Littlejohn, Allison · Falconer, Isobel · McGill, Lou

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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

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

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

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 ...

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Paavola, Sami; Pegler, Chris; Littlejohn, Allison

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Littlejohn, Allison; Hood, Nina

MOOCs provide education for millions of people worldwide. Though it is not clear whether everyone can learn in a MOOC. Building on the typology of MOOC participants introduced is in Chap. 3 , and we explore the claim ...

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Littlejohn, Allison; Hood, Nina

Massive open online courses (MOOCs) often are viewed as synonymous with innovation and openness. In this chapter, we trace their origins and varied manifestations and the ways they are understood. We interrogate the ...

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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 ...

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Hood, Nina; Littlejohn, Allison

MOOCs are re-operationalising traditional concepts in education. While they draw on elements of existing educational and learning models, they represent a new approach to instruction and learning. The challenges MOOCs ...

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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. ...

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