Open EdX – An Open Source MOOC Platform
Description
Open EdX is a Massive Open Online Course (MOOC) provider created by the Massachusetts Institute of Technology and Harvard University. As a course provider, it allows multimedia content, learning exercises with potentially immediate grading, online discussion forums, and other tools such as online laboratories to be integrated into the content.
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Justification for Using this Tool
Extremely flexible in scale, availability, and course design
- Open EdX can be scaled to any number of participants
- Open learning or able to be directed and monetized
- Able to be used online, on company intranets, or on local networks
- Open EdX Studio features a wide variety of components for use in units including multimedia compatibility, interactive elements, and connectivity
- Widely available documentation and multiple available implementations mean a choice of options to suit your needs
- Can partner with a third party such as RacoonGang, Appsembler, and more for technical ease
- Open source code allows for more customization options, including accessibility or analytics
Strategies for Use
Self-Managed Strategy with Tutor One-Click Implementation
- Low cost
- Local scale
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Full-Managed Strategy with Appsembler
- Low technical ceiling
- Collaboration with experts
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Helpful Resources
Open EdX Website
- The Open EdX website provides options for starting and content available through the platform in a user-friendly and easy to digest format
- This documentation covers the usability of Open EdX across multiple roles, whether as a course learner, instructor, developer, or educational researcher
References
Aune, N. (2015). Why Open edX hosting is so complicated. Available from: https://www.appsembler.com/blog/why-open-edx-hosting-is-so-complicated/
Díaz, H. J. P., Ruiz, J. S., Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., & Kloos, C. D. (2015). Using video visualizations in open edX to understand learning interactions of students. In Design for Teaching and Learning in a Networked World (pp. 522-525). Springer, Cham. Available from: http://eprints.networks.imdea.org/1241/1/using_video_visualizations_in_open_edX_to_understand_learning_interactions_of_students_2015.pdf
Ruiperez-Valiente, J. A., Munoz-Merino, P. J., Gascon-Pinedo, J. A., & Kloos, C. D. (2016). Scaling to massiveness with ANALYSE: A learning analytics tool for open edX. IEEE Transactions on Human-Machine Systems, 47(6), 909-914. Available from: http://eprints.networks.imdea.org/1518/1/post-print_ANALYSE.pdf
Ruiz, J. S., Díaz, H. J. P., Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., & Kloos, C. D. (2014, October). Towards the development of a learning analytics extension in open edX. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 299-306). Available from: http://eprints.networks.imdea.org/974/1/TEEM_2014_EDX_cameraReady.pdf
Sánchez Gordón, S., & Luján-Mora, S. (2015). Adaptive content presentation extension for open edX. Enhancing MOOCs accessibility for users with disabilities. Available from: http://rua.ua.es/dspace/bitstream/10045/46252/1/achi_2015_9_40_20227.pdf
Stephen Downes (2011). The MOOC Guide. Available From: https://sites.google.com/site/themoocguide/
Halpern, D.F., Graesser, A., & Hakel, M. (2007). 25 learning principles to guide pedagogy and the design of learning environments. Washington, DC: Association of Psychological Science taskforce on Lifelong Learning at Work and at Home. Available From: http://www.adesignfor.education/wp-content/uploads/2019/02/25-lifelong-learning-principles.pdf
Díaz, H. J. P., Ruiz, J. S., Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., & Kloos, C. D. (2015). Using video visualizations in open edX to understand learning interactions of students. In Design for Teaching and Learning in a Networked World (pp. 522-525). Springer, Cham. Available from: http://eprints.networks.imdea.org/1241/1/using_video_visualizations_in_open_edX_to_understand_learning_interactions_of_students_2015.pdf
Ruiperez-Valiente, J. A., Munoz-Merino, P. J., Gascon-Pinedo, J. A., & Kloos, C. D. (2016). Scaling to massiveness with ANALYSE: A learning analytics tool for open edX. IEEE Transactions on Human-Machine Systems, 47(6), 909-914. Available from: http://eprints.networks.imdea.org/1518/1/post-print_ANALYSE.pdf
Ruiz, J. S., Díaz, H. J. P., Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., & Kloos, C. D. (2014, October). Towards the development of a learning analytics extension in open edX. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 299-306). Available from: http://eprints.networks.imdea.org/974/1/TEEM_2014_EDX_cameraReady.pdf
Sánchez Gordón, S., & Luján-Mora, S. (2015). Adaptive content presentation extension for open edX. Enhancing MOOCs accessibility for users with disabilities. Available from: http://rua.ua.es/dspace/bitstream/10045/46252/1/achi_2015_9_40_20227.pdf
Stephen Downes (2011). The MOOC Guide. Available From: https://sites.google.com/site/themoocguide/
Halpern, D.F., Graesser, A., & Hakel, M. (2007). 25 learning principles to guide pedagogy and the design of learning environments. Washington, DC: Association of Psychological Science taskforce on Lifelong Learning at Work and at Home. Available From: http://www.adesignfor.education/wp-content/uploads/2019/02/25-lifelong-learning-principles.pdf
Contributor
Submitted by: Stephen Lizak
Email: [email protected]
Bio: Stephen has worked for over a decade educating students across a variety of ages in the math and sciences. He has worked at Conestoga College as a teaching assistant, as a tutor for the drop-in service in the math center, at CHELP Tutor School, and as an independent tutor. He is now a graduate student at Ontario Tech University. Stephen’s projects include development of Augmented and Virtual Reality (AR/VR) manipulatives and AR/VR online course content.
Email: [email protected]
Bio: Stephen has worked for over a decade educating students across a variety of ages in the math and sciences. He has worked at Conestoga College as a teaching assistant, as a tutor for the drop-in service in the math center, at CHELP Tutor School, and as an independent tutor. He is now a graduate student at Ontario Tech University. Stephen’s projects include development of Augmented and Virtual Reality (AR/VR) manipulatives and AR/VR online course content.