2018-04-24 Presentation at OE Global 2018 in Delft on "How to make MOOCs better for specific target groups and developing countries?" by Christian M. Stracke, OUNL, Carlos Delgado Kloos (UC3M) et al.
20160413 OE Global Conference Open Education Revolution or MOOCs Christian M....Christian M. Stracke
Is Open Education a Revolution or are MOOCs only marketing instruments? Paper presentation and speech at OE Global Conference 2016 in Krakow by Dr. Christian M. Stracke (OUNL)
Presentation with statements of important aspects and dimensions of MOOC research, as presented during Internal MOOC Confertence, Capri (http://www.di-arezzo.fr/partition/partition+classique/p%C3%A9dagogie+instrumentale/partition-pour-fl%C3%BBte+traversi%C3%A8re/Louis+Drouet/25+Etudes+C%C3%A9l%C3%A8bres/LEDUC00445.html )
Including example of report of macro level Institutional MOOC strategies in Europe ( http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf )
20160413 OE Global Conference Open Education Revolution or MOOCs Christian M....Christian M. Stracke
Is Open Education a Revolution or are MOOCs only marketing instruments? Paper presentation and speech at OE Global Conference 2016 in Krakow by Dr. Christian M. Stracke (OUNL)
Presentation with statements of important aspects and dimensions of MOOC research, as presented during Internal MOOC Confertence, Capri (http://www.di-arezzo.fr/partition/partition+classique/p%C3%A9dagogie+instrumentale/partition-pour-fl%C3%BBte+traversi%C3%A8re/Louis+Drouet/25+Etudes+C%C3%A9l%C3%A8bres/LEDUC00445.html )
Including example of report of macro level Institutional MOOC strategies in Europe ( http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf )
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
Providing an overview of what's happening in Europe regarding MOOCs. Including survey results on what are the reasons to be involved in MOOCs (or decide not to invest in MOOCs)? What are the difference between US and Europe? Can we explain these differences?
Presentation during the “Internet of Education 2013” Conference on The role of Computer Science in the Internet of Education. Ljubljana, Slovenia, November 11-12, 2013
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
2017-05-14 KNOU Seminar Open Education OER MOOCs Learning Analytics StrackeChristian M. Stracke
2017-05-14 Speech at KNOU Seminar - Technology-Enhanced Learning and Open Education: OER MOOCs and Learning Analytics by Christian M. Stracke from OUNL
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
Providing an overview of what's happening in Europe regarding MOOCs. Including survey results on what are the reasons to be involved in MOOCs (or decide not to invest in MOOCs)? What are the difference between US and Europe? Can we explain these differences?
Presentation during the “Internet of Education 2013” Conference on The role of Computer Science in the Internet of Education. Ljubljana, Slovenia, November 11-12, 2013
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
2017-05-14 KNOU Seminar Open Education OER MOOCs Learning Analytics StrackeChristian M. Stracke
2017-05-14 Speech at KNOU Seminar - Technology-Enhanced Learning and Open Education: OER MOOCs and Learning Analytics by Christian M. Stracke from OUNL
2019-07-09 Quality and Future of Open Education and MOOCs - Keynote at IEC201...Christian M. Stracke
2019-07-09 Quality and Future of Open Education and MOOCs - Invited Keynote at 10th International E-Learning Conference 2019 in Bangkok by Christian M. Stracke, OUNL
Christian M. Stracke, Esther Tan, Achilleas Kameas, Bill Vassiliadis, António Teixeira, Maria Do Carmo Teixeira Pinto, Cleo Sgouropoulou
National Quality Infrastructure System of Greece
20160412 IEEE EDUCON Open Education Keynote Christian M. StrackeChristian M. Stracke
Open Education for Smart Education: Open educational policies, strategies and access for all - Keynote at IEEE EDUCON 2016 in Abu Dhabi by Dr. Christian M. Stracke (OUNL)
Integrating MOOCs in Traditional Higher Education- eMOOCs15Diana Andone
Presentation at the eMOOCs 2015 Conference in Mons, Belgium 18-20 May 2015
Integrating MOOCs in Traditional Higher Education, by Dr. Diana Andone
Dr. Andrei Ternauciuc, Vlad Mihaescu, Prof.dr. Radu Vasiu
Politehnica University of Timisoara, Romania
This paper presents concepts and experiences on integrating MOOCS into traditional higher education in Romania. Three study cases on integrating MOOCs in courses at undergraduate and Master level present and discuss the opportunities in different pedagogical concepts as flipped classroom. These activities require the acquisition of new skills by students and teachers. Advantages and limitations on using this educational model from concepts to management and technology indicate the challenges that lay ahead of educators who are willing to include MOOCs in their everyday teaching activities.
20160415 MIEF Free Education Open Learning Christian M. StrackeChristian M. Stracke
Free Education for Open Learning: Open educational policies, strategies and access for all - Speech at UNESCO Conference at International Education Fair 2016 in Moscow by Dr. Christian. M. Stracke (OUNL)
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
2016-08-16 High Quality Education for All through Open Education - Keynote at the International Lensky Education Forum in Yakutsk, Sibiria by Christian M. Stracke (OUNL)
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Darco Jansen gave a presentation on 20 May 2016 about HE institutions strategies on Open Eduaction at International Conference on Smart Learning Ecosystems and Regional Development. Based on several surveys he demonstrated that Europe is strongly involved in MOOCs and Open education compared to the US. Darco elaborated on the role of regional support centers for Open education in stimulating smart learning ecosystems and smart cities. The development of these support center is presently stimulated by the SCORE2020 project.
Invited speech at the Hearing of the European Parliament on "Promoting online education and research across national borders" in Paris on 5th of Decmber 2022 by Dr. Christian M. Stracke
Global Smart Education (GSE) Conference 2022 in Beijing, China: Invited Keynote on "Learning Quality, Artificial Intelligence and Ethics" hold by Christian M. Stracke (Germany), live streamed online and in the national TV programme in China
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
2018-08-23 Paper Presentation at EARLI SIG 6-7 Conference in Bonn on The Quality Reference Framework for MOOCs by Christian M. Stracke and Esther Tan from OUNL
2018-07-13 MOOQ Conference in Athens MOOQ and the Quality of MOOCs - Findings...Christian M. Stracke
2018-07-13 Presentation at European MOOQ Conference in Athens on MOOQ and the Quality of MOOCs - Findings and Tools by Christian M. Stracke and Esther Tan from OUNL
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
2018-07-10 Paper presentation at ICALT 2018 in Mumbai on Gap between MOOC Designers and Learners on Interaction and GMQS findings by Christian M. Stracke and Esther Tan from OUNL
2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et alChristian M. Stracke
2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)
2017-10-27 OEE Online Discussion Quality in Open Education StrackeChristian M. Stracke
2017-10-27 Open Education Europe portal by European Union - Online Discussion on the Quality in Open Education moderated by Christian M. Stracke from the Welten Institute of the OUNL
2017-03-08 OE Global Panel on Open Policies for OE with ICORE CC OEC UNESCO IITE by Christian M. Stracke from Open University of the Netherlands and ICORE
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
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!
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.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Overview on Edible Vaccine: Pros & Cons with Mechanism
2018-04-24 OE Global Better MOOCs Stracke et al
1. How to make MOOCs better
for specific target groups
and developing countries?
@ OE Global 2018 in Delft
by Christian M. Stracke, Rocael Hernández,
Carlos Delgado Kloos, Mar Pérez Sanagustín
& António Moreira Teixeira
2. Open CC License for
sharing & re-using slides
This work is free to share under the creative commons licence:
"Attribution – Noncommercial – Share Alike 3.0"
You can copy, distribute and transmit the work under the following conditions:
1. Attribution –
2. Noncommercial –
3. Share Alike
Licence: Attribution-Noncommercial-Share Alike
Some rights reserved, see: http://creativecommons.org/licenses/by-nc-sa/3.0/
3. Open University of the Netherlands
Global cooperation: ECNU & KNOU
Global initiative ICORE for OR & OE
International WLS / LINQ Conference
eLC European Institute
ICDE Chair in OER
Dr. Christian M. Stracke:
Open Learning & Education, Innovations,
Policies, Quality & Competences, Impact
4. Universidad Carlos III de Madrid (UC3M)
Vice Pres. for Strategy & Digital Education
UNESCO Chair "Scalable Digital Educ for All"
MOOC-Maker Project Coordinator
Prof. Dr. Carlos Delgado Kloos:
Digital Education, Learning Engineering
UNESCO Chair on
Scalable Digital Education for All
Spain
United Nations
Educational,Scientificand
Cultural Organization
5. Open University of Portugal (UAb)
University of Lisbon (UL) / CFUL
International Board of Standards for
Training, Instruction and Performance
(Ibstpi)
EDEN Senior Fellow
Dr. António M. Teixeira:
Open Education, Learning Innovation,
Philosophy of Education, Quality
6. Pontificia Universidad Católica de Chile (PUC)
Associate Dean Engineering Education
Projects: Fondecyt ”SRL in MOOCs”; MOOC-
Maker, LALA Project, Engineering 2030: The
Clover
Dr. Mar Pérez-Sanagustín:
Digital Learning, Engineering Education
8. Three core factors:
1. Globalisation
2. Worldwide Internet
3. Network society
The Digital Age
Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education
9. Global Competitions and societal changes
Close the gaps
& open new
opportunities
Challenges:
Learn to Learn
Internationalization
Figure: http://www.weforum.org/issues/global-competitiveness
10. Not knowledge but competences are required to
meet future jobs and tasks still unknown today
Change from input to outcome orientation
Learning cha(lle)nges
(E-)Learning
Input: Outcome:
Knowledge Competences
11. Goal 4:
Inclusive and quality education
Sustainable dev goals
www.sustainabledevelopmentgoals.org
13. We need MOOCs with better quality
to address new target groups,
meet higher order learning goals
and be used in multicultural
as well as multilingual environments.
Our Hypothesis
14. How to make MOOCs better
for specific target groups
and developing countries?
Our Question
20. Massive Open Online Courses
What means “Massive”?
What means “Open”?
What means “Online Course”?
MOOCs
Stracke, C. M. (2017). The Quality of MOOCs: How to improve the design of open education and online courses for learners?
25. MOOQ for the quality of MOOCs:
“We will make MOOCs better”
Quality Reference Framework with
indicators for design & comparison
www.MOOC-quality.eu
Frameworks: MOOQ
26. Quality Reference Framework with
indicators for design & comparison
Our main goal is the collaboration with all
to improve Open Education & MOOCs
www.MOOC-quality.eu
35. • MOOC-Maker:
Construction of Management Capacities
for MOOCs in Higher Education
• EU: UC3M, UAb, TU Graz,
GT: U Galileo, U Panamericana,
CO: U Cauca, FUCN,
CL: PUC Chile, U Chile
• moocmaker.org
39. Quality for the Learner
• Engaging, to-the-point content
• Reputation
• Usefulness
• Attractive content
• Contextual narrative
• No access problems
• Integrated into local environment
(eg. UPANA)
learner
40. Quality for the Professor
• Support to resource creation
• Guides, models to follow
• Successful deployment
• Great impact
• Small effort
• Reusability
(maybe in different contexts)
prof
41. Quality for the Institution
• Impact
• No conflicts with resources
• Ethical issues
• Replicability
• Sustainability
• Publicity
• Good business model
institution
42. Quality for the Platform Provider
• Stability of infrastructure
• 24/7 availability
• Usability
• Accessibility
• Interoperability
• Richness of features
• Evolvability
• Regional support
platform
44. MOOCs with a Purpose
in Southeast Asia
Carlos Delgado Kloos
Universidad Carlos III de Madrid
@cdkloos
UNESCO Chair on
Scalable Digital Education for All
Spain
United Nations
Educational,Scientificand
Cultural Organization
50. Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions
Assessment
Policies
Flipping
Inclusion
ISO/IEC
40180
CC licenses
Commu-
nities
OER MOOCs
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?
51. Meso: Organisation and Design
Micro: Learner and Course
Macro: Policies and Curricula
Open Education (OE)
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences.
53. Stracke, C. M. (2017).
The Quality of MOOCs:
How to improve the design
of open education and online
courses for learners?
Quality
Potential
Objectives
Quality Development
Quality in Open Education
54. OE
Quality
Anticipated LOs
Open Policies
Individual LOs
Objectives
Meso level
Macro level
Micro level
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?
57. Series of interactive workshops:
• ICDE 2015 in Sun City, South Africa
• OE Global 2016 in Krakow, Poland
• EC-TEL 2016 in Lyon, France
• OE Global 2017 in Cape Town, SA
• IEEE EDUCON 2017 in Athens, Greece
• ICALT 2017 in Timisoara, Romania
• EARLI 2017 in Tampere, Finland
• EC-TEL 2017 in Tallinn, Estonia
To develop the QRF together with all
MOOQ + ICORE Workshop
58. ICORE: International Community for
Open Research and Open Education
Launched 15th May 2013 in Rome
Already more than 300 members within one year
First recognition by key stakeholders & EC:
Let us join forces and become ICORE member!
www.ICORE-online.org
ICORE
59. Publish and share your content!
Re-use existing content!
Connect to colleagues!
How can you participate?
62. We need …
1. Education to change
2. Quality MOOCs
Open Education can
facilitate these changes
63. Stracke, C. M. (2018). Como a Educação Aberta pode melhorar a qualidade de
aprendizagem e produzir impacto em alunos, organizações e na sociedade?
In T. Amiel (Ed.), Utopias and Dystopias in Education. Sao Paulo: UNICAMP.
(in print, 37 pages)
Stracke, C. M. et al. (2018). Gap between MOOC designers' and MOOC learners'
perspectives on interaction and experiences in MOOCs: Findings from the
Global MOOC Quality Survey. Proceedings 18th IEEE International Conference
on Advanced Learning Technologies (ICALT). (accepted, in print)
Stracke, C. M., & Tan, E. (2018). The Quality of Open Online Learning and Education:
Towards a Quality Reference Framework for MOOCs. In J. Kay et al. (Eds.),
Rethinking learning in the digital age. Making the Learning Sciences Count: The
International Conference of the Learning Sciences (ICLS) 2018. (accepted, in print)
All publications also online available at: http://www.opening-up.education
Further References
64. Stracke, C. M. et al. (2018). How to make MOOCs better for specific target groups and
developing countries? Proceedings of the Open Education Global Conference 2018.
Washington: OEC. (accepted, in print)
Stracke, C. M. (2017). The Quality of Open Online Education and Learning: A Quality
Reference Framework for MOOCs. In C. M. Stracke, M. Shanks and O. Tveiten (Eds.),
Smart Universities: Education's Digital Future [= Proceedings of the International
WLS and LINQ Conference 2017] (pp. 97-105). Berlin: Logos.
Stracke, C. M. (2017). Why we need High Drop-out Rates in MOOCs: New Evaluation
and Personalization Strategies for the Quality of Open Education. In M. Chang
et al. (Eds.), 17th IEEE International Conference on Advanced Learning Technologies
(ICALT) (pp. 13-15). IEEE: Computer Society. DOI 10.1109/ICALT.2017.109
All publications also online available at: http://www.opening-up.education
Further References
65. Stracke, C. M. (2017). The Quality of MOOCs: How to Improve the Design of Open
Education and Online Courses for Learners? In P. Zaphiris and A. Ioannou (Eds.),
4th International Conference, Learning and Collaboration Technologies 2017,
Part I, LNCS 10295 (pp. 285–293). DOI: 10.1007/978-3-319-58509-3_23
Stracke, C. M. et al. (2017). The Quality of Open Online Education: Towards a Reference
Framework for MOOCs. Proceedings of 2017 IEEE Global Engineering Education
Conference (pp. 1712-1715). IEEE Xplore. DOI: 10.1109/EDUCON.2017.7943080
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing
Strategies and Learning Experiences. Proceedings of 2017 IEEE Global Engineering
Education Conference (pp. 1044-1048). DOI: 10.1109/EDUCON.2017.7942977
All publications also online available at: http://www.opening-up.education
Further References
66. Stracke, C. M. (2016). Is Open Education a revolution or are MOOCs only marketing
instruments? Online Proceedings of the Open Education Global Conference 2016.
Washington: OEC.
Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online
Courses Towards a Common Quality Reference Framework. In EDEN Proceedings
(pp. 215-221). Bucharest, Hungary: European Distance and E-Learning Network.
Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In
C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in
Education: Openness as Default? (pp. 11-23). Berlin: Logos.
All publications also online available at: http://www.opening-up.education
Further References
67. Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., Rayyan, S. (2017).
H-MOOC Framework: Reusing MOOCs for Hybrid Education,
Journal of Computing in Higher Education (JCHE), 29(1), 47-64.
Alario-Hoyos, C.; Pérez-Sanagustín, M.; Cormier, D.; Delgado-Kloos, C. (2014).
Proposal for a conceptual framework for educators to describe and design MOOCs.
Journal of Universal Computer Science (JUCS), Special issue on Interaction in
Massive Courses, 20(1), pp. 6-23.
Further References