Recently University of Delhi (DU) has introduced a new four year based undergraduate programme (FYUP) wherein all (> 50,000) newly admitted undergraduate students have been given laptops that are powered exclusively with Ubuntu OS (12.04 LTS) and other freeware including Open Office, Firefox, VLC and Rythmbox. Out of a batch of 52 students selected for case study 26 were introduced with concept of high quality OER (HQOER). The present investigation seeks to analyze pedagogical impact of the same on the twin effects of a) students utilizing internet enabled laptop computers during real-time classroom teaching and b) using OER content linked with resource based learning so as to leverage both most effectively. The investigation concludes that topic specific OER ought to be available preferentially through a dedicated search engine for HQOER. Further, an independent OER regulatory body should recommend chronological listing of HQOER sites after a thorough evaluation of the quality of their content. The future of teaching-learning process bodes well for hybrid education that includes HQOER as a built-in standard.
OpenEd 2014 -- Powering Personalized Learning with OERJonathan Mott
To fully realize the potential of OER to transform learning, it must be mapped to learning goal frameworks and delivered in personalized learning contexts.
OpenEd 2014 -- Powering Personalized Learning with OERJonathan Mott
To fully realize the potential of OER to transform learning, it must be mapped to learning goal frameworks and delivered in personalized learning contexts.
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
Using digital technologies to implement distance education for incarcerated s...Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access
to resources. This article reports on four projects that incrementally build on each other, three of which are
completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
MOOCs in indian context: An Overview provides information about various MOOCs platforms and discusses extensively about Swayam, the Indian MOOC Platform.
Xinglong Ma
DEC, Bournemouth University, UK
Feng Tian
DEC, Bournemouth University, UK
Nan Jiang
DEC, Bournemouth University, UK
Stefan Dietze
1.3S Research Center, DE
The OER Research Hub (OERRH) project works collaboratively with open education initiatives
around the world to examine the impact of open educational resources. In this paper I will
outline methods for organizing and disseminating open research into OER. In particular, I focus
on the value of curation when combined with strategies for the visual presentation of evidence
(especially mapping). The discussion is framed by a presentation of the OER Impact Map, an
asset of OERRH.
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
Using digital technologies to implement distance education for incarcerated s...Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access
to resources. This article reports on four projects that incrementally build on each other, three of which are
completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
MOOCs in indian context: An Overview provides information about various MOOCs platforms and discusses extensively about Swayam, the Indian MOOC Platform.
Xinglong Ma
DEC, Bournemouth University, UK
Feng Tian
DEC, Bournemouth University, UK
Nan Jiang
DEC, Bournemouth University, UK
Stefan Dietze
1.3S Research Center, DE
The OER Research Hub (OERRH) project works collaboratively with open education initiatives
around the world to examine the impact of open educational resources. In this paper I will
outline methods for organizing and disseminating open research into OER. In particular, I focus
on the value of curation when combined with strategies for the visual presentation of evidence
(especially mapping). The discussion is framed by a presentation of the OER Impact Map, an
asset of OERRH.
Following the needs of today’s society and the development and needs of learners, the project E-competent teacher within E-Education defines and describes the digital competencies or e-competencies that represent the basic level of digital literacy. They refer to teachers, pre-school teachers, ICT co-ordinators, school principals and deputy school principals. Our seminars mostly focus on the first level of digital literacy since they support the development of digital competencies. Partly, the second level is also included because the blended learning seminars enable participants to put into practice the knowledge they gain on various strategies, approaches, content and materials. By doing so, they apply the acquired competencies to their professional field. The results of the evaluation we have already done show that since 2009 there were 36.574 participations at the seminars (20.296 participants out of 30.000 teachers in Slovenia), 14.920 workshops with 39.073 participations, more than 70% of principals attended 1 or more leadership courses 99,3% schools were participating in the project, 285 members of development teams and 760 trained collaborators were involved in the project.
http://www.sio.si/
In the talk will be presented the quality assurance mechanisms for open e-textbooks that have been planned and implemented based on the results of research among academic teachers in the project “Open AGH e-textbooks”, launched in May 2013 at AGH University of Science and Technology .
In this talk we present an overview of the experience with open educational resources in UNED Abierta , the OER Programme at UNED, Spain. We analyze some lessons learned, related specially to the MOOC phenomenon, run in our case in UNED COMA.
This work presents a data architecture based on semantic web technologies that support to the inclusion of open materials in massive online courses. The framework provides transparent access to RDF data sources for Open Educational Resources stored in OpenCourseWare repositories.
Speaker(s): Nelson Piedra and Edmundo Tovar
Slides from Open Educational Resources workshop at Research in Distance Education 2011 conference, held on 26 October 2011. The workshop was conducted by Dr Stylianos Hatzipanagos (King’s College London),
Dr Steve Warburton (University of London International Programme) and Dr Jane Secker (London School of Economics). More details can be found at www.cde.london.ac.uk.
Presentation by MOOC Task Team at Centre for Innovation in Teaching and Learning, Centre for Higher Education Development, University of Cape Town to inform discussion of MOOCs in the UCT Course provision landscape.
Moodle Moot Virtual Conference 2015 (MMVC15):
Remixing OERs - Adapting for Purpose and Context
Online WizIQ class on: http://www.wiziq.com/online-class/2877060-mmvc15-remixing-oers-adapting-for-purpose-and-context
Date: 11am (GMT+2) Saturday 8th August 2015
Full paper:
Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3)
http://www.openpraxis.org/index.php/OpenPraxis/issue/view/13/showToc
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Open Education Resources: Challenges and BenefitsPhillip Clingan
The presentation is part of an OER course. Explains the benefits and challenges and how to overcome challenges in using OER. This presentation is licensed under CC BY-NC-ND 4.0
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
The OpenUpED Quality Framework in Action: How well does the “Learning to Lear...Beck Pitt
"The OpenUp Ed Quality Framework in Action: How well does the "Learning to Learn" MOOC stack up?" was presented at the BizMOOC conference "Upgrading Business Competence Globally for Today and Tomorrow" at Krakow University of Economics on 9 November 2018. See: http://bizmooc.uek.krakow.pl/?page_id=4201
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A novel OER initiative under University of Delhi’s new Four Year Undergraduate Programme: an investigation into the Pedagogical Impact
1. A novel OER initiative underA novel OER initiative under
University of Delhi’s new FYUP:University of Delhi’s new FYUP:
an investigation into the Pedagogical Impactan investigation into the Pedagogical Impact
Arijit Chowdhuri & Charu K. Gupta
Acharya Narendra Dev College
University of Delhi, INDIA
23 – 25 April, 2014 Ljubljana,
2. OERs in teaching-learning process: New approach on
learning horizon
Focus is on development of cognitive skills vis-à-vis
mentoring approaches adopted
Dynamic learning, teaching and assessment strategies
Engaging, easy, effective and collaborative learning
techniques
PreamblePreamble
OCWC Global 2014
3. Recently University of Delhi (DU) has shifted to new Four
Year Undergraduate Programme (FYUP) from conventional
three years
All (> 50,000) newly admitted undergraduate students have
been given laptops for promotion of E-learning through
access to HQOER
Laptops are exclusively powered by Ubuntu OS (12.04 LTS)
and other freeware include Open Office, Firefox, VLC and
Rythmbox
Laptops are internet enabled with 40 mbps connections in
college
BackgroundBackground
OCWC Global 2014
4. Overcome barriers to participation, especially those absent
in class, employed or differently-abled
Another chance to understand classroom teaching for those
who did not comprehend it the first time – time versus pace
issues
Student can be separated from the mentor for a substantial
part of the total learning time
Students have opportunity to access printed texts or other
media, such as video, audio and multimedia, real-time
Option for full-duplex communication between the student
and mentor
Perceived advantagesPerceived advantages
OCWC Global 2014
5. Becoming technology enabled at home with more hours
spent on accessing OER
Moving from abstract theories described in text-book to
becoming stakeholders in OER development
Opportunity for parents at act as resource persons
Simultaneously bolstering the ‘technocrat’ as well as the
‘academic’ in the student
Internet is expected to help rethink and reorganize the
process of knowledge dissemination between education and
research
Collateral AdvantagesCollateral Advantages
OCWC Global 2014
6. University of Delhi’s take on FYUP using OER
Exemplar shift in curriculum with augmented tenure of
study
Entails training students to possess greater flexibility
Develop qualities for autonomous learning
Cultivate taste for opening up to wide-ranging career
choices
Combining knowledge with practical skills
Why OER ?Why OER ?
OCWC Global 2014
7. Introduction of Free and Open Source Software (FOSS)
Furthering Open Education: circumventing licence fees or
royalties
An upgraded course content
Ingenious idea to make students stakeholders in accessing OER
Popularizing use of OER with pre-incorporated licence for reuse
and/or adaptation sans copyright holder’s permission
Policy implementation: multimedia applications, streaming
videos, textbooks or any other media used for teaching-learning
process, free for dissemination.
Initiatives taken by DUInitiatives taken by DU
OCWC Global 2014
8. The present investigation seeks to analyze the pedagogical
impact of the twin effects
a)students utilizing internet enabled laptop computers during
real-time classroom teaching
b)using OER content linked with resource based learning so as
to leverage both most effectively
The Study……The Study……
OCWC Global 2014
9. Investigation of access, licences, awareness and
understanding of Open education materials
Awareness about Open EducationAwareness about Open Education
0 5 10 15 20
Understand Open environment
concept
Awareness about Creative
Commons licences
Understand licences by Creative
Commons
Access educational materials
under Open licenses
Somewhat
No
Yes
Number of students
OCWC Global 2014
10. Teaching-learning process under FYUP is seen to be
dependent on the availability of information and material
content.
Students with exposure to HQOER are seen to possess a
different take within the existing framework.
Students’ access to Open educational materials on the
internet, associated licences and awareness of Creative
Commons are noted to be important.
Introduction to HQOER substantially affects their
pedagogic approach.
Open Education…..Open Education…..
OCWC Global 2014
11. Investigation of awareness about various licences
of Creative Commons
Creative Commons LicencesCreative Commons Licences
0
5
10
15
20
25
CC-BY CC-BY-SA CC-BY-ND CC-BY-NC-SA CC-BY-NC-ND
Yes
No
Somewhat
Types of Creative Commons licences
OCWC Global 2014
12. Students introduced to HQOER gain valuable insight about
different types of licences proffered by Creative Commons
Students become aware about usage of various licensed
HQOER materials while preparing assignments &
presentations
Citation of appropriate sources as deemed necessary is
followed.
A fine balance is seen to emerge about usage of
copyrighted and OER materials while accessing course
materials from world’s top sites / universities
Creative Commons…..Creative Commons…..
OCWC Global 2014
13. Effect of fast internet access on autonomous learning, past-
class stay back and educational material access
Effect of fast internet availabilityEffect of fast internet availability
0 5 10 15 20 25
Educational materials preferentially
accessed in college
Has high-speed internet access increased
college stay post classes
Concept of autonomous learners
Somewhat
No
Yes
Number of students
OCWC Global 2014
14. Availability of fast internet connection and free software
enabled laptops is seen to motivate students embrace the
concept of autonomous learning.
Autonomous learning is seen to result in stay back by most
students post regular college class hours.
Traffic on the sites hosting Journals and HQOER material
is seen to grow post regular college class hours thereby
indicating the following:
Preferential use of the University of Delhi enabled network
Access of the sites by the students in the college premises
which otherwise are inaccessible from home
Internet Connectivity….Internet Connectivity….
OCWC Global 2014
16. For assignments requiring HQOER students reported
using search engines including Google, Yahoo, Bing, Delta
etc.
Google was rated the most preferred search engine by a
whopping 73% of the students.
However, an in-depth investigation indicated that even
Google was unable to address requirements for HQOER
based content at all times.
Google was noted to short-list results according to the
choice of keywords besides primarily promoting its own
affiliates including but not limited to Wikiepedia etc.
Google etc….Google etc….
OCWC Global 2014
18. For the students specifically choice of
HQOER was found to depend on:
Subject matter
Explanation of principles
Authenticity
Originality, clarity
Media usage
HQOER choice….HQOER choice….
OCWC Global 2014
19. Effect of listing sequence and preferential
listing of HQOER by Google
Effect of listing sequenceEffect of listing sequence
0
5
10
15
20
25
Does Google provide
results for HQOER
Is sequencing of HQOER
important for access
Does Google give
prefrential shortlisting of
certain HQOER sites
Yes
No
Somewhat
OCWC Global 2014
20. Sequencing of HQOER material listing by the search engine is
seen to majorly influence its use by students.
This in turn is seen to be depend on the choice of keywords
besides preferential use of a particular search engine.
Mismatch with Google search algorithm can relegate a dedicated
HQOER hosting site deep down short-listed results.
Paucity of time and natural reluctance to skim through all search
results leads it to not being accessed.
HQOER site is therefore inherently never accessed by students
and they make do with whatever content is available in the first
few pages
Search Results…Search Results…
OCWC Global 2014
21. Harnessing of HQOER is seen to be influenced by:
Authenticity of the OER material
Specificity of topic
Sequencing of HQOER hosting sites
Students notice preferential short-listing of certain sites
at the top specially those belonging to a specific
conglomerate
HQOER HarnessingHQOER Harnessing
OCWC Global 2014
22. Need for a dedicated tag and keyword search
interface for HQOER
Providing widgets and APIs that can be used to insert
“more….” recommendations into HQOER pages
Allow access to HQOERs and their full-text
Allow creation of profiles such that personalized
recommendations can be received
HQOER InterfaceHQOER Interface
OCWC Global 2014
23. Despite OERs being available under Creative Commons licensing
Actual adoption and adaptation by another institution wishing to
include them in the local context remains a challenge
Mentors routinely reuse content however, connecting with OER
demands more groundwork
Learning objectives in HQOER ought to have clear outcomes and
objectives with details of learning resources, activities and
assessments
License wording ought to be simple and clear-cut preventing
multiple interpretations in different countries
Challenges AheadChallenges Ahead
OCWC Global 2014
24. Content completeness: HQOER re-user may have to remix materials
to revise content before it can be redistributed
Relevance of Local content: HQOERs ought to be self-contained
with option to customize and include local content
Seamless website navigation: Navigating HQOERs on web
becomes difficult because of materials hosted on LMS and
truncated addresses linked to local servers
Sources on the web: HQOERs on websites are optimized for web-
access and sources are obscure preventing customization
Local issues in OERLocal issues in OER
OCWC Global 2014
25. Savithri Singh, Principal, Acharya Narendra Dev
College (University of Delhi) for continuous guidance
and support.
University of Delhi and University Grants
Commission for travel grant
Organizers of OCWC 2014 for registration fee waiver
AcknowledgementAcknowledgement
OCWC Global 2014