Moocs in Times of Crises

Reflections and Future Paths Based on the Covid-19
2022. Auflage 2023
ISBN: 978-981-16-1523-8
Verlag: Springer Nature Singapore

Buch, Englisch, Format (B × H): 155 mm x 235 mm

Reihe: Future Education and Learning Spaces

This book focuses on open and distance learning during crises using Massive Open Online Courses (MOOCs) as COVID-19 pandemic brought it again to the front line. This book provides both practical case studies and theoretical knowledge about how MOOCs should be designed to enhance open education, especially in times of crises. Particularly, it covers different stakeholders, including educators, learners and instructional designers. The book will benefit readers by helping them understand how MOOCs should be designed and used to maintain education in innovative ways, based on the COVID-19 experience. It also exemplifies future education of MOOCs. Additionally, this book further contributes to the recent initiative launched by The United Nations Educational, Scientific and Cultural Organization (UNESCO), calling for more research and debate on how knowledge and education should be designed in a complex and uncertain world.

Autoren/Hrsg.

Tlili, Ahmed

Burgos, Daniel

Chang, Maiga

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik
• Mathematik | Informatik EDV | Informatik EDV & Informatik Allgemein
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Chapter 1: Overview of Policies and Initiatives Related to MOOCs Worldwide during COVID-16: A Comparative Study.- Chapter 2: Designing MOOCs Based on Learning theories to Maintain Education in Crises.- Chapter 3: Learning Support and Feedback in MOOCs: A Case Study during COVID-19.- Chapter 4: Application of Open Educational Practices in MOOCs.- Chapter 5: An Investigation of the Challenges and Difficulties of Using MOOCs during COVID-19.- Chapter 6: Inclusiveness and Accessibility in MOOCs: Are We There Yet?.- Chapter 7: Dashboard in MOOCs to Maintain Education in Uncertainty.- Chapter 8: What Should Be Personalized in MOOCs?.- Chapter 9: Case Study of Using MOOCs during COVID-19 in China.- Chapter 10: Case Study of Using MOOCs during COVID-19 in USA.- Chapter 11: Case Study of Using MOOCs during COVID-19 in Canada.- Chapter 12: Future Education Using MOOCs: Predicting the Future.

Über Autor(innen)

Dr. Ahmed Tlili is the Co-Director of the OER Lab at the Smart Learning Institute of Beijing Normal University, China. He serves as the Associate Editor of the IEEE Bulletin of the Technical Committee on Learning Technology, and the Journal of e-Learning and Knowledge Society. He is also a Visiting Professor at UNIR University, Spain, and an expert at the Arab League Educational, Cultural and Scientific Organization. Dr. Tlili has been awarded the IEEE TCLT Early Career Researcher Award in Learning Technologies for 2020. He has edited several special issues in several journals. He has also published several books, as well as academic papers in international referred journals and conferences. He is serving as a local organizing and program committee member in various international conferences, and as a reviewer in several refereed journals. Dr. Tlili is the Co-Chair of IEEE special interest group on “Artificial Intelligence and Smart Learning Environments” and APSCE's Special Interest Group on “Educational Gamification and Game-based Learning (EGG)”. His research interests include, disability, open education, game-based learning, educational psychology and artificial intelligence.
Dr. Daniel Burgos works as a Full Professor of Technologies for Education & Communication and Vice-rector for International Research, at Universidad Internacional de La Rioja (UNIR). In addition, he is a Professor at An-Najah National University in Palestine. He holds the UNESCO Chair on eLearning and the ICDE Chair in Open Educational Resources. He also works as Director of the Research Institute for Innovation & Technology in Education. His research mainly focuses on Educational Technology & Innovation: Adaptive/Personalised and Informal eLearning, Open Science & Education, Learning Analytics, Social Networks, eGames, and eLearning Specifications. He has published over 150 scientific papers, 4 European patents, 14 authored books and 21 edited books or special issues on indexed journals. He has been involved in +55 European and Worldwide R&D projects, with a practical implementation approach.
Dr. Maiga Chang is currently a Full Professor at the School of Computing and Information Systems, Athabasca University, Canada. He has given more than 105 talks and lectures in different conferences, universities, and events. He has participated in more than 310 international conferences and workshops as a Program Committee Member. He has (co-)authored more than 225 edited books, special issues, book chapters, journal and international conference papers. His research focuses on game-based learning, training and assessment, learning behavior pattern analysis and extraction, learning analytics and academic analytics, data mining and artificial intelligence, health informatics, natural language processing, intelligent agent technology, multi-agent systems, mobile health, mobile learning, and ubiquitous learning.