Are you broadcasting or networking when teaching online?
My next three or so posts will be looking at key characteristics of media and technologies, again as part of Chapter 8 on 'Understanding...
Choosing design models for a digital age
Oh, dear, it appears that I missed out in posting the conclusion to my Chapter 6, on Models for Designing Teaching and Learning for my...
A ‘starter’ bibliography on MOOCs
For the increasing number of students doing Masters' dissertations or Ph.D's on MOOCs I have collected together for convenience all the references made in...
Why MOOCs are only part of the answer for higher education
OK, except for the next post, which will be a list of publications on MOOCs for graduate students studying the topic, and a scenario for...
EDEN research papers: OERs (inc. MOOCs), quality/assessment, social media, analytics and research methods
EDEN has now published a second report on my review of papers submitted to the EDEN research workshop in Oxford a couple of weeks ago....
Why the fuss about MOOCs? Political, social and economic drivers
The end of MOOCs
This is the last part of my chapter on MOOCs for my online open textbook, Teaching in a Digital Age. In...
Strengths and weaknesses of MOOCs: Part 3, branding and cost
The story so far
This is the fifth in a series of posts from my open textbook, Teaching in a Digital Age. I have already...
A New Zealand analysis of MOOCs
Shrivastava, A. and Guiney, P. (2014) Technological Development and Tertiary Education Delivery Models: The Arrival of MOOCs Wellington NZ: Tertiary Education Commission/Te Amorangi Mātauranga Matua
Why this...
A review of MOOCs and their assessment tools
Chauhan, A. (2014) Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation Digital Education Review, No. 25
For the record, Amit Chauhan, from...
The strengths and weaknesses of MOOCs: Part 2: learning and assessment
The writing of my book, Teaching in a Digital Age, has been interrupted for nearly two weeks by my trip to England for the...