FF:ISKM61 MOOC: learning online - Course Information

ISKM61 MOOC: learning online

Extent and Intensity

1/1/0. 5 credit(s). Type of Completion: k (colloquium).
Taught partially online.

Teacher(s)

Mgr. Hana Tulinská (lecturer)

Guaranteed by

PhDr. Petr Škyřík, Ph.D.
Department of Information and Library Studies – Faculty of Arts
Contact Person: Mgr. Alice Lukavská
Supplier department: Department of Information and Library Studies – Faculty of Arts

Timetable

Wed 18:00–19:40 VP

Prerequisites

basic competencies for study and communication in English

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 1/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20

fields of study / plans the course is directly associated with

there are 14 fields of study the course is directly associated with, display

Course objectives

The goal of the subject is: 1) to use OER to improve knowledge of information science and related fields and to enhance the competence of self-directed learning 2) to present main concepts within online education In the end of the calss, students should be able to: 1) identify suitable online resurces for learning 2) learn in online environment 3) present the outcomes of their learning 4) gain advanced knolwedge of online education industry

Syllabus

• The final course structure for autumn 2021 will be discussed at the first meeting 22. 10. 2021 18:00 at Teams online meeting (regarding to number of students, study ineterst, time possibilities).
• Sylabus from last year which will be our base for structure:
• Create a digital portfolio to support your autonomous learning - Wordpress.com. Think about it as a learning journal. - Please turn on the date of publication your blog posts and comments. - Find 3 study buddies and follow them. Support them by "like "or comment during the semester. Think about the mobile WordPress app. - See portfolios of the previous class. - Language – if possible, English. Use the app Grammarly. Don't worry about mistakes. - Create it till 14th of October. Fill the table.
• Choose MOOC at Coursera, edX, Udemy - Choose a course at Coursera or edX. The topic should be connected with your study, please. - At least five weeks long. Currently running, not self-paced, please. - Comment your choice in the portfolio. Fill the table. - See the courses chosen by the previous class for inspiration. - Choose it till 21th of October.
• Gain information by reading 100 pages (approximately) - Choose reading from the list. You can add your own. Make a short reflection of each resource in your portfolio. You can add your resources. - Finish your reading till 28st of October.
• Study MOOC - Study every week, continually. Write a reflection on your portfolio. Reflection is not only a description of lesson content. - Support your study buddies. - November – December
• Analyze MOOC - See how the course looks from a pedagogical point of view. Use the scheme. Discuss learning design using literature. - Please write it down till 5th of January. - Language – English or Czech.
• Present your autonomous study path and course analysis at the colloquium - In January, we will have meetings in small groups. 10 minutes for the presentation. - Language – English or Czech.
• How to success - Write reflections with a date of publication. - Support your study buddies by comments and likes. - Read. - Study the course and finish it. - Write the analysis. - Present it.
• EdTech or not - EdTech students – 1 MOOC + stronger analysis from the point of you as a future learning designer. - Data, Design, Library – can choose 2 MOOC + easy analysis.
• Ask anytime! - If you want, you can discuss anything in Teams. If you don't understand something or just need to help with focus, write to me in Teams chat or by mail. I am here. 😊

Literature

recommended literature
• Lai, F. Q., & Lehman, J. D. (Eds.). (2016). Learning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium. Springer.
• Tracey, J. B., Swart, M. P., & Murphy, J. (2018). Perceptions of MOOC Utility: How Expectations Affect Perceived Outcomes of Massive Online Open Courses.
• Meek, S. E., Blakemore, L., & Marks, L. (2017). Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment & Evaluation in Higher Education, 42(6), 1000-1013.
• Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. The International Review of Research in Open and Distributed Learning, 17(2).
• Tawfik, A. A., Reeves, T. D., Stich, A. E., Gill, A., Hong, C., McDade, J., ... & Giabbanelli, P. J. (2017). The nature and level of learner–learner interaction in a chemistry massive open online course (MOOC). Journal of Computing in Higher Education, 2
• Ari, J., & White, B. (2014). Learning Analytics From Research to Practice.
• Veletsianos, G. (2017). Toward a generalizable understanding of Twitter and social media use across MOOCs: who participates on MOOC hashtags and in what ways?. Journal of Computing in Higher Education, 29(1), 65-80.
• Rieber, L. P. (2017). Participation patterns in a massive open online course (MOOC) about statistics. British Journal of Educational Technology, 48(6), 1295-1304.
• McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice.
• Wise, A. F., Cui, Y., Jin, W., & Vytasek, J. (2017). Mining for gold: Identifying content-related MOOC discussion threads across domains through linguistic modeling. The Internet and Higher Education, 32, 11-28.
• Paskevicius, M., Veletsianos, G., & Kimmons, R. (2018). Content is king: An analysis of how the Twitter discourse surrounding open education unfolded from 2009 to 2016. The International Review of Research in Open and Distributed Learning, 19(1).
• Slade, S., & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510-1529.
• Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review of Research in Open and Distributed Learning, 15(5).
• Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380-1400.
• Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. The International Review of Research in Open and Distributed Learning, 17(2).
• Studying MOOC: A Guide: Palgrave McMillian.2014: http://www.palgrave.com/resources/Product-Page-Downloads/M/Morris-Studying-a-MOOC/Studying-a-MOOC-Neil-Morris-James-Lambe.pdf
• Chen, G., Davis, D., Krause, M., Aivaloglou, E., Hauff, C., & Houben, G. J. (2018). From Learners to Earners: Enabling MOOC Learners to Apply Their Skills and Earn Money in an Online Market Place. IEEE Transactions on Learning Technologies, 11(2), 264-27

not specified
• Wen, M., Yang, D., & Rose, C. (2014, July). Sentiment Analysis in MOOC Discussion Forums: What does it tell us?. In Educational data mining 2014.

Teaching methods (in Czech)

The course is suitable for students of Combined Studies. It takes the form of self-study, reflection, independent reading and conversation over the study and didactic analysis.

Language of instruction

English

Further comments (probably available only in Czech)

Study Materials
The course is taught annually.
Information on the extent and intensity of the course: konzultace, MOOC kurz.

• Enrolment Statistics (Autumn 2021, recent)
  
• Permalink: https://is.muni.cz/course/phil/autumn2021/ISKM61