Qualified, self-regulated learners follow parts of a MOOC that helps them solve a problem

Understanding learning in Massive Open Online Courses is difficult, partly because methods and instruments for data collection are under-developed. Published work tends to be from data samples that are too small or skewed. Dropout rates in MOOCs mean that the learners who participate in studies show persistence, therefore samples are not representative. Even if this…

Details

Driving Disruptive Innovation: developing agile and responsive module production

The production of module content is central to Open University teaching. Inter-professional teams comprising academics, technologists, planners and media production specialists work together to create content with ‘gold standard’ academic, accessibility and production standards. But quality comes at a cost. The production outlay for each module means that each course has to have a 5…

Details

#MOOC certification, completion, and measures of success

In April 2015 am participating in a panel session at #OER15 led by @YishayMor and Laia Canals.  MOOCs enable new forms of organisation mediated by digital technology. However, governments, universities, educators and even learners still apply conventional metrics around learning, assessment, completion which limits the potential of #MOOCs. MOOC providers seem to be concerned with completion rates –…

Details

Professional Learning in Massive Open Online Courses

  A study by researchers at Glasgow Caledonian University and Harvard University published April 2014 found that massive open online courses (MOOCs) encourage passive learning among professionals. MOOCs miss the opportunity to exploit the knowledge and expertise diverse groups of healthcare professionals bring to the course. The research recommends that MOOC designers focus on capitalising…

Details

Conflicting perspectives on MOOCs

  Katie Vale and I  recently wrote a chapter on Massive Open Online Courses: a traditional or transformative approach to learning which will be published in 2014 in Reusing Open Resources (Routledge) http://www.taylorandfrancis.com/catalogs/educational_technology_e-learning/2/2/. In the chapter we explore the conflicting opinions and perspectives around MOOCs. These perspectives are rooted in the diverse origins of the concept of…

Details

OER for adult learning

            Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe    Published by the European Commission, Joint Research Centre, Institute for Prospective Technological Studies on November 21, 2013  Authors: Isobel Falconer, Lou McGill, Allison Littlejohn, Eleni Boursinou, Claedonian Academy, Glasgow Caledonian University, UK Editors: Christine Redecker, Jonatan…

Details

Interdisciplinary volume on Technology-enhanced professional learning

We are about to  interdisciplinary volume “Technology-Enhanced Professional Learning: Processes, practices, and tools“. The book is by Routledge in November 2013.   Co-edited by Professor Allison Littlejohn and Dr Anoush Margaryan of the Caledonian Academy, Glasgow Caledonian University, the book integrates contributions from a range of leading scholars from ten different countries (UK, US, Australia, Estonia,…

Details

Four observations on how OER initiatives are modelled

Isobel Falconer, Lou McGill, Eleni Boursinou and I  have been commissioned by the EC to carry out a SWOT analysis of Open Educational Resource initiatives for adult learning. In 2012 we carried out a scoping of adult learning initiatives using OER. We identified over 150 different initiatives distributed across Europe. In March we invited the leaders of the initiatives…

Details