Massive Open Online Courses (MOOCs): Virtual learning platform for the Professional Development of Teachers

2020 ◽  
Vol 7 (11) ◽  
Keyword(s):  
Professional Development ◽  
Online Courses ◽  
Virtual Learning ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Platform ◽  
Professional Development Of Teachers

UNESCO Institute on Information Technologies Massive Open Online Course on Teachers’ ICT Competence

10.12737/6055 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 24-33 ◽  
Author(s):  
Бадарч ◽  
D. Badarch ◽  
Цветкова ◽  
Marina Tsvetkova
Keyword(s):  
Professional Development ◽  
Information Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Ict Competence ◽  
Professional Development Of Teachers ◽  
Joint Study

The article describes the analysis of formation and deployment of the massive open online courses (MOOC) for teachers. It considers the features of WOOC constructionfor professional development of teachers, and analyses the MOOC influence on development of the informational educational environment for schools in the conditions of development of electronic educational forms. It offers some recommendations about MOOC embedding into schools’ IT environment based on creation of pedagogical community of regional tutors-methodologists and teachers in joint study of MOOC at courses IITE UNESCO, and involvement of creative teachers in the formation of author´s OER and MOOC for pupils as environments of electronic study in the region.

scholarly journals Enhancing Fun Through Gamification to Improve Engagement in MOOC

Informatics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 28 ◽  
Author(s):  
Borrás-Gené ◽  
Martínez-Núñez ◽  
Martín-Fernández
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Online Courses ◽  
Virtual Learning ◽  
Massive Open Online Courses ◽  
Learning Spaces ◽  
Massive Open Online ◽  
Continuous Activity ◽  
High Engagement ◽  
Perfect Space

Massive Open Online Courses (MOOCs), regardless of their topic, are a perfect space to generate, through virtual learning communities associated with them, very valuable resources for their participants and, in general, anyone interested in the topic covered. If in the design of these learning spaces, elements specific to games are added to them, which is known as gamification, we can try to increase the engagement of the student towards the course and, therefore, towards the community. This paper presents an experience of a MOOC of Universidad Rey Juan Carlos (Spain) with a connectivist approach. Aspects such as fun and motivation have been worked on in the design, through the application of gamified activities and the use of elements from social networks, considered as gamification, with the aim of increasing participation and engagement within a Facebook group, used as a community to support the course. We have analyzed aspects such as enjoyment and motivation, the result of which has been active participation and high engagement within the MOOC community in the form of content and especially great interaction, highlighting the existence of continuous activity once the edition of the MOOC is finished, as a consequence of a habit generated in the student.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals An Interoperability Framework of Open Educational Resources and Massive Open Online Courses for Sustainable e-Learning Platform

2016 ◽  
Vol E99.D (8) ◽  
pp. 2140-2150 ◽  
Author(s):  
Sila CHUNWIJITRA ◽  
Chanchai JUNLOUCHAI ◽  
Sitdhibong LAOKOK ◽  
Pornchai TUMMARATTANANONT ◽  
Kamthorn KRAIRAKSA ◽  
...  
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Platform ◽  
E Learning

scholarly journals Framework for Personalizing Mooc Courses based on Learners’ Stress Levels Towards Increased Course Completion Rates

2019 ◽  
Vol 8 (9) ◽  
pp. 2721-2724
Keyword(s):  
Online Courses ◽  
Course Completion ◽  
Content Delivery ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Online Learners ◽  
Learning Platform ◽  
Stress Levels ◽  
Open Nature

Massive Open Online Courses (MOOC) has gained a huge popularity amongst the current generation students mainly because of its open nature and its ubiquity. MOOC made it possible for thousands of aspiring learners to learn from their favorite Universities. Though this online learning platform has its advantages, many studies have proved that these massive courses are suffering from tremendous rates in students’ dropouts. This study surveys the major causes of dropouts and would try to link the MOOC failures with the learners’ stress levels. The study also proposes a framework which could be used while designing MOOC courses and will help MOOC providers to personalize the content delivery according to the online learners’ stress levels.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2018 ◽  
pp. 37-65
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

Massive Open Online Courses: A Source of Effective Professional Development for In-service Teachers

2021 ◽  
Vol 19 (2) ◽  
pp. 112-144
Author(s):  
Camille Berry ◽  
Avalloy McCarthy-Curvin ◽  
Sharon Bramwell-Lalor ◽  
Schontal Moore ◽  
Mairette Newman ◽  
...  
Keyword(s):  
Professional Development ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Knowledge And Skills ◽  
American Teacher ◽  
The Caribbean ◽  
Education Network ◽  
Research Show ◽  
Effective Source

The ever-changing needs of society justify the necessity for teachers to engage in continuous learning. Teachers are encouraged to participate in professional development activities that will help them develop the knowledge and skills that are required to meet the needs of a 21st century society. It is recognised that access to professional development has increased since Massive Open Online Courses (MOOCs) became an option for in-service teachers who traditionally found it difficult to access certain professional development activities because of distance and lack of convenience.A survey was administered to 72 respondents to capture the experiences of in-service teachers from the Caribbean, who participated in a MOOC offered by the Inter-American Teacher Education Network (ITEN). The survey explored the MOOC participants’ perception of the MOOC as a source of professional development, as well as the extent to which they applied the content learnt in the ITEN MOOC. The findings of this research show that 95% of the participants perceived the ITEN MOOC to be an effective source of professional development and were able to apply the content to their professional context. The findings further suggest that MOOCs across the globe provide an opportunity for in-service teachers to forge partnerships and establish learning communities that will improve their professional knowledge and skills.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2021 ◽  
pp. 107-128
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

scholarly journals Online E-Campus Interview Training MOOC Framework for Graduates

2018 ◽  
pp. 53-60
Author(s):  
Varun Shenoy ◽  
P. Sridhar Archarya ◽  
P. S. Aithal
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Education Sector ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Training Costs ◽  
Learning Platform ◽  
Disruptive Innovations ◽  
Placement Services ◽  
Interview Training

Currently, academic MOOC (Massive Open Online Courses) is widely recognized as a majorstep in disruptive innovations that is taking place in Higher Education sector today.Simulative MOOC is also adopted in corporations for staff or personnel trainings for cuttingdown training costs and time at Industry. Moreover, with E-HRM also partially disruptingorthodox HR Processes at Industry level, Online E-Campus Interviews have also becomemore immensely evident towards graduate hiring presently. Therefore, training job seekinggraduates for achieving success in current online interviews in this regard too has alsobecome a very paramount challenge for training &placement services cell of educationalinstitutions. Therefore, as a solution, this paper attempts to construct a very basic simulativeMOOC prototype framework with a very comprehensive online interview training contentswhich we feel shall benefit all the stakeholders involved. Accordingly, possible samplecontents, materials, and syllabus are formulated for developing into a full-fledged online etraining & learning platform for furtherstudies.

Sign in / Sign up

Export Citation Format

Share Document