Open educational practices of MOOC designers: embodiment and epistemic location

Adam, Taskeen

doi:10.1080/01587919.2020.1757405

Cited by 25 publications

(13 citation statements)

References 14 publications

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“…The incorporation of MOOCs in the school activities is causing the creation of new educational spaces that favor the active role of students during the learning process (Adam, 2020;Brooker et al, 2018;Lee & Chung, 2019). In fact, students actively participate in MOOCs by reviewing the videos (Chiu & Hew, 2018), taking the online exams (Zhou, 2017), consulting the information (Brooker et al, 2018) and conducting the discussion forums (Chen et al, 2020;Xing, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

et al. 2022

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Technological advances such as Massive Open Online Courses (MOOCs) and Information and Communication Technologies (ICT) allow the construction of new spaces where students consult the information at any time, take the online exams and communicate with the participants of the educational process from anywhere. This quantitative research analyzes the perception of the teachers about the organization of the school activities in MOOCs and use of ICT considering machine learning and decision tree techniques (data science). The participants are 122 teachers (58 men and 64 women) from the National Autonomous University of Mexico who took the "Innovation in University Teaching 2020" Diploma. The academic degree of these educators is Bachelor (n = 35, 28.69%), Specialty (n = 4, 3.28%), Master (n = 58, 47.54%) and Doctorate (n = 25, 20.49%). The results of machine learning (linear regressions) indicate that the organization of the school activities in MOOCs positively influences the motivation, participation and learning of the students. Data science identifies 3 predictive models about MOOCs and ICT through the decision tree technique. According to the teachers of the National Autonomous University of Mexico, the organization of the school activities in MOOCs and use of ICT play a fundamental role during the COVID-19 pandemic. The implications of this research promotes that educators use MOOCs and ICT to improve the educational conditions, create new remote school activities and build new virtual learning spaces. In conclusion, universities with the support of technological tools can improve the teaching-learning process and update the course during the COVID-19 pandemic. In particular, MOOCs represent a technological alternative to transform the school activities in the 21st century.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

et al. 2022

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“…Arguably, Global South educators, information and communications technologists, and health and environmental activists have been continuously collaborating to bring together education, environment, and health activism with a social justice lens since the very beginning of the digital era in the 1980s ( 18 ). MOOC design is thus not merely technical but enacts different orientations and ways of being ( 19 ) and reflects the recently published framework to guide planetary health education ( 20 ). For example, digital neocolonialism ( 21 ) might be reinforced by MOOCs rather than MOOCs being a tool to challenge and transform unequal and unhealthy relations.…”

Section: Discussionmentioning

confidence: 98%

Development and Assessment of a Brazilian Pilot Massive Open Online Course in Planetary Health Education: An Innovative Model for Primary Care Professionals and Community Training

Floss

Rodrigues

Dilda

et al. 2021

Front. Public Health

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Introduction: Planetary health (PH) has emerged as a leading field for raising awareness, debating, and finding solutions for the health impacts of human-caused disruptions to Earth's natural systems. PH education addresses essential questions of how humanity inhabits Earth, and how humans affect, and are affected by, natural systems. A pilot massive open online course (MOOC) in PH was created in Brazil in 2020. This MOOC capitalized on the global online pivot, to make the course accessible to a broader audience. This study describes the process of course creation and development and assesses the impact evaluation data and student outcomes of the PH MOOC.Methods: The PH MOOC pilot was launched in Brazilian Portuguese, using the TelessaúdeRS-UFRGS platform on 4/27/2020 and concluded on 7/19/2020 with a total load of 80 h. It was composed of 8 content modules, pre and post-test, 10 topics in a forum discussion, and an optional action plan. This study analyzes the course database, profile of participants, answers to questionnaires, forum interaction, and action plans submitted.Results: Two thousand seven hundred seventy-seven participants enrolled in the course, of which 1,237 (44.54%) gave informed consent for this study. Of the 1,237 participants who agreed to participate in the research, 614 (49.8%) completed the course, and 569 (92.67%) were accredited by TelessaúdeRS-UFRGS. The majority of the participants were concerned with climate change, trained in the health area, and worked in primary health care in places that lacked ongoing sustainability programs. Two hundred forty-one action plans were submitted, major topics identified were food and nutrition, infectious diseases, and garbage and recycling.Discussion: The use of the PH lens and open perspective of the course centered the need to communicate planetary health topics to individuals. The local plans reflected the motto of “think global and act local.” Brazil presents a context of an unprecedented social, political, and environmental crisis, with massive deforestation, extensive fires, and biomass burning altering the biomes, on top of an ongoing necropolitical infodemic and COVID-19 pandemic. In the face of these multiple challenges, this MOOC offers a timely resource for health professionals and communities, encouraging them to address planetary challenges as fundamental health determinants.

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“…This poses a critical research question in terms of the audience for whom the MOOCs are created. It is also noted the rich diversity that needs to be reflected in MOOCs in Africa (Adam 2020). Such analysis reveals potential for the Africanising of MOOCs, in terms of language, design and curriculum.…”

Section: Moocs and Access To Robotics Educationmentioning

confidence: 99%

Towards Defining the Place and Role of Robotics MOOCs in ODeL

Gouws

Lotriet

Kanakana-Katumba

et al. 2021

Preprint

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This paper focuses on the limited literature pertaining to robotics MOOCs within the STEM MOOC domain. This study provides a subset of an ongoing, more extensive systematic review of the recent advances with MOOCs to advance STEM education and engagement. The purpose of this study is to identify and discuss the place and role of robotics (as a subset of STEM) MOOCs in an open distance e-learning institution of higher education. The study provides insights into the research gaps existing in (1)literature, and (2)the domain of STEM MOOCs for robotics education and STEM engagement. The place and role of STEM MOOCs for the advancement of robotics within an open distance e-learning institution provide a practical and sustainable solution to science engagement in these times of Covid.

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Open educational practices of MOOC designers: embodiment and epistemic location

Cited by 25 publications

References 14 publications

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

Development and Assessment of a Brazilian Pilot Massive Open Online Course in Planetary Health Education: An Innovative Model for Primary Care Professionals and Community Training

Towards Defining the Place and Role of Robotics MOOCs in ODeL

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