Michael Smalle is a librarian at the University of Limerick. Michael works with First Year students in particular, to assist with their transition to University.
This paper presents one possible sustainable evolution of MOOCs based on a permanent transformation of selected university courses into two-public courses. Two MOOCs have been developed to replace a traditional university course. They are followed at the same time by on-site students and by worldwide learners. The transformation has been spread over two years to cope with limited human resources, that were not experienced with MOOC creation. On-site students benefit from extra supervised activities to satisfy university-level course requirements. This paper summarises the transformation of the traditional course into MOOCs, and how it has been used in a hybrid pedagogy paradigm. It then presents some statistics about this year's run of the course and concludes with a proposal about how to make MOOCs sustainable.
Michael Smalle is a librarian at the University of Limerick. Michael works with First Year students in particular, to assist with their transition to University.
This paper presents one possible sustainable evolution of MOOCs based on a permanent transformation of selected university courses into two-public courses. Two MOOCs have been developed to replace a traditional university course. They are followed at the same time by on-site students and by worldwide learners. The transformation has been spread over two years to cope with limited human resources, that were not experienced with MOOC creation. On-site students benefit from extra supervised activities to satisfy university-level course requirements. This paper summarises the transformation of the traditional course into MOOCs, and how it has been used in a hybrid pedagogy paradigm. It then presents some statistics about this year's run of the course and concludes with a proposal about how to make MOOCs sustainable.
Lowering MOOC Production Costs and the Significance for Developing CountriesBrian Mulligan
Describing how the LoCoMoTion Project (moocs4all.eu) is addressing the lowering of MOOC production costs and some views on why this may well be more important to developing than developed countries.
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
Lowering MOOC Production Costs and the Significance for Developing CountriesBrian Mulligan
Describing how the LoCoMoTion Project (moocs4all.eu) is addressing the lowering of MOOC production costs and some views on why this may well be more important to developing than developed countries.
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
A micronized vle for large scale online courses v3NPO CCC-TIES
Research Center for Computing and Multimedia Studies, Hosei University,Japan
International Symposium 2014
The Second International Symposium on Educational Information Systems with Rich Video Content Distribution: MOOCs and Post MOOCs Trends
NextEd: an Ubun2.0 paradigm for technology enabled HERosemary Quilling
NextEd: an Ubun2.0 paradigm for technology enabled higher education
presented at eLearning Africa (26-28 May 2010) Lusaka, Zambia
(28May session 52 B1)
http://www.elearning-africa.com/past_conferences.php
Rosemary Quilling, University of KwaZulu-Natal, South Africa
Craig Blewett, UKZN, SA
Timothy Shea, University of Massachusetts, USA
David Lewis, UMass, USA
Patrick Kanyiwamuyu, Daystar University, Kenya
Manoj Maharaj, UKZN, SA
Introduction
This research assumes that one way to address Africa’s challenges at a systemic level is to promote fundamental change and innovation within education. The challenge for African students and faculty is that we need to become globally competitive and locally aware. Emerging technologies and platforms (like Web2.0) appear to suggest mechanisms which may be able to facilitate this process.
The challenge in education is multi-faceted as it concerns content, curriculum development, pedagogy, research and faculty development. Ideally an initiative would holistically attempt to address all these facets.
This paper looks at the NextEd approach to addressing these issues in Higher Education and focuses on the lessons learned by the collaborating faculty from South Africa, America and Kenya.
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
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
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
I recently had the honour of speaking at the EdTechXEurope summit which was held in London on June 16th, 2016. I was part of a panel of 4 experts invited to talk about "Trends to Watch in 2016", where we all explored trends that are shaping the future of education. Naturally, my focus was MOOCs (Massive Open Online Courses) with a presentation entitled "The Power of MOOCs".
These slides formed part of my presentation
I recently had the honour of speaking at the EdTechXEurope summit which was held in London on June 16th, 2016. I was part of a panel of 4 experts invited to talk about "Trends to Watch in 2016", where we all explored trends that are shaping the future of education. My focus was MOOCs (Massive Open Online Courses) with a presentation entitled "The Power of MOOCs".
These slides formed part of my presentation.
To see a transcript of the presentation, visit http://www.mooclab.club/threads/do-moocs-have-the-power-to-shape-the-future-of-education.4349/
MOOCs, DOCCs, or POOCs? The Current and Future State of Open Online CoursesSuzan Koseoglu
Presentation at Teaching and Learning Innovation Centre (TaLIC) Lunchtime Conversations - Goldsmiths, University of London
There has been much heated debate on the educational potential of Massive Open Online Courses (MOOCs). In this talk Suzan will critically examine the current hype around MOOCs by drawing from recent literature and by exploring different types of MOOCs and the future of open online courses.
This book is written for educators who want to leverage on the open online courses to better themselves. This book serves as a guide for beginners who wish to explore the various platforms of MOOCs, namely Coursera, iversity, edX, ALISON, Canvas Network, Open Learning, Academic Earth, Future Learn, Peer to Peer University, Saylor.Org, and Udemy. There are two chapters that first introduce to the readers what MOOC is and how MOOC can serve as a medium of learning. Each chapter then starts by simply introducing the name of the MOOC platforms that follows with descriptions of the respective MOOC platforms. Readers will appreciate the inclusion of screenshots to ease their navigation in making the most out of the online resources. It is hoped that this book will provide a resource to advocate for the best possible ways to learn from the open world.
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
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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 Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
Digital Tools and AI for Teaching Learning and Research
A new type of open education
1. NPO CCC-TIES・Tezukayama University
Masumi Hori
CHiLOs: A New Type of
Open Education ?
Housei University
The Second International Symposium on
Educational Information Systems
Friday March 7th, 2014
3. 3
History of Open Education
2002
OCW cMOOC
2006
Khan
AcademyOER
2012
xMOOC
2008
Traditional
University
Education
for everyone
4. Face-to-face lecture Method Lecture video
Teacher Guided study Learning community
Campus Platform LMS
Credits Authentication Certification or badges
$16,000(public)- $37,000(private) Tuition Fees Free or low cost
MOOCs and the Traditional University Model 4
Traditional University MOOCs
5. 5Abolish the Monopoly of Higher Education
MOOCsTraditional University
Education for everyone
6. The MOOC hype cycle 6
The year of
the MOOC
An end of the MOOCs era
2012 2013 2014
7. An End of the MOOCs Era
For universities
MOOCs are not a serious threat.
For companies
Budges or accreditation of MOOCs are
fallen short of expectations.
For learners
It's surprisingly difficult.
7
9. 9
New Approaches in Two Ways
Pure online learning
For
the school
For
the company
Blended learning
MOOCs
10. Education for Everyone? 10
For the school
For the company
Emerging Student Pattern in
Coursera-style MOOCs
# of
Student
Potential learners
left behind
11. Amazon.com of higher education
Southern New Hampshire Universities’
online division
» Direct assessment competency-based
education
» You can get what you wants
11
Fast, Cheap and
Convenient
13. Starting MOOCs ... 13
Second Step
MOOCs
Japanese MOOCs...
( not JMOOC)
Late action?
14. Do nothing ...
MOOCs are over
Nothing to fear from MOOCs
Ignore the MOOCs
Shut our eyes to MOOCs
An ostrich burying its head in the sand
14
Yet easy way of
securing students?
17. Non Scholae
sed vitae
CHiLOs
Creative Higher Education
Learning Objects
We do not learn
for the school,
but for life
For our life
Goal of Open Education for TIES
For Others
For
the school
For
the company
Fast, Cheap
and Convenient
Learning
18. CHiLO Books
CHiLO Lectures
LMS using e-Book
CHiLO Community
CHiLO Badges
Four CHiLOs 18
Series of one-minute nano lectures
P2P Learning by Connoisseurs
LMS LMS LMS
1min 1min 1min 1min
Issue of Certificate
19. Learner oriented
New Type Of Higher Education Using CHiLOs
Course
1 week
2 week
3 week
:
Teacher
Enroll
Course
1 week
2 week
3 week
:
Enroll
Connoisseurs
Personalized Course
Course oriented
Credit Recruiting VolunteerCredit
Not need to enroll
No Course