Open Education: from OERs to MOOCs (eBook)

Dr. Mohamed Jemni is a Professor of Computer Science and Educational Technologies at the University of Tunis. Currently and since 2013, he is the Director of ICT at Arab League Educational, Cultural and Scientific Organization (ALECSO). He is a Senior member IEEE and member of the Executive board of IEEE Technical Committee on Learning Technology. His research projects involvements during the last 25 years are tools and environments of e-learning, high performance and grid computing and accessibility of ICT to people with disabilities. He published more than 200 papers in international journals.Dr. Kinshuk holds the NSERC/iCORE/Xerox/Markin Research Chair for Adaptivity and Personalization in Informatics, funded by the Federal government of Canada, Provincial government of Alberta, and by national and international industries. He is also Full Professor in the School of Computing and Information Systems and Associate Dean of Faculty of Science and Technology, at Athabasca University, Canada. Areas of his research interests include learning analytics; learning technologies;, mobile, ubiquitous and location aware learning systems; cognitive profiling; and, interactive technologies.Dr. Mohamed Koutheair Khribi is a researcher and program manager in the ICT department at Arab League Educational, Cultural and Scientific Organization (ALECSO). He received his PhD in computer engineering and computer science from the University of Sfax, Tunisia. His research interests include technology enhanced learning; educational recommender systems; adaptivity and personalization; open education; learning analytics and knowledge; and mobile and ubiquitous computing.

Preface 6
Contents 10
1 New Models of Open and Distributed Learning 12
1.1 Introduction 12
1.2 From Passive to Active 13
1.3 From Formal to Informal 15
1.4 Open and Distributed Learning 16
1.5 Open Licensing 17
1.6 E-Learning 2.0 20
1.7 Social Learning 21
1.8 Personal Learning 23
1.9 Connectivism 26
1.10 Massive Open Online Courses 27
1.11 The MOOC Model 29
1.12 Learning Environments 30
References 31
2 Survey and Reflection of Open Education Policies 34
2.1 Introduction 34
2.2 The Categories of Open Education Policies 36
2.2.1 Overall Policies for OE Development 37
2.2.2 Policies for Open Standards 39
2.2.3 Specific Policies for Constructing OER 41
2.2.4 OE Policies Imbedded in Other Education Strategic Plans 42
2.3 Critical Analysis of OE Policies 43
2.4 Suggestions for Developing OE Policies 45
Acknowledgments 46
References 46
3 Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale 49
3.1 Introduction 49
3.2 Massive Open Online Courses 50
3.2.1 Overview 50
3.2.2 Massiveness Dimension 51
3.2.3 Openness Dimension 57
3.3 Existing Educational Design Considerations Frameworks for MOOCs 62
3.3.1 Presentation of Existing Educational Design Considerations Frameworks for MOOCs 62
3.3.2 Evaluation of Existing Educational Design Considerations Frameworks for MOOCs 65
3.4 Educational Design Considerations Framework for xMOOCS 74
3.5 Conclusions and Discussion 74
References 75
4 Toward Empowering Open and Online Education in the Arab World Through OER and MOOCs 82
4.1 Introduction 82
4.2 Overview of ICT Use in Education in Arab Countries 83
4.3 ALECSO Smart Learning Framework 86
4.3.1 ALECSO Mobile Initiative 86
4.3.2 ALECSO Cloud Computing Project 88
4.3.3 ALECSO Efforts Toward Promoting Open Learning 89
4.3.3.1 The Open Book Initiative 91
4.3.3.2 Collaboration on Regional and International OER Activities 92
4.3.3.3 The ALECSO OER Project 95
4.3.3.4 ALECSO MOOCs’ Project 96
4.4 M-Developer Program: A Smart Learning Project with Respect to the Alecso Smart Learning Framework 99
4.4.1 M-Developer Core Activities 99
4.4.2 M-Developer SPOC 104
4.4.2.1 M-Developer Syllabus 104
4.4.2.2 Grading Policy 106
4.5 Conclusion and Future Work 107
Acknowledgments 107
References 107
5 MOOCs in Taiwan: The Movement and Experiences 110
5.1 The Purpose and Core Mission of MOOCs in Taiwan 110
5.1.1 Pursuit Better Teaching and Learning 112
5.1.2 Promoting Chinese-Language Courses Worldwide 113
5.1.3 Building Taiwan’s Digital Learning Industry 114
5.2 MOOCs Movement in Taiwan 115
5.2.1 MOE Funded National MOOCs Initiatives 115
5.2.2 MOOCs for Higher Education 116
5.2.3 MOOCs for K-12 Education 117
5.2.4 MOOCs for Lifelong Learning 118
5.3 Experiences of the MOOCs Movement in Taiwan 119
5.3.1 Changing Roles of Learners, Teachers and Schools 119
5.3.2 The Success Factors for MOOCs in Taiwan 121
5.3.3 Influence and Future Work of MOOCs in Taiwan 122
5.4 Conclusions 123
References 124
6 Yet Another Perspectives About Designing and Implementing a MOOC 126
6.1 Introduction 126
6.2 Construction Process of Video Lectures 127
6.2.1 Types of Video Lectures 128
6.2.2 Recording Video Lectures 128
6.2.2.1 Live Recordings of Classroom Lectures 129
6.2.2.2 Recording Studio 130
6.2.2.3 Instructors’ Individual Recording 130
6.2.3 Segmenting Video Lectures 131
6.2.3.1 Part-by-Part Video Segmenting 131
6.2.3.2 Usage of Timestamp 131
6.2.4 Inserting Interactive Activity 132
6.3 Production Approach of Video Lectures 134
6.3.1 Types of Video Lectures Versus Different Learning Goals 135
6.3.2 Leveraging Team Teaching 136
6.3.3 Leveraging On-campus Students 137
6.3.4 Leveraging Existing OER 137
6.4 Issues/Challenges and Potential Solutions in Operating MOOCs 138
6.4.1 Assessment of Learners’ Performance 138
6.4.2 Administration of MOOCs 139
6.4.3 Credibility of MOOC Certificate 139
6.5 Conclusion 140
Acknowledgments 140
References 140
7 A Critical Look at MOOCs 143
7.1 Introduction 143
7.1.1 Historical Overview of MOOCs 144
7.1.2 Types of MOOCs 144
7.1.3 The Purposes of MOOCs 145
7.1.4 The Impact of MOOCs 147
7.1.5 What MOOCs Typically Lack 150
7.2 The Future of MOOCs 151
7.3 Concluding Remarks 153
Acknowledgments 154
References 154
8 How to Evaluate the Sharing Effects of Open Educational Resource Projects: An Openness Maturity Analysis Framework 156
8.1 Introduction 156
8.2 Open Educational Resources Projects Worldwide 157
8.2.1 The Development of Open Educational Resources 158
8.2.2 Typical Open Educational Resources Projects in the World 158
8.3 Driving Mode of Resources Construction and Promotion Approaches of Open Educational Resources Transmission 159
8.3.1 Driving Mode of OERs Development 160
8.3.2 Promotion Approaches of OERs Transmission 160
8.4 Openness Characteristic of Open Educational Resources 161
8.4.1 Usability 161
8.4.2 Reachability 162
8.4.3 Scalability 162
8.4.4 Stickiness 163
8.5 Framework for Analyzing the Openness Maturity of Open Educational Resources 163
8.5.1 Shapes of Resources 163
8.5.2 Application Scenarios 164
8.5.3 Access Approaches 165
8.5.4 Promotion Approaches 165
8.6 Conclusions 165
References 166
9 Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project 168
9.1 Introduction: ECO Project—The CIP Dimension 168
9.2 European Policies as Enablers of sMOOCs 170
9.3 Educational Virtual Environments Facilitating Intercreativity and Interculturality: Characteristics of the Eco sMOOCs 171
9.4 sMOOCs and Intercreativity 173
9.4.1 Intercreativity: Definition and Features 174
9.4.2 Intercreative Approaches in sMOOCs and Collective Intelligence 175
9.5 Interculturality as a Support and Lever to Intercreativity 180
9.5.1 Defining a Complex Process 180
9.5.2 Interculturality Applied to a Practical Experience: The sMOOC “Step by Step” 181
9.5.3 Cooperation and Resistance 183
9.5.4 Towards Open Interculturality 185
9.6 Conclusions 190
Acknowledgments 191
References 191
10 Towards Fostering Quality in Open Online Education Through OER and MOOC Practices 195
10.1 Introduction 195
10.2 Background 196
10.2.1 Quality in Open Learning and Education 196
10.2.2 Institutional Policies and Planning for Quality 199
10.3 From OERS to MOOCS 200
10.3.1 Open Educational Resources (OER) 200
10.3.2 Massive Open Online Courses (MOOCs) 201
10.3.3 Innovation and Quality 204
10.4 Conclusion and Recommendations 205
References 207
11 How OER Enhances MOOCs—A Perspective from German-Speaking Europe 211
11.1 Introduction 211
11.2 Copyright and OER in German-Speaking Countries 213
11.3 Non-OER MOOCs in German-Speaking Europe 214
11.3.1 Challenges for Learners 215
11.4 iMooX, mooin, and the MOOChub 215
11.4.1 A Short History of Open Licensed MOOCs in German 215
11.4.2 The First OER MOOC Platform in German-Speaking Europe: imoox.at 216
11.4.3 The German MOOC Platform: mooin 218
11.4.4 The MOOChub 219
11.5 Discussion: Enhancing Education with OER MOOCs 220
11.5.1 Enabling Participation 220
11.5.2 Cooperation with Partners 221
11.5.3 Impact of the Courses and Creative Solutions 222
11.5.4 Sustainability of the Content: Remix and Reuse 223
11.6 Conclusion 223
11.6.1 The Role of German as a Language 224
11.6.2 OER: A Challenging Opportunity 224
11.7 Summary 224
References 225
12 Open Learning: ‘Communication and Mobile Learning’ at Spanish University 227
12.1 Introduction 227
12.2 Theoretical Framework 228
12.2.1 ‘Communication and M-learning’ Within ECO Project 228
12.2.2 sMOOC ‘Communication and M-learning’ 230
12.3 Assessment of the Didactic Experience 232
12.3.1 General Description of the Didactic Experience 232
12.3.2 Participants 232
12.3.3 Data Analysis 232
12.3.4 Results 235
12.3.4.1 Expectations and Previous Knowledge 235
12.3.4.2 Satisfaction, Expectations Fulfillment, and Acquisition of Knowledge 237
12.3.4.3 General Assessment 238
12.4 Conclusion 241
12.5 Contribution of the Chapter 242
Acknowledgments 243
Appendix 1: Pre-survey: Expectations and Previous Knowledge 243
Appendix 2: Post-survey: Satisfaction, Expectations Fulfillment, and Acquisition of Knowledge 244
Appendix 3 244
References 245
13 MOOCs: A Viable Business Model? 247
13.1 Building a MOOC 247
13.1.1 Teachers 248
13.1.2 Pedagogical Support 248
13.1.3 Support Staff 248
13.2 Cost of a MOOC 249
13.2.1 Human Resources 249
13.2.2 Logistics: Environment to Build a MOOC 252
13.3 Comparison of the Costs of Different Methods of Teaching 252
13.4 Why to Invest in MOOCS? 254
13.5 Possible Business Models 256
13.5.1 Business Models for MOOCs Providers 256
13.5.1.1 Coursera, EdX, and Others as MOOC Editors 257
Coursera 257
EdX 258
Other Providers 259
13.5.1.2 Udacity 259
13.5.1.3 Others as MOOCs Builders and Editors 260
13.5.2 Examples of Business Models for Universities 260
13.5.2.1 Business Models for US Education 260
13.5.2.2 Business Models in Europe 262
13.5.2.3 Asia and Africa 262
References 263
14 Quality Frameworks for MOOCs 266
14.1 Introduction 266
14.2 Why Does Quality of Moocs Matter? 267
14.2.1 Quality Pedagogy and Dropout Rates 267
14.2.2 MOOCs for Lifelong Learning and Continuous Professional Development 269
14.2.3 Unbundling of MOOC Services 269
14.2.4 Consequences for Quality Processes 270
14.3 Quality Frameworks and Quality Processes 270
14.3.1 Case Study: The Open University 273
14.3.1.1 Strategic Management 273
14.3.1.2 Curriculum Design 273
14.3.1.3 Course Design 273
14.3.1.4 Course Delivery 274
14.3.1.5 Staff Support 274
14.3.1.6 Student Support 274
14.3.2 Case Study: FutureLearn 275
14.4 The Openuped Quality Label 276
14.4.1 The OpenupEd Label in Practice 279
14.5 Discussion 280
14.5.1 Analysis of Case Study 280
14.5.2 General Reflection 282
14.6 Conclusion 283
Acknowledgments 283
References 283
15 Using Linked Data to Blended Educational Materials With OER—A General Context of Synergy: Linked Data for Describe, Discovery and Retrieve OER and Human Beings Knowledge to Provide Context 287
15.1 Introduction 287
15.2 The Evolution of OER 289
15.2.1 Quality Education and Lifelong Learning with OER 290
15.2.2 Open Licenses to Enhance Educational Opportunities 294
15.3 Challenges to Adopting OER 295
15.3.1 Enhance the Reusability of OER 296
15.3.2 Enhance the Discoverability of OER 297
15.4 Breaking Down OER SILOS 297
15.4.1 The Semantic Web Is a Web of Data 297
15.4.2 Foundations of Linked Data 298
15.4.3 Open Educational Resources Linked Data Life Cycle 300
15.4.3.1 Selection of Data Sources 300
15.4.3.2 URIs for Open Educational Resources 302
15.4.3.3 Semantic Vocabularies for Describing OER 303
15.4.3.4 Data Cleaning and Linking 305
15.4.3.5 Generation and Publication of Linked Data 306
15.5 Framework for Integration of OER 309
15.5.1 Enhance the Discoverability and Reusability of OER 309
15.5.2 Synergy Between Linked OER Data and Human Expertise 311
15.5.3 Blended OER with Traditional Learning 312
15.6 Conclusion 314
Acknowledgments 315
References 315
16 Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework 318
16.1 Introduction 318
16.2 Learning in MOOCs 320
16.2.1 Defining MOOCs 320
16.2.2 The ECO sMOOCs Pedagogical Framework 322
16.3 Affordances for Active Participation 323
16.3.1 Digital Inclusion 324
16.3.2 Seamless and Ubiquitous Learning 325
16.3.3 Gamification 328
16.4 First Findings: User Satisfaction 330
16.4.1 User Satisfaction Questionnaire Design and Methodology 331
16.4.2 Overall User Satisfaction 331
16.5 Discussion and Conclusion 334
Acknowledgments 336
References 336
17 Innovative OER Model for Technology-Enhanced Academic and Entrepreneurial Learning 340
17.1 Introduction 340
17.2 Open Education and Information Technologies—Background Research 343
17.3 Developing Next-Generation Open Education Systems 346
17.3.1 The BAEKTEL Project 346
17.3.2 Innovative Open Education Framework 348
17.3.3 Architecture of the OER 2.0 Platform 350
17.4 Oer 2.0 Case Study 353
17.5 Conclusion 359
Acknowledgments 360
References 360