1 resultado para pacs: design and graphics it applications
em Open University Netherlands
Filtro por publicador
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (2)
- AMS Campus - Alm@DL - Università di Bologna (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (61)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (44)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (5)
- Archimer: Archive de l'Institut francais de recherche pour l'exploitation de la mer (1)
- Archive of European Integration (5)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (1)
- Aston University Research Archive (43)
- Avian Conservation and Ecology - Eletronic Cientific Hournal - Écologie et conservation des oiseaux: (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (8)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (19)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (17)
- Brock University, Canada (11)
- Bucknell University Digital Commons - Pensilvania - USA (2)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- CaltechTHESIS (2)
- CentAUR: Central Archive University of Reading - UK (89)
- Cochin University of Science & Technology (CUSAT), India (34)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (11)
- Consorci de Serveis Universitaris de Catalunya (CSUC), Spain (18)
- Cor-Ciencia - Acuerdo de Bibliotecas Universitarias de Córdoba (ABUC), Argentina (4)
- Dalarna University College Electronic Archive (8)
- Department of Computer Science E-Repository - King's College London, Strand, London (1)
- Digital Commons - Michigan Tech (8)
- Digital Commons @ Winthrop University (1)
- Digital Commons at Florida International University (9)
- Digital Peer Publishing (44)
- DigitalCommons@The Texas Medical Center (2)
- DigitalCommons@University of Nebraska - Lincoln (2)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (60)
- DRUM (Digital Repository at the University of Maryland) (1)
- Duke University (1)
- FUNDAJ - Fundação Joaquim Nabuco (1)
- Galway Mayo Institute of Technology, Ireland (3)
- Glasgow Theses Service (2)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (3)
- Institute of Public Health in Ireland, Ireland (1)
- Instituto Politécnico do Porto, Portugal (13)
- Iowa Publications Online (IPO) - State Library, State of Iowa (Iowa), United States (29)
- Laboratório Nacional de Energia e Geologia - Portugal (1)
- Martin Luther Universitat Halle Wittenberg, Germany (4)
- Massachusetts Institute of Technology (7)
- Memorial University Research Repository (1)
- Ministerio de Cultura, Spain (6)
- Open Access Repository of Indian Theses (3)
- Open University Netherlands (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (1)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (1)
- Repositório Científico da Universidade de Évora - Portugal (3)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (6)
- Repositório da Produção Científica e Intelectual da Unicamp (1)
- Repositório de Produção CIentífica da Escola Nacional de Saúde Pública Sergio Arouca (ENSP), FIOCRUZ (Fundação Oswaldo Cruz), Brazil (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (3)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (35)
- Repositorio Institucional Universidad de Medellín (1)
- Royal College of Art Research Repository - Uninet Kingdom (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (20)
- SAPIENTIA - Universidade do Algarve - Portugal (2)
- School of Medicine, Washington University, United States (3)
- Scielo Saúde Pública - SP (14)
- Scielo Uruguai (1)
- Scottish Institute for Research in Economics (SIRE) (SIRE), United Kingdom (2)
- Universidad Autónoma de Nuevo León, Mexico (4)
- Universidad de Alicante (2)
- Universidad Politécnica de Madrid (40)
- Universidade Complutense de Madrid (1)
- Universidade do Algarve (1)
- Universidade do Minho (6)
- Universidade Técnica de Lisboa (2)
- Universita di Parma (1)
- Universitat de Girona, Spain (4)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (5)
- Université de Lausanne, Switzerland (24)
- Université de Montréal (2)
- Université de Montréal, Canada (4)
- Université Laval Mémoires et thèses électroniques (1)
- University of Canberra Research Repository - Australia (1)
- University of Michigan (7)
- University of Queensland eSpace - Australia (30)
- University of Southampton, United Kingdom (5)
- University of Washington (1)
- WestminsterResearch - UK (2)
- Worcester Research and Publications - Worcester Research and Publications - UK (1)
Resumo:
The last couple of years there has been a lot of attention for MOOCs. More and more universities start offering MOOCs. Although the open dimension of MOOC indicates that it is open in every aspect, in most cases it is a course with a structure and a timeline within which learning activities are positioned. There is a contradiction there. The open aspect puts MOOCs more in the non-formal professional learning domain, while the course structure takes it into the formal, traditional education domain. Accordingly, there is no consensus yet on solid pedagogical approaches for MOOCs. Something similar can be said for learning analytics, another upcoming concept that is receiving a lot of attention. Given its nature, learning analytics offers a large potential to support learners in particular in MOOCs. Learning analytics should then be applied to assist the learners and teachers in understanding the learning process and could predict learning, provide opportunities for pro-active feedback, but should also results in interventions aimed at improving progress. This paper illustrates pedagogical and learning analytics approaches based on practices developed in formal online and distance teaching university education that have been fine-tuned for MOOCs and have been piloted in the context of the EU-funded MOOC projects ECO (Elearning, Communication, Open-Data: http://ecolearning.eu) and EMMA (European Multiple MOOC Aggregator: http://platform.europeanmoocs.eu).