Littlejohn, Allison · Falconer, Isobel · McGill, Lou

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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

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

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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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 ...

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Littlejohn, Allison; Hood, Nina

MOOCs have engendered excitement around their potential to democratise education. They appear to act as a leveller and offer equal opportunity to millions of learners worldwide. Yet, this alluring promise is not wholly ...

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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

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 ...

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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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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