Positioning extension Massive Open Online Courses (xMOOCs) within the open access and the lifelong learning agendas in a developing setting

Author : Bernard Nkuyubwatsi

Recent reports on xMOOCs indicated that underprivileged learners in need for higher education have minimally been reached by these courses. While the open access agenda is needed to reach such learners, most MOOCs were developed from societies that shifted toward the lifelong learning agenda.

In this paper, xMOOCs are positioned in both the open access and the lifelong learning agendas in a developing country context. Findings from ten xMOOCs are presented and discussed. The findings suggested that two of the ten xMOOCs may contribute directly to the open access agenda and two xMOOCs may contribute indirectly to the same agenda.

Nine xMOOCs were found to have the potential to contribute to the lifelong learning agenda. These findings may inform policies and practices that underpin opening up higher education and open education in general.

URL : Positioning extension Massive Open Online Courses (xMOOCs) within the open access and the lifelong learning agendas in a developing setting

Alternative location : http://www.jl4d.org/index.php/ejl4d/article/view/126


The Battle for Open : How openness won and why it doesn’t feel like victory


“With the success of open access publishing, Massive open online courses (MOOCs) and open education practices, the open approach to education has moved from the periphery to the mainstream. This marks a moment of victory for the open education movement, but at the same time the real battle for the direction of openness begins. As with the green movement, openness now has a market value and is subject to new tensions, such as venture capitalists funding MOOC companies. This is a crucial time for determining the future direction of open education.
In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all of those with an interest in education.”

URL : https://microblogging.infodocs.eu/wp-content/uploads/2014/12/weller.pdf

DOI: http://dx.doi.org/10.5334/bam

Massive Open Online Courses (MOOCs) and Their Impact on Academic Library Services: Exploring the Issues and Challenges


“2012 was a year of rapid change for education with the advent of MOOCs—Massive Open Online Courses—available for the world to use to learn for free. But what does this mean for the role of the librarian? How has the landscape in education changed, and what are the issues and challenges that librarians now face? This article reviews the position of libraries in the emergence of MOOCs and the role that a librarian could undertake within the research, production, and presentation of MOOCs.”

URL : http://dx.doi.org/10.1080/13614533.2013.851609

MOOCs: The Challenges for Academic Librarians


“Over the next few years, librarians at many Australian universities will participate in the creation of local Massive Open Online Courses (MOOCs). This article aims to prepare librarians for this task. It begins by summarising the development of the MOOC concept and then moves on to review the growing literature on MOOCs and librarians. It concludes by looking at possible developments relating to copyright.”

URL : http://dx.doi.org/10.1080/00048623.2013.821048

On the role of openness in education A…


On the role of openness in education: A historical reconstruction :

“In the context of education, “open(ness)” has become the watermark for a fast growing number of learning materials and associated platforms and practices from a variety of institutions and individuals. Open Educational Resources (OER), Massive Open Online Courses (MOOC), and more recently, initiatives such as Coursera are just some of the forms this movement has embraced under the “open” banner. Yet, ongoing calls to discuss and elucidate the “meaning” and particularities of openness in education point to a lack of clarity around the concept. “Open” in education is currently mostly debated in the context of the technological developments that allowed it to emerge in its current forms. More in-depth explorations of the philosophical underpinnings are moved to the backstage. Therefore, this paper proposes a historical approach to bring clarity to the concept and unmask the tensions that have played out in the past. It will then show how this knowledge can inform current debates around different open initiatives.”

URL : http://openpraxis.org/index.php/OpenPraxis/article/view/23