- European Centre for the Development of Vocational Training (Cedefop) (42)
- Australian Flexible Learning Framework (AFLF) (38)
- Organisation for Economic Co-operation and Development (OECD) (34)
- Twining, John (33)
- Australian National Training Authority (ANTA) (30)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (27)
- Tea Tree Gully College of TAFE (24)
- Great Britain. Department for Education and Skills (DfES) (22)
- Joint Information Systems Committee (Great Britain) (JISC) (22)
- National Centre for Vocational Education Research (NCVER) (21)
- Canberra Institute of Technology. School of Management and Business Studies (19)
- Australian Institute of Training and Development (AITD) (18)
- Great Britain. Department for Education and Employment (DfEE) (18)
- Downie, Andrew (16)
- Institute for the Study of Labour (Germany) (IZA) (16)
- Linking law: practical guidelines for delivering law to rural Victoria using e-learning technologies
These guidelines have arisen from a research project funded by the Telematics Trust and completed by the Centre for Rural Regional Law and Justice (CRRLJ), in the Deakin University School of Law. The guidelines provide information, analysis and practical tips for organisations seeking to use digital technologies to enhance general and professional legal education for people living in remote, rural and regional (RRR) Victoria. In many cases, standard good practice in the use of these technologies is all that is needed to include people living in RRR areas effectively in community and professional education. Many metropolitan participants can also benefit from the availability of low-bandwidth options, recordings, provision for individual online access to videoconferenced events, etc. The document begins with an overview of the landscape for digitally based legal community and professional education in RRR Victoria. The major part of the document then presents the guidelines, highlighting a range of factors reflecting important practical and pedagogical concerns, including access, cost, need for specialist information technology (IT) support, cohort size, and ability to support particular learning designs and types of communication.
These guidelines have arisen from a research project funded by the Telematics Trust and completed by the Centre for Rural ... Show Full Abstract
- Using digital technologies to implement distance education for incarcerated students: a case study from an Australian regional university
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access to resources. This article reports on four projects that incrementally build on each other, three of which are completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn't require Internet access, but provides the same level of access and interactivity as regular Moodle. Ebook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
As universities become increasingly reliant on the online delivery of courses for distance education, those students without ... Show Full Abstract
- MOOCs and the funnel of participation
Massive online open courses (MOOCs) are growing substantially in numbers, and also in interest from the educational community. MOOCs offer particular challenges for what is becoming accepted as mainstream practice in learning analytics. Partly for this reason, and partly because of the relative newness of MOOCs as a widespread phenomenon, there is not yet a substantial body of literature on the learning analytics of MOOCs. However, one clear finding is that drop-out/non-completion rates are substantially higher than in more traditional education. This paper explores these issues, and introduces the metaphor of a 'funnel of participation' to reconceptualise the steep drop-off in activity, and the pattern of steeply unequal participation, which appear to be characteristic of MOOCs and similar learning environments.
Massive online open courses (MOOCs) are growing substantially in numbers, and also in interest from the educational ... Show Full Abstract
- Using strategic learning for achieving growth in SMEs
It is important that small and medium sized companies (SMEs) survive/remain successful and achieve growth but they should find new, innovative ways of doing business to allow them to access new markets. Often they have limited resources, managers do not have time to learn new skills but the industry in which they operate has moved on. The use of new technologies for business and learning requires costs and other resources which are often missing. This paper will examine the use of e-learning and social approaches to learning such as communities of practice, social media and mentoring in managerial learning at a strategic level. Finally some examples of ongoing developments in European projects that the authors have worked on are given.
It is important that small and medium sized companies (SMEs) survive/remain successful and achieve growth but they should ... Show Full Abstract
Authors: Hamburg, Ileana; O'Brien, Emma
Geographic subjects: Europe
Journal title: Journal of information technology and application in education
Resource type: Article
Subjects: Industry; Management; Teaching and learning;Technology; Communities of practice; Skills and knowledge; Workforce development; Innovation; Finance show more
- The potential social, economic and environmental benefits of MOOCs: operational and historical comparisons with a massive 'closed online' course
Massive online open courses (MOOCs) have recently become a much discussed development within higher education. Much of this debate focuses on the philosophical and operational similarities and differences between the types of MOOCs that have emerged to date, the learner completion rates and how they can be sustained. In contrast there has been much less discussion about how such courses do, or do not, fit in with existing higher education policy and practice in terms of the social, economic and environmental benefits. This paper begins to address this issue by comparing and contrasting current MOOCs with one large population [information and communications technology] ICT-enhanced, mostly online Open University UK course presented a decade earlier and how they have both served, or might serve, broader social, economic or environmental objectives. The paper concludes that while MOOCs are forcing a re-conceptualisation of higher education study, much can also be learned from previous and existing large population mainly online courses from open universities.
Massive online open courses (MOOCs) have recently become a much discussed development within higher education. Much of this ... Show Full Abstract
- Equity in competency education: realizing the potential, overcoming the obstacles
Equity is both a central goal and fundamental value of competency education. Competency-based approaches are designed to promote equity by preventing students from falling behind or staying behind. In practice, however, poorly implemented competency-based programs could inadvertently increase inequity - in opportunities and in outcomes. This paper examines equity concerns in competency education through the lens of family income, which research has linked consistently with disparities in educational achievement. [The authors] look at research in three areas in which students from lower-income families may experience disadvantages compared to higher-income families that competency education could exacerbate. The areas of potential concern, which align with important elements of competency-based approaches, are: (1) the skills, strategies, attitudes, and behaviors of individual learners that are crucial to successful academic performance in a competency education setting; (2) access to, and use of, digital technologies that commonly contribute to personalization and customization of learning and assessment in competency-based systems; and (3) access to the rigorous learning experiences outside of the traditional school day and year that are frequently a hallmark of the modern competency education movement.
Equity is both a central goal and fundamental value of competency education. Competency-based approaches are designed to ... Show Full Abstract
- Can MOOCs and existing e-learning efficiency paradigms help reduce college costs?
E-learning enrollments in post-secondary education are growing significantly but the annual cost of tuition continues to increase more than inflation. Does this mean that e-learning cannot reduce costs? After describing some salient details of the tuition cost problem, this article examines four paradigms that have the potential to reduce tuition significantly over the long term, perhaps by half. First, it reviews the effects of free massively open on-line courses (MOOCs) and the new [Massachusetts Institute of Technology] MIT/Harvard Ed X project. Second, it describes the underutilized but highly scalable National Center for Academic Transformation's (NCAT) course redesign paradigm, capable of reducing aggregate administrative and teaching costs by billions annually, and examines problems associated with its wider deployment. Third, Western Governors University's competency-based approach is presented as another way of drastically reducing labor costs while increasing availability of college courses to low income students. Finally, the export/import approach is introduced, in which MOOCs for credit become available (at a fee) beyond the offering institutions, thereby setting up a disruptive, but potentially highly economical reduction in faculty and administrative labor expense.
E-learning enrollments in post-secondary education are growing significantly but the annual cost of tuition continues to ... Show Full Abstract
- MOOCs: cutting through the hype
The [massive open online course] MOOC hype has been building since they first launched in 2011. These massively open online courses offered huge disruptive potential to the world of higher education. Everyone from commentators in mainstream media and the trade press to investors, educators, and administrators watched as enrollment in these courses soared to unprecedented heights. MOOCs have emerged at a time when other pressures on the market are making an impact, including the high and rising costs of attending higher education institutions, and the increasing use of technology to help deliver education. Today's students are carefully weighing whether higher education will be worth their while, particularly in markets such as the US where costs are extremely high. [This report] takes a deeper look at MOOCs and their impact on this market, their influence on students and learning, and how student expectations affect business models.
The [massive open online course] MOOC hype has been building since they first launched in 2011. These massively open online ... 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
- Preparing faculty for teaching a MOOC: recommendations from research and experience
Due to the increasing popularity of massive open online courses (MOOCs) more faculty and institutions are exploring MOOCs. Faculty often seek help from campus units such as faculty development centers to handle the complexity of factors involved in planning, designing, developing and delivering MOOCs. As a result, faculty development centers should be ready to prepare faculty for teaching a MOOC. In this paper, a number of recommendations based on research and experience for faculty development staff to follow in helping faculty plan and design a MOOC, and organizational issues to consider, are summarized.
Due to the increasing popularity of massive open online courses (MOOCs) more faculty and institutions are exploring MOOCs. ... Show Full Abstract