- Australian Flexible Learning Framework (AFLF) (9)
- Downie, Andrew (8)
- Open University (7)
- Australian Institute of Training and Development (AITD) (6)
- TAFE NSW (6)
- Adams, Samantha (5)
- Beven, Fred (5)
- Cummins, Michele (5)
- Education.au Limited (S. Aust.) (5)
- Johnson, Laurence F. (5)
- Joint Information Systems Committee (Great Britain) (JISC) (5)
- Kinshuk (5)
- Oppermann, Reinhard (5)
- Patel, Ashok (5)
- European Centre for the Development of Vocational Training (Cedefop) (4)
- 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
- New forms of delivery for TAFE course provision
This paper discusses alternative delivery systems for technical and further education (TAFE) course provision from the standpoint of the educational technologist. It discusses the application of individual or self-paced learning, resource based learning, and intermediate and high technology. It examines the potential impact of new technological developments and presents for consideration a number of initiatives which could be taken to use technology to improve the efficiency and effectiveness of the teaching/learning process.
This paper discusses alternative delivery systems for technical and further education (TAFE) course provision from the ... Show Full Abstract
- Peer assessment for massive open online courses (MOOCs)
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative ... Show Full Abstract
- 'It took me ages to work out': multiple challenges of digital distance vocational learning
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low socioeconomic status students who are new to university education. A survey of students in vocational primary education and early years qualifications in a distance university is illuminated by interviews with individual students and video diaries recorded by them during module study. Areas of challenge include: where and when to go online, finding support for digital study, navigating virtual learning environments and knowing what is relevant, technologies in the workplace, making connections between workplace technologies and [information and communication technology] ICT for study, and storing and organising digital information. As university education goes increasingly online, the research aims to improve institutional awareness and provision for widening participation, and makes suggestions for improving the experience of digital distance vocational learning.
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low ... Show Full Abstract
- Mobile learning for colleges of education in Nigeria: an educational analysis
The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile learning, an extension of e-learning. Currently, attention is drawn towards location-aware, context-aware and ubiquitous learning systems. The slow pace of development in Nigeria has hindered technologically enhanced learning in institutions of higher learning. The purpose of this paper was to assess the status of mobile learning in institutions of higher learning in Nigeria. The study adopted a theoretical approach by reviewing the possibilities and applications of mobile learning systems globally and in particular Nigeria.
The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile ... Show Full Abstract
- 2014 NMC technology outlook: Australian tertiary education
This report reflects a collaborative research effort between the [New Media Consortium] NMC and Open Universities Australia to help inform Australian education leaders about significant developments in technologies supporting teaching, learning, and creative inquiry in tertiary education. This report was produced to explore emerging technologies and forecast their potential impact expressly in a tertiary education context. In the effort that took place from January through March 2014, a selected panel of experts was asked to consider relevant articles, news, blog posts, research, and project examples as part of the preparation to identify the most notable emerging technology topics, trends, and challenges for Australian tertiary education over the next five years.
This report reflects a collaborative research effort between the [New Media Consortium] NMC and Open Universities Australia ... Show Full Abstract
- The 21st century classroom: integrating educational technology with 21st century competencies in support of workforce development
Information and communication technology demands are increasing across a range of occupations, creating intense global competition for highly skilled workers. In order to meet the economic needs of the next century, education reform must prioritize student-directed learning that fosters innovation and creativity, enabling the United States to compete internationally in attracting and creating high-quality jobs for its citizens. [The] system must strive to create lifelong learners and ensure equity in preparing all students for college- and career-readiness, which increasingly, are considered one in the same.
Information and communication technology demands are increasing across a range of occupations, creating intense global ... Show Full Abstract
- Web 2.0 applications as alternative environments for informal learning: a critical review
Enthusiastic educational commentators are casting the internet in a new light through the emergence of so-called 'Web 2.0' technologies, which place learners at the centre of online activities and facilitate supposedly new forms of creation, collaboration, and consumption. [Some] educationalists have even heralded a 'Web 2.0 transformation of learning' with 'potentially groundbreaking implications for the field of education' (Thomas 2008). Yet such enthusiasm has been tempered by a more sceptical reaction throughout other sectors of the educational and technology communities.
Enthusiastic educational commentators are casting the internet in a new light through the emergence of so-called 'Web 2.0' ... Show Full Abstract
Authors: Selwyn, Neil
Conference name: CERI-KERIS International Expert Meeting on ICT and Educational Performance
Resource type: Conference
Subjects: Technology; Teaching and learning; Research
- Impact of massive open online courses (MOOCs) on employee competencies and innovation
Among the plethora of available tools to enhance employee competencies, massive online open courses (MOOCs) are an emerging phenomenon. Having grown in popularity these courses have recently started penetrating the corporate environments. As MOOCs are still at a very early stage, it is mostly in the last two years that their models and impact are starting to be analysed in scientific articles. The purpose of this work is to understand the exact impact that MOOCs can have on the workforce and especially to innovation which is a key competitive advantage for any corporation and is of paramount importance in knowledge economies.
Among the plethora of available tools to enhance employee competencies, massive online open courses (MOOCs) are an emerging ... Show Full Abstract