MOOC Researchers' Group
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EMAILCOUNTRYProf/Reseach/StudentCuriousWant to help othersHave actual study plannedRESEARCH INTEREST
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George SiemensEdmonton, Alberta, CanadaResearch Officer
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Jane Wildewildejk@gmail.comVermont, USInstructor/PhD student UalbanyXDescriptive study of what learning means to adult learners in the distributed learning environment of a MOOC, possible comparisons among those who blog, tweet, skype, meet in SL, eluminate, or who lurk.
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Stephen Downesstephen@downes.caCanadaResearcherInfrastructure support for MOOC
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Rita KopFrederika.Kop@nrc-cnrc.gc.caNew Brunswick, CanadaResearcherthe learning experience in an open networked learning environment and how the learning process can be enhanced and deepened
- the changing nature of information aggregation through personalization, and the changing nature of knowledge in a networked learning environment
- research approaches for networked learning environments, including analytics, virtual ethnography and ethical issues related to 'Big Data'.
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Wayne MackintoshNew ZealandDirector OER Foundationassessment and accreditation of OER learning in the formal sector
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Benjamin StewartMexicoresearcherhow, when, why, etc. registrants choose to interact either collectively or connectively.  By collectively, I mean why do some registrants decide to interact mainly in Google Groups, Moodle forums, wikis, etc.; by connectively I mean why others choose to interact with blogs, aggregators, and microblogging hashtags (among others).  I'm also interested in how both credit and noncredit-seeking learners enter into these two general categorizations.  
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Darren DraperCanyons School District Utah, USteacher?Wiley's hypothesis that MOOCs favor the academically prepared
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Eva DobozyWestern Australiateacher/researcher-focused roledemocratization of education. understanding course participants’ motivation, emotional resilience/ emotion regulation, social/academic background, and prior experience in nonformal, self-directed and/or collaborative learning/working situations, looking for patterns and intervention possibilities (induction/preparation material development).
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Christin ManningCambridge, MA, USPhD student at Lesley UniversityI'm working on a very small research project analyzing the participants' perceptions of expertise within the MOOC and looking at what defines an "expert". The study will be mixed methods study combining usage statistics with a series of open-ended interviews
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Paulo Simões Portugualmaster studentwould like to build, with Brazilian professor João Mattar, a MOCC in portuguese about Edtech.
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Luisa dall AcquaZurich Switzerland and ItalyDesign Researcher/teacherfurther research and development of the connectivism in e-learning environments.
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Bonnie StewartU. of Prince Edward Island, CanadastudentxxI'm in the process of writing up the SSHRC research on MOOCs that George & I were involved in last year, and want to keep up to date on what kinds of inquiries are being conducted in this area.
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Nicola AveryUKresearchhappy to support anyone if they are looking for / have a fit for a research assistant or whatever you think might be appropriate, in your MOOC project as keen to support development of massive open online in both learning and research areas.
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Richard OlsenMelbourne, Australiaresearcherhave developed a tool, Pulse, that simplifies the
process of content analysis of online content. through this group I can get a better
understanding of the research that others are doing so that we can
improve Pulse. interested in MOOCs as part of our work in Understanding Virtual
Pedagogies
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Wolfgang GrellerThe Netherlandsresearchercommunication between MOOCers (in terms of semantic exchanges and it's
contribution to lifelong learning), and the viability of MOOCs as a
sustainable educational business model
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Apostolos (AK) KoutropoulosMassachusetts, USinstructional designerXXI explore emerging technologies and how
they can be incorporated into the curriculum in a pedagogically sound
way. Looking at implementing and running a Language Learning MOOC for a PhD thesis once I get started on a PhD
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Peps MccreaPepsmccrea@gmail.comBrighton, UKTeacher educator/phd studentLearning design, pedagogy, digital scholarship
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Antonio FiniItalyhighschool teacherDigital Competence,
OER, Open Courses and Open Education at large.
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Simon Buckingham ShumUKresearcherSocial Learning Analytics
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Andreas LinkNeumarkt-St. Veit, GermanyOnline learning professionalOER, development of non-academic adult education Moocs
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Keith HamonAlbany, GA, UScoordinate a university-wide,
faculty development program
exploring how
rhetoric plays out in complex, network environments such as MOOCs.exploring the
Connectivist/rhizomatic rhetoric that seems to be thriving in MOOCs.
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Dalit LevyTel Aviv Isrealinstructor qualitative research and computer sciencedesigning and maintaining Moocs, documenting personal and institutional objections to Moocs
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Erik DuvalBelgiumprofessor of computer scienceopen learning and learning analytics, visualizations as dashboards
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Tim McKeanSouthern California, USmiddleschool computer teacher/university video instructor
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Michael Sean GallagherNew Jersey, USAcademic dbase managementretention/attrition rates, resiliency, narrative analysis, frequency analysis, learning/participation visualizations and accreditation
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Sui Fai John MakSydney AustraliaTeacher of Logisticsnetworked learning in higher education, netagogy, connectivism and networked learning,open learning, network of practice…
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Inge de Waardingedewaard@gmail.comBelgiume-learning coordinator/researcher institute of tropical medicineyesyesthe connection between mobile learning and MOOC, profile of learners and their position towards innovation (tech or methodological)
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Sean C. Abajian http://gplus.to/EdTechSeanLos Angeles, CA, USmLearning apps developer/educator/graduate student at California State University Northridge (CSUN)I have an archive of MobiMOOC tweets & I'm interested in social learning analytics (e.g. Twitter), Paulo Freire's Philosophy of Praxis, interactive maps in learning, retention/attrition for adult learners, mLearning apps, gamification & rewards in learning.
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Rebecca Hoguerhogue@pobox.comOttawa,CanadaPh.D StudentMOOC design - just how much structure is necessary, and what structure.
Synergies between MOOCs and mobile learning - what is needed to MOOC effectively whilst mobile?
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Rebecca Fergusonr.m.ferguson@open.ac.ukUKResearch FellowSocial Learning Analytics, learning dialogue
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Viplav Baxiviplav.baxi@gmail.comINDIAeLearning Researcher and EntrepreneurSimulations & Serious Games; Network based learning environments
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Kelly Edmondswiredlearning@shaw.caCalgary, AB, Canadainstructional designer and researcherpossibilities and procedures for combining data (big data); both qual and quant; validity issues; software use; data interpretation
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Helene Fournierhelene.fournier@nrc-cnrc.gc.caMoncton, New-Brunswick, CanadaResearcherSocial learning and educational analytics in analyzing 'Big Data' sets such as MOOCs
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Judy Lymberyjudy.lymbery@vuw.ac.nzNew ZealandLecturer/PhD StudentMy PhD, is looking at the changing learning styles of the Net generation and I am currently looking at how the introduction of COTS games can be used to engage and motivate secondary students engagement and learning. i would be really interested to hear what others are doing in this area of GBL.
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Chris Teplovschris.teplovs@gmail.comCanadaIt's complicatedXVisualization of interaction- and semantic-based social networks
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Scott Johnsonscott.johnson@telus.netAlberta, CanadaEdit, source and assembly online courses at a small community college serving a very diverse and distributed student base.XXBeing very curious with a short attention span I enjoy being drawn along and into MOOCs without much in the way of serious intentions. That said, MOOCs throw off very large amounts valuable information that turns out to be useful in my day-to-day contacts at work. Assuming that learning is an activity directed towards some goal, what sort of learning am I engaged in? (Always been interested in the "what is it good for question"). Also, our college is considering assembling a general operative literacy course which I find very compelling.
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Nilgün Özdamar Keskinnilgunokeskin@gmail.comİstanbul, TurkeyResearcher and Instructional designerxxMOOC design - How could we design MOOC effectively for professional improvement and adult learning? the connection between mobile learning and MOOC - How could we coordinate MOOC group effectively via mobile devices?
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Anders Norberganders.norberg@gmail.comSwedenEducation StrategistXXEducation logistics, how a MOOC works or can work in combining times and places for groups and individuals. Education access with a MOOC. Iron triangle issues in connection to a MOOC.
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Hua Aiiamhuaai@gmail.comAtlanta, USResearcheryesyesinterested in learning how to apply advanced computer techniques (specifically natural language processing or interface design) in social community based learning situations
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Lenandlar Singhlenandlar.singh@gmail.comGeorgetown, GuyanaLectureryesyesnoDynamics and 'Structure' of Students' Group Discussions in Social Networks
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Jeffrey Keeferjeffrey@silenceandvoice.comNew York City, USPhD Student (Lancaster, UK), Adjunct Instructor (Pace U & NYU), Project Manager (Clinical Education)yesyesnot yetidentity formation through MOOC interaction; MOOCs and informal learning as a component of HE doctoral researcher development
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Jarrad Reddickjreddick@gatech.eduAtlanta, USGraduate student, Georgia TechyesI am studying the use of student-developed video as an assessment tool in the traditional (not online) class. I am also interested in the extent to which students use video (through sites like Youtube and Vimeo) as mechanisms for academic support .
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Borivoj Brdickabobr@cesnet.czCzech RepublicUniversity teacher/researcherXXInterested in the finding of the best practice and efficiency of MOOC as the tutor of the inservice and pre-service training of teachers.
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Glen Cochraneglen.cochrane@gmail.comJapanAthabasca U/studentxxLanguage Learning in a MOOC; MOOC as (language) learner support system; MOOC design; Learner Motivation
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Brenda Kaulbackbkaulback@email.fielding.eduNew York, USAPhD student, online design consultantxxnot yetthe collective, non-community (or community), relational aspect of MOOCs; online learning design informed by MOOCs
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