Two Distinct Course Formats in the Delivery of Connectivist MOOCs

C Osvaldo Rodriguez

Turkish Online Journal of Distance Education Vol. 14, No. 2 (April 2013) pp. 66–80

Massive Open Online Courses based on the principles of connectivist educational pedagogy known as connectivist MOOCs (c-MOOCs) have been carried out with great success during the last years with hundreds of registered participants. Examples are...

MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses

C Osvaldo Rodriguez

European Journal of Open, Distance and E-Learning Vol. 2012, No. 1 (2012)

Open online courses (OOC) with a massive number of students have represented an important development for online education in the past years. A course on artificial intelligence, CS221, at the University of Stanford was offered in the fall of 2011...

MOBIMOOC 2012: A New Tree Structure for the Delivery of Connectivist Moocs

C Osvaldo Rodriguez

Turkish Online Journal of Distance Education Vol. 15, No. 1 (January 2014) pp. 41–49

Based on the explicit principles of connectivism (autonomy, diversity, openness and interactivity) and on the activities of aggregation, remixing, repurposing and feeding forward resources and learning, connectivist Massive Open Online Courses (c...

Rural Revision: Designing Online Professional Development in ESL for Rural Teachers

Jane C. Manner; Diane Rodriguez

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1521–1528

This study evolved from perceptions of interns in Teacher Education which indicated they did not feel prepared to provide comprehensible instruction to English Language learners (ELLs). Project ECU LEAP developed a professional development...

Faculty Actions that Result in Student Satisfaction in Online Courses

Lana C. Jackson; Stephanie J. Jones; Roy C. Rodriguez

Journal of Asynchronous Learning Networks Vol. 14, No. 4 (December 2010) pp. 78–96

This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased...

Perceptions of Online Learning Quality Given Comfort with Technology, Motivation to Learn Technology Skills, Satisfaction, and Online Learning Experience

Michael C. Rodriguez; Ann Ooms; Marcel Montanez; Yelena L. Yan

Annual Meeting of the American Educational Research Association 2005 (April 2005)

Online courses are appearing at a high rate, increasing the competitiveness of the distance learning market. Reluctance to invest in this area is due to cost and quality concerns. This study reports the findings of a survey of 700 professional and...

Innovating Language Education: An NMC Horizon Project Strategic Brief

Samantha Adams Becker; Julio C Rodriguez; Victoria Estrada; Ann Davis

(February 2016) pp. 1–24

Innovating Language Education: An NMC Horizon Project Strategic Brief was commissioned by the newly established Language Flagship Technology Innovation Center (LFTIC) at the University of Hawai‘i at Mānoa — http://lftic.lll.hawaii.edu. The aim of...

The Potential of Simulated Environments in Teacher Education: Current and Future Possibilities

Lisa A. Dieker; Jacqueline A. Rodriguez; Benjamin Lignugaris/Kraft; Michael C. Hynes; Charles E. Hughes

Teacher Education and Special Education Vol. 37, No. 1 (February 2014) pp. 21–33

The future of virtual environments is evident in many fields but is just emerging in the field of teacher education. In this article, the authors provide a summary of the evolution of simulation in the field of teacher education and three factors...

Short Serious Games Creation under the Paradigm of Software Process and Competencies as Software Requirements. Case Study: Elementary Math Competencies

Arturo Barajas-Saavedra; Francisco J. Álvarez-Rodriguez; Ricardo Mendoza-González; Ana C. Oviedo-De-Luna

Turkish Online Journal of Educational Technology Vol. 14, No. 2 (April 2015) pp. 155–166

Development of digital resources is difficult due to their particular complexity relying on pedagogical aspects. Another aspect is the lack of well-defined development processes, experiences documented, and standard methodologies to guide and...

What Tweets Tell us About MOOC Participation

Apostolos Koutropoulos; Sean Abajian; Inge deWaard; Rebecca Hogue; Nilgun Keskin; C. Rodriguez

International Journal of Emerging Technologies in Learning (iJET) Vol. 9, No. 1 (Feb 04, 2014) pp. 8–21

In this research paper, the authors analyze the collected Twitter data output during MobiMOOC 2011. This six-week data stream includes all tweets that contain the MOOC's hashtag (#mobiMOOC) and it has been analyzed using qualitative methodology. The ...

Merging MOOC and mLearning for Increased Learner Interactions

Inge de Waard; Apostolos Koutropoulos; Rebecca Hogue; Sean Abajian; Nilgün Keskin; C. Rodriguez; Michael Gallagher

International Journal of Mobile and Blended Learning Vol. 4, No. 4 (October 2012) pp. 34–46

In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and...

Emotive Vocabulary in MOOCs: Context & Participant Retention

Apostolos Koutropoulos; Michael Sean Gallagher; Sean C. Abajian; Inge de Waard; Rebecca Joanne Hogue; Nilgun Ozdamar Keskin; C Osvaldo Rodriguez

European Journal of Open, Distance and E-Learning Vol. 1 (2011)

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that...

The Use of Videoconferencing as a Medium for Collaboration of Experiences and Dialogue Among Graduate Students: A Case Study from Two Southeastern Universities

Daniele Bradshaw; Kari Lee Siko; William Hoffman; June Talvitie-Siple; Bethann Fine; Ken Carano; Lynne A. Carlson; Natalie K Mixon; Patricia Rodriguez; Caroline C. Sheffield; Carey Sullens-Mullican; Cheryl Bolick; Michael J. Berson

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 262–267

An initiative between teacher education programs at the University of South Florida and the University of North Carolina at Chapel Hill is empowering faculty and students to seek out innovative practices in tele-collaboration, as a means of breaking ...

Topics: Educational Technology

Core Curriculum in Assistive Technology: In-Service for Special Educators and Therapists

Thomas S. Higbee Kara A. Reagon; Wei-Chen Hung and James Lockard; Susan De La Paz; Pedro Hernández-Ramos; Rajiv Satsangi Emily C. Bouck; Whitney Bartlett; Therese M. Cumming; Cathi Draper Rodriguez; Christopher J. Rivera; Fred Spooner and Charles L. Wood; S Christy Hicks; Susan De La Paz; Pedro Hernández-Ramos; Rajiv Satsangi Emily C. Bouck; Whitney Bartlett; Therese M. Cumming; Cathi Draper Rodriguez; Christopher J. Rivera; Fred Spooner and Charles L. Wood; S Christy Hicks; Thomas S. Higbee Kara A. Reagon; Wei-Chen Hung and James Lockard; Susan De La Paz; Pedro Hernández-Ramos; Rajiv Satsangi Emily C. Bouck; Whitney Bartlett; Therese M. Cumming; Cathi Draper Rodriguez; Christopher J. Rivera; Fred Spooner and Charles L. Wood; S Christy Hicks; Thomas S. Higbee Kara A. Reagon; Wei-Chen Hung and James Lockard; Susan De La Paz; Pedro Hernández-Ramos; Rajiv Satsangi Emily C. Bouck; Whitney Bartlett; Therese M. Cumming; Cathi Draper Rodriguez; Christopher J. Rivera; Fred Spooner and Charles L. Wood; S Christy Hicks; Frankie K. Dissinger

Journal of Special Education Technology Vol. 18, No. 2 (2003) pp. 35–45

This article describes the development of a four-year course sequence in assistive technology (AT). Course participants learned how to assess student needs for AT, what AT devices were available, and how to make decisions within the individualized...