ISKM61 MOOC: learning online

Filozofická fakulta
podzim 2021
Rozsah
1/1/0. konzultace, MOOC kurz. 5 kr. Ukončení: k.
Vyučující
Mgr. Hana Tulinská (přednášející)
Garance
PhDr. Petr Škyřík, Ph.D.
Katedra informačních studií a knihovnictví – Filozofická fakulta
Kontaktní osoba: Mgr. Alice Lukavská
Dodavatelské pracoviště: Katedra informačních studií a knihovnictví – Filozofická fakulta
Rozvrh
St 18:00–19:40 VP
Předpoklady
basic competencies for study and communication in English
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 1/20, pouze zareg.: 0/20, pouze zareg. s předností (mateřské obory): 0/20
Mateřské obory/plány
předmět má 14 mateřských oborů, zobrazit
Cíle předmětu
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
Osnova
  • The final course structure for autumn 2021 will be discussed at the first meeting 22. 9. 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. 😊
Literatura
    doporučená literatura
  • 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
    neurčeno
  • Wen, M., Yang, D., & Rose, C. (2014, July). Sentiment Analysis in MOOC Discussion Forums: What does it tell us?. In Educational data mining 2014.
Výukové metody
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.
Vyučovací jazyk
Angličtina
Informace učitele
Dates of synchronous meetings in autumn 2021:
  • 22. 9. 18:00
  • + 2-3 synchronous meeting (dates will be discused)
    • Další komentáře
    Studijní materiály
    Předmět je vyučován každoročně.
    Předmět je zařazen také v obdobích podzim 2019, podzim 2020, podzim 2022, podzim 2023, podzim 2024.