1. bookVolumen 26 (2022): Heft 1 (January 2022)
Zeitschriftendaten
License
Format
Zeitschrift
eISSN
2255-8837
Erstveröffentlichung
26 Mar 2010
Erscheinungsweise
2 Hefte pro Jahr
Sprachen
Englisch
Uneingeschränkter Zugang

Development of Massive Online Open Course ‘Energy Transition and Climate Change’

Online veröffentlicht: 25 Nov 2022
Volumen & Heft: Volumen 26 (2022) - Heft 1 (January 2022)
Seitenbereich: 1106 - 1117
Zeitschriftendaten
License
Format
Zeitschrift
eISSN
2255-8837
Erstveröffentlichung
26 Mar 2010
Erscheinungsweise
2 Hefte pro Jahr
Sprachen
Englisch

[1] Serdenciuc N. L. Competency-Based Education – Implications on Teachers’ Training. Procedia – Social and Behavioral Sciences 2012:76:754–758. https://doi.org/10.1016/j.sbspro.2013.04.20010.1016/j.sbspro.2013.04.200 Search in Google Scholar

[2] Zelvys R., Akzholova A. Problems of Introducing a Competence Based Learning within the Context of Bologna Process. Pedagogika 2016:121(1):187–189. https://doi.org/10.15823/p.2016.1310.15823/p.2016.13 Search in Google Scholar

[3] Rieckmann M. Developing competencies for sustainability-driven entrepreneurship in higher education: A literature review on teaching and learning methods. Teor. Educ. 2017:29:129–159. Search in Google Scholar

[4] Fuertes M. A., et al. Climate Change Education: A proposal of a Category-Based Tool for Curriculum: Analysis to Achieve the Climate Competence. Education in the Knowledge Society 2020:21:08. https://doi.org/10.14201/eks.2151610.14201/eks.21516 Search in Google Scholar

[5] Sistermans I. J. Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review 2020:21:683–696. https://doi.org/10.1007/s12564-020-09658-610.1007/s12564-020-09658-6 Search in Google Scholar

[6] Voronov M., et al. Effectiveness Research of the New Learning Elements, Initiated by the Change to Competency-Based Education Model in Russia. Procedia – Social and Behavioral Sciences 2015:214:758–768. https://doi.org/10.1016/j.sbspro.2015.11.71210.1016/j.sbspro.2015.11.712 Search in Google Scholar

[7] Ferrari-Lagos E., et al. Education to mobilize society for Climate Change action. The Climate competence in education. TEEM’19: Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality 2019:966–970. https://doi.org/10.1145/3362789.336285310.1145/3362789.3362853 Search in Google Scholar

[8] Martínez-Plumed F., Gómez E., Hernańdez-Orallo J. Futures of artificial intelligence through technology readiness levels. Telematics and Informatics 2021:58:101525. https://doi.org/10.1016/j.tele.2020.10152510.1016/j.tele.2020.101525 Search in Google Scholar

[9] Wong J., Baars M., Koning B. B. Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses. Computers in Human Behavior 2021:115:106596. https://doi.org/10.1016/j.chb.2020.10659610.1016/j.chb.2020.106596 Search in Google Scholar

[10] Hamzah N., Roosli W. N. A. W., Ismail M. E. The usage of massive open online course (MOOC) in teaching and learning among students. Humanities & Social Sciences Reviews 2019:7(3):398–404. https://doi.org/10.18510/hssr.2019.735810.18510/hssr.2019.7358 Search in Google Scholar

[11] Alario-Hoyos C., et al. Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs. Journal of Universal Computer Science 2014:20(1):6–23. https://doi.org/10.3217/jucs-020-01-0006 Search in Google Scholar

[12] Blackmon S. J., Major C. H. Wherefore Art Thou MOOC: Defining Massive Open Online Courses. Online Learning Journal 2017:195–221. https://doi.org/10.24059/olj.v21i4.127210.24059/olj.v21i4.1272 Search in Google Scholar

[13] García-Martín J., García-Sánchez J. N. The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life. Revista de Psicodidáctica 2020:25(1):36–44. https://doi.org/10.1016/j.psicoe.2019.08.00110.1016/j.psicoe.2019.08.001 Search in Google Scholar

[14] Azevedo J., Marques M. M. MOOC success factors: Proposal of an analysis framework. Journal of Information Technology Education: Innovations in Practice 2017:16:233–251. https://doi.org/10.28945/386110.28945/3861 Search in Google Scholar

[15] Murugesan R., Nobes A., Wild J. A MOOC approach for training researchers in developing countries. Open Praxis 2017:9(1):45–57. https://doi.org/10.5944/openpraxis.9.1.47610.5944/openpraxis.9.1.476 Search in Google Scholar

[16] Blanco A. F., García-Peñalvo F. J., Sein-Echaluce M. A methodology proposal for developing Adaptive cMOOC. TEEM ‘13: Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality 2013:13:14–15. http://doi.org/10.1145/2536536.253662110.1145/2536536.2536621 Search in Google Scholar

[17] O’Brien K. L., et al. Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Open Praxis 2017:9(3):267–286. https://doi.org/10.5944/openpraxis.9.3.55310.5944/openpraxis.9.3.553 Search in Google Scholar

[18] Fast-Berglund A., et al. Using the TRL-methodology to design supporting ICT-tools for production operators. Procedia CIRP 2014:17:726–731. https://doi.org/10.1016/j.procir.2014.02.039 Blumberga A., Gravelsins A., Blumberga D. Deliberation platform for energy transition policies: how to make complex things simple. Energies 2022:15(1):90. https://doi.org/10.3390/en1501009010.3390/en15010090 Search in Google Scholar

[19] Riga Technical University ORTUS homepage [Online]. [Accessed 27.09.2022]. Available: www.ortus.lv Search in Google Scholar

[20] Gooyert V., et al. Sustainability transition dynamics: Towards overcoming policy resistance. Technological Forecasting and Social Change 2016:111:135–145. http://dx.doi.org/10.1016/j.techfore.2016.06.01910.1016/j.techfore.2016.06.019 Search in Google Scholar

[21] Bolwig S., et al. Review of modelling energy transitions pathways with application to energy system flexibility. Renewable and Sustainable Energy Reviews 2019:101:440–452. https://doi.org/10.1016/j.rser.2018.11.01910.1016/j.rser.2018.11.019 Search in Google Scholar

[22] Gravelsins A., et al. Modelling energy production flexibility: system dynamics approach. Energy Procedia 2018:147:503–509. https://doi.org/10.1016/j.egypro.2018.07.06010.1016/j.egypro.2018.07.060 Search in Google Scholar

[23] Blumberga, A., et al. Unintended Effects of Energy Efficiency Policy: Lessons Learned in the Residential Sector. Energies 2021:14(22):7792. https://doi.org/10.3390/en1422779210.3390/en14227792 Search in Google Scholar

[24] Blumberga, A., et al. The Bright and Dark Sides of Energy Efficiency Obligation Scheme: The Case of Latvia. Energies 2021:14(15):4467. https://doi.org/10.3390/en1415446710.3390/en14154467 Search in Google Scholar

Empfohlene Artikel von Trend MD

Planen Sie Ihre Fernkonferenz mit Scienceendo