The Institute of Technology Sligo (Sligo, Ireland) will now become Ireland’s first public higher education institution to offer a free online course or a Massive Online Open Course (MOOC).
Traditionally, colleges charge fees for online programmes and offer accreditation upon completion. By comparison, under the MOOC model, courses are free, are not accredited and have ‘massive’ enrollments. Ireland’s first MOOC will commence at IT Sligo this September and will take the form of a free, six-week online course in Lean Sigma Quality, the foremost quality process improvement approach for companies in the manufacturing and service industries. The first MOOC will be delivered by Brian Coll and Dr John Donovan, academics from the institute’s School of Engineering & Design who both lecture on the Institute’s online BSc and MSc in Quality.
Miríada X, plataforma de Cursos Online Masivos en Abierto (MOOC’s), ofrece formación gratuita a través de 58 MOOC’s ofrecidos por 18 universidades iberoamericanas.
Los usuarios de Miríada X pueden matricularse gratuitamente en todos aquellos cursos que sean de su interés. Pueden cursar estos programas formativos sean o no alumnos de la universidad que los imparte.
Miríada X ofrece a los equipos docentes de las 1.232 universidades iberoamericanas socias de la red Universia una plataforma para publicar e impartir MOOC’s, a los que se puede acceder desde cualquier parte del mundo de manera gratuita.
La información sobre los 58 MOOC’s se puede consultar en este listado de cursos.
Thanks to funds from UK-based Jisc, about 6,500 newly digitised museum objects from University College London and the University of Reading are now available to students, teachers, and the public at large.
Rare Ancient Egyptian artefacts (enhanced by 21st C. 3D imaging), digital images of zoological specimens, strange and beautiful anatomical prints, sixteenth-century portraits, and intriguing nineteenth-century scientific gadgets are just some examples of the digital artefacts recently added.
“Teaching using museum objects is increasingly popular in universities. However, hands-on time is always limited and providing access to our collections digitally overcomes barriers to independent student learning," says Leonie Hannan, teaching fellow in object-based learning at University College London.
This online compendium of objects, which will add to a bank of 150,000 already existing digital resources from the two museums, can be freely viewed, downloaded, and used on a Creative Commons licence. It is available through Culture Grid, the UK gateway to heritage resources.
Also available is a broad range of interdisciplinary Open Educational Resources (OER) that are both apt for online learning, and suitable for burgeoning initiatives like Massively Open Online Courses (MOOCs). These OER's can be accessed through JORUM (the online educational resource sharing site), using the search term OBL4HE.
"We’re proud at Jisc to see how university museum staff has joined forces with academic colleagues and students to ensured the resources created respond to the needs of the teachers and learners," asserts Paola Marchionni, programme manager at Jisc.
The Higher Education Academy is offering a one-day workshop on MOOCs as part of their Changing the Learning Landscape Workshop and Seminar Series.
- Developing Strategy and Practice for OERs and MOOCs.
- Creating Anatomy OERs for multi-platform teaching
- The Pedagogy of the MOOC
- Opening Education challenges to HE practice
- Student Perspectives on the creation on freely available eBooks and MOOCs
Close to a million jobs related to ICT will go unfilled by 2020 if Europeans don’t have the digital skills that employers need. Give us your opinion on how we can improve the way we learn web skills in this online survey.
An online survey has been launched in order to gain inside information about the benefits of MOOCs and to examine how they can be further used to increase web talent in Europe. It is targeted at people who are interested in learning or teaching web skills through online or informal learning. It would be especially interesting to hear from entrepreneurs who have developed their ICT skills through online courses. The survey will ultimately aim to identify best practices, success stories and case studies about how entrepreneurs have used MOOCs to improve their web skills.
The survey forms part of the European Commission's DG Connect Startup Europe initiative, aimed at strengthening the environment for entrepreneurs seeking to start and develop their own web business and to provide support to web entrepreneurs who want to scale-up their small businesses Europe-wide. If you want to receive updates about this project, join our online discussion group or follow the #webmoocs hashtag on Twitter.
Six francophone higher education institutions have partnered to launch a new web portal on FLOTs, or Formation en Ligne Ouverte à Tous, which is the French equivalent of a MOOC.
Océan, as the new project is called, aims to help francophone learners navigate the open online learning landscape. The web portal gathers French-language courses and evaluates them in terms of quality. The portal is structured like a scientific journal; educational institutions can submit their FLOT in response to the call for proposals, and the editorial committee reviews and evaluates the submissions before publishing the selected courses on the website.
Open Education Europa caught up with the Yves Laszlo, President of the Pilot Committee, and Francis Delannay, President of the Editorial Committee, at the recent EMOOCS 2014 conference.
“There’s a whole debate going on about how to properly evaluate MOOCs. They must be evaluated by the relevant stakeholders including, of course, the learners,” said Delannay. He explained that as a new field, the process and criteria they use to evaluate FLOTs is still evolving. As the field develops, they may become more selective with what they choose to publish.
Laszlo added that the focus of their evaluation is on content.
“The heart of our experience is research, academic research, so the quality for us is primarily related to the content,” he said. “Then, of course, there are the specificities of MOOCs, like the interactive aspect, the production quality aspect, but overall the primary evaluation criterion is the content.”