Presented at the Open Education Global Conference 2016 in Krakow, Poland on April 12
Abstract:
In the fall of 2015, McGill University launched its first offering of Social Learning for Social Impact (SLSI), a 12-week group-based MOOC - or GROOC - hosted by non-profit MOOC provider, edX. Drawing on connectivist MOOC, social, and experiential learning principles, SLSI attempts to translate an ambitious social mission into an online platform for sustained social learning. As course facilitators, we are uniquely positioned to explore the origins and development of SLSI’s networked learning ecosystem designed with concerned citizens in mind. We discuss the current limitations and challenges of open online education practices, particularly in relation to group-based learning, and how this first iteration, which we call GROOC 1.0, attempted to overcome these by crafting a highly adaptable, participatory curriculum that positioned learners and facilitators as co-creators who can also inform the design and delivery of GROOC 2.0.
We explore how course designers actively encouraged learners to subvert the constraints of the edX platform and even of SLSI’s formal curriculum so they might achieve their particular objectives. Similarly with the pro bono facilitators who were coached from the outset to anticipate confusion and uncertainty, trust their own judgment to resolve problems, and support one another, the call was to be subversive. The systems in place, it was acknowledged, might not be optimally suited to serve the learners.
Furthermore, we discuss the technical elements that support and constrain the online infrastructure. For example, to support SLSI’s vision of group-based learning, edX released a “Team Forum” tool that - beyond helping learners form their initial teams - proved inadequate to foster the kind of group engagement necessary for sustained social initiative-building. This shortcoming prompted many learners (along with their facilitators) to emigrate to a combination of more suitable digital platforms and connectivity apps like Facebook and Google Apps to accelerate social learning for (eventual) social impact.
We also discuss the feedback mechanisms embedded into the curriculum and the opportunities to course-correct, which, for the SLSI’s design team, was a clear priority, so that any real-time adaptations could be shared with facilitators. For example, open licensing for course content and the development of open education policy were issues raised by learners and facilitators in GROOC 1.0. Furthermore, we anticipate that McGill University will engage with the open education community to share insights about the implementation and outcomes of SLSI through conferences like Open Education Global 2016 as we plan for GROOC 2.0.
Keywords:
Massive Open Online Courses (MOOCs); Group-Based Learning; Learning Facilitation; Social Learning; edX; Open-Source Software
Presented by Alannah Fitzgerald and Chris Mansfield at the British Library Labs Award Event on November 7, 2016 in London, UK.
https://www.eventbrite.co.uk/e/british-library-labs-symposium-2016-tickets-25666320656?utm_source=eb_email&utm_medium=email&utm_campaign=reminder_attendees_48hour_email&utm_term=eventname
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Four year undergraduate programme (fyup) {4yup}Sid Amplifire
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«Η διδασκαλία της Αγγλικής γλώσσας στη Γερμανική δευτεροβάθμια εκπαίδευση: η ...poweruperasmus
«Η διδασκαλία της Αγγλικής γλώσσας στη Γερμανική δευτεροβάθμια εκπαίδευση: η εμπειρία από μια εκπαιδευτική επίσκεψη στο πλαίσιο του προγράμματος Erasmus+, KA2»
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Primary School (Grade 1-4)
Lower Secondary School (Grade 5-10)
Upper Secondary School (Grade 11-13)
SCHOOL EDUCATION
3. You can choose from these different possibilities:
Vocational School
Dual Vocational Training System
Studies in a Dual System
Studies at Universities of Applied Science
Studies at Universities
EDUCATIONAL SYSTEM AFTER SCHOOL
4. Qualification: Certificate of Lower Secondary Education
Period: 2-3 years
Off-the-job training
License for working in a job
VOCATIONAL SCHOOLS
6. Combination of theory and practice:
Qualification: Certificate of Lower Secondary Education
On-the-job training
Combination of vocational school and practice in a
company
DUAL VOCATIONAL TRAINING SYSTEM
7. The two different types of combining theory and practice:
The apprentice attend school lessons at a vocational
school on two days of the week. On the other three days,
he is in the company and learns the job in practice.
The apprentice attend school lessons full-time for 6-8
weeks in a block. After that period, he is in the company
and learns the job in practice.
DUAL VOCATIONAL TRAINING
SYSTEM
8. The apprenticeship is normally three years long.
This period can be reduced up to two years if the
apprentice has a higher school leaving certificate than
necessary.
After that period, the apprentice has to pass final
examinations in theory and practice.
After a successful graduation, the apprentice gets the
licence for working in this job.
DUAL VOCATIONAL TRAINING
SYSTEM
9. You can choose from these different possibilities:
Vocational School
Dual Vocational Training System
Studies in a Dual System
Studies at Universities of Applied Science
Studies at Universities
EDUCATIONAL SYSTEM AFTER SCHOOL
10. You need a vocational diploma (Fachabitur) or a general
university-entrance diploma (Abitur) as qualification.
You are employed by a company and get paid.
You work for the company and train on the job.
After a period of 8 weeks, you attend courses at a
university.
After three years, you pass the final examination and
acquire a bachelor degree.
After the bachelor degree, you can go to university in
full-time and acquire a master degree.
STUDIES IN A DUAL SYSTEM
11. You need a vocational diploma (Fachabitur) or a general
university-entrance diploma (Abitur) as qualification.
You study at a University of Applied Science and acquire
a bachelor degree after three years and a master degree
after two more years.
STUDIES AT UNIVERSITY OF
APPLIED SCIENCE
12. You need a general university-entrance diploma as
qualification.
You study at a university and acquire a bachelor degree
after three years and a master degree after two more
years.
STUDIES AT UNIVERSITIES
