Monthly Archives: February 2013

Pride and Identity

Dear Folks, Teachers have self-autonomy inside a classroom, provided they meet external and internal regulations on curriculum coverage. Both of these are lost delivering OER and MOOC. What can be lost too are the sense of pride in creating own … Continue reading

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Improved ? Learning

Dear Folks, There seem to be popular calls for OER to not only deliver good quality of learning, but also improved quality. This is much like the definition of ‘open’ by Ross Paul (1993, p.116) who defined it as meaning … Continue reading

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What Role for ‘Trust’ in OER QA ?

Dear Folks, Trust is predicated on personal prior experience. Trust is a widely acclaimed desirable attribute for teamwork and efficiency in communication. Trust has long been researched particularly in the business field. McAllister (1995) suggested that trust could be divided … Continue reading

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get your Badge and Paper Certificate

Dear Folks, More and more MOOC and OER are now offering a pretty Badge, some are offering e-Certificates on completion, and one (so far) offers a Badge for starting the MOOC – although to be fair this might be more … Continue reading

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Concerns on Video in OER

The Outcome and Impact from Video in OER Dear Folks, Video is used in many OER. Bates & Gallagher (1987) found that students transfer the notion of television-as-entertainment and while highly rating and satified with the experience, they achieved poor … Continue reading

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Creating Cityscape Intersecting Pathways of Multiple OER

Dear Folks, Course design should incorporate a number of OER on different pathways to best suit each learner’s own choices and level. While Derntl, Parrish & Botturi (2010) simply entangle themselves in Figure 4 (p.197) trying to show a route … Continue reading

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the need to ‘look good’

Dear Folks, There is a need to not just be good quality, but be seen to be good quality in the eyes of those involved (internal face validity) and in the eyes of outsiders (external face validity). This point was … Continue reading

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