Massive Open Courses Research Articles

How Did Stanford Continue to Foster Growth in Silicon Valley during the Early 2000s?

This research paper examines the symbiotic relationship between the Silicon Valley and Stanford University and how it has affected the startup scene during the early 2000s in San Francisco Bay. Furthermore, a historical analysis of Stanford and Silicon Valley focuses on the deepened relationship these two entities have set up. Additionally, many companies that started out of the Silicon Valley that changes the world will be named. Lastly, motivations and future directions of the Valley and Stanford will be explained. The rise of massive open course ware (MOOCs) by universities such as Harvard and MIT send knowledge at no cost and might change the Valley for the time to come.

The NOOCs as a training strategy for teachers in the use of technological tools in primary education

Since their inception, Nano Massive Open Courses (NOOC) have been considered an alternative for the continuous training of teaching skills. Within the framework of an IB certification process, the primary education section of a private school in the city of Querétaro identified the need to train its teachers in the use of the Toddle App tool. The study was carried out from the methodological framework of action research, so three courses in NOOC format were designed and launched as a training strategy. The first stage of the investigation consisted of data collection through a questionnaire via Google Forms to obtain relevant information about the teachers' perception of the technological tool and in relation to the thematic areas of the training strategy. In the second stage, three NOOCs were designed and implemented. The final stage consisted of applying a questionnaire to obtain feedback data on the training strategy. The most relevant results suggest that most teachers consider the training modality to be adequate and sufficient. Furthermore, teachers consider the guide of an expert necessary to use the tool and affirm to have conceptual deficiencies about the different sections of the platform.

Guidelines for the creation of digital educational resources in the field of technosphere safety at NSTU

The key challenges for the flagship technical university of NSTU are new formats of open online learning, open mass online courses on external learning platforms (MOOCs), as well as campus private courses hosted on the DiSpace 2.0 platform in the light of digital changes and transformations in education. Various types of digital educational resources are presented, including online courses and courses based on electronic educational and methodological complexes at NSTU. Guidelines for creating online courses on the NSTU LMS “DiSpacе” have been developed. The components of the online course are described according to the quality criteria of Quality Matters (QM), an organization that provides a scalable online course quality assurance process. Conclusions are drawn about the use of online courses hosted on the NSTU software platform as mass open courses when placed on learning platforms, as well as when organizing blended learning at NSTU.

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

This research discoverable (1) the development of a MOOC (Massive Open Course Online) learning innovation that incorporates Augmented Reality; (2). The use of the concept of AI Injected e-Learning (The Future of Online Education) in Vocational High Schools, which supports the idea of Education 3.0. This study employs a quantitative method to educational research and development, with research sample vocational students. The findings of this research lead to the following conclusions: (1) The efficacy and efficiency of MOOC's learning innovation integrated Augmented Reality was evaluated to be 87.3 percent in a usability test; (2). The application of the concept of Education 3.0 proved to have a significant impact on learning comfort, as evidenced by a questionnaire instrument that revealed that around 85.4% of users believed that online and face-to-face learning provided flexibility in learning, 12.2% felt that learning was normal, and 10% felt that learning was not required; (3). The results of the correct hypothesis are acquired from the quantitative data with a significance value of greater than 0.5, indicating that MOCC's integrated learning utilizing Augmented Reality has resulted in a significant increase in the learning outcomes of vocational high school students by 38 percent

Development and application of mass open online Lean production classes in the pandemic conditions

The objective process of expanding application of digital technologies, significantly accelerated and enhanced by the pandemic, has identified a number of promising directions in training both within the framework of university educational programs and in the postgraduate development system of competences. Among adequate education formats the so-called MOOCs are allocated - mass open online courses, which have become particularly popular in the conditions of insulation of people caused by the coronavirus pandemic. The problem: reformatting educational material in order to transfer it to a remote type with the use of educational technologies of e-learning - interactive elements, various media formats, etc. The purpose of the research is to show the possibility of transferring online management personnel to the skills of the application of the principles and instruments of Lean production based on the developed mass open course in order to master the lean technologies, if necessary, the translation of the educational process into electronic form in the pandemic period. The research methods used are critical analysis of pedagogical, psychological and regulatory sources, design, modeling, systematization. The research results are the following: the article shows the practical possibility of digital transformation of the learning process and lean production tools in a remote form on the basis of mass open online courses conducted in the pandemic period with the help of an electronic information educational environment of the University. The tasks of the online course and its structure are also given, experience has been described with training groups of employees of manufacturing divisions and administrative workers, whose heterogeneity requires special attention, the process and peculiarities of transfer of lean production teaching to the online format have been described. Key findings: training in the online format allows to improve special knowledge in a convenient form, to acquaint employees with corporate values and strengthen the competitive advantages of an organization by forming an excellently prepared team, armed with lean production skills.

PHILOSOPHICAL REVELATION OF NON-ACADEMIC EDUCATION FORMS

The non-academic education as the development of socio-cultural experience that takes place outside the pedagogically organized process is considered in the article. The freedom of human cognitive activity, the expansion of the range of his hobbies, the enrichment of the spiritual world is ensured through a network of institutions of non-academic education. Non-academic education institutions transfer the knowledge and skills necessary in the field of work, which does not belong directly to the scientific content of professional activity. The term “non-academic education” is not yet widespread, it is used mainly by practitioners in the field of solving general problems of education, based on human educational needs. However, the reality it reflects is well known to all, it is learning in the process of daily life. In essence and content, it is the same process of acquiring knowledge and skills, deepening worldview and enriching personal potential, which is in academic education. The difference is that it takes place outside the walls of institutions that are part of the education system. Non-academic education takes place in social institutions that perform other functions in the social division of labor: in the family, in the field of work, in various formal and informal groups and associations. A clear training goal is not necessary. Non-academic education is spontaneous, without time limits, not certified, unlike academic. Non-academic education may have some kind of documentary evidence, albeit of a non-state type. A teacher in academic education is necessarily an employee of an educational institution, and in non-academic education it is an employee, a coach, and a teacher. Training in non-academic education can be carried out on the educational portal through social services, distance learning courses of various organizations, mass open courses.

ТЬЮТОРСЬКИЙ СУПРОВІД НАВЧАННЯ МАТЕМАТИКИ ЗАСОБАМИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ

The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT). The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators). In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

ICT in Education of Architects. How to Strike a Balance?

Abstract The paper is devoted to the issue of finding a balance in the use of ICT for training architects and, more broadly, other creative professionals. On the one hand, the introduction of ICT has raised a wave of euphoria and brought about such phenomena as e-learning and massive open courses. On the other hand, the teaching of architecture rests on the long-established pedagogical tradition connected with free-hand drawing and mockup making, i.e. activities that are hard to learn with the help of computer.

MASSIVE OPEN ONLINE COURSESAS A TOOL OF UNIVERSITYMARKETING COMMUNICATIONS

The article is devoted to the use of the modern paradigm of education - a massive open courses as a tool of marketing communications between the university and potential students in the highly competitive international education market