MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
Interactive BYOD Sessions with Moodle during Lectures at Paris Descartes Univ...Thierry Koscielniak
A Paris Descartes University initiative to integrate a BYOD program into the teaching and learning process. The idea behind this BYOD strategy is that students use their Wi-Fi-connected personal devices to answer Moodle quizzes during lectures, allowing teachers to collect and display active feedback within minutes.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
Interactive BYOD Sessions with Moodle during Lectures at Paris Descartes Univ...Thierry Koscielniak
A Paris Descartes University initiative to integrate a BYOD program into the teaching and learning process. The idea behind this BYOD strategy is that students use their Wi-Fi-connected personal devices to answer Moodle quizzes during lectures, allowing teachers to collect and display active feedback within minutes.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Seminario eMadrid sobre "Aprendizaje de la programación en diversos niveles e...eMadrid network
Seminario eMadrid sobre "Aprendizaje de la programación en diversos niveles educativos". Ronit Ben-Bassat Levy, Weizmann Institute of Science. El efecto de la tecnología educativa en las actitudes hacia el aprendizaje STEM. 2016-01-22.
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
Teaching And Learning Models in MOOCs
Dr. Eisa rezaei
PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir
Teaching And Learning Models in MOOCs
The pedagogy of the MOOC
cMOOC
Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning.
xMOOC
Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment.
bMOOC
blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context
quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MIT’s OpenCourseware (OCW). They consist of “open education resources” supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
Open Educational Resources: Policy, Technology and PracticesCEMCA
2012/10/10: Open Educational Resources: Policy, Technology and Practices, Presentation by Sanjaya Mishra at the Training programme for the Faculty of Bangladesh Open University organized by the National Institute of Open Schooling (NIOS), NOIDA.
Also presented at the Technical Workshop on Virtual Open Schooling on 11/02/2013.
Using virtual locations and novel ways of networking students and addressing assignment, this instructor seeks to make course learning more sustainable.
Presentation by MOOC Task Team at Centre for Innovation in Teaching and Learning, Centre for Higher Education Development, University of Cape Town to inform discussion of MOOCs in the UCT Course provision landscape.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
Presentation at the Central University, Hyderabad on 19 December 2012 during the National Seminar cum workshop on ICT based Learning in Higher education
3. WHY OER?
• Do we really have an alternative?
– Sir John Daniels, former President of the
Commonwealth of Learning 2012:
– “First, UNESCO’s 2009 World Conference on Higher Education identified
rapidly increasing demand as the major trend because nearly one-third of the
world’s population (29.3%) is under the age of 15.
– Today there are 165 million people enrolled in tertiary education.
Projections suggest that participation will peak at 263 million in 2025.
Accommodating the additional 98 million students would require
more than four major campus universities (30,000 students) to open
every week for the next fifteen years. This suggests that alternative
models of provision will be needed.”
Source: http://www.col.org/resources/speeches/2012presentations/Pages/2012-04-12.aspx
4. OPEN EDUCATION IS EVOLVING AS WE
WANT?
• MOOCs are a progression of the kind of open
education ideals suggested by open
educational resources.
• Our proposal OCW-S
– Creation of open massive courses reusing and adapting
open educational resources
– Generation of recommendations for personal learning
paths from the analysis of usage dat
– Interaction and enrichment of OCW courses resources that
are posted on social networks like Twitter
8. Course Approximately 200 online courses.
Students Approximately 1.5 million students enrolled.
Unofficial Certification.
Some instructors offer signed certificates of
Credential
completion, but it is not official university
certification.
Short video lectures and presentations, as well as
Experience such additional elements as online quizzes and
interactive discussion forums.
Peer-reviewed assessments of quizzes,
Assessment
homeworks, problem sets.
Contact with
professor
None
Social Online forums, study groups, and meet ups
Interaction organized by students.
Online and free of charge. Resources must not be
Availability of
resources
copied, reproduced, distributed, published, nor
modified.
Credits Not offered.
9. Course 18
Students ~ 160.000
Credential An unofficial certificate signed by instructors.
Experience Short videos, quizzes feedback.
Software grades tests, problem sets,
Assessment programming assignment with automatic
grading system.
Contact with
professor
None
Social Online forums and study groups, meet-ups
Interaction organized by students in over 450 cities.
Availability of
resources
Open-licensed and free of charge.
Credits None
10. Course 9 online courses.
Students Approximately 1 million students enrolled.
Official Certificate of completion. Certificates are
issued by edX under the name of the university from
Credential
where the course originated, i.e. HarvardX, MITx or
BerkeleyX.
Experience edX open source, videos.
Automatic software to grade homeworks and tests.
Assessment Essay grading software. Minimum 70% of class
assistance required.
Contact with
professor
None
Incomplete: Online discussion groups. Only one
Social
Interaction
course, given by the Harvard School of Public Health in
quantitative methods, has regional get-togethers.
Availability of
resources
Open-licensed and free of charge.
Credits Not offered.
11. Platform - Course Catalogue by category
- List of Universities provided
- Community of teachers and universities: those who
create the courses are experts in the field
MOOCs Integrated expert tool for creating MOOC courses.
authoring My class progress: monitoring and management tool.
Experience Short videos, quizzes, feedback.
Learning Performance of students, content, training,
Analytics interaction between student.
Online forums and study groups, meet-ups organized
Social
Interaction
by students. Motivational system based on karma and
badges.
Availability of
resources
Open-licensed and free of charge.
Accreditation Mozzila Open Badges
12. COMPARISON BETWEEN OCW AND
MOOCS
Stage Traditional OCW MOOC
Course delivery mode. Online Online
The delivery mode is used
to indicate the method of
course delivery.
Access As access to any web site. OCW users: Massive, give access to a larger group of
teachers, students, and self-learners (may students. Massive. A MOOC builds on the
not be massive). active engagement of several hundred to
several thousand “students” who self-
organize their participation according to
learning goals, prior knowledge and skills, and
common interests..
Platform CMS or Web site Learning Interactive and massive environment
Pre-requisites to Normally the authors documented the In general, MOOCS does not require exams of
enrollment background to use the OCW. prior knowledge (though this some cases may
be possible).
Educational resources OCW typically provide open access to class, Each course includes short video lectures on
syllabus, curricula, and teachers’ guides, different topics, recommend reading, reading
calendars, lecture notes, overheads, for assignments and assignments to be
presentations, assignments, problem sets submitted, usually on a weekly basis. In most
and solutions, examinations, reading lists, humanities and social science courses, and
references and readings, tests, samples, other assignments where an objective
simulations, experiments and standard may not be possible, a peer review
demonstrations, and in many cases audio system is used.
or video.
Do-it-yourself available Yes, in some cases Yes, in almost all cases
labs
13. COMPARISON BETWEEN OCW AND
Stage
Certification
MOOCS Traditional OCW MOOC
of OCW initiatives typically do not Certificate of competency when
learning/competency. provide a degree, credit, or assignment, homework is
certification submitted and a final exam is
passed.
*Coursera and Udacity offer
unofficial certification which is not
acknowledged officially as a
University degree, while edX offers
official certification issued by
Berkeley, MIT and Harvard. .
modes of delivering Ideally utilizing multiple modes of Ideally utilizing multiple modes of
content delivering content: video, audio, delivering content (video, audio,
text, and animation. text, animation). This could be pre-
recorded, live or a combination of
the two.
Open licensing of content, Always. Content is published using Open licensing of content may not
open structure open licenses. be present in all MOOC projects.
Self-Assessments and Participants may complete and Participants may complete and
tasks submit tasks at any time submit tasks at any time while the
course is active.
14. COMPARISON BETWEEN OCW AND
MOOCS
Stage Traditional OCW MOOC
Tuition Zero Zero
Interaction and peer-to-peer No Yes. MOOC integrates the
Exchanges connectivity of social
networking.
Support The courses are created by MOOC Integrates the
faculty experts in a field of facilitation of an
knowledge. However, OCW acknowledged expert in
institutions do not typically a field of study.
provide access to faculty. A
lack of professional support
provided by subject tutors or
experts
Tutoring and guidance A lack of guidance provided by Guidance provided
support specialists
Facilitate asynchronous No. Yes.
interaction
Cost Cost to produce the content, Cost to produce the
there is also a cost to host and content, there is also a
disseminate the content. There cost to host and
is also a cost to develop the disseminate the
platform. content. There is also a
cost to develop the
platform.
16. The OCW-S concept. Certification
• Option 1: OCW-S Certificate:
– Certification process: Certification of knowledge
and skills through final evaluation.
– Cost: Zero
• Option 2: Certificate Validated by a University:
– Certification process: Certification of knowledge
and skills through final evaluation.
– Cost: costs depend on the policy of each
institution.
17. The OCW-S concept. Content
organization
– Pedagogy Model: OCW-S are based on several
principles from connectivist pedagogy. Content is
structured in a ‘self-learning’ or ‘self-teaching’
method.
– OCW-S requires instructional design that
facilitates large-scale feedback and interaction.
– Preparation of educational content
18. The OCW-S concept. Mentoring
and support
– Approach: An important subject is to decrease the
feeling of confusion and disorientation for
students who are used to strict, syllabus directed,
lecture courses.
– Strategies: OCW-S uses tools and strategies based
on the Social Web and connectivist design
principles.
19. The OCW-S concept. Monitoring
and self-Assessment
– Approach: use tools and strategies based on the
Social Web.
– Self-Assessment Tool is required. It is important
that the tool helps determine strengths and areas
for improvement or new learning. It is also
important that the tool retaining personal
performance records.
– Facilitate asynchronous interaction between as
many participants as possible.
20. Conclusions
– OCW-S
• gives every student the possibility to obtain both official
and unofficial certification
• requires instructional design that facilitates large-scale
feedback and interaction
• guarantees the quality of all the educational materials
created with the course. These ones can be edited or
added online to other content produced in different
places.
• uses tools and strategies based on the Social Web and
connectivism design principles which offer complete
integration and social networking between peers.