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This book focuses on the emerging phenomenon of Massive Open Online Courses (MOOCs), which are changing the fundamental underpinning of educational systems worldwide and forcing educators and other stakeholders to re-think the way instruction is currently conducted. It examines the origins of MOOCs within the context of the open education movement, and reviews current policies, guidelines and initiatives to promote the use of ICT in education through the development and use of open educational resources from international practices, including implementation and licensing issues. With a particular focus on new trends in MOOCs, the book explores the potential of this emerging paradigm, its rise and its impact on openness in education. Various new initiatives are also presented, including more global examples and those that are more geared to certain regional contexts. The book is intended as a stepping stone for both researchers and practitioners who are looking to approach MOOCs from a holistic perspective.
Table des matières
Open Education, MOOCs, and opportunities.- Survey and reflection of open education policies.- Shaping the Future of Education.- Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education.- Impact of Openness on Institutions.- Promoting Arabic Open Educational resources in Arab Countries.- Creative Commons Education program.- Experiences of running a MOOC - A case in Taiwan.- Review of existing MOOC platforms.- Arabic Massive Open Online Courses.- Rwaq: Arab platform for MOOCs.- Open classrooms and schools through cloud computing.
A propos de l'auteur
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.
Résumé
This book focuses on the emerging phenomenon of Massive Open Online Courses (MOOCs), which are changing the fundamental underpinning of educational systems worldwide and forcing educators and other stakeholders to re-think the way instruction is currently conducted. It examines the origins of MOOCs within the context of the open education movement, and reviews current policies, guidelines and initiatives to promote the use of ICT in education through the development and use of open educational resources from international practices, including implementation and licensing issues. With a particular focus on new trends in MOOCs, the book explores the potential of this emerging paradigm, its rise and its impact on openness in education. Various new initiatives are also presented, including more global examples and those that are more geared to certain regional contexts. The book is intended as a stepping stone for both researchers and practitioners who are looking to approach MOOCs from a holistic perspective.
Texte suppl.
“The collection provides an overview of the current state of the art and also serves as a milestone for researchers to envision the areas of research in OERs and MOOCs. … Viewed as a collection, practitioners and policy makers can definitely have an overview of the state of the art of OERs and MOOCs, whereas researchers can identify the research gaps in the area of online education and their impact for formulating new research proposals … .” (C. S. Arora, Computing Reviews, April, 2017)
Commentaire
"The collection provides an overview of the current state of the art and also serves as a milestone for researchers to envision the areas of research in OERs and MOOCs. ... Viewed as a collection, practitioners and policy makers can definitely have an overview of the state of the art of OERs and MOOCs, whereas researchers can identify the research gaps in the area of online education and their impact for formulating new research proposals ... ." (C. S. Arora, Computing Reviews, April, 2017)
