The VII International GUIDE Conference "Culture in the Midst of Global Modernization: The Role of Distance Education", to be held at the Universidad Panamericana (Guatemala City) on April 10-11, 2014, aims at analyzing the different solutions developed for integrating the use of new technologies and models into the higher education system, based on the specific characteristics and cultural context of each country.
- Distance education: A strategy for development
- Distance education in the global and local workplace
- Quality assurance as a key to accessing the international educational system
- Technological and pedagogic innovation and its social implications
- Vices and virtues of the application of OERs and MOOCs in formal education
A Call for Papers is now open. Submit your proposal but filling out the online submission form by 24 January, 2014. Final papers are due on 28 February, 2014.
Accepted papers will be included in the Conference Proceedings (ISBN: 9788897772033) and will be considered for publication in GUIDE’S official journals: the ISSN-registered “FormaMente. International Research Journal on the Digital Future” and “Digital Universities. International Best Practices and Applications”.
The deadline for speakers to register and pay for the event is May 7, 2014. Auditors may register up until April 4, 2014.
The GUIDE Association – Global Universities In Distance Education - was founded in 2005 by Marconi University with the aim to develop and support international cooperation and open and distance learning worldwide. More information at the official website.
The ‘Survey of resources for teens’ presents resources from across Europe addressing the needs of teenagers (between 13 and 18 years old).
A new e-book called Learner Experiences with MOOCs and Open Online Learning has just been published by Hybrid Pedagogy, a digital education journal. The book contains ten student essays about their first-hand experiences in open education, particularly MOOCs.
The rise in popularity and availability of MOOCs has created an abundance of data about learner behaviour in open online learning environments. According to Prof. George Veletsianos, however, there is a lack of student voices in the conversations around educational innovations such as MOOCs. To address this gap, he approached Hybrid Pedagogy about publishing a book of student essays on their experiences in a variety of MOOCs. The result, Learner Experiences with MOOCs and Open Online Learning, is now available online as a free e-book.
The book contains ten graduate student essays written by students who had participated in one or more MOOCs. The essays were guided by the following questions:
- What are learner experiences with open online courses, MOOCs, and other forms of open online learning?
- What is it like to participate in open online learning?
- What are learners’ perspectives on open education?
The essays describe, in detail, individual student experiences. They demonstrate the diversity of the expectations and experiences of students and explore some of the reasons why many learners drop out of MOOCs without finishing the course. This collection of essays goes beyond the metrics of MOOCs and provides real student narratives about learning in this new digital format.
This resource is a reusable learning object (RLO) that teaches the difference between bacteria and viruses. The resource includes a video, exercises, a self-assessment activity, and additional resources.