 Abstract "MOOCs have become a popular topic in the educational field since 2008. This report reviews the literature from 2008 to March 2014 on the development of MOOCs with a focus on learners' experience. By looking into the topics researchers have been investigating, this review identifies eight themes on this topic: (1) Platforms and Technology, (2) Instructional Materials and Assessment, (3) Instructors, (4) Participants' demographics, (5) Motivation and Engagement Patterns, (6) Self-directed Learning and Learner Interaction, (7) Blended Education, and (8) Completion rates. The review also indicates that MOOC course design (pedagogies, technical support, assessment and instructors) and learner characteristics (motivation, engagement levels, self-directed learning and digital literacy) influence learners' experience. Possible future research questions are also proposed in this report." (p.1) This report is a literature review for a masters by a student at University of Texas at Austin. At the time of writing (March 2014) the author found relatively few references focusing on learners' experience in MOOCs from scholarly journals- 15 in total and she reported on them. These articles disproportionately analyzed cMOOCs as compared with xMOOCs and in both cases data was drawn from relatively early courses. Most references cover only one course. The report identifies 8 themes to categorize the articles' content: (1) Platforms and Technology, (2) Instructional Materials and Assessment, (3) Instructors, (4) Participants' demographics, (5) Motivation and Engagement Patterns, (6) Self-directed Learning and Learner Interaction, (7) Blended Education, and (8) Completion rates. Analysis shows that all these categories are inter-related and affect each other. The author identifies 5 areas for further r

Macleod, B. H., Haywood, J., & Woodgate, A. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends, 59(1), 56-63. Retrieved from http://eds.b.ebscohost.com.library.esc.edu/eds/pdfviewer/pdfviewer?vid=2&sid=452639d7-274a-43d4-9d76-6f20356bc6e1%40sessionmgr115&hid=111 Abstract "Engagement with Massive Open Online Courses (MOOCs) at the University of Edinburgh has emerged from its strategic priorities to explore and innovate in the area of online and technologically supported approaches to teaching and learning. This paper provides an account of analysis aimed at understanding who Edinburgh MOOC learners are, who elects to participate and the aspirations of that population, and the place that the MOOC will occupy in the University's online learning ecology. The analysis addresses a number of predictions that have been made about MOOCs since 2012, including their use for providing educational opportunities to the disadvantaged; global uptake of online learning; growth of an 'educational imperialism'; and the claim that 'MOOCs are for male geeks', and concludes with some observations about the University of Edinburgh's future plans in this space." (p.56) This is a peer reviewed academic article from TechTrends by University of Edinburgh. It analyzes the university's experience with MOOC learners after delivering 6 MOOCs on the Coursera platform, twice each. It presents analysis from 150K questionnaire respondents reflecting 600,000 enrolled learners. Some comparisons are made between the Coursera learners with newer platforms namely FutureLearn (UK) and Rwaq, a Saudi Arabian platform in Arabic. The sample of 20% of MOOC learners is considered representative of Coursera learners generally. Good graphics show results of an

Kizilcec, R. F., Piech, C. and Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170-179). New York, NY, USA: ACM. doi:10.1145/2460296.2460330 The abstract begins as follows: "As MOOCs grow in popularity, the relatively low completion rates of learners has been a central criticism. This focus on completion rates, however, reflects a monolithic view of disengagement that does not allow MOOC designers to target interventions or develop adaptive course features for particular subpopulations of learners. To address this, we present a simple, scalable, and informative classification method that identifies a small number of longitudinal engagement trajectories in MOOCs." This peer reviewed conference paper goes on to describe how they classified learners and using data analytics from 3 courses as well as survey data from learners they developed 4 classifications. Of these classifications in addition to those who completed the courses, the auditors were of interest. They proceeded to suggest possible areas where the MOOC approaches could be adapted and tested to meet the needs of learners such as auditors. They also considered ways of increasing access and equity.

Yousef, A. M. F., Chatti, M. A., Wosnitza, M., & Schroeder, U. (2015). A Cluster Analysis of MOOC Stakeholder Perspectives. RUSC. Universities and Knowledge Society Journal, 12(1). pp. 74-90. doi http://dx.doi.org/10.7238/rusc.v12i1.2253 Abstract "Massive Open Online Courses (MOOCs) are providing opportunities for thousands of learners to participate in free higher education courses online. MOOCs have unique features that make them an effective Technology Enhanced Learning (TEL) approach. Institutions are offering a growing variety of MOOCs. Nevertheless, there are several crucial challenges that should be considered in the development of MOOCs, e.g., the drop-out rate of over 95% of course participants. One of the potential reasons for that is the complexity and diversity of MOOC participants. This diversity is not only related to the cultural and demographic profile, but also considers the diverse motives and perspectives when enrolled in MOOCs. This paper aims to cluster and analyze the different objectives of MOOC stakeholders to build a deeper and better understanding of their behaviors. Our main finding was a set of eight clusters, i.e., blended learning, flexibility, high quality content, instructional design and learning methodologies, lifelong learning, network learning, openness, and student-centered learning. This cluster schema creates a meaningful picture for the MOOC community" (p. 71). This is a peer reviewed scholarly article that uses qualitative and quantitative methods to analyze survey data on MOOC instructors and learners. Responses were relatively low: 158. The context is unclear - where did they get the sampling frame from? And why did they combine the learners and instructors? So there is some question as to the sample and it cannot be generalized. That said, they are innovative in their qualitative analysis. The qualitative work analyzed the open ended questions in their survey. They used a research method that allowed them to catego

Mackness, J, Mak, S and Williams, R (2010) The ideals and reality of participating in a MOOC, proceedings of the 7th International Conference on Networked Learning 2010, University of Lancaster, available at: www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2010/ abstracts/PDFs/Mackness.pdf' This is a peer reviewed scholarly article, frequently cited, based on mixed method research which studied the learners in the first connectivist MOOC. As such it was the first study of its kind. It appears to have correctly analyzed the relatively small quantitative sample of learners, including an instructor or two. Its contribution is to test the connectivist theory (Siemens and Downes) with a case. As noted in the abstract "The research found that autonomy, diversity, openness and connectedness/interactivity are indeed characteristics of a MOOC, but that they present paradoxes which are difficult to resolve in an online course. The more autonomous, diverse and open the course, and the more connected the learners, the more the potential for their learning to be limited by the lack of structure, support and moderation normally associated with an online course, and the more they seek to engage in traditional groups as opposed to an open network." P. 266 Analysis was focused on the "characteristics of connectivism outlined by Downes, i.e. autonomy, diversity, openness and connectedness/interactivity" p.266. Generally the research outlines the strengths and weaknesses of cMOOCs using this format. Not a lot of further research is recommended other than using a larger sample in future research and "the aims of experiencing learning within a massive open online network are constrained by a course framework and many design issues and aspects of learner experience remain unresolved." P. 273 Abstract "CCK08' was a unique event on Connectivism and Connective Knowledge within a MOOC (Massive Open Online Course) in 2008. It was a course and a network about the emergent practices

Morris, N., & Lambe, J. (2014). Studying a Mooc : a Guide. Retrieved from http://www.palgrave.com/resources/Product-Page-Downloads/M/Morris-Studying-a-MOOC/Studying-a-MOOC-Neil-Morris-James-Lambe.pdf How-to "free" guide book from Palgrave to help anyone prepare themselves to study a MOOC course. As MOOCs tend to appeal to learners with good digital study habits already - this will bring less technically savvy people familiarity with MOOCs as well as people who are not used to studying in an online environment the essential information that they need to know about the online features. It is extremely clearly written, easy to follow, with good advice in each section and not too long. It covers the A-Z of MOOCs from the learner perspective. It provides really useful hyperlinks for finding courses. (The only information not given is related to the copyright issues for user content.) It is a 'first' as far as I can tell in this sort of study guide. It would be useful to younger students (say highschool level) who have never taken an online course before or to older learners (over 30) who have good study habits but are not familiar with digital technology and online communication methods and etiquette and want to learn how to participate in MOOCs including discussion groups, etc. before they start. I thought that it would be a useful resource prior to starting the MALET programme as it gives a lot of practical advice that is relevant to all online learning.

EDU681102 - Module 2, Week 2. Mark Ness, article #3.

Edited link - https://diigo.com/08285j

Accessible resources give better experiences for all users and reduces risks for your organisation - for example less risk of learners failing and less risk of disabled learners being disadvantaged. Xerte is being used with learners across the spectrum - from entry level and basic skills to undergraduates.

Mobile devices are now being used for learning as well, and true to their character, they are providing the much needed context in learning as well. Mobile learning provides the users with access to learning regardless of time and location. Networked mobile devices allow learners to learn collaboratively in groups.

Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. Retrieved from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/integrating The intent of this report is to detail the concepts of using technology with master of skills in mind. Beginning on page 17, details of assessment, advantages of technology-based assessment, mastery learning approach. Further they discuss the concepts of tools like clickers for quick feedback on levels of understanding and the details necessary for successful online learning - both synchronous and asynchronous.

Bill, I was somewhat surprised that the article includes a introductory headline: "Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life" without including some qualification as to why it's not surprising. If this comment is related to digital immigrants, learners disadvantaged by socioeconomic constraints and/or learners residing in remote locations lacking access to technology hardware, software and/or reliable Internet connection, the statement seems less surprising. As I read the article, the rationale for including the headline became clear - the article focuses on specific technology constraints related to many types of learners. The article outlines a plethora of opportunities to change educational paradigms that focus on the integration and utilization of technology-rich learning methodologies.

Photo: Colleen Lanz Countryman/NCSU "Physics lab students use the smartphone gyroscope sensor to measure angular velocity at North Carolina State University. Cell phones have proliferated among high school and college students, and these pocket-size computers have become essential tools in physics classrooms. Sporting a range of sensors, smartphones offer educators and students a familiar device that can perform many of the same functions as expensive lab equipment." In understanding the learner aspect of technology this article speaks to the cost of technology in labs. Interestingly, the use of personal technology can help fill the gap when needed. This offers an opportunity for learners to look inside their own technology and understand the powerful tech they carry around with them.

Category: report, Abstract: The face of learning has changed. Over the past two decades, learning has evolved from traditional instructor-led classroom training to distance learning to e-learning to virtual learning environments and to massive open online courses. And, the face of learners has changed as well.

Paper on effectively teaching adult learners digital and technology literacy skills

Document i​ncludes a list of surveys for assessing the digital literacy skills of adults.

The Exceptional Children Organization set policies that respect the diverse characteristics of individual learners.

EDU681102 - Module 2, Week 2. Mark Ness, article #4.

Definitions of relevant terms, e. g. "disablities" and "accessibility"

Useful for the relevant assignment. Must be enrolled to view.