@book{
 title = {Open Education: from OERs to MOOCs},
 type = {book},
 year = {2017},
 source = {Open education: from OERs to MOOCs},
 identifiers = {[object Object]},
 pages = {261-281},
 volume = {2020},
 issue = {November 2016},
 websites = {http://link.springer.com/10.1007/978-3-662-52925-6},
 publisher = {Springer Berlin Heidelberg},
 series = {Lecture Notes in Educational Technology},
 editors = {[object Object],[object Object],[object Object]},
 id = {d2bf6f13-6f33-37bc-92e9-65113185d347},
 created = {2020-02-05T00:51:38.751Z},
 accessed = {2020-02-04},
 file_attached = {false},
 profile_id = {66be748e-b1e3-36e1-95e1-5830d0ccc3ca},
 group_id = {ed1fa25d-c56b-3067-962d-9d08ff49394c},
 last_modified = {2020-02-05T00:51:39.129Z},
 read = {false},
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 authored = {false},
 confirmed = {false},
 hidden = {false},
 folder_uuids = {c2955262-615e-4e71-ba11-ca23b3748d20},
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 abstract = {The combination of customization and personalization provide some, but not all, of the objectives set by new pedagogies. Students are limited by the capacity of the LMS. Community-formation is limited to the students enrolled in the course. Students can participate and interact, but their creativity is limited by the LMS environment, and they lose access to their work at the end of the semester.},
 bibtype = {book},
 author = {Rosewell, Jon and Jansen, Darco and Kear, Karen}
}

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