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
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 )
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?
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
Introduction to MOOCs and some of their strengths, weaknesses, opportunities, and threats
With emphasis on language learning and teaching (case study of Spanishmooc.com)
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Making European diversity a strength: Towards regional support centres by SCO...EADTU
Making European diversity a strength: Towards regional support centres by SCORE2020 consortium by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
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
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 )
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?
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
Introduction to MOOCs and some of their strengths, weaknesses, opportunities, and threats
With emphasis on language learning and teaching (case study of Spanishmooc.com)
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Making European diversity a strength: Towards regional support centres by SCO...EADTU
Making European diversity a strength: Towards regional support centres by SCORE2020 consortium by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
Open Education Europa Tour - Malta Workshop
Connecting Education Pioneers across Europe
For more information: http://openeducationeuropa.eu/en/blogs/oee-tour-connecting-education-pioneers-across-europe
Open Education Europa: The European Hub for Innovation in EducationOpen Education Europa
1. Open Education Europa Overview
2. Focus on Education Innovation
- European Teachers Contest
- Good Practices Section
- Community of European Education Pioneers
- Education in the Digital Era Activities
- Open Education Europa Tour (Workshop Series)
3. European OER Repositories List
Presentation at the 12th Educational Repositories Network (EdReNe) Seminar
Anna Maria Tammaro, Getaneh Alemu - Using Europeanafor learning & teaching: E...EUmoocs
One of the challenges of every educational experience is developing meaningful understanding while stimulating interest. Combining online learning content with multimedia resources can be a solution for educators.
This webinar explores the potential of Open Educational Resources (OER) for educational purposes focusing on how to ease access and re-use Europeana Content on EMMA, and adapt the different collections to improve learning and teaching.
Come to this webinar and see how to boost the impact of your MOOC in EMMA, the pan-European learning environment that offers MOOCs in a variety of languages and disciplines, choosing among 50 million quality digital resources from Europeana, Europe’s digital repository for cultural heritage.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Rosanna de Rosa, from UNINA, presented the philosophy and challenges behind the EMMA EU project and MOOC platform developed with the idea of accommodating diversity through multilingualism. Darco Jansen, from EADTU (European Association of Distance Teaching Universities), talked about Europe’s response to MOOC opportunities. His presentation highlighted the main difference with U.S. and discussed the consequences for didactical and pedagogical approaches regarding the different contexts.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
Open Education Europa Tour - Malta Workshop
Connecting Education Pioneers across Europe
For more information: http://openeducationeuropa.eu/en/blogs/oee-tour-connecting-education-pioneers-across-europe
Open Education Europa: The European Hub for Innovation in EducationOpen Education Europa
1. Open Education Europa Overview
2. Focus on Education Innovation
- European Teachers Contest
- Good Practices Section
- Community of European Education Pioneers
- Education in the Digital Era Activities
- Open Education Europa Tour (Workshop Series)
3. European OER Repositories List
Presentation at the 12th Educational Repositories Network (EdReNe) Seminar
Anna Maria Tammaro, Getaneh Alemu - Using Europeanafor learning & teaching: E...EUmoocs
One of the challenges of every educational experience is developing meaningful understanding while stimulating interest. Combining online learning content with multimedia resources can be a solution for educators.
This webinar explores the potential of Open Educational Resources (OER) for educational purposes focusing on how to ease access and re-use Europeana Content on EMMA, and adapt the different collections to improve learning and teaching.
Come to this webinar and see how to boost the impact of your MOOC in EMMA, the pan-European learning environment that offers MOOCs in a variety of languages and disciplines, choosing among 50 million quality digital resources from Europeana, Europe’s digital repository for cultural heritage.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Rosanna de Rosa, from UNINA, presented the philosophy and challenges behind the EMMA EU project and MOOC platform developed with the idea of accommodating diversity through multilingualism. Darco Jansen, from EADTU (European Association of Distance Teaching Universities), talked about Europe’s response to MOOC opportunities. His presentation highlighted the main difference with U.S. and discussed the consequences for didactical and pedagogical approaches regarding the different contexts.
Big Data Analytics with Google BigQuery, by Javier Ramirez, datawaki, at Span...javier ramirez
In this talk I explain why we decided to use BigQuery as our analytics backend in datawaki.com and teowaki.com
I describe the architecture of BigQuery, what you can do with it, and how other people are using it
Talk delivered at span conference (spanconf.io) in London, 2014
Every step you take... We'll be watching youThirtyThree
For many recruiters, successfully tracking the performance of their recruitment campaigns is a commercial imperative. But when it comes down to the practicalities of monitoring, analysing and reporting it can be a minefield.
The digital age has brought about a revolution in the amount and level of detail in the data that’s available to advertisers and website owners as every step of a candidate’s journey is visible and recorded. This is great news for analysts, but it can often prove bewildering to recruiters.
Weight Loss - Golden Rules for nutritionWill Perry
The main points to my hypnotic weight-loss programme...it's just about changing those 'not-so-great' habits into really beneficial ones...exercise is still key of course. And I have some key techniques to help you break the old habits easily.
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
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
EDEN is proud to be the European strategic partner of ASCILITE and contribute to the ASCILITE LIVE! webinar series. This presentation was an integral part of a webinar focusing on the problems and solutions of a learning designer in the context of open learning. Dénes Zarka, and instructional designer himself, explores what "open" stands for in the context of learning resources and presents various models for the use and re-use of Open Educational Resources (OERs). Denes points out why he designs open content and also why others design open content.
Introduction on MOOCs, their European dimension and ECO project EADTU
Presentation by Darco Jansen (EADTU) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
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.
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
EDEN 2015 - EMMA workshop "An introduction to MOOC design"EUmoocs
At EDEN 2015 a workshop was given about MOOC design in its basic principles. This was given by a team formed within the project EMMA. To know more about EMMA and MOOC design, visit http://project.europeanmoocs.eu/project/get-involved/
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Similar to 4 extensive mooc movement - european track (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Going pan-European …
MOOCs: predominantly US
• where it all started as of 2011
• and … expanded massively (Coursera, Udacity, edX)
• some EU universities have joint US initiatives
• new launches in UK, Australia, Germany, Spain
TIME for a (pan) European initiative!
• …….
Darco Jansen
3. MOOC: providers
• Private companies providers: Coursera (VS), Udacity (VS), Iversity
(D), ...
• Collaboration with platform: EdX (VS), Futurelearn (GB), Universite
Numerique (Fr), …
• Institutions with own platform: UvA (NL), OU (NL), Athabasca (C) ,...
Darco Jansen
8. MOOCs: Massive Open Online Courses
• Massive: > Dunbar’s number (148)
• Cognitive limit of number of people with whom one can
maintain stable social relationships
• ‘Open’: accessible by anyone anywhere, having an internet
connection and free of charge
• Online available
• Course: unity with a duration of 5-10 weeks
Darco Jansen
9. MOOCs: Massive Open Online Courses
• Massive: > Dunbar’s number (148)
• ‘Open’: accessible by anyone anywhere, having an internet
connection and free of charge
• Online available
• Course: unity with a duration of 5-10 weeks
Darco Jansen
10. MOOCs and Digital openness (1)
•
Do MOOCs share Digital openness in learning material?
•
•
Free online availability;
AND open licensing (reuse – remix – rework – redistribute)
•
•
Yes, they are for free, i.e. no costs regarding to material
No, (most) MOOCs do not have an open license
•
Moreover, MOOCs are more than learning materials
Darco Jansen
11. MOOCs and Digital openness (2)
•
MOOCs are courses # learning materials
•
educational content
•
interaction p2p
•
-> learning community -> learning networks
•
feedback tutor (only partly nowadays in MOOCs)
•
-> part academic community
•
qualification and exams (only partly nowadays in MOOCs)
•
Do MOOCs share Digital openness in all those other aspects?
•
And what about the licence of the ‘data’ provided by students.
Darco Jansen
12. MOOCs and Open Access(ibility) (1)
•
Provide present MOOCs really open access to all?
•
Yes but most students already did have access to HE…
•
And students need
•
Good internet connection
•
Language skills (most MOOCs are in English)
•
To understand global practices (hardly local cases…)
•
….not for all students…
Darco Jansen
13. MOOCs and Open Access(ibility) (2)
•
We should be very careful in stating that OER and MOOCs are opening
access to HE.
•
Special attention should be given to those potential student groups that
really don’t have yet access to HE for all kind of reasons.
•
Digital openness (free and open licensing, multi media)
•
The design of the learning material and of the open courses
should incorporate different student groups.
•
Goals and practices on open access, social responsibility need to debated.
•
“MOOCs are not a solution but a symptom of (failures in )
educational system.”
Darco Jansen
14. MOOCs and Open Access(ibility) (3)
•
And is the pedagogics and didactics suitable for all students?
•
•
As a consequence we see high percentage of push-outs.
•
•
•
Today, the focus is more on technology and less on innovations in open
pedagogical thinking.
“Youth unemployment is approaching 23% across Europe and at the same
time we have over 2 million unfilled job vacancies. The knowledge
economy continues to increase demand for higher skills but more than 70
million Europeans have only low or no formal qualifications. This
highlights a serious weakness in our education and training systems.
Europe will only resume growth by producing highly skilled workers who
can contribute to innovation and entrepreneurship.
Widening access and engagement through OpenEducation is a necessity”
In open education we should also have an learner centered
approach that supports independent learning
Darco Jansen
15. MOOCs: Massive Open Online Courses
• Massive: > Dunbar’s number (148)
• ‘Open’: accessible by anyone anywhere, having an internet
connection and free of charge
• Online available
• Course: unity with a duration of 5-10 weeks
Darco Jansen
16. Open Online Courses (1)
• But MOOCs are courses
•
•
•
•
•
educational content
interaction p2p
•
-> learning community -> learning networks
feedback tutor
•
-> part academic community
qualification and exams
Are MOOCs part of formal education?
•
•
most MOOCs don’t give access to HE-system only to the
knowledge (no formal credits as part of accredited curricula)
we should incorporate some recognition options, from (open)
badges to credit in a formal education program
Darco Jansen
17. Open Online Courses (2)
• MOOCs are positioned between informal and formal learning ->
different kind of motives of people enrolled.
• Moreover, the actual outcome differs largely between participants
and most likely will differ from the learning outcomes from the
course design beforehand.
• We should measure the actual outcome of the (changing)
intentions of the persons using OER, MOOCs and other forms of
Open Education.
• The design of an open course should incorporate these changing
intentions and allow multiple outcomes.
Darco Jansen
18. MOOCs for Opening up Education for all
Openness in education needs to embrace all dimensions of openness
and provide flexibility to all learners in whatever educational
context.
• MOOCs should (also) remove all unnecessary barriers to study, and
provides optimal opportunities to access HE for as many students
as possible
A. Digital Openness I.e. free online availability AND open licensing (reuse – remix –
rework – redistribute)
B. Openness to learners (the ‘classical’ OU openness)
C. Open pedagogics-didactics with an learner centred approach that supports
independent learning
D. Openness in the educational ‘transactions’ regarding for example virtual mobility,
credit transfer, recognition/APL
Darco Jansen
19.
20. Going pan-European … with OpenupEd MOOCs
MOOCs: predominantly US
• where it all started as of 2011
• and … expanded massively (Coursera, Udacity, edX)
• some EU universities have joint US initiatives
• new launches in UK, Australia, Germany, Spain
TIME for a European initiative!
• nice umbrella: the EC launch ‘Opening up Education’
• that’s why OpenupEd is our name
• first pan-European MOOCs initiative
• launched April 25, joint press release EADTU & EC
• European values: Equity, Quality, and Diversity
Fred Mulder
Darco Jansen
21. OpenupEd partnership
• from the EU: France, Italy, Lithuania, the Netherlands,
Portugal, Slovakia, Spain, the UK
• outside of the EU, from: Russia, Turkey, Israel
• planning to join, from: Cyprus, Denmark, Estonia, France (+1),
Greece, Ireland, Poland (2x), Slovenia, Spain (+1)
• Open to other potential partners (> 20 requests)
Fred Mulder
Darco Jansen
22. OpenupEd framework of 8 features
1.
2.
3.
4.
5.
6.
7.
8.
Openness to learners
Digital openness
Learner centred approach
Independent learning
Media-supported interaction
Recognition options
Quality focus
Spectrum of diversity
Not meant to be a strict order but rather to give general guidance
Fred Mulder
Darco Jansen
23. OpenupEd Courses
•
•
•
•
•
•
80 (+98 within a few weeks)
wide variety in subjects and level
12 languages
scheduled or self-paced
20 to 200 hours of study
recognition options
Fred Mulder
Darco Jansen
24. OpenupEd partnership: decentralized model …
Institutions themselves are leading
OpenupEd central communication portal,
a referatory to the institutional platforms
Driven by service to learners & society
(rather than by revenue)
Positioned in the public domain (not-for-profit)
(rather than the private sector)
Fred Mulder
Darco Jansen
25. OpenupEd partnership: but centralized for quality …
Branding: commonality in our eight features
Procedures: admission conditions and OpenupEd label
Continuous monitoring
Research and evaluation
Fred Mulder
Darco Jansen
26. OpenupEd: benefits for partners
•
•
•
•
•
Strong and distinctive quality brand
Collective exposure beyond national borders
Visibility and marketing potential
Opportunity to join cross-national projects with external funding
Opportunity to engage with the expertise and experience in the
OpenupEd partnership
• Annual state-of-the-art meeting (part of EADTU Conference)
• Explore further extension of ‘opening up education’ at the
institution
Fred Mulder
Darco Jansen
27. OpenupEd: six conditions to join
• Position in national HE structure including QA & Accreditation
• Institutional endeavour with evidence of QA for the MOOCs
• Endorsement of the eight common features and evidence of
how these are applied to the MOOCs; crucial are ‘openness to
learners’ & ‘digital openness’
• OpenupEd MOOC label required at entry & periodical renewal
• The MOOC operation must be evaluated and monitored; data
and results must be shared within OpenupEd partnership
• Payment of a moderate annual fee
Fred Mulder
Darco Jansen
28. OpenupEd: intentions
• Open to partnering with ‘traditional’ universities
• Reach out to other continents, in particular open universities in
Africa, Asia and Latin America
• Sharing expertise with other institutions in the perspective of
Opening up Education for all
• Contribute to the modernization agenda for HE
• Showcase that MOOCs can indeed contribute to the open
movement
Fred Mulder
Darco Jansen
30. Main drivers for open education
1. The main driver on open education on a national or global level is
access to higher education for all.
• Today there are 165 million people enrolled in tertiary education.
• Projections suggest that the world's higher education system must
accommodate additional 98 million more students by 2025.
• Sir John Daniel (former President of the Commonwealth of Learning)
calculated that this would require more than four major campus
universities for 30,000 students to open every week for the next 15
years.
Fred Mulder
Darco Jansen
31. Main drivers for open education …
2. Extremely relevant and beneficial for Developing Countries
and Emerging Economies with
•
•
•
(1) shortage of qualified teachers;
(2) lack of high-quality learning materials and
(3) evident need to really expand access to (formal) education.
3. Reduce costs of HE at a country level
•
For example in the USA where the high cost of textbook has
reduced citizens access to higher education, but recent efforts on
open textbooks reduced those costs drastically (over 50%).
Fred Mulder
Darco Jansen
32. Main drivers for open education …
4. At an institutional level it is (was) mainly marketing, offering
something for free to attract more students
• (Early) examples of OER initiatives are based on a model as
“Content for free, Teaching & Credentialing for a fee”.
• MOOCs now offer courses for free
5. By now open education has become competition and demand
driven
• Competing with low-cost HE next to
• policy-driven
• implementation driven (changing business)
• and identity driven (openness). OUs need to be part.
Fred Mulder
Darco Jansen