Open Education: from OERs to MOOCs

1. Front Matter

   Pages i-x

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2. New Models of Open and Distributed Learning

   • Stephen Downes

   Pages 1-22

3. Survey and Reflection of Open Education Policies

   • Junfeng Yang, Kinshuk

   Pages 23-37

4. Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale

   • Stylianos Sergis, Demetrios G. Sampson, Lina Pelliccione

   Pages 39-71

5. Toward Empowering Open and Online Education in the Arab World Through OER and MOOCs

   • Mohamed Jemni, Mohamed Koutheair Khribi

   Pages 73-100

6. MOOCs in Taiwan: The Movement and Experiences

   • Stephen J.H. Yang, Jeff C.H. Huang, Anna Y.Q. Huang

   Pages 101-116

7. Yet Another Perspectives About Designing and Implementing a MOOC

   • Sie Wai Chew, I-Ling Cheng, Nian-Shing Chen

   Pages 117-133

8. A Critical Look at MOOCs

   • J. Michael Spector

   Pages 135-147

9. How to Evaluate the Sharing Effects of Open Educational Resource Projects: An Openness Maturity Analysis Framework

   • Ronghuai Huang, Yongbin Hu, Xiaolin Liu

   Pages 149-160

10. Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project

    • Sara Osuna-Acedo, Divina Frau-Meigs, Lucía Camarero-Cano, Adeline Bossu, Raquel Pedrosa, Darco Jansen

    Pages 161-187

11. Towards Fostering Quality in Open Online Education Through OER and MOOC Practices

    • Ebba Ossiannilsson, Zehra Altınay, Fahriye Altınay

    Pages 189-204

12. How OER Enhances MOOCs—A Perspective from German-Speaking Europe

    • Martin Ebner, Anja Lorenz, Elke Lackner, Michael Kopp, Swapna Kumar, Sandra Schön et al.

    Pages 205-220

13. Open Learning: ‘Communication and Mobile Learning’ at Spanish University

    • Sonia Santoveña Casal, Alejandro Silva

    Pages 221-240

14. MOOCs: A Viable Business Model?

    • Yves Epelboin

    Pages 241-259

15. Quality Frameworks for MOOCs

    • Darco Jansen, Jon Rosewell, Karen Kear

    Pages 261-281

16. Using Linked Data to Blended Educational Materials With OER—A General Context of Synergy: Linked Data for Describe, Discovery and Retrieve OER and Human Beings Knowledge to Provide Context

    • Nelson Piedra, Janneth Chicaiza, Javiera Atenas, Jorge Lopez-Vargas, Edmundo Tovar

    Pages 283-313

17. Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework

    • Francis Brouns, António Teixeira, Lina Morgado, Santiago Fano, Aquilina Fueyo, Darco Jansen

    Pages 315-336

18. Innovative OER Model for Technology-Enhanced Academic and Entrepreneurial Learning

    • Nenad Stefanovic, Danijela Milosevic

    Pages 337-359

This book focuses on the emerging phenomenon of Massive Open Online Courses (MOOCs), which are changing the fundamental underpinning of educational systems worldwide and forcing educators and other stakeholders to re-think the way instruction is currently conducted. It examines the origins of MOOCs within the context of the open education movement, and reviews current policies, guidelines and initiatives to promote the use of ICT  in education through the development and use of open educational resources from international practices, including implementation and licensing issues. With a particular focus on new trends in MOOCs, the book explores the potential of this emerging paradigm, its rise and its impact on openness in education. Various new initiatives are also presented, including more global examples and those that are more geared to certain regional contexts. The book is intended as a stepping stone for both researchers and practitioners who are looking to approach MOOCs from a holistic perspective.

• Emergent Pedagogies
• Internationalization Issues in Open Education
• Learning Design
• Learning Technologies
• Massive Open Online Courses MOOCs
• Open Education
• Open Educational Policies
• Open Educational Resources OERs
• Open License
• Technology Enhanced Learning

“The collection provides an overview of the current state of the art and also serves as a milestone for researchers to envision the areas of research in OERs and MOOCs. … Viewed as a collection, practitioners and policy makers can definitely have an overview of the state of the art of OERs and MOOCs, whereas researchers can identify the research gaps in the area of online education and their impact for formulating new research proposals … .” (C. S. Arora, Computing Reviews, April, 2017)

• Director of ICT Department, The Arab League Educational Cultural and Scientific Organization, Tunis, Tunisia

  Mohamed Jemni

• Athabasca University, Edmonton, Canada

  Kinshuk

• The Arab League Educational Cultural and Scientific Organization, Tunis, Tunisia

  Mohamed Koutheair Khribi

Dr. Mohamed Jemni is a Professor of Computer Science and Educational Technologies at the University of Tunis. Currently and since 2013, he is the Director of ICT at Arab League Educational, Cultural and Scientific Organization (ALECSO). He is a Senior member IEEE and member of the Executive board of IEEE Technical Committee on Learning Technology. His research projects involvements during the last 25 years are tools and environments of e-learning, high performance and grid computing and accessibility of ICT to people with disabilities. He published more than 200 papers in international journals.
Dr. Kinshuk holds the NSERC/iCORE/Xerox/Markin Research Chair for Adaptivity and Personalization in Informatics, funded by the Federal government of Canada, Provincial government of Alberta, and by national and international industries. He is also Full Professor in the School of Computing and Information Systems and Associate Dean of Faculty of Science and Technology, at Athabasca University, Canada. Areas of his research interests include learning analytics; learning technologies;, mobile, ubiquitous and location aware learning systems; cognitive profiling; and, interactive technologies.
Dr. Mohamed Koutheair Khribi is a researcher and program manager in the ICT department at Arab League Educational, Cultural and Scientific Organization (ALECSO). He received his PhD in computer engineering and computer science from the University of Sfax, Tunisia. His research interests include technology enhanced learning; educational recommender systems; adaptivity and personalization; open education; learning analytics and knowledge; and mobile and ubiquitous computing.

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