The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Massive open online courses or MOOCs were predicted to achieve world domination and completely transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Massive open online courses or MOOCs were predicted to achieve world domination and completely transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Massive Open Online Courses (MOOCs) & Open Source dari Perspektif KepustakawananShahril Effendi
A PowerPoint slides on the Kursus 'Massive Open Online Courses (MOOCs) & Open Source dari Perspektif Kepustakawanan' held on 25 May 2015 in Universiti Pendidikan Sultan Idris (UPSI) Library.
The Present and Future of Alternative Digital CredentialsGary Matkin
Presentation begins with a review of the ICDE report on “The Present and Future of ADCs.” The presentation also will provide an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
Career Services for New Generations of UCI Students and EmployersGary Matkin
Presentation describes the importance of the 60-Year Curriculum and the issuance of Alternative Digital Credentials as students move toward graduation to enter the world of work.
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
This presentation reviews the ICDE report on “The Present and Future of ADCs.” It also provides an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
We start with a list of recommendations that reveal the overarching purpose of the report, which encourages and provides guidance to ICDE member institutions who are considering, or have already adopted, ADCs.
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
Presented at the UPCEA 2019 Annual Conference.
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
This seminar series is intended to explore new technology and trends in continuing education.
It is consistent with our 2016 strategic priorities (see document).The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development.This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
oeb2013
1. THE EVOLUTION OF MOOCS:
SHOULD WE STILL BE
INTERESTED?
Gar y W. M atkin, Ph.D.
Dean, Continuing Education, Distance Learning and
Summer Session
Univer sity of California, Ir vine
Educa Online Berlin, December 201 3
slideshare.net/garymatkin/oeb2013
2. PRESENTATION OBJECTIVES
Create background for setting an institutional
strategy
Predict where MOOCs are going
Develop some alternative institutional
strategies as models
4. OPEN EDUCATION AT UC IRVINE
Opened UCI OCW in November 2006
Currently offers 82 open courses, over 800
video lectures
Over 70,000 viewers on YouTube channel per
month
Serves deserving audiences
Incorporates unique features
Open Chemistry
MOOCs (Coursera, Canvas)
5. OPEN EDUCATION AT UC IRVINE:
OCW INVOLVEMENT
Better course pages
Courses can be organized by weeks, topics, or any other
schema a user can think of
Files can be attached anywhere
Authors can easily attach PowerPoints or PDFs directly on a
lecture or course page
Conferences have their own listings
Easier to find and can be organized by specific panels
Professors and courses can be listed under multiple
schools and departments
Enhanced search functions
6. OPEN EDUCATION AT UC IRVINE:
AWARDS
September 2013: NUTN 2013 Distance Education Innovation
Awards in Open Education
October 2012: Internet Marketing Association Impact Award
April 2012: OCWC OpenCourseWare Leadership Excellence (ACE)
Award
December 2011: OPAL Awards for Institutions
October 2011: Internet Marketing Association Best Website
Overall Content
September 2011: The NUTN Distance Education Innovation Award
August 2011: Education-Portal.com OCW People’s Choice Award
for Michael Dennin, Professor of Physics and Astronomy, Science
to Superheroes Course
June 2011: OCW Consortium Award for OpenCourseWare
Excellence recognizing John Crooks, lecturer, Introduction to
Pitch Systems course
7. OPEN EDUCATION AT UC IRVINE:
OCW INVOLVEMENT
VISITS to UCI OCW WEBSITE
450,000
404,905
400,000
350,000
300,000
250,000
200,000
150,000
100,000
50,000
0
2010
2011
2012
2013
9. OPEN EDUCATION AT UC IRVINE:
OCWC FUNDING AND SUPPORT
Charter member
First West Coast member
Gary Matkin, founding treasurer
Larry Cooperman, current elected president
11. OPEN EDUCATION AT UC IRVINE:
OPEN CHEMISTRY
15 Full 4-Quarter Unit Undergraduate courses
700 hours of video lecture
Two camera, high definition, edited content
First full undergraduate major available in one
place
12. OPEN EDUCATION AT UC IRVINE:
OPEN CHEMISTRY
UC Irvine’s presence in the open courseware arena
through YouTube is solid and growing
13. OPEN EDUCATION AT UC IRVINE: MOOCS
One of first 33 universities to join Coursera
First six Coursera courses offered in January
of 2013 (250,000 enrollments)
First to offer non-degree courses
Two UCI/Coursera courses chosen for ACE
credit
Now a total of 13 courses offered (500,000
enrollments)
The Walking Dead experiment
Certificate Program in Virtual Teaching
14. UC Irvine is
wellrepresented in
the world of
MOOCs with
six new
courses this
fall
quarter, 2013,
and seven
having already
finished
earlier this
year
Enrollment data as of 11/11/13
15. SETTING THE CONTEXT FOR A
MOOC STRATEGY
Governing
Boards
OER
MOOCS
Stanford
Low Cost
Higher
Education
University
Legislatures
Fed. Gov’t
16. THE SUPPLY OF OER IS HUGE AND GROWING
OCWC
OER
YOU
TUBE
iTUNESu
• 280 Members
• Over 30,000
Courses
• Over 700,000
videos on Education
channel
• Over 500,000
courses/learning
materials
17. PUBLIC DEMAND FOR LOWER COST
EDUCATION IS INCREASING
Average tuition in higher
education increased 27%
over the last 5 years
Graduates leave college
with an average debt of
$27,000
U.S. student debt is
approaching $1
trillion, exceeding credit
card debt
18. QUALIT Y, OPEN & LOW COST
Quality as expressed in course design and
presentation
Quality as expressed by top universities
involvement (innovation)
19. DYNAMICS
Involvement in MOOCs became a symbol of
being “in the game”
UVA
Jump on the train
Initial hype, concern, vs. trough of
disillusionment, but steady proliferation of
organizations and MOOCs
Inappropriate metrics, criticizing MOOCs for
what they are not or what they might be
Credit
20. THE CONNECTION BETWEEN OER
AND CREDIT
DISCOVER
• UCI OCW
• YouTube
EDU
• iTunesU
• Coursera
• edX
• Merlot
• Connexions
CHOOSE
LEARN
ADOPT
•Open
Course
Module
•Full Open
Course
•Full Open
Curriculum
LEARN
KNOW
DO
• Preview
• Supplement
• Assess
Learning
• Certify
Learning
• Gain
Academic
Credit
• Get Job
21. WHAT MOOCS ARE
Threats to status quo
High quality learning pathways
An important form of open education
Symbols of the learning revolution
Opportunities for massive research
22. WHAT MOOCS ARE NOT
Not
Not
Not
Not
so massive in future
so open
online courses
threats to teaching
23. WHAT MOOCS WILL BE
A standard part of higher and continuing
education
The basis for low cost sharing of content
Focused on non-degree seeking, targeted
audiences
Clearing houses for innovation and learning
research
“Hubs” for learning communities
24. ELEMENTS OF AN INSTITUTIONAL
STRATEGY
Consistency with institutional goals
Institutional exposure, positioning
Serves current students
Attracts students
Readiness for learning revolution
Opportunities for public service
Opportunities for research
Not an element: Net income generation
26. SERVING STUDENTS
In the last 30 days, Open Chem on YouTube has received
73,000 views with 611,000 minutes watched. This year we
expect a million views with an average of 8.5 minutes viewed
28. READINESS FOR THE LEARNING
REVOLUTION
The most impactful use of MOOC content is in
the form of institutionally sponsored
courses, where many more students can be
served
MOOCs will provide a marketplace for both
content and learning innovation that is
capable of improving the economic and social
well being of the world
29. OPPORTUNITIES FOR PUBLIC SERVICE
Sharing knowledge base in highly user friendly
way
Focusing on deserving audience which do not
have the resources for formal education
30. STRATEGY RECAP
Offer MOOCs because they:
1. Gain positive attention
2. Attract and serve students
3. Create a position for innovation readiness
4. Symbolize innovation
5. Provide opportunities for research on learning and
improvement
6. Fulfill public service roles
7. Can serve deserving audiences (alumni, lay public)
8. Inform course authorship and design
9. Put instruction on the "train"
32. QUESTIONS
Gary W. Matkin, gmatkin@uci.edu
Download presentation at
slideshare.net/garymatkin/oeb2013
Editor's Notes
This is the second year that I have presented at the Educa OnlineBerlin conference. Although only a year has passed, there is a wealth of events and developments that surround MOOCs, so this represents an update on my last presentation and develops the theme of creating institutional strategies about MOOCs.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
UCI has been involved in the OpenCourseWare movement since 2000 when we received the first of several grants from The William and Flora Hewlett Foundation. In November 2001 we opened our OCW website following some parts of the model set for the world by MIT. The UCI OCW (http://ocw.uci.edu) currently offers 82courses including graduate and undergraduate degree courses and professional level courses for continuing education. Unlike most institutional OCW sites, UCI’s site offers educational experiences designed to target deserving audiences. Our site also incorporates some features unique to UCI.
UCI has steadily enhanced its OCW site and now leads the world in the features it offers on this site. These features include better search function, better course pages, professors and courses can be listed by multiple schools and departments.
UCI’s excellence in its open offerings has been recognized externally through 8 national and international awards. UCI is frequently rated in the top ten OCW sites in the world.
Visits to our site have steadily increased. Our average visits per month now are about 40,000.
One example of our serving of deserving audiences is our educational resources provided to California teachers trying to pass the States CSET exams which qualify teachers to teach science and math in the high schools. Visits to the site peak just before the exam.
UCI is a charter member of the OCWC, an organization now numbering over 280 dues paying institutions which offer over 30,000 open courses. Gary Matkin served five years as the OCWC founding treasurer and Larry Cooperman, director of UCI’s open initiatives, is a current (second term) board member and currently the elected president of the organization.
UCI Introduces Open Chemistry.
Until now, students seeking help while studying chemistry had to first locate the source of the course (Coursera, YouTube, etc.) and then find the particular piece they wanted. When they went from piece to piece the information was not presented in a coherent fashion—the curriculum of MIT might well be different from the study of chemistry at Purdue. With UCI’s Open Chem project, students can now view the entire intellectual landscape (15 courses—over 700 hours of lectures) as defined by faculty members from one of the largest undergraduate chemistry departments in the world. They can easily find what the want to study and see and listen to the lecture, in high quality video capture, given by UCI’s top chemistry faculty.
Since we started posting the video lectures in October 2012 our lectures have received almost 500,000 visits and have been viewed for nearly 5 million minutes, an average of over 8 minutes per view.
UCIs first experience with MOOCs began in September 2012 when we joined Coursera as one of the first 33 universities to be involved with that organization. We offered our first Coursera courses in January 2013 and eventually enrolled over 250,000 students in those first six courses. One course, with over 90,000 enrollments was the first non-degree course offered by Coursera, a course in personal financial planning. Two of our first six courses (Algebra and Pre-Calculus) were among the five selected by Coursera and ACE for ACE credit. UCI continues to offer MOOCs on Coursera and is or has offered seven more courses (a total of 13) which have, to date enrolled 500,000. In addition, in an innovative experiment to link the scholarship of our faculty to popular culture, UCI partnered with the AMC network and Instructure (owner of the Canvas LMS) to produce a MOOC based on the popular television show, The Walking Dead. We will have over 66,000 enrollments in that course before the end of the season.
MOOCs brought together two forces. The first was the huge store of open education that has become available over the last ten years. The second was the intense public pressure to bring down the cost of higher education. When two Stanford professors offered the first publicly recognized MOOC in July, 2011, it caught the public’s attention. The high quality of the course and the fact that it came from Stanford joined the two forces with the idea that open education could bring down the cost of higher education.
Over the last 13 years the supply of open educational materials has expanded to such a mass that it had to be taken into account by higher education.
Another growing and powerful force on higher education is the increased cost of higher education and its consequences: high student debt.
The addition of quality into the equation found by the large mass of OER and the pressure for lower cost education focused attention on MOOCs. The perception of quality came from two sources. First, the quality of the first MOOC was very high. Second, the earliest providers of MOOCs were top ranked universities.
MOOCs and the discussion around MOOCs have certain dynamics. Theearly involvement in MOOCs symbolized a university’s willingness to adopt new technology. This symbolism resonated particularly with governing boards, usually composed of business people, who generally view faculty and all university administrators as resistant to change.The huge discussion around MOOCs proceeded through the usual initial hype and now seems to be going through the trough of disillusionment. But whatever the direction of the discussionand however strong the anti-MOOC forces are, MOOCs and MOOC providers continue to proliferate. MOOCs are generally criticized for being what they are not and the metrics used to value them are inappropriate (completion rates).
The big step ahead in making the connection between OER and low cost higher education is making the connection between open content and academic credit. Many of the parts of this puzzle are on the table. There are many open “channels” for open course and curricula. These channels include YouTube, iTunesU, Coursera, Udacity, edX, and individual institutional OCW sites. There are the beginnings of ways in which these open educational resources can be used by students to gain credit. The first step is to create learning assessments that can be administered to students in order to verify that they have mastered the subject. Allied with the assessment issue is the student authentication issue—how can institutions verify that there is no cheating on the assessments. The first connections were made between individual institutions and particular sets of open material. For instance, Excelsior University is willing to provide assessments and authentication processes for open courses offered by the Saylor Foundation. Similar arrangements were made between Coursera and Antioch College and Coursera and the University of Washington. In November 2013 ACE and Coursera announced a joint experiment whereby ACE would give academic credit for five Coursera courses (2 of which are UCI courses). Thus for the first time a national “credit bank” is available for students seeking credit.
MOOCs do threaten some aspects of the status quo, but ultimately will not supplant traditional instruction. They can be very high quality learning pathways lacking only instructor input and attention. They are an important form of open education and MOOC “channels” should be added to OER sources. They symbolize, still, the kind of adaptability required of institutions which wish to keeppace with the learning revolution. And, as we will see soon, they do offer opportunities for massive research.
The average size of MOOCs will naturally decrease as this proliferates. MOOCs are open only to individual viewing and use. Unlike other OER,MOOCs generally cannot be downloaded, used, reused, or adopted for uses in university settings. By definition they are not full instructor-led online courses. Although this look into online courses and, as people seek credit for them, began to take on aspects of online courses. MOOCs properly are teaching tools not substitutes for teaching.
MOOCs will shift from degree-based courses to curricula (groups of courses) designed for non-degree seeking audiences. They will form the basis for learning communities organized in a way to popular informal book clubs.
In crafting an institutional strategy around MOOCs there are a number of benefits that those institutions involved have already discovered. Here is a list of them. So far, however, the financial justification in hard dollars is illusive and unlikely to be realized in the near future. But the power of MOOCs generally reside in the fact that they are at the cutting edge of a number of opportunities for intuitionsto extend their reach and influence. It will be a challenge to translatethese “soft” benefits into “hard” dollars in terms of the investments that must be made in MOOCs.
A survey of incoming graduate and undergraduate students at UCI indicates that 12% of both categories had viewed some form of UCI open material before arriving at UCI. While still a relatively small percentage, we expect this to grow, and we think that students increasingly will look for such information.
Universities have always had an obligation to share the knowledge base they have developed and are constantly adding to. MOOCs and OER offer a very easily accessible way for universities to fulfill this obligation. To share in a way that teaches people about the material rather than just providing them the material is the ultimate in this aspect of public service. But there is a more immediate and focused aspect of public service that can be achieved effectively and cost efficiently through MOOCs and OER. That is to provide learning experiences for audiences targeted because of their special needs and their lack of resources for formal education. For instance, K-12 teachers need upgrading constantly in their fields and are a natural such target population. Parents of obese children from low income families or diabetes patients from all walks of life are other such examples.