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The evaluation report of our first MOOC, ICT in Primary Education, has now been published under the title Anatomy of a MOOC for Teacher CPD - read on for a download link. The MOOC recently received backing from President Barack Obama and was jointly developed under the leadership of Prof Diana Laurillard by the London Knowledge Lab at the UCL Institute of Education, the UNESCO Institute for IT in Education, and the University of London International Programme.
An extended discourse ensued in and around the status of connectivism as a learning theory for the digital age. This led to a number of questions in relation to existing learning theories. Do they still meet the needs of today’s learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? In this article, I highlight current theories of learning and critically analyze connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.
P. Adamopoulos. ICIS, Association for Information Systems, (2013)The findings of our analysis illustrate that Professor(s) is the most important factor in online course retention and has the largest positive effect on the probability of a student to successfully complete a course. The sentiment of students for Assignments and Course Material also has positive effects on the successful completeness of a course whereas the Discussion Forum has a positive effect on the probability to partially complete a course. Furthermore, self-paced courses have a negative effect, compared to courses that follow a specific timetable. In addition, the difficulty, the workload, and the duration of a course have a negative effect. On the other hand, for the more difficult courses, self-paced timetable, longer duration in weeks, and more workload have a positive effect on the probability to successfully complete a course. Besides, final exams and projects, open textbooks, and peer assessment have also positive effects. Moreover, whether a certificate is awarded upon the successful completion of a course also affects retention. Additionally, the better a university is considered (i.e. higher ranking), the more likely that a student will successfully complete a course. Further, our results illustrate that the courses which belong to the academic disciplines of Business and Management, Computer Science, and Science have a positive significant effect in contrast to courses in other disciplines (i.e. Engineering, Humanities, and Mathematics). Finally, attrition was not found to be related with student characteristics (i.e. gender, formal education)..
A. Yousef, M. Chatti, U. Schroeder, und M. Wosnitza. Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on, Seite 44--48. IEEE, IEEE Computer Society, (2014)
J. Kim, P. Guo, D. Seaton, P. Mitros, K. Gajos, und R. Miller. Proceedings of the First ACM Conference on Learning @ Scale Conference, Seite 31–40. New York, NY, USA, Association for Computing Machinery, (2014)