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Prof. Rory McGreal from Athabasca University in Canada maintains the OER Knowledgecloud with publications about open education. The most recent additions are listed:

RSS The OER Knowledge Cloud

  • Montana Higher Education's Open Initiative November 16, 2020
    This report details the first year of Montana's joining the field of open education. From planning, coordination, strategic goals, key activities, and key outcomes, the first year of this initiative demonstrated successful emergence into open education. The Montana University System and TRAILS, the state academic library consortium, partnered to make this initiative happen. This partnership […]
  • MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses November 5, 2020
    Open online courses (OOC) with a massive number of students have represented an important development for online education in the past years. A course on artificial intelligence, CS221, at the University of Stanford was offered in the fall of 2011 free and online which attracted 160,000 registered students. It was one of three offered as […]
  • MOOCs and the funnel of participation November 5, 2020
    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 […]
  • Deconstructing disengagement: analyzing learner subpopulations in massive open online courses November 5, 2020
    As MOOCs grow in popularity, the relatively low completion rates of learners has been a central criticism. This focus on completion rates, however, reflects a monolithic view of disengagement that does not allow MOOC designers to target interventions or develop adaptive course features for particular subpopulations of learners. To address this, we present a simple, […]
  • Studying Learning in the Worldwide Classroom Research into edX's First MOOC November 5, 2020
    "Circuits and Electronics" (6.002x), which began in March 2012, was the first MOOC developed by edX, the consortium led by MIT and Harvard. Over 155,000 students initially registered for 6.002x, which was composed of video lectures, interactive problems, online laboratories, and a discussion forum. As the course ended in June 2012, researchers began to analyze […]
  • How video production affects student engagement: an empirical study of MOOC videos November 5, 2020
    Videos are a widely-used kind of resource for online learning. This paper presents an empirical study of how video production decisions affect student engagement in online educational videos. To our knowledge, ours is the largest-scale study of video engagement to date, using data from 6.9 million video watching sessions across four courses on the edX […]
  • Supporting Learners' Self-regulation in LMOOCs: What Have We Done and How Far We Can Go? November 5, 2020
    This half-day workshop aims at collecting experiences of MOOC designers and MOOC educators to discuss what has been done to support SRL and what can be done to scaffold learners in MOOCs, particularly MOOCs for language learning purposes (LMOOCs). For this purpose, it is planned to come together with academicians and researchers working on related […]
  • Structuring actions for open educational resources adoption November 5, 2020
    Open educational resources (OER) are growing over the past decade. While OER can make educational resources widely available to all students and educators for free, OER are still untried by the majority of instructors, and have not significantly affected on higher education. This paper reports an action research project of OER adoption. It discusses the […]
  • La performativité du MOOC sur les représentations de l’apprenant : le cas du parcours MOOCLead September 30, 2020
    Les MOOC constituent des outils d’apprentissage innovants (Christensen, 2013). Ils ont une portée amplificatrice (Christensen, 2013) et comptent parmiles technologies d’apprentissage à distance ayant recueilli de nombreuxsuccès depuis 2012 (Egloffstein, 2018). Ainsi, ils ontdisrupté le monde de la formation en entreprise (Karnouskos, 2017) et peuvent constituer des dispositifs à même de transmettre valeurs et enseignement […]
  • A Review of Open Access Textbook Platforms September 30, 2020
    Open educational resources or OER have been gradually evolved as a major source of learning materials. As one form of OER, open access textbooks can be used as official textbooks for classroom-based learning as well as online learning and distance learning. Through a review of six open access textbook platforms, this paper investigates the operation […]