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Journal Issue
Volume 12 Issue 2, ECEL / May 2014  pp126‑226

Editor: Mélanie Ciussi

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Editorial for the Special ECEL Issue of EJEL  pp126‑127

Mélanie Ciussi

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Empowering Knowledge‑Building Pedagogy in Online Environments: Creating Digital Moments to Transform Practice:  pp128‑137

Wendy Barber, Stacey Taylor, Sylvia Buchanan

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Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing  pp138‑148

Diana Blom, Jennifer Rowley, Dawn Bennett et al

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Wiki Based Collaborative Learning in Interuniversity Scenarios  pp149‑160

Elisabeth Katzlinger, Michael A. Herzog

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Designing for Quality: The Understanding Dementia MOOC  pp161‑171

Carolyn King, Jo-Anne Kelder, Kathleen Doherty et al

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Abstract

Abstract: The introduction of Massive Open Online Courses (MOOCs) as a vehicle for education delivery presents opportunities and challenges. In the context of the Wicking Dementia Research and Education Centre (Wicking Centre), the driver to develop a MOOC was the promise of addressing the international deficit in evidence‑based dementia education, as well as the lack of research into international perspectives on dementia. The Wicking Centres activity integrates research and education, framed by the concept of quality of life across the trajectory of dementia. With dementia emerging as the public health issue of the 21st century, lack of dementia education at multiple levels, professional and non‑professional, is of increasing concern. The disrupt ive character of MOOCs, with associated risks and uncertainties, warranted the application of a research‑oriented project management approach to development. This included investing resources in gathering and analysing data to underpin each phase of decis ion‑making. We used a design‑based research approach incorporating the concept of life‑cycle of an e‑learning design (Phillips et al. 2012). Data collection and analysis focused on three dynamically interacting components: 1) expertise in dementia kn owledge and dementia education; 2) a cohort‑centric approach to design and delivery, and 3) models and designs for MOOCs currently promoted, discussed and reported in the higher education discipline. Laurillards Conversational Framework, relating types of learning, teaching‑learning activities and the digital technologies that support them (2012), informed the selection of digital technology elements for massive‑scale engagement of our identified cohort. The paper describes the initial design process and the outcomes of the limited release pilot that informed the first full offering of the MOOC. 

 

Keywords: Keywords: MOOC, Open Education Resources, Dementia, Education, Online Learning, Design

 

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Use of Adaptive Study Material in Education in E‑learning Environment  pp172‑182

Kateřina Kostolányová, Jana Šarmanová

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Blending the Community of Inquiry Framework with Learning by Design: Towards a Synthesis for Blended Learning in Teacher Training  pp183‑194

Katerina Makri, Kyparisia Papanikolaou, Athanasia Tsakiri et al

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A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195‑205

Bernard Nkuyubwatsi

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E‑Learning in Poly‑Topic Settings  pp206‑214

Anne-Mette Nortvig

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The Global Classroom Model Simultaneous campus‑ and home‑based education using videoconferencing  pp215‑226

Charlotte Lærke Weitze, Rikke Ørngreen

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