- Australian Flexible Learning Framework (AFLF) (6)
- Miller, Allison (4)
- Webb, Greg (4)
- Australian Learning and Teaching Council (ALTC) (3)
- Cilesio, Cecelia (3)
- Creagh, Tracy (3)
- Hallam, Gillian (3)
- Harper, Wendy (3)
- Hauville, Kim (3)
- Macnamara, Dennis (3)
- Queensland University of Technology (QUT) (3)
- Cathcart, Leura (2)
- GHK Consulting (Firm) (2)
- Hooley, Tristram (2)
- Hughes, Gwyneth (2)
- The impact and reach of MOOCs: a developing countries' perspective
[Massive] open online courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world's lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learners from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries' perspective to conclude that due to a complicated set of conditions ('access', language, computer literacy, among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these areas of the world. The paper further shows the need for more data on the demographics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
[Massive] open online courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are ... Show Full Abstract
- Understanding the MOOC trend: the adoption and impact of massive open online courses
This paper addresses three questions: What makes [massive open online courses] MOOCs different from previous online and open education efforts? Will MOOCs generate a positive return on investment for their providers? What can be learnt from early entrants into large-scale online instruction?
This paper addresses three questions: What makes [massive open online courses] MOOCs different from previous online and open ... Show Full Abstract
- Feasibility of an electronic platform for adult learning in Europe
The European Union (EU) has aimed to increase the participation of adults in lifelong learning and education. It has set a target of raising average participation across the EU to 15 per cent by 2020 from an average of 9.5 per cent in 2008. The development of an electronic platform for adult education (EPALE) may assist further progress towards provision of good quality non-vocational adult education which encourages participation, enabling adults to continue learning and developing their skills and enabling social inclusion. It may also enable learning from Member States to be shared through exchanges, products, cooperation and collaboration. GHK Consulting was commissioned in August 2011 to carry out a feasibility assessment and cost analysis of EPALE to identify the most useful features and functionalities of EPALE and the costs and benefits of such features and functionalities; consider the models for providing EPALE and associated costs and the approaches to disseminating information about EPALE; and provide estimates of the potential costs to establish, promote and maintain EPALE. This was with a view to shaping any commissioning of the development of a platform.
The European Union (EU) has aimed to increase the participation of adults in lifelong learning and education. It has set a ... Show Full Abstract
- Prospects for success of MOOC in higher education in India
Massive open online courses (MOOCs) are witnessing a huge demand among students, with the majority of Indian students enrolling in foreign universities. When elite colleges are offering courses free of cost to students, it is definitely an offer hard to resist. Coursera, a major player in the MOOC sector gets the second highest enrollments from India. It is time to develop a strategy for launching MOOCs in India. This paper proposes a framework for the success of MOOCs in India to revolutionize the current education sector. If accurately implemented, the massive and economic nature of MOOCs can provide a solution to the problems of the youth, along with changing the dynamics of education delivery methods currently followed in India. The objective of the paper is to focus on providing a framework beneficial for the learner, trainer, university and industry.
Massive open online courses (MOOCs) are witnessing a huge demand among students, with the majority of Indian students ... Show Full Abstract
- E-portfolios: developing nurse practitioner competence and capability
This paper aims to integrate nurse practitioner [NP] literature on competence and capability with post graduate and nursing literature on e-portfolios in order to demonstrate the potential merits of e-portfolios in NP education for competence and capability development. The authors conclude that in order to meet the competence and capability needs of NPs, portfolios could be used. Further research would be useful to refine and explore the use of e-portfolios to meet the needs of NP candidates and their educators, clinical mentors, authorisation personnel and employers.
This paper aims to integrate nurse practitioner [NP] literature on competence and capability with post graduate and nursing ... Show Full Abstract
- Mobile Web 2.0 in the workplace: a case study of employees' informal learning
Employees' informal learning in the workplace warrants more attention, and such learning could benefit from the latest mobile technologies such as Web 2.0 applications, which have increasingly been utilized and have the potential to enhance learning outcomes. This multiple-case study examined the impact of mobile Web 2.0 applications on informal learning in the workplace by investigating employees' learning experiences with a mobile App to identify new possibilities of informal learning in the workplace. Learning is recorded as being active in the context of mobile Web 2.0. The findings within cases are provided, followed by a discussion of the overall context. Directions for future development are suggested.
Employees' informal learning in the workplace warrants more attention, and such learning could benefit from the latest ... Show Full Abstract
- Building motivation, achievement and progression online: evaluating Brightside's approach to online mentoring
This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for Guidance Studies. Brightside is a charity that seeks to raise young people's aspirations and awareness about education and career pathways and enhance their capability to achieve those aspirations. A mixed methods approach to evaluation was taken which combined interviews with Brightside staff and partners (representatives of organisations that used Brightside) with analysis of existing web statistics collected by Brightside, an online survey of mentees and a detailed content analysis of a sample of online mentoring conversations. Overall the evaluation found that Brightside is well regarded by its partners, and provides a tool which delivers high quality mentoring and clear impacts for participants (mentees). It is particularly effective in helping young people to transition to higher education by helping them to think about which university they want to apply to, and supporting them through the application process.
This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for ... 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
- 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
- Understanding the labor market: implications for career counseling
In this chapter the authors describe the concept of the labor market and [labor market information] LMI, their key components, and their interface with guidance and counseling. Accurate, easily accessible, and regularly updated LMI is central to any career guidance system. The need for information varies across individuals according to the stage and the conditions within which their career development is occurring. LMI has been viewed as vital throughout the history of career development practice. The authors also articulate key competencies and implications for application and practice for the effective use of LMI.
In this chapter the authors describe the concept of the labor market and [labor market information] LMI, their key ... Show Full Abstract