Open, lifewide learning: A vision
| Published | July 2014 |
| Series | Advancing Technology Enhanced Learning Chapter 8, Pages 115-125 |
| Publisher | Reusing Open Resources Learning in Open Networks for Work, Life and Education, Routledge |
| Editors | Littlejohn, Allison and Pegler, Chris |
| Refereed | Yes |
| Rights | © 2015 – Routledge |
| DOI | 10.4324/9780203780190 |
| URL | https://books.google.ca/books?id=0NoABAAAQBAJ&pg=PA117&dq=open+lifewide+learning&hl=en&sa=X&ved=0ahUKEwjCj6_uoOzNAhWEKB4KHRJcB4YQ6AEIJzAA#v=onepage&q=open%20lifewide%20learning&f=false |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 124 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
JISC/HE Academy OER Programme: Phase 2 synthesis and evaluation report
McGill, Lou; Falconer, Isobel; Beetham, H.; Littlejohn, Allison
Phase 2 of the JISC/HEA jointly funded UK OER programme was launched in October 2010. The aim of this second phase of funding was to build on the lessons learned in the pilot phase - across institutions, individual ...
Match: Littlejohn, Allison; Falconer, Isobel; McGill, Lou
JISC/HE Academy OER Programme: Phase 3 synthesis and evaluation report
McGill, Lou; Falconer, Isobel; Littlejohn, Allison; Beetham, H.
The JISC/HE Academy OER Phase 3 programme (October 2011- October 2012) was designed to build on the sustainable practice identified in the first two stages (Pilot programme, and Phase 2 programme), and to expand in new ...
Match: Littlejohn, Allison; Falconer, Isobel; McGill, Lou
Overview and analysis of practices with open educational resources in adult education in Europe
Falconer, Isobel; McGill, Lou; Littlejohn, Allison; Boursinou, Eleni; et al.
This report synthesizes the findings of the "OER4Adults study", a study conducted in 2012-13 by a team from the Caledonian Academy, Glasgow Caledonian University, under a contract with the European Commission Joint ...
Match: Littlejohn, Allison; Falconer, Isobel; McGill, Lou
Massive open online courses: A traditional or transformative approach to learning
Vale, Katie; Littlejohn, Allison; Littlejohn, Allison; Pegler, Chris
This chapter examines potential benefits and limitations of MOOCs, using a case example of a major MOOC initiative:edX. This chapter begins by examining conflicting perspectives around MOOCs from the literature. Then ...
Match: Littlejohn, Allison
Patterns of engagement in connectivist MOOCs
Milligan, Colin; Littlejohn, Allison; Margaryan, Anoush
Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is ...
Match: Littlejohn, Allison
Quality in MOOCs: Surveying the terrain
Hood, Nina; Littlejohn, Allison
The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It ...
Match: Littlejohn, Allison
Why study on a MOOC? The motives of students and professionals
Milligan, Colin; Littlejohn, Allison
Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners ...
Match: Littlejohn, Allison
Knowledge typologies for professional learning: Educators’ (re)generation of knowledge when learning open educational practice
Hood, Nina; Littlejohn, Allison
Open education resources (OER) and accompanying open education practices(OEP), are changing the education landscape. For educators to take full advantage of the opportunities OER offer they must engage in learning ...
Match: Littlejohn, Allison
The emancipated learner? The tensions facing learners in massive, open learning
Littlejohn, Allison; Hood, Nina
MOOCs have the potential to challenge existing educational models. Paradoxically, they frequently reinforce educational conventions by requiring the learners to conform to expected norms of current educational models. ...
Match: Littlejohn, Allison
Designing for quality?
Littlejohn, Allison; Hood, Nina
There are significant complexities in interpreting and measuring quality in MOOCs. In this chapter, we examine experts' perceptions of how to measure quality in MOOCs, using empirical data we gathered through ...
Match: Littlejohn, Allison
