@article{brown_critical_2017, title = {A critical review of frameworks for digital literacy: {Beyond} the flashy, flimsy and faddish–{Part} 1}, shorttitle = {A critical review of frameworks for digital literacy}, url = {https://blog.ascilite.org/critical-review-of-frameworks-for-digital-literacy-beyond-the-flashy-flimsy-and-faddish-part-3/}, urldate = {2023-11-01}, journal = {ASCILITE ℡all blog}, author = {Brown, Mark}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2MW7RUNN}, keywords = {⛔ No DOI found}, } @article{lochlainn_soul_2020, title = {The soul behind the screen:understanding cultural enrichment as a motivation of informal {MOOC} learning}, volume = {41}, issn = {0158-7919}, shorttitle = {The soul behind the screen}, url = {https://doi.org/10.1080/01587919.2020.1757408}, doi = {10.1080/01587919.2020.1757408}, abstract = {This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.}, number = {2}, urldate = {2021-03-24}, journal = {Distance Education}, author = {Lochlainn, Conchúr Mac and Mhichíl, Mairéad Nic Giolla and Beirne, Elaine and Brown, Mark}, month = apr, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/01587919.2020.1757408}, keywords = {massive open online course, online language learning, qualitative case study, social justice}, pages = {201--215}, } @article{brown_global_2021, title = {The {Global} {Micro}-credential {Landscape}: {Charting} a {New} {Credential} {Ecology} for {Lifelong} {Learning}}, volume = {8}, copyright = {Copyright (c) 2021 Mark Brown, Mairéad Nic Giolla Mhichíl , Elaine Beirne, Conchúr Mac Lochlainn}, issn = {2311-1550}, shorttitle = {The {Global} {Micro}-credential {Landscape}}, url = {https://jl4d.org/index.php/ejl4d/article/view/525}, abstract = {This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Brown, Mark and Mhichíl, Mairéad Nic Giolla and Beirne, Elaine and Lochlainn, Conchúr Mac}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:C3TSQ4HL}, keywords = {Credentials, Digital Badges, Employability, Micro-credentials, Transversal Skills, \_genre:PR-primary\_research, ⛔ No DOI found}, pages = {228--254}, } @article{bozkurt_speculative_2023, title = {Speculative {Futures} on {ChatGPT} and {Generative} {Artificial} {Intelligence} ({AI}): {A} {Collective} {Reflection} from the {Educational} {Landscape}}, copyright = {Copyright (c) 2023 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {Speculative {Futures} on {ChatGPT} and {Generative} {Artificial} {Intelligence} ({AI})}, url = {http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709}, abstract = {While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.}, language = {en}, urldate = {2023-03-15}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Xiao, Junhong and Lambert, Sarah and Pazurek, Angelica and Crompton, Helen and Koseoglu, Suzan and Farrow, Robert and Bond, Melissa and Nerantzi, Chrissi and Honeychurch, Sarah and Bali, Maha and Dron, Jon and Mir, Kamran and Stewart, Bonnie and Costello, Eamon and Mason, Jon and Stracke, Christian M. and Romero-Hall, Enilda and Koutropoulos, Apostolos and Toquero, Cathy Mae and Singh, Lenandlar and Tlili, Ahmed and Lee, Kyungmee and Nichols, Mark and Ossiannilsson, Ebba and Brown, Mark and Irvine, Valerie and Raffaghelli, Juliana Elisa and Santos-Hermosa, Gema and Farrell, Orna and Adam, Taskeen and Thong, Ying Li and Sani-Bozkurt, Sunagul and Sharma, Ramesh C. and Hrastinski, Stefan and Jandrić, Petar}, month = mar, year = {2023}, keywords = {\_r:ImportedToMyEducationEvidence, artificial intelligence (AI), artificial intelligence in education (AIEd), future educational perspectives, generative pre-trained transformer (GPT), natural language processing, speculative methodology, ⛔ No DOI found}, } @article{bozkurt_global_2020, title = {A global outlook to the interruption of education due to {COVID}-19 pandemic: {Navigating} in a time of uncertainty and crisis}, volume = {15}, copyright = {Copyright (c) 2020 Asian Journal of Distance Education}, issn = {1347-9008}, shorttitle = {A global outlook to the interruption of education due to {COVID}-19 pandemic}, url = {http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462}, language = {en}, number = {1}, urldate = {2020-06-07}, journal = {Asian Journal of Distance Education}, author = {Bozkurt, Aras and Jung, Insung and Xiao, Junhong and Vladimirschi, Viviane and Schuwer, Robert and Egorov, Gennady and Lambert, Sarah and Al-Freih, Maha and Pete, Judith and Don Olcott, Jr and Rodes, Virginia and Aranciaga, Ignacio and Bali, Maha and Alvarez, Abel Jr and Roberts, Jennifer and Pazurek, Angelica and Raffaghelli, Juliana Elisa and Panagiotou, Nikos and Coëtlogon, Perrine de and Shahadu, Sadik and Brown, Mark and Asino, Tutaleni I. and Tumwesige, Josephine and Reyes, Tzinti Ramírez and Ipenza, Emma Barrios and Ossiannilsson, Ebba and Bond, Melissa and Belhamel, Kamel and Irvine, Valerie and Sharma, Ramesh C. and Adam, Taskeen and Janssen, Ben and Sklyarova, Tatiana and Olcott, Nicoleta and Ambrosino, Alejandra and Lazou, Chrysoula and Mocquet, Bertrand and Mano, Mattias and Paskevicius, Michael}, month = jun, year = {2020}, note = {Number: 1 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2129771:R99FXCAA 2405685:CFE5CVWB}, keywords = {Author:OpenDevEd, COVID-19, Coronavirus Pandemic, \_C:Algeria DZA, \_C:Argentina ARG, \_C:Australia AUS, \_C:Belize BLZ, \_C:Brazil BRA, \_C:Canada CAN, \_C:China CHN, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Guatemala GTM, \_C:India IND, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea (Republic of) KOR, \_C:Korea XKOR, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Peru PER, \_C:Philippines PHL, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_\_C:filed:1, \_\_C:scheme:1, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence, distance education, docs.opendeved.net, emergency remote education, online learning, ⛔ No DOI found}, pages = {1--126}, }