- Practising Development aims to explore ideas, discuss issues and share learning around research, information and development. Managed by INASP, the views and opinions expressed on Practising Development are those of the individual authors and do not represent those of the organisation.
- Subscribe via RSS
Author Archives: Ravi Murugesan
After a successful pilot phase in 2011, e-learning became a formal part of AuthorAID at INASP in July 2012 with the launch of our Moodle system. Last year, we conducted two online courses in research writing, which were completed by 58 researchers from about 20 developing countries in Africa, Asia, and Latin America. They were among 68 researchers who enrolled in the courses following an application and selection stage. Encouraged by the high completion and participation rates (see this post for more details), we began our first collaboration to develop and run a customized course in research writing. Our partner in this effort was Blacksmith Institute, a US-based nonprofit focused on solving pollution problems. Sandy Page-Cook and Anne Riederer from Blacksmith’s Journal of Health and Pollution helped us customize the course to make it relevant to researchers working in environmental health.
This post appeared originally on BMJ Blogs on 31 October 2013: http://blogs.bmj.com/bmj/2013/10/31/ravi-murugesan-open-access-and-academic-blogging/ I’m not a social scientist, so it was with some anxiety that I travelled halfway across the world to attend the World Social Science Forum. The theme, “social transformations and the digital age,” gave me some hope. I teach online and I’m a telecommuter, so I thought as a person of the digital age I wouldn’t be entirely out of place. At the conference, which took place recently in Montreal, I learnt a bit about the “social transformations” part as well, especially in one area: scholarly publishing. A lot is changing in scholarly publishing, so it’s a time of transformations, but what’s “social” about it? I think there’s a clue in two movements: open access and academic blogging.
This is the sixth and final post in a series of blog posts on MOOCs (massive open online courses). My previous posts were largely about my personal experience learning in a MOOC. I think MOOCs offer excellent learning opportunities for people in developing countries, whether or not they are students in higher education. I’ve written up some tips that may help learners make the most of MOOCs. In this post I’d like to present some opinions, from a developing-country perspective, on the implications of MOOCs for higher education.
This is the fifth in a series of blog posts on MOOCs (massive open online courses). In my previous posts I wrote about my experience learning in a 3-month free MOOC in biostatistics offered by edX. During the days on which final exam had to be taken, the discussion forum was locked to prevent students from discussing the questions or posting answers. After the deadline to take the final exam passed, the discussion forum was opened again. Whereas during the course most of the posts had naturally been about the course material, after the exam the posts were on different themes. Many were desperate pleas from students who had missed the cut-off passing score (85%). They lamented how they had put in so many hours working on the course over 3 months only to fail the exam. To add to the unpleasantness, there were harsh replies from some students who … Continue reading