ISKM61 Online education: MOOC

Faculty of Arts
Autumn 2019
Extent and Intensity
1/1/0. 5 credit(s). Type of Completion: k (colloquium).
Teacher(s)
RNDr. Michal Černý (lecturer)
Mgr. Hana Tulinská (lecturer)
Guaranteed by
PhDr. Petr Škyřík, Ph.D.
Division of Information and Library Studies - Department of Czech Literature - Faculty of Arts
Contact Person: Mgr. Alice Lukavská
Supplier department: Division of Information and Library Studies - Department of Czech Literature - Faculty of Arts
Timetable of Seminar Groups
ISKM61/A_rano: No timetable has been entered into IS. M. Černý, H. Tulinská
ISKM61/B_vecer: No timetable has been entered into IS. M. Černý, H. Tulinská
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: 3/20, 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 (in Czech)
  • Postup kurzu je následující:
  • a) Zapište si kurz na nejméně 5 týdnů, který bude mít pedagogický nebo technologický obsah.
  • b) Během studia si veďte deník o tom, jak studujete - reflexe a zkušenost ze sebou.
  • c) Nachystejte si a odpresentujte didaktickou analýzu kurzu (jaké byl kurz postavený, jak probíhalo hodnocení, jak se pracovalo s motivací, jaké aktivizační prvky obsahoval,...)
  • d) To co vám bude chybět do 10 týdnů MOOC, můžete doplnit jedním nebo dvěma kurzy, které nemusíte dodělat - ale reflektujete je a krátce didakticky analyzujete. (pokud si hned na začátku vyberete dlouhý kurz, můžete tento bod přeskočit)
  • e) K četbě dostanete krátký seznam literatury, z nichž si vyberete cca 50-100 stran, které chcete přečíst
  • f) Ukončení předmětu bude formou osobní rozpravy nad deníkem a rozprava nad četbou. Student musí doložit, jaké kurzy studoval a jak je (ne)ukončil.
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.
  • 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
  • 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
  • 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).
  • 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.
  • 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).
  • Slade, S., & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510-1529.
  • 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
  • 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.
  • Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380-1400.
  • 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).
  • Ari, J., & White, B. (2014). Learning Analytics From Research to Practice.
  • McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice.
  • Rieber, L. P. (2017). Participation patterns in a massive open online course (MOOC) about statistics. British Journal of Educational Technology, 48(6), 1295-1304.
  • 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.
    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)
Kurz je vhodný pro kombinované studenty, nebo i studenty z jiných oborů než je IKS. Probíhá formou samostudia, reflexe, samostatné četby a rozhovoru nad studiem a didaktickou analýzou.
Assessment methods (in Czech)
Student obdrží kolokvium na základě:
Rozpravy nad deníkem
Rozpravy nad didaktickou analýzou
Evidencí, že dokončil nejméně jeden MOOC
Language of instruction
Czech
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.
The course is also listed under the following terms Autumn 2020, Autumn 2021.
  • Enrolment Statistics (Autumn 2019, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2019/ISKM61