MOOC Themes

This is a collection of themes around the evolution of MOOCs, captured in Feb 2014.

Los MOOC en la plataforma educativa MiriadaX

Resumen basado en el de la publicaci??n

Guiding e-learning: introducing online informal learning to a global voluntary organisation

The World Association of Girl Guides and Girl Scouts (WAGGGS) is the umbrella organisation for Member Organisations from 145 countries around the world, with a total membership of ten million. While Member Organisations offer training and development within their own countries, WAGGGS offers international opportunities. This project seeks to explore how technology can be used to offer similar opportunities to those provided by the face-to-face courses to a much wider audience, while retaining the community and interactive learning aspects of the existing programmes.

Open cluster survival within the solar circle: Teutsch 145 and Teutsch 146 star

Teutsch 145 and Teutsch 146 are shown to be open clusters (OCs) orbiting well inside the solar circle, a region where several dynamical processes combine to disrupt most OCs on a time-scale of a few 108 yr. BVI photometry from the GALILEO telescope is used to investigate the nature and derive the fundamental and structural parameters of the optically faint and poorly known OCs Teutsch 145 and 146. These parameters are computed by means of field-star-decontaminated colour-magnitude diagrams and stellar radial density profiles (RDPs). Cluster mass estimates are made based on the intrinsic mass functions (MFs). We derive the ages 200+100(-50) and 400 +/- 100 Myr, and the distances from the Sun d(circle dot) = 2.7 +/- 0.3 and 3.8 +/- 0.2 kpc, respectively, for Teutsch 145 and 146. Their integrated apparent and absolute magnitudes are m(V) approximate to 12.4 and 13.3 and M(V) approximate to -5.6 and -5.3. The MFs (detected for stars with m greater than or similar to 1 M(circle dot)) have slopes similar to Salpeter`s initial mass function. Extrapolated to the H-burning limit, the MFs would produce total stellar masses of similar to 1400 M(circle dot), typical of relatively massive OCs. Both OCs are located deep into the inner Galaxy and close to the Crux-Scutum arm. Since cluster-disruption processes are important, their primordial masses must have been higher than the present-day values. The conspicuous stellar density excess observed in the innermost bin of both RDPs might reflect the dynamical effects induced by a few 108 yr of external tidal stress.

Multi-Conjugate Adaptive Optics VLT imaging of the distant old open cluster FSR 1415

We employ the recently installed near-infrared Multi-Conjugate Adaptive Optics demonstrator (MAD) to determine the basic properties of a newly identified, old and distant, Galactic open cluster (FSR 1415). The MAD facility remarkably approaches the diffraction limit, reaching a resolution of 0.07 arcsec (in K), that is also uniform in a field of similar to 1.8 arcmin in diameter. The MAD facility provides photometry that is 50 per cent complete at K similar to 19. This corresponds to about 2.5 mag below the cluster main-sequence turn-off. This high-quality data set allows us to derive an accurate heliocentric distance of 8.6 kpc, a metallicity close to solar and an age of similar to 2.5 Gyr. On the other hand, the deepness of the data allows us to reconstruct (completeness-corrected) mass functions (MFs) indicating a relatively massive cluster, with a flat core MF. The Very Large Telescope/MAD capabilities will therefore provide fundamental data for identifying/analysing other faint and distant open clusters in the Galaxy III and IV quadrants.

Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension : A literature review about online and offline gaming as a resource for developing English reading comprehension in Swedish schools in year 4-6

The aim of this degree thesis is to see what research says about the use of computer and video games to support upper elementary pupils’ development in English reading comprehension in Swedish schools. Other goals are to see how online and offline gaming can be integrated in the Swedish schools and what attitudes teachers have towards gaming. The method used is a systematic literature review and the purpose is to analyze chosen articles and to find relevant content that answers the research questions. Five articles were chosen from different databases and were systematically analyzed in this thesis. The results show that online gaming as support for education can be rewarding for some upper elementary pupils in English learning. However, in English reading comprehension there is not much research found which means that more research needs to be made within this area. Moreover, involving online gaming in English language learning seems to be a challenge for teachers mostly because of their lack of knowledge about the subject, even though they are positive to gaming. The lack of knowledge about the subject could be altered with more education and courses in the area.

Languaging in virtual learning sites : studies of online encounters in the language-focused classroom

This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience. The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

Can Open Access Save Us?

Just about every time I open a journal or read a blog online, I see something about e-books saving newspapers and magazines. Both magazines and newspapers–and really all scholalry communication–are going the way of all flesh, we’re told, but e-book reading may provide a stay of execution, however short that may be. It got me to thinking if there might be something else that would provide a similarDies Irae proroguement for scholarly communication in general. That’s when it occurred to me it could well be open access (OA), or at least as I envision it here.

Engaging Faculty in Online Education: Rightsizing Incentives and Optimizing Support

: Colleges and universities of all types are pursuing increasingly ambitious goals for online education for a range of reasons—enhancing learning, increasing access, growing enrollment, managing costs. However, concerns about workload, support resources, autonomy, and course quality leave many faculty skeptical of online instruction, and most institutions expanding online offerings are struggling to get sufficient numbers of faculty both willing and prepared to teach online. This study presents best practices in managing the strategic and operational challenges associated with increasing the number of fully online and hybrid courses

Online and Hybrid Course Prioritization Guide: 10 Strategies for Promoting Enrollment Growth and Student Success

Institutions of all shapes and sizes are investing significant sums to expand their portfolio of online and hybrid courses without specific institutional priorities in mind, often resulting in a mix of arbitrary, sub-scale offerings. This creates an unsustainably expensive disconnect between the institution’s online portfolio (largely steered by unit-level interests and capacity) and its overarching interest in using technology to increase access, improve student success, and grow revenue. This guide is designed to help institutional leaders prioritize scarce resources devoted to online and hybrid course development toward the most promising available opportunities. By targeting specific curricular "gaps," institutions can improve retention, reduce time-to-degree, regain or expand their share of currently enrolled student credit hours, or even attract new students to existing programs.

O uso da tecnologia de informação para a educação a distância - estudo dos cursos de administração de empresas

A disseminação da informação e o uso de novas tecnologias têm delineado uma transformação nos processos de ensino-aprendizagem. Uma parte significativa desta transformação está relacionada ao uso da educação a distância como forma de atingir novos públicos e desenvolver novas metodologias de ensino. Estas transformações também estão afetando cada vez mais as corporações, que tem economizado milhões de dólares todos os anos, usando a educação a distância (EAD) para treinar seus empregados de modo mais eficiente e eficaz do que com os métodos tradicionais. Mas, apesar da maciça presença da EAD na Web, o assunto educação ou treinamento a distância ainda é pouco conhecido e, até certo ponto, incompreendido. A interface entre o ensino/treinamento via Web e as universidades tradicionais ou abertas está ainda pouco explorado. O objetivo deste trabalho é fazer um levantamento comparativo entre os cursos universitários que utilizam a educação a distância e os cursos ou treinamentos a distância utilizados pelas empresas. Buscamos identificar na amostra formas de interação e suporte aos alunos semelhantes entre as universidades e as empresas, a fim de reuni-las formando grupos ou segmentos com características similares. Nesta análise identificamos três grandes grupos que melhor caracterizam as metodologias adotadas.