OERs and MOOCs: untangling "open"

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dc.contributor.authorCzerniewicz, Lauraen_ZA
dc.date.accessioned2014-07-24T10:13:29Z
dc.date.available2014-07-24T10:13:29Z
dc.date.issued2014-03en_ZA
dc.description.abstractDuring Open Education Week, we at UCT were not the only ones taking the opportunity to discuss the differences and overlaps between MOOCs and OERs. Using a matrix I have previously showed the open content, online learning and MOOCs in terms of a range of dimensions including access, licensing etc. In our talk on OERs and MOOCs my colleague Cheryl Hodgkinson-Williams and I focused on bringing together the idea of degrees of openness as well as the continuum of formal-informal along which MOOCs lie as a type of online learning. The discussion hinges on what is understood by openness. In the MOOC world, open means free access to join a course without any required educational or competence requirements. In a paper under review, we (colleagues Andrew Deacon, Janet Small, Sukaina Walji) have described the course provision landscape in terms of curriculum integration, and have suggested that MOOCs are in the online semi-formal to non-formal space, as illustrated here.en_ZA
dc.identifier.apacitation 2014. <i>OERs and MOOCs: untangling "open".</i> http://hdl.handle.net/11427/2359en_ZA
dc.identifier.chicagocitation. 2014. <i>OERs and MOOCs: untangling "open".</i> http://hdl.handle.net/11427/2359en_ZA
dc.identifier.citationCzerniewicz, L. 2014-03. OERs and MOOCs: untangling "open". Other. University of Cape Town. OpenUCT.en_ZA
dc.identifier.ris TY - Other AU - Czerniewicz, Laura AB - During Open Education Week, we at UCT were not the only ones taking the opportunity to discuss the differences and overlaps between MOOCs and OERs. Using a matrix I have previously showed the open content, online learning and MOOCs in terms of a range of dimensions including access, licensing etc. In our talk on OERs and MOOCs my colleague Cheryl Hodgkinson-Williams and I focused on bringing together the idea of degrees of openness as well as the continuum of formal-informal along which MOOCs lie as a type of online learning. The discussion hinges on what is understood by openness. In the MOOC world, open means free access to join a course without any required educational or competence requirements. In a paper under review, we (colleagues Andrew Deacon, Janet Small, Sukaina Walji) have described the course provision landscape in terms of curriculum integration, and have suggested that MOOCs are in the online semi-formal to non-formal space, as illustrated here. DA - 2014-03 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town. OpenUCT PY - 2014 T1 - OERs and MOOCs: untangling "open" TI - OERs and MOOCs: untangling "open" UR - http://hdl.handle.net/11427/2359 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/2359
dc.identifier.vancouvercitation. 2014. <i>OERs and MOOCs: untangling "open".</i> http://hdl.handle.net/11427/2359en_ZA
dc.language.isoengen_ZA
dc.publisher.institutionUniversity of Cape Town. OpenUCTen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsAttribution-ShareAlike 2.5 South Africaen_ZA
dc.rights.holder© The author, 2014.en_ZA
dc.rights.urihttp://creativecommons.org/licenses/by-sa/2.5/za/en_ZA
dc.titleOERs and MOOCs: untangling "open"en_ZA
dc.typeOtheren_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationTeaching and Learningen_ZA
uct.type.resourceOtheren_ZA
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