Littlejohn, Allison · Falconer, Isobel · McGill, Lou

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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 ...

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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 ...

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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 ...

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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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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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Paavola, Sami; Pegler, Chris; Littlejohn, Allison

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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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Hood, Nina; Littlejohn, Allison

The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It ...

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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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McGill, Lou; Currier, Sarah; Duncan, Charles; Douglas, Peter

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