- 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)
- 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
- Introduction to MOOCs: avalanche, illusion or augmentation?
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open online course (MOOC) at Stanford University and with potentially over five million students around the world now registered with a MOOC platform, massive open online courses would appear to be a new and significant force within higher education (HE). However, it is still unclear what effect, if any, MOOCs will have on the HE sector in the longer term and whether their explosion in popularity has enough momentum to sustain their method of educational delivery. This policy brief aims to provide a background to the expansion of MOOCs, explain their differences and similarities, identify the types of students using MOOCs, investigate their business models and potential direction, and finally to scope the risks and benefits associated with their development.
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open ... Show Full Abstract
- Changing course: ten years of tracking online education in the United States
This document reports on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over 2,800 colleges and universities, the report addresses the following key issues: (1) massive open online courses (MOOCS); (2) are we heading for online 2.0?; (3) is online learning strategic?; (4) how many students are learning online?; (5) who offers online?; (6) does it take more faculty time and effort to teach online?; (7) are learning outcomes in online comparable to face-to-face?; (8) has faculty acceptance of online increased?; and (9) barriers to widespread adoption of online learning.
This document reports on the state of online learning among higher education institutions in the United States. The study is ... Show Full Abstract
- Introducing MOOCs to Africa: New Economy Skills for Africa Program - ICT
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open educational resources] OER and others rely on commercial content that can include video, multimedia and computer applications as well as text and graphics. MOOCs have the potential to enhance online education in developing countries by facilitating collaboration between people, places and technology. In fact, Coursera, the American MOOC platform provider, has recently partnered with the World Bank and the Tanzanian government to provide MOOCs to African students in an [information and computer technology] ICT education initiative. In this paper, the Tanzanian pilot project is investigated as a lens through which to examine the strengths and weaknesses of MOOCs in the developing world.
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open ... Show Full Abstract
- Proceedings: EADTU 25th anniversary conference 2012: the role of open and flexible education in European higher education systems for 2020: new models, new markets, new media
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a consequence, the creation of international student markets is becoming a reality. The Conference presents the most recent results of task forces and projects with regard to quality assurance in e-learning; networked curricula involving strategic partnerships between universities; online or virtual mobility; and knowledge sharing with business.
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a ... Show Full Abstract
Conference name: European Association of Distance Teaching Universities' Annual Conference
Corporate authors: European Association of Distance Teaching Universities
Geographic subjects: Europe
Resource type: Conference
Subjects: Higher education; Teaching and learning; Technology;
- Higher Educators Advancing the Disability Standards - Universities online Project
The Disability Standards for Education (DSE) were published in 2005 to clarify the obligations of Australian education providers under the Disability Discrimination Act (1992) which seeks to eliminate discrimination against people with disabilities. The key object of the DSE is to establish processes and structures aimed at enabling students with disability to engage in education on the same basis as all other students. This means that a student or prospective student with disability is given opportunities and choices which are comparable to those for students without disabilities. HEADS-UP (Higher Educators Advancing Disability Standards – Universities online Project) is a consortium of agencies which has developed an e-learning resource for Australian universities to ensure they are aware of and meet their obligations under the DSE. The resource consists of a suite of eight interactive lessons which were evaluated for effectiveness at the University of Canberra and the Australian National University. The final product is freely available to all Australian universities.
The Disability Standards for Education (DSE) were published in 2005 to clarify the obligations of Australian education ... Show Full Abstract
- The MOOC: what the research says
This article presents a critical overview of the MOOC (massive open online course) in university education. [The author reviews] the history of this innovative education delivery mode, highlights the main university actors who developed the MOOC, addresses the issue of the ‘openness’ or cost-freeness of the MOOC, and describes how the MOOC works. [The author] also discusses the issue of supergroups: how can 100,000 students be taught at once? [The author] then looks at assessment methods and so-called connectivist MOOCs. [The article concludes with a review of] the results of about 100 studies on the MOOC.
This article presents a critical overview of the MOOC (massive open online course) in university education. [The author ... Show Full Abstract