- Australian Flexible Learning Framework (AFLF) (58)
- Australian Institute of Training and Development (AITD) (31)
- I & J Management Services (Australia) (13)
- Flexible Learning Advisory Group (FLAG) (12)
- Australian National Training Authority (ANTA) (9)
- New Zealand Association for Training and Development (NZATD) (9)
- European Centre for the Development of Vocational Training (Cedefop) (8)
- Mitchell, John (8)
- Bowman, Kaye (7)
- Guiney, Peter (7)
- Ehlers, Ulf-Daniel (6)
- International Vocational Education and Training Association (IVETA) (6)
- Learning and Skills Council (Great Britain) (LSC) (6)
- Scottish Further Education Unit (SFEU) (6)
- Blass, Eddie (5)
- Massive open online course (MOOC) report 2013
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction to subjects the university offered as full degrees. The initial offering of four MOOCs attracted over 210,000 initial registrations, over 90,000 active students in their first week, from over 160 countries and lead to 8,843 Statements of Accomplishment being attained. The programmes offered achieved an aggregate student satisfaction rating of 91 per cent (ranging from good to excellent). While it is still too early to evaluate the conversion of students completing a MOOC to enrolment on a University of London International Programmes degree, over 30 students who applied to the university's 2013/14 fee-paying programmes have indicated that they took one of the MOOCs beforehand.
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform ... Show Full Abstract
- Increasing access through mobile learning
As the use of mobile devices increases, so is interest in harnessing their power for education and training. Mobile learning (mLearning) is an emerging field that, with the availability of open educational resources and rapid growth of mobile technologies, has immense potential to revolutionise education - in the classroom, in the workplace, and for informal learning, wherever that may be. With mLearning, education becomes accessible and affordable for everyone. This book contributes to the advancement of the mLearning field by presenting comprehensive, up-to-date information about its current state and emerging potential. The book will help educators and trainers in designing, developing and implementing high-quality mLearning curricula, materials and delivery modes that use the latest mobile applications and technologies. The 16 chapters, written by 30 contributors from around the world, address a wide range of topics, from operational practicalities and best practices to challenges and future opportunities. Researchers studying the use of mLearning in education and training, including as a means of supporting lifelong learning, will also find the experiences shared in this book to be of particular interest.
As the use of mobile devices increases, so is interest in harnessing their power for education and training. Mobile learning ... Show Full Abstract
- Working on a beef cattle station: part 1
This training resource (available online and on DVD) has been developed to facilitate blended learning for the ACH10 Agriculture, Horticulture and Conservation and Land Management Training Package and supports the following units of competency in the AHC20110 Certificate II in Agriculture: AHCOHS201A Participate in OHS processes; AHCWRK209A Participate in environmentally sustainable work practices; AHCLSK205A Handle livestock using basic techniques; AHCLSK210A Muster and move livestock; and AHCINF202A Install, maintain and repair fencing. The resource uses plain English (except where workplace jargon is required) and is targeted at trainees from non-English speaking backgrounds and/or who have low English language and/or literacy levels. It consists of: (1) 22 online short video clips for use in face-to-face or facilitated training; (2) four online, self-paced interactive e-learning modules; and (3) supporting documents which consist of a facilitator guide giving an overview of the topics and content covered, checklists for learners for tasks of a practical nature that need to be learned and demonstrated at work to ensure effective blended learning, and transcripts of the video clips with a glossary exercise at the end.
This training resource (available online and on DVD) has been developed to facilitate blended learning for the ACH10 ... Show Full Abstract
- An adaptive e-learning community of practice for mechanics courses in engineering
The aim of this project is to address long-standing and persistent challenges in engineering education. Its approach is to use ideas from the field of Artificial Intelligence (AI) to provide intelligent e-learning tools that are adaptive to student's learning performance. Failure rates of up to 50 per cent are common in introductory mechanics courses in engineering, which has been an issue of continuing importance and concern. Many initiatives have been aimed at identifying reasons for the high failure rates, and finding ways of addressing the problem - both by individual engineering mechanics teachers and, increasingly, by the community of engineering educators. One aim of the community approach to developing and using the [adaptive tutorials] ATs is that it will lead to a better shared understanding of the common cognitive challenges facing undergraduate students of engineering mechanics. Specifically, the project aimed to provide some practical tools for researching and improving student learning in the discipline. In particular, the inherent difficulty for teachers in identifying threshold concepts in engineering mechanics may be partly overcome by the ability to track learning patterns in detail across large numbers of students.
The aim of this project is to address long-standing and persistent challenges in engineering education. Its approach is to ... Show Full Abstract
- The development of massive open online courses (MOOCs) in New Zealand
The aim of this project was to provide a baseline account of massive open online courses (MOOCs) in the New Zealand context. An introductory section puts MOOCs into their theoretical and conceptual context in commitments to freedom, citizenship, knowledge for all, social progress, individual transformation and 'openness'. Five themes emerged from the literature: the disruption of higher education; open learning; technology and education; the political economy; and learners and learning. Stakeholders identified a range of potentially disruptive effects of MOOCS, but there is evidence of significant caution among organisations in adopting MOOC models. Disruption may occur from issues of access, price and non-traditional modes of learning, new models of learning and incompatibilities. Little is yet known about MOOC learners, but many see the potential to improve access and reduce costs to learners, including particular groups of learners. The conclusion examines the themes raised in the report and considers options for the sustainable development of MOOCs in the New Zealand context.
The aim of this project was to provide a baseline account of massive open online courses (MOOCs) in the New Zealand context. ... Show Full Abstract
- Using blogging as a teaching/learning tool in a postgraduate teacher education programme at the University of the West Indies (UWI): an activity systems analysis
This paper analyses the impact of blogging on teaching/learning in the English Curriculum unit of a postgraduate teacher education programme that had traditionally been taught face-to-face. Since the 22 teachers of this unit met as a whole group only once a fortnight for most of the semester, blogging was used to introduce course content, to promote reflection and research, and to facilitate teacher interaction. Activity systems criteria such as use of tools, distribution of community learning, interplay of contradictions, and achievement of objectives were used to analyse comments posted to topics on the English Curriculum blog. Two post-blog questionnaires were also administered to gain feedback on interactivity and blog outcomes. Findings suggest that while blogging did promote course content dissemination, it promoted little self-generated research. Teacher interaction was highest on topics of current local concern, while reflection, critical thinking, and risk taking varied with length of teaching experience and individual teacher aptitude. Implications are that in transitioning to online learning in the Caribbean, teacher educators should pay attention to cultural issues and traditions of learning in Caribbean educational systems. With the rapid evolution of elearning resources and ongoing research in mixing traditional and online technologies, a blended learning approach that accommodates a 'flexible learning' philosophy might be best suited for the Caribbean as educators acclimatize to and indigenize technologies.
This paper analyses the impact of blogging on teaching/learning in the English Curriculum unit of a postgraduate teacher ... Show Full Abstract
- Can m- and e-learning support pathways for meaningful vocation in remote communities?
This paper, based on an upcoming [Cooperative Research Centres] CRC for Remote Economic Participation (CRC-REP) research project - 'Pathways to Employment' - will canvas the proposition that mobile technology can be used as an effective vehicle for vocational learning in remote communities. This proposition in itself is not new and indeed there are a number of examples in the literature that demonstrate the possibilities of mobile and emerging digital technologies in remote Aboriginal and Torres Strait Islander communities in Australia and Indigenous communities elsewhere in the world. However, the application of technologies in vocational learning is often applied to the delivery of mainstream training packages for mainstream employment outcomes. The 'Pathways to Employment' research project will consider pathways from a different starting point than many other research projects, which take as a given, the traditional notion of pathways to employment - typically linear, mainstream oriented and driven - with all the mainstream assumptions that go along with this notion of 'pathway'. This paper foregrounds the research with a consideration of the literature on effective application of digital technologies in vocational learning and the intersection between these technologies, vocational learning and their fit within a pathway. The philosophical underpinnings behind the pathways construct are examined and questioned as to their fit within a remote Aboriginal and Torres Strait Islander context. The paper suggests that the reason the apparently successful applications of digital technologies in remote [vocational education and training] VET programs work is because of their fit with Aboriginal and Torres Strait Islander ontologies, epistemologies and axiologies.
This paper, based on an upcoming [Cooperative Research Centres] CRC for Remote Economic Participation (CRC-REP) research ... Show Full Abstract
Authors: Guenther, John; McRae-Williams, Eva; Townsend, Philip
Conference name: Australian Vocational Education and Training Research Association Conference
Geographic subjects: Australia; Oceania
Resource type: Conference
Subjects: Demographics; Vocational education and training; Indigenous people;
- Promise and/or peril: MOOCs and open and distance education
This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and institutions. The paper begins with a short description of the characteristic of the four words included in the MOOC acronym and then tries to show how each contributes to the complexity of this education phenomena. The paper concludes with discussions of MOOC business models and the implications for open and distance education institutions.
This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and ... Show Full Abstract
- Initial trends in enrolment and completion of massive open online courses
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5 per cent of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC ... Show Full Abstract
Authors: Jordan, Katy
Journal title: International review of research in open and distance learning
Resource type: Article
Subjects: Participation; Higher education; Outcomes;
- Disruptive education: technology-enabled universities
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in particular. Australia's successful export model of international education has come under stress since the global financial crisis, with improved quality in overseas universities and a high Australian dollar diminishing Australia's advantages over universities in other English-speaking countries. Changing technology may offer other opportunities for Australian universities to grow and engage with clients.
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in ... Show Full Abstract