�ݺ�ߣshows by User: mshe

�ݺ�ߣshows by User: mshe_cop / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: mshe_cop / Wed, 06 Jun 2018 20:13:45 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: mshe_cop What do Textbooks cost? An Open Question /slideshow/what-do-textbooks-cost-an-open-question/101009980 edtechopentextbooksecostello-180606201345
Rising textbook costs have been highlighted as an issue for students’ higher education, particularly in North America. Less is known about the costs and forms in which books are available to students in higher education in Europe and specifically in Ireland. This is despite significant moves towards openly licensed digital books as a potential response via established open access publishing platforms. This research sought to address a gap in the scholarly understating of textbook usage and the potential pf open alternatives. We present the results of an analysis of the accessibility, cost and licensing of textbooks in Ireland taking one higher education institution as a case study. We report here on the findings of phase one of this study including the retail prices of over 500 books, the formats they are available in and those that may be in the public domain. The next phase of this study involved the design of two research instruments to use with staff and students as participants in a research study. These instruments were designed, with reference to the research literature on OER, to examine the current usage and perception of educational textbooks with the overarching aim of determining the relevance of digital open textbook platforms in the Irish context.]]>
Rising textbook costs have been highlighted as an issue for students’ higher education, particularly in North America. Less is known about the costs and forms in which books are available to students in higher education in Europe and specifically in Ireland. This is despite significant moves towards openly licensed digital books as a potential response via established open access publishing platforms. This research sought to address a gap in the scholarly understating of textbook usage and the potential pf open alternatives. We present the results of an analysis of the accessibility, cost and licensing of textbooks in Ireland taking one higher education institution as a case study. We report here on the findings of phase one of this study including the retail prices of over 500 books, the formats they are available in and those that may be in the public domain. The next phase of this study involved the design of two research instruments to use with staff and students as participants in a research study. These instruments were designed, with reference to the research literature on OER, to examine the current usage and perception of educational textbooks with the overarching aim of determining the relevance of digital open textbook platforms in the Irish context.]]> Wed, 06 Jun 2018 20:13:45 GMT /slideshow/what-do-textbooks-cost-an-open-question/101009980 mshe_cop@slideshare.net(mshe_cop) What do Textbooks cost? An Open Question mshe_cop Rising textbook costs have been highlighted as an issue for students’ higher education, particularly in North America. Less is known about the costs and forms in which books are available to students in higher education in Europe and specifically in Ireland. This is despite significant moves towards openly licensed digital books as a potential response via established open access publishing platforms. This research sought to address a gap in the scholarly understating of textbook usage and the potential pf open alternatives. We present the results of an analysis of the accessibility, cost and licensing of textbooks in Ireland taking one higher education institution as a case study. We report here on the findings of phase one of this study including the retail prices of over 500 books, the formats they are available in and those that may be in the public domain. The next phase of this study involved the design of two research instruments to use with staff and students as participants in a research study. These instruments were designed, with reference to the research literature on OER, to examine the current usage and perception of educational textbooks with the overarching aim of determining the relevance of digital open textbook platforms in the Irish context. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/edtechopentextbooksecostello-180606201345-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Rising textbook costs have been highlighted as an issue for students’ higher education, particularly in North America. Less is known about the costs and forms in which books are available to students in higher education in Europe and specifically in Ireland. This is despite significant moves towards openly licensed digital books as a potential response via established open access publishing platforms. This research sought to address a gap in the scholarly understating of textbook usage and the potential pf open alternatives. We present the results of an analysis of the accessibility, cost and licensing of textbooks in Ireland taking one higher education institution as a case study. We report here on the findings of phase one of this study including the retail prices of over 500 books, the formats they are available in and those that may be in the public domain. The next phase of this study involved the design of two research instruments to use with staff and students as participants in a research study. These instruments were designed, with reference to the research literature on OER, to examine the current usage and perception of educational textbooks with the overarching aim of determining the relevance of digital open textbook platforms in the Irish context.

What do Textbooks cost? An Open Question from Eamon Costello

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0 Open Goal: A case for Open Educational Textbooks /mshe_cop/open-goal-a-case-for-open-educational-textbooks esaiopentextbooksecostello-180406110430
Open Goal: A case for Open Educational Textbooks]]>
Open Goal: A case for Open Educational Textbooks]]> Fri, 06 Apr 2018 11:04:30 GMT /mshe_cop/open-goal-a-case-for-open-educational-textbooks mshe_cop@slideshare.net(mshe_cop) Open Goal: A case for Open Educational Textbooks mshe_cop Open Goal: A case for Open Educational Textbooks <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/esaiopentextbooksecostello-180406110430-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Open Goal: A case for Open Educational Textbooks

Open Goal: A case for Open Educational Textbooks from Eamon Costello

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0 Social media mooc mentions - iHCI 2016 /slideshow/social-media-mooc-mentions-ihci-2016/67181876 ihcisocialmediamoocmentions-161014143333
Amidst the hype and the hysteria MOOCs themselves have marched steadily along. Recent reports show that they continue to grow both in numbers of courses being offered and the total number of learners enrolled on all MOOCs. And so, despite many critiques and uncertainties about their true role and financial viability, MOOCs are for the moment at least, here to stay. The cMOOC xMOOC binary, and other acronymic derivations, can be seen as representative of the contestation of the arena in which MOOCs are situated; as attempts to frame or direct the discourse. This has been examined in the academic literature, in the traditional media and to some degree in social media. In this paper we examine how stakeholders including MOOC providers, teachers and students use the term MOOC in the social medium Twitter. We do this through an analysis of a sample of mentions of the hashtag “#MOOC”. Furthermore, we examine issues of the how research can be conducted on MOOCs in Twitter including an appraisal of how the term itself is both portrayed and conceptualized in this space.]]>
Amidst the hype and the hysteria MOOCs themselves have marched steadily along. Recent reports show that they continue to grow both in numbers of courses being offered and the total number of learners enrolled on all MOOCs. And so, despite many critiques and uncertainties about their true role and financial viability, MOOCs are for the moment at least, here to stay. The cMOOC xMOOC binary, and other acronymic derivations, can be seen as representative of the contestation of the arena in which MOOCs are situated; as attempts to frame or direct the discourse. This has been examined in the academic literature, in the traditional media and to some degree in social media. In this paper we examine how stakeholders including MOOC providers, teachers and students use the term MOOC in the social medium Twitter. We do this through an analysis of a sample of mentions of the hashtag “#MOOC”. Furthermore, we examine issues of the how research can be conducted on MOOCs in Twitter including an appraisal of how the term itself is both portrayed and conceptualized in this space.]]> Fri, 14 Oct 2016 14:33:33 GMT /slideshow/social-media-mooc-mentions-ihci-2016/67181876 mshe_cop@slideshare.net(mshe_cop) Social media mooc mentions - iHCI 2016 mshe_cop Amidst the hype and the hysteria MOOCs themselves have marched steadily along. Recent reports show that they continue to grow both in numbers of courses being offered and the total number of learners enrolled on all MOOCs. And so, despite many critiques and uncertainties about their true role and financial viability, MOOCs are for the moment at least, here to stay. The cMOOC xMOOC binary, and other acronymic derivations, can be seen as representative of the contestation of the arena in which MOOCs are situated; as attempts to frame or direct the discourse. This has been examined in the academic literature, in the traditional media and to some degree in social media. In this paper we examine how stakeholders including MOOC providers, teachers and students use the term MOOC in the social medium Twitter. We do this through an analysis of a sample of mentions of the hashtag “#MOOC”. Furthermore, we examine issues of the how research can be conducted on MOOCs in Twitter including an appraisal of how the term itself is both portrayed and conceptualized in this space. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ihcisocialmediamoocmentions-161014143333-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Amidst the hype and the hysteria MOOCs themselves have marched steadily along. Recent reports show that they continue to grow both in numbers of courses being offered and the total number of learners enrolled on all MOOCs. And so, despite many critiques and uncertainties about their true role and financial viability, MOOCs are for the moment at least, here to stay. The cMOOC xMOOC binary, and other acronymic derivations, can be seen as representative of the contestation of the arena in which MOOCs are situated; as attempts to frame or direct the discourse. This has been examined in the academic literature, in the traditional media and to some degree in social media. In this paper we examine how stakeholders including MOOC providers, teachers and students use the term MOOC in the social medium Twitter. We do this through an analysis of a sample of mentions of the hashtag “#MOOC”. Furthermore, we examine issues of the how research can be conducted on MOOCs in Twitter including an appraisal of how the term itself is both portrayed and conceptualized in this space.

Social media mooc mentions - iHCI 2016 from Eamon Costello

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0 Moocs in the news: The real story behind the Irish story /slideshow/moocs-in-the-news-the-real-story-behind-the-irish-story/61466846 moocsinthenews-globallearn2016-160428144657
This paper describes a case study of how MOOCs have been reported through the Irish media. A brief description of previous research on the portrayal of MOOCs in the international media is outlined and the unique Irish story is then presented framed around a number of overarching research questions: Who is telling the MOOC story and why? What story is being told? How is the story being told? Whose story is not being told? Specifically the study investigates how the MOOC phenomenon has been portrayed in Irish newspapers. A brief description of the research design is given before reporting key findings, which include a number of interesting developments in the Irish context. In telling the Irish story the paper contributes to the wider debate over the long-term future of open and online learning in the higher education landscape. The key lesson arising from the research is that the MOOC movement is not on an independent trajectory, as it needs to be understood as part of social practice.]]>
This paper describes a case study of how MOOCs have been reported through the Irish media. A brief description of previous research on the portrayal of MOOCs in the international media is outlined and the unique Irish story is then presented framed around a number of overarching research questions: Who is telling the MOOC story and why? What story is being told? How is the story being told? Whose story is not being told? Specifically the study investigates how the MOOC phenomenon has been portrayed in Irish newspapers. A brief description of the research design is given before reporting key findings, which include a number of interesting developments in the Irish context. In telling the Irish story the paper contributes to the wider debate over the long-term future of open and online learning in the higher education landscape. The key lesson arising from the research is that the MOOC movement is not on an independent trajectory, as it needs to be understood as part of social practice.]]> Thu, 28 Apr 2016 14:46:56 GMT /slideshow/moocs-in-the-news-the-real-story-behind-the-irish-story/61466846 mshe_cop@slideshare.net(mshe_cop) Moocs in the news: The real story behind the Irish story mshe_cop This paper describes a case study of how MOOCs have been reported through the Irish media. A brief description of previous research on the portrayal of MOOCs in the international media is outlined and the unique Irish story is then presented framed around a number of overarching research questions: Who is telling the MOOC story and why? What story is being told? How is the story being told? Whose story is not being told? Specifically the study investigates how the MOOC phenomenon has been portrayed in Irish newspapers. A brief description of the research design is given before reporting key findings, which include a number of interesting developments in the Irish context. In telling the Irish story the paper contributes to the wider debate over the long-term future of open and online learning in the higher education landscape. The key lesson arising from the research is that the MOOC movement is not on an independent trajectory, as it needs to be understood as part of social practice. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/moocsinthenews-globallearn2016-160428144657-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> This paper describes a case study of how MOOCs have been reported through the Irish media. A brief description of previous research on the portrayal of MOOCs in the international media is outlined and the unique Irish story is then presented framed around a number of overarching research questions: Who is telling the MOOC story and why? What story is being told? How is the story being told? Whose story is not being told? Specifically the study investigates how the MOOC phenomenon has been portrayed in Irish newspapers. A brief description of the research design is given before reporting key findings, which include a number of interesting developments in the Irish context. In telling the Irish story the paper contributes to the wider debate over the long-term future of open and online learning in the higher education landscape. The key lesson arising from the research is that the MOOC movement is not on an independent trajectory, as it needs to be understood as part of social practice.

Moocs in the news: The real story behind the Irish story from Eamon Costello

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0 https://cdn.slidesharecdn.com/profile-photo-mshe_cop-48x48.jpg?cb=1709247504 I love learning. I am innately curious about the world, our place in it and the strange technologies and cultures we are building (or that are assembling) around us. My research interests are in online and distance education, open educational practices and the scholarship of learning technology. For an up to date list of my publications please see: https://www.dcu.ie/openeducation/people/eamon-costello.shtml http://www.dcu.ie/~costelle/ https://cdn.slidesharecdn.com/ss_thumbnails/edtechopentextbooksecostello-180606201345-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/what-do-textbooks-cost-an-open-question/101009980 What do Textbooks cost... https://cdn.slidesharecdn.com/ss_thumbnails/esaiopentextbooksecostello-180406110430-thumbnail.jpg?width=320&height=320&fit=bounds mshe_cop/open-goal-a-case-for-open-educational-textbooks Open Goal: A case for ... https://cdn.slidesharecdn.com/ss_thumbnails/ihcisocialmediamoocmentions-161014143333-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/social-media-mooc-mentions-ihci-2016/67181876 Social media mooc ment...