Overview
- Editors:
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Mohamed Jemni
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Director of ICT Department, The Arab League Educational Cultural and Scientific Organization, Tunis, Tunisia
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Kinshuk
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Athabasca University, Edmonton, Canada
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Mohamed Koutheair Khribi
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The Arab League Educational Cultural and Scientific Organization, Tunis, Tunisia
- Provides a comprehensive overview of open educational resources and MOOCs, as well as their emerging pedagogical perspectives
- Presents selected international experiences in the field of open educational resources and MOOCs
- Enhances the impact of openness on institutions and on the future of education
- Provides specific information concerning the use of technologies to support openness in education
- Includes supplementary material: sn.pub/extras
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Other ways to access
Table of contents (17 chapters)
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- Stylianos Sergis, Demetrios G. Sampson, Lina Pelliccione
Pages 39-71
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- Mohamed Jemni, Mohamed Koutheair Khribi
Pages 73-100
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- Stephen J.H. Yang, Jeff C.H. Huang, Anna Y.Q. Huang
Pages 101-116
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- Sie Wai Chew, I-Ling Cheng, Nian-Shing Chen
Pages 117-133
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- Ronghuai Huang, Yongbin Hu, Xiaolin Liu
Pages 149-160
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- Sara Osuna-Acedo, Divina Frau-Meigs, Lucía Camarero-Cano, Adeline Bossu, Raquel Pedrosa, Darco Jansen
Pages 161-187
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- Ebba Ossiannilsson, Zehra Altınay, Fahriye Altınay
Pages 189-204
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- Martin Ebner, Anja Lorenz, Elke Lackner, Michael Kopp, Swapna Kumar, Sandra Schön et al.
Pages 205-220
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- Sonia Santoveña Casal, Alejandro Silva
Pages 221-240
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- Darco Jansen, Jon Rosewell, Karen Kear
Pages 261-281
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- Nelson Piedra, Janneth Chicaiza, Javiera Atenas, Jorge Lopez-Vargas, Edmundo Tovar
Pages 283-313
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- Francis Brouns, António Teixeira, Lina Morgado, Santiago Fano, Aquilina Fueyo, Darco Jansen
Pages 315-336
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- Nenad Stefanovic, Danijela Milosevic
Pages 337-359
About this book
This book focuses on the emerging phenomenon of Massive Open Online Courses (MOOCs), which are changing the fundamental underpinning of educational systems worldwide and forcing educators and other stakeholders to re-think the way instruction is currently conducted. It examines the origins of MOOCs within the context of the open education movement, and reviews current policies, guidelines and initiatives to promote the use of ICT in education through the development and use of open educational resources from international practices, including implementation and licensing issues. With a particular focus on new trends in MOOCs, the book explores the potential of this emerging paradigm, its rise and its impact on openness in education. Various new initiatives are also presented, including more global examples and those that are more geared to certain regional contexts. The book is intended as a stepping stone for both researchers and practitioners who are looking to approach MOOCs from a holistic perspective.
Reviews
“The collection provides an overview of the current state of the art and also serves as a milestone for researchers to envision the areas of research in OERs and MOOCs. … Viewed as a collection, practitioners and policy makers can definitely have an overview of the state of the art of OERs and MOOCs, whereas researchers can identify the research gaps in the area of online education and their impact for formulating new research proposals … .” (C. S. Arora, Computing Reviews, April, 2017)
Editors and Affiliations
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Director of ICT Department, The Arab League Educational Cultural and Scientific Organization, Tunis, Tunisia
Mohamed Jemni
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Athabasca University, Edmonton, Canada
Kinshuk
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The Arab League Educational Cultural and Scientific Organization, Tunis, Tunisia
Mohamed Koutheair Khribi
About the editors
Dr. Mohamed Jemni is a Professor of Computer Science and Educational Technologies at the University of Tunis. Currently and since 2013, he is the Director of ICT at Arab League Educational, Cultural and Scientific Organization (ALECSO). He is a Senior member IEEE and member of the Executive board of IEEE Technical Committee on Learning Technology. His research projects involvements during the last 25 years are tools and environments of e-learning, high performance and grid computing and accessibility of ICT to people with disabilities. He published more than 200 papers in international journals.
Dr. Kinshuk holds the NSERC/iCORE/Xerox/Markin Research Chair for Adaptivity and Personalization in Informatics, funded by the Federal government of Canada, Provincial government of Alberta, and by national and international industries. He is also Full Professor in the School of Computing and Information Systems and Associate Dean of Faculty of Science and Technology, at Athabasca University, Canada. Areas of his research interests include learning analytics; learning technologies;, mobile, ubiquitous and location aware learning systems; cognitive profiling; and, interactive technologies.
Dr. Mohamed Koutheair Khribi is a researcher and program manager in the ICT department at Arab League Educational, Cultural and Scientific Organization (ALECSO). He received his PhD in computer engineering and computer science from the University of Sfax, Tunisia. His research interests include technology enhanced learning; educational recommender systems; adaptivity and personalization; open education; learning analytics and knowledge; and mobile and ubiquitous computing.
