Relevant bibliographies by topics / Open Courseware

Academic literature on the topic 'Open Courseware'

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Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Open Courseware"

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Baldi, Stefan, Hauke Heier, and Anett Mehler-Bicher. "Open courseware and open source software." Communications of the ACM 46, no. 9 (September 2003): 105–7. http://dx.doi.org/10.1145/903893.903922.

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OTAKI, Yurina, and Takeo FUJIWARA. "Direction and Challenge of Todai Open Courseware." Journal of JSEE 60, no. 6 (2012): 6_176–6_178. http://dx.doi.org/10.4307/jsee.60.6_176.

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Malloy, Thomas E., Gary C. Jensen, Alison Regan, and Mary Reddick. "Open courseware and shared knowledge in higher education." Behavior Research Methods, Instruments, & Computers 34, no. 2 (May 2002): 200–203. http://dx.doi.org/10.3758/bf03195443.

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Thiruvathukal, George K. "Accelerating Learning with Distance Education and Open Courseware." Computing in Science & Engineering 14, no. 4 (July 2012): 4–5. http://dx.doi.org/10.1109/mcse.2012.70.

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Swigart, Valerie, and Zhan Liang. "Digital resources for nursing education: Open courseware and massive open online courses." International Journal of Nursing Sciences 3, no. 3 (September 2016): 307–13. http://dx.doi.org/10.1016/j.ijnss.2016.07.003.

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Jessup, Carol M. "Experimenting With Managing The Digital Enterprise Open Courseware In The AIS Course." Review of Business Information Systems (RBIS) 6, no. 4 (October 1, 2002): 45–42. http://dx.doi.org/10.19030/rbis.v6i4.4550.

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The experience of an AIS professor over two semesters in using an open courseware site, Managing the Digital Enterprise is discussed. To keep this experiment from supplanting existing course requirements, integration with Webboard technology facilitated the efficient use of class time. Initial instructional design flaws related to random scheduling of online assignments and assessment concerns were overcome the following semester. In addition to describing the courseware site and companion instructors guide, informal student feedback is provided.
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VLADOIU, Monica. "State-of-the-Art in Open Courseware Initiatives Worldwide." Informatics in Education 10, no. 2 (October 15, 2011): 271–94. http://dx.doi.org/10.15388/infedu.2011.19.

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Huang, Wen-Hao David, Meng-Fen Grace Lin, and Wendi Shen. "Understanding Chinese-speaking open courseware users: a case study on user engagement in an open courseware portal in Taiwan (Opensource Opencourse Prototype System)." Open Learning: The Journal of Open, Distance and e-Learning 27, no. 2 (June 2012): 169–82. http://dx.doi.org/10.1080/02680513.2012.678614.

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Kayal, Soumen, and Baisakhi Das. "E-Learning System of Asia Through Open Courseware (OCW) and Educational Resources (OER) for Universal Access to Knowledge and Information." International Journal of Web-Based Learning and Teaching Technologies 12, no. 2 (April 2017): 43–54. http://dx.doi.org/10.4018/ijwltt.2017040103.

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One of the most impressive uses of information and communication technology is the advent of e-learning. The current E-learning system mainly plays a role of learning assistance such as providing learning content or learning information, and sometime it provides channels or platform in the learning environment for discussion and interaction. In recent years E-learning has changed sophisticatedly in teaching method in higher education of Asian countries. The success of E-learning depends on the some circumstance like learning effectiveness, cost effectiveness, institutional commitment, access, faculty satisfaction, and student's satisfaction. Accessing has become more widely permitted through the open courseware. Open Courseware is one of the effective new types of E-learning system raised in recent years. This paper discusses the importance of e-learning system in higher education, and universal access to knowledge and information in the network and digital environment through Open Courseware. Some of the major initiatives and the targets segments covered by the online education have also been studied in this article.
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Mejabi, Omenogo Veronica, Muhtahir Oluwaseyi Oloyede, Adesina Lukuman Azeez, and Adeyinka Adedoyin. "Analysis of Open Data in Courseware of Universities in Nigeria." Malaysian Journal of Distance Education 17, no. 2 (2016): 17–35. http://dx.doi.org/10.21315/mjde2015.17.2.2.

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Dissertations / Theses on the topic "Open Courseware"

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Majumder, Apurba Jyoti, and Gautam Kumar Sarma. "Open Courseware initiatives for e-learners in India." Vikas Publishing House (Delhi, India), 2010. http://hdl.handle.net/10150/224211.

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Paper presented in IDEA 2008 & later published in Book form "ODL system in transition"
Open Courseware is nothing but the repository of the study and learning materials in digital form in the web which is open for every user i.e. Open Access. These repositories envisage to store, index, preserve, distribute and share the digital learning resources with any time access offering interoperability. On the other hand, e-learning covers a myriad set of applications, and processes such as computer based learning, web-based learning, virtual classrooms, etc. What is most significant about the method is that it ensures faster learning at comparatively reduced cost and gives access to more learning resources. In India, a number of institutions are digitizing their course materials and a good number of open courseware have been established e.g. eGyankosh-a National Digital Repository, CEC Learning Object Repository, Indo- German eGurukul on Digital Libraries, NPTEL, NCERT Online Textbooks, UNESCOSALIS e-Learning Portal, etc. This paper presents a scenario of the Open Courseware initiatives in India that can be helpful and necessary to the e-learners.
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FRESCHI, Sergio. "A Multidisciplinary Approach to the Reuse of Open Learning Resources." University of Sydney, 2008. http://hdl.handle.net/2123/3937.

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Master of Engineering (Research)
Educational standards are having a significant impact on e-Learning. They allow for better exchange of information among different organizations and institutions. They simplify reusing and repurposing learning materials. They give teachers the possibility of personalizing them according to the student’s background and learning speed. Thanks to these standards, off-the-shelf content can be adapted to a particular student cohort’s context and learning needs. The same course content can be presented in different languages. Overall, all the parties involved in the learning-teaching process (students, teachers and institutions) can benefit from these standards and so online education can be improved. To materialize the benefits of standards, learning resources should be structured according to these standards. Unfortunately, there is the problem that a large number of existing e-Learning materials lack the intrinsic logical structure required, and further, when they have the structure, they are not encoded as required. These problems make it virtually impossible to share these materials. This thesis addresses the following research question: How to make the best use of existing open learning resources available on the Internet by taking advantage of educational standards and specifications and thus improving content reusability?In order to answer this question, I combine different technologies, techniques and standards that make the sharing of publicly available learning resources possible in innovative ways. I developed and implemented a three-stage tool to tackle the above problem. By applying information extraction techniques and open e-Learning standards to legacy learning resources the tool has proven to improve content reusability. In so doing, it contributes to the understanding of how these technologies can be used in real scenarios and shows how online education can benefit from them. In particular, three main components were created which enable the conversion process from unstructured educational content into a standard compliant form in a systematic and automatic way. An increasing number of repositories with educational resources are available, including Wikiversity and the Massachusetts Institute of Technology OpenCourseware. Wikivesity is an open repository containing over 6,000 learning resources in several disciplines and for all age groups [1]. I used the OpenCourseWare repository to evaluate the effectiveness of my software components and ideas. The results show that it is possible to create standard compliant learning objects from the publicly available web pages, improving their searchability, interoperability and reusability.
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Nkuyubwatsi, Bernard. "Opening up higher education in Rwanda : the potential contribution of extension Massive Open Online Courses (xMOOCs), Open Educational Resources (OER) units in the MIT Open Courseware and different stakeholders." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38491.

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This study focused on the potential contribution of xMOOCs, OER units and different stakeholders to opening up higher education. The main research questions were: “Which MOOCs can potentially be adapted for use in opening up Rwandan higher education?” (1) “Which OER units can potentially be adapted for use in opening up Rwandan higher education?” (2) and “What is the potential contribution of different stakeholders in Rwandan higher education to opening up this level of education?” (3). The study had a transformative mixed method design and consisted of two major components: The Research component and the Parallel development component. Research was conducted on ten xMOOCs, ten OER units, 105 learners, 85 academics, one institutional leader and four policy documents. Results showed that two xMOOCs and one OER unit can be adapted for direct use in opening up higher education in Rwanda if open educational services and enabling policies are available. Learners were willing to engage in different self-determined open learning practices and academics were willing to contribute to opening up education in different ways. No evidence of institutional leaders/policy makers‘ intention to recognise academics‘ engagement in open educational practices and support assessment of accomplishment from open learning for credit could be identified. The main contributions of the study to knowledge include a framework for collaborative investment in opening up education; an in-depth understanding of non-rivalrous resources that may be used in opening up education; a deeper understanding of the concept of heutagogy and proof of its transformative outcomes and a comprehensive evaluation of xMOOCs and OER units and how they may contribute to opening up education. Conclusions may be beneficial to transformative researchers, learners, academics and institutions interested in opening up education.
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Stevens, Mary Margaret Dickson. "The Effects of Previous Exposure to Independent Study Courses and Open Courseware on Withdrawal from Subsequent Independent Study Courses." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3165.

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This study examined factors affecting withdrawal rates using a selection of high school and college-level courses from BYU Independent Study (BYU IS). Exposure to BYU Open Courseware (OCW) curriculum prior to registration had no significant effect on withdrawal rates. Prior enrollment in a BYU IS course had a statistically significant positive effect on withdrawal rates, a surprising result. Further HLM analysis of 83,707 students indicated that at least some of the variability in student withdrawal behavior at the high school level was influenced by prior enrollment, the online course format, and courses offered in the fine arts. For both high school and college courses, students enrolled in an online (rather than paper-based "correspondence") course were less likely to withdraw than their paper-based peers. Finally, for college courses, students enrolled in lower division courses were more likely to withdraw from their courses. Students enrolled in Career and Counseling, Engineering Technology, Life Sciences, Family Home and Social Sciences, College of Fine Arts and Communications, Marriott School of Business, or Religious Education courses were less likely to withdraw from their courses than students enrolling in courses from other colleges.
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(10730865), Scott Tecumseh Thorne. "TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION." Thesis, 2021.

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The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.
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Books on the topic "Open Courseware"

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Berg, Alan Mark. Sakai CLE courseware management: The official guide. Birmingham, U.K: Packt, 2011.

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Michael, Korcuska, and ebrary Inc, eds. Sakai courseware management: The official guide : a comprehensive and pragmatic guide to using, managing, and maintaining Sakai in the real world. Birmingham, U.K: Packt Publishing Ltd., 2009.

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Deuze, Mark, and Mirjam Prenger, eds. Making Media. NL Amsterdam: Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789462988118.

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Making Media uncovers what it means and what it takes to make media, focusing on the lived experience of media professionals within the global media, including rich case studies of the main media industries and professions: television, journalism, social media entertainment, advertising and public relations, digital games, and music. This carefully edited volume features 35 authoritative essays by 53 researchers from 14 countries across 6 continents, all of whom are at the cutting edge of media production studies. The book is particularly designed for use in coursework on media production, media work, media management, and media industries. Specific topics highlighted: the history of media industries and production studies; production studies as a field and a research method; changing business models, economics, and management; global concentration and convergence of media industries and professions; the rise and role of startups and entrepreneurship; freelancing in the digital age; the role of creativity and innovation; the emotional quality of media work; diversity and inequality in the media industries. Open Uva Course: the University of Amsterdam has a open course around the book. The course offers a review of the key readings and debates in media production studies. Course slides 2020 Take a look at the Making Media Facebook page here. Take a look at the Table of Contents and Introduction here.
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Potter, Kenyon David. Using open courseware in curriculum development. Phi Delta Kappa Educational Foundation, 2003.

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Max, Sawatzki, Baker Trischa, Curriculum Corporation (Australia), and Open Learning Technology Corporation (Australia), eds. Educational guidelines for interactive multimedia courseware for Australian schools & open learning environments. Carlton, Vic: Curriculum Corporation, 1995.

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Harris, Maureen, and Jane Brauer. Open Sesame: Ernie and Bert's Red Book: Cassettes (Open Sesame). Oxford University Press, USA, 1987.

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Harris, Maureen, and Jane Brauer. Open Sesame: Ernie and Bert's Red Book: Activity Book (Open Sesame). Oxford University Press, USA, 1987.

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Spencer, Maureen, and John Spencer. 1. Exam skills for success in evidence. Oxford University Press, 2016. http://dx.doi.org/10.1093/he/9780198715795.003.0001.

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The Concentrate Questions and Answers series offers the best preparation for tackling exam questions. Each book includes typical questions, bullet-pointed answer plans and suggested answers, author commentary and illustrative diagrams and flow charts. This book is a supplementary aid to coursework preparation and particularly to revision for examinations and coursework. It does not present model answers to be slavishly imitated but, rather, examples to help the student understand the topic and see how it might be approached. The examinee’s objective is to accumulate in the time allowed as many marks as possible, a goal that needs to be broken down into three stages: namely, planning, execution and review. These days law examinations can take different forms, including seen questions, open book exams and so on. To take account of this, the book includes essay answers that are closer to more fully researched pieces than to the answers in a traditional unseen examination.
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Open eye: Approaches to understanding, evaluating and making art : nine Leicestershire school projects illustrating the integration of artgallery study sessions with art and design coursework. Leicester: Leicestershire County Council, 1991.

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Book chapters on the topic "Open Courseware"

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ElHani, Omar, and Guy Gouardères. "Standardized architecture for integrated open courseware." In Computer Assisted Learning, 198–211. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_69.

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Kohlhase, Michael. "Courseware and the Narrative/Content Distinction." In OMDoc – An Open Markup Format for Mathematical Documents [version 1.2], 65–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11826095_10.

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Vlădoiu, Monica. "Towards a Quality Model for Open Courseware and Open Educational Resources." In Lecture Notes in Computer Science, 213–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43454-3_22.

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Vlădoiu, Monica. "Using Quality Criteria for Assessing and Comparing Open Courseware." In Lecture Notes in Computer Science, 310–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43454-3_32.

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Vladoiu, Monica, Zoran Constantinescu, and Gabriela Moise. "QORECT – A Case-Based Framework for Quality-Based Recommending Open Courseware and Open Educational Resources." In Computational Collective Intelligence. Technologies and Applications, 681–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40495-5_68.

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Vladoiu, Monica, and Zoran Constantinescu. "Evaluation and Comparison of Three Open Courseware Based on Quality Criteria." In Current Trends in Web Engineering, 204–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35623-0_21.

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Papastylianou, Anastasia, Antonios Stasis, Konstantinos Rantos, and Victoria Kalogirou. "Blended Learning and Open Courseware for Promoting Interoperability in Public Services." In Communications in Computer and Information Science, 79–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-37545-4_6.

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Vladoiu, Monica, and Zoran Constantinescu. "Towards Assessment of Open Educational Resources and Open Courseware Based on a Socio-constructivist Quality Model." In Lecture Notes in Computer Science, 684–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41033-8_86.

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Qu, Changtao, and Wolfgang Nejdl. "Towards Open Standards: The Evolution of an XML/JSP/WebDAV Based Collaborative Courseware Generating System." In Advances in Web-Based Learning, 167–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45689-9_14.

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Hsu, William H. "Creating Open Source Lecture Materials." In Open Source Technology, 336–63. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7230-7.ch020.

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This chapter surveys recent and continuing trends in software tools for preparation of open courseware, in particular audiovisual lecture materials, documentaries and tutorials, and derivative materials. It begins by presenting a catalog of tools ranging from open source wikis and custom content management systems to desktop video production. Next, it reviews techniques for preparation of lecture materials consisting of five specific learning technologies: animation of concepts and problem solutions; explanation of code; video walkthroughs of system documentation; software demonstrations; and creation of materials for instructor preparation and technology transfer. Accompanying the description of each technology and the review of its state of practice is a discussion of the goals and assessment criteria for deployed courseware that uses those tools and techniques. Holistic uses of these technologies are then analyzed via case studies in three domains: artificial intelligence, computer graphics, and enterprise information systems. An exploration of technology transfer to college and university-level instructors in the information sciences then follows. Finally, effective practices for encouraging adoption and dissemination of lecture materials are then surveyed, starting with comprehensive, well-established open courseware projects that adapt pre-existing content and continuing through recent large-scale online courses aimed at audiences of tens to hundreds of thousands.
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Conference papers on the topic "Open Courseware"

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Vladoiu, Monica. "Open courseware initiatives - after 10 years." In 2011 RoEduNet International Conference 10th Edition: Networking in Education and Research. IEEE, 2011. http://dx.doi.org/10.1109/roedunet.2011.5993712.

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Yu-chien Ko and Yusupha. "Strategic distance education for universities based on open courseware." In 2010 3rd IEEE International Conference on Ubi-Media Computing (U-Media 2010). IEEE, 2010. http://dx.doi.org/10.1109/umedia.2010.5544434.

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Mikroyannidis, Alexander. "COLLABORATIVE AUTHORING OF OPEN COURSEWARE WITH SLIDEWIKI: A CASE STUDY IN OPEN EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0563.

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Welsch, Lawrence A. "Multimedia courseware in an open-systems environment: a DoD strategy." In Critical Review Collection. SPIE, 1991. http://dx.doi.org/10.1117/12.48898.

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Qiao Li-fang, Hai-chao Luo, Mei Li, and Yi-chuan Zhang. "Notice of Retraction: A study on construction of open courseware of landscape design." In 2010 International Conference on Optics, Photonics and Energy Engineering (OPEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/opee.2010.5507974.

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Garousi, Vahid. "An Open Modern Software Testing Laboratory Courseware – An Experience Report." In 2010 23rd IEEE Conference on Software Engineering Education and Training. IEEE, 2010. http://dx.doi.org/10.1109/cseet.2010.40.

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Heqi Wang, Guanlin Wu, Qi Li, and Xinbo Sun. "On developing an open courseware organization mechanism for China' higher education institutions." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543850.

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Wang, Heqi, Guanlin Wu, Qi Li, and Xinbo Sun. "On Developing an Open Courseware Organization Mechanism for China� Higher Education Institutions." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.121.

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Noor, Nurtihah Mohamed, Abdul Nasir Zulkifli, and Fadzilah Siraj. "The motivational design and development of interactive multimedia learning courseware for Islamic Sex Education (ISE) — A parental guide." In 2011 IEEE Conference on Open Systems (ICOS). IEEE, 2011. http://dx.doi.org/10.1109/icos.2011.6079281.

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Cloete, Elsabe, and Paula Kotze. "Reusable and Usable Environment for the Digital Courseware Domain." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2461.

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This paper considers a functional framework that creates a usable authoring support environment (ASE) for digital course design, and outputs reusable components. Within the context of considering the courseware domain as a domain of interactive software systems, we developed an ASE prototype. The objectives of this prototype include the provision of a usable authoring tool to develop interactive courseware, as well as the creation of domain products that are based on open standards to foster large-scale reuse of these products. In this paper we describe the software architecture of the prototype, based on usability requirements.
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Reports on the topic "Open Courseware"

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Moline, Judi, Allen L. Hankinson, and Lawrence A. Welsch. Multimedia courseware in an open systems environment:. Gaithersburg, MD: National Institute of Standards and Technology, 1990. http://dx.doi.org/10.6028/nist.ir.4484.

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