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 ...

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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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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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Milligan, Colin; Littlejohn, Allison; McGreal, Rory; Conrad, Dianne

Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to ...

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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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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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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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Milligan, Colin; Littlejohn, Allison

Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners ...

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