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Learning Design and Conceptual Issues: Is there a conflict between open and closed learning spaces? Can closed facilitate openness?
PROJEKTkompetenz.eu, Austria.
Linnaeus University, The University Library.ORCID iD: 0000-0003-1194-0674
2016 (English)In: Proceedings of the EUROPEAN STAKEHOLDER SUMMIT on experiences and best practices in and around MOOCs (EMOOCS 2016) / [ed] Mohammad Khalil, Martin Ebner, Michael Kopp, Anja Lorenz & Marco Kalz, Graz, 2016, 515-519 p.Conference paper, Published paper (Refereed)
Abstract [en]

The issue of openness is central to all discussions on MOOCs and although there are widely differing interpretations of openness in terms of copyright, a key characteristic of all MOOCs is that they are open to all. In this workshop we would like to explore the constraints of openness and whether closed or restricted learning spaces can actually enhance an open course. 

Place, publisher, year, edition, pages
Graz, 2016. 515-519 p.
Keyword [en]
MOOC, webinar, participation, collaborative learning, engagement
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-51113ISBN: 9783739237107 (print)OAI: oai:DiVA.org:lnu-51113DiVA: diva2:913333
Conference
eMOOCs 2016
Projects
Webinar - for interactive and collaborative learning (Nordplus 2014-2016)
Available from: 2016-03-21 Created: 2016-03-21 Last updated: 2017-04-18Bibliographically approved

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Citation style
  • apa
  • harvard1
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  • vancouver
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Language
  • de-DE
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  • nn-NO
  • nn-NB
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  • Other locale
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Output format
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