Douglas Fisher discusses his experience incorporating MOOCs and online resources into on-campus courses. He has used video lectures from MOOCs for "flipping" classes, where passive content is received outside of class and active learning takes place in class. His online content created for students has also been used by MOOC students. He believes online education can support customization by instructors and collaborative textbook creation.
This document provides an overview of Moodle, an open-source learning management system, and discusses its uses and implementation for language learning. It covers the basics of Moodle, including its modular structure and flexibility. Pedagogical considerations for using Moodle are addressed, such as student skills, course content, and participation. Approaches to learning like constructivism and connectivism are also discussed. Stages of Moodle integration from basic to more advanced uses are presented. Finally, resources for further learning about Moodle are provided.
This document discusses various massive open online courses (MOOCs) platforms and providers. It begins by defining a MOOC as an online course aimed at unlimited participation and open access via the web, using videos, readings, and problem sets along with interactive discussion forums. It notes that MOOCs are a recent development in distance education. It then discusses some key characteristics of MOOCs including being free, open to anyone with an internet connection, and having very large enrollments. The document goes on to summarize several major MOOC platforms including edX, Coursera, Udacity, Khan Academy, and a proposed local platform called Knowbita. It provides brief overviews of their approaches, features, and
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
This document summarizes a study exploring the open educational practices of first year students at a South African university. The study found that students used resources like Wikipedia, Khan Academy, and YouTube for learning, though they were generally unaware of open educational resources and licenses. Students used technologies like WhatsApp, LinkedIn, and Twitter for both study and personal purposes. While a few students engaged in open practices like content creation, most remained unfamiliar with concepts like Creative Commons and open educational resources. The document recommends pedagogies encouraging student content production and greater collaboration on digital literacy and open education awareness.
This document provides an overview of Moodle, an open-source learning management system, and discusses its uses and implementation for language learning. It covers the basics of Moodle, including its modular structure and flexibility. Pedagogical considerations for using Moodle are addressed, such as student skills, course content, and participation. Approaches to learning like constructivism and connectivism are also discussed. Stages of Moodle integration from basic to more advanced uses are presented. Finally, resources for further learning about Moodle are provided.
This document discusses various massive open online courses (MOOCs) platforms and providers. It begins by defining a MOOC as an online course aimed at unlimited participation and open access via the web, using videos, readings, and problem sets along with interactive discussion forums. It notes that MOOCs are a recent development in distance education. It then discusses some key characteristics of MOOCs including being free, open to anyone with an internet connection, and having very large enrollments. The document goes on to summarize several major MOOC platforms including edX, Coursera, Udacity, Khan Academy, and a proposed local platform called Knowbita. It provides brief overviews of their approaches, features, and
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
This document summarizes a study exploring the open educational practices of first year students at a South African university. The study found that students used resources like Wikipedia, Khan Academy, and YouTube for learning, though they were generally unaware of open educational resources and licenses. Students used technologies like WhatsApp, LinkedIn, and Twitter for both study and personal purposes. While a few students engaged in open practices like content creation, most remained unfamiliar with concepts like Creative Commons and open educational resources. The document recommends pedagogies encouraging student content production and greater collaboration on digital literacy and open education awareness.
Online Learning and Open Educational Practices in Tallinn UniversityHans Põldoja
The document discusses online learning and open educational practices at Tallinn University. It provides background information on Tallinn University, including its history and structure. It then discusses online learning at the university, noting that online learning was used primarily for blended courses before COVID-19. During the pandemic in Spring 2020, all courses had to move online quickly. Surveys of students and lecturers found that most preferred a blended model. The document concludes by discussing some examples of open educational practices at Tallinn University, including the use of open learning environments like blogs, open badges for assessment, and an open study information system.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
Hands-on Learning of Cooperation Technology: Combining Knowledge Construction...Mikhail Fominykh
The document discusses a study on a course that combined knowledge construction and reflection through hands-on learning of cooperation technology. The course involved students collaborating in groups on three tasks using different technologies. The tasks involved different types and scales of collaboration. Data analysis found collaboration was facilitated by planning and atmosphere but challenged by coordination issues. Technology use saw new tools learned but also technical challenges. Scaffolding reflection improved outcomes for motivated groups. The study concluded that combining social constructivism and reflective learning through designed breakdowns and technology use improved learning from both construction and experience. Future work could explore game-based learning and multiple supportive technologies.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where student diversity, evidence-based instructional practices, education theory and education legislative requirements can intersect. This power point presents the history and brain science behind UDL and some practical suggestions for implementing UDL in your classroom.
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
Roles and Practices of Educators in Technology-Supported LearningDilip Barad
The document discusses the roles and practices of educators in technology-supported learning. It begins by providing context on the historical Luddites and their opposition to technology. It then contrasts how educators differ from Luddites in their critique and use of technology. Educators are said to use technology to empower learners, support the learning process, and promote higher-order thinking, rather than just control or deliver information.
The document outlines several practices of educators, including modeling technology use themselves, having an online presence through blogs and websites, and constantly trying new teaching methods. Educators share examples from their own technology practices and stay engaged with other practitioners to improve. Their focus is on searching for innovative practices and sharing experiences.
This document provides an overview of a case study on an open online course. The study examines the community of practice that developed in the course. The course was an 8-week research writing MOOC with formal registered students and informal open participants. The researcher observed interactions, interviewed participants, and analyzed artifacts to understand how openness and community developed over time in the open online environment.
This document summarizes key findings from the 2010 Speak Up survey conducted by Project Tomorrow with Florida high school students. Some of the main points are:
- Florida high school students see the best teacher role as a resource recommender and coach rather than solely a content expert.
- Students prefer learning through hands-on experiments and small group projects over traditional lectures.
- They want flexibility to learn at their own pace using various digital tools and resources.
- A personalized, mastery-based science class allowing choice and collaboration was seen as very beneficial.
- Trends include more student-directed learning and the development of personal expert networks anytime, anywhere.
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
This document discusses the evolution of teaching and learning from traditional textbook-based methods to modern online and blended approaches. It begins by defining different models along a continuum from textbook to fully online, including definitions of terms like online, blended, and MOOCs. Examples are provided of what student, teacher, and content experiences might look like in textbook, technology-enhanced, web-enhanced, blended, and online environments. The importance of clear definitions and understanding how approaches differ is discussed.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
This document discusses concept mapping and its role in interaction design. Concept mapping involves creating a visual representation of concepts and relationships using concepts, usually arranged hierarchically, and connected with linking words. It can be used for summarizing design sessions, establishing user interface vocabulary, and building a common understanding within project teams. The key elements of a concept map are a focus question, concept terms, linking lines between concepts, and labels on the links. There are different types of links such as causal and property links. Concept mapping is preferable to mind mapping for interaction design because it allows for labeling of links and a non-linear structure with multiple related concepts.
DIGITAL STORYTELLING: Kizoa, Animoto, and Photo StoryJace Hargis
This document discusses three digital storytelling tools - Kizoa, Photo Story 3, and Animoto. Kizoa is a free, Flash-based tool that allows users to create slideshows online with images, text, transitions, and limited music/effects. Photo Story 3 is a free Microsoft program that can be downloaded, allows custom transitions and adding voice narration to each slide. Animoto creates more professionally designed videos online but has limitations on length and voiceovers for the free version. The document encourages using these tools to increase interactivity and engagement for students in digital courses.
Este documento trata sobre la drogadicción y define conceptos clave como drogas, adicción, tipos de drogas y sus efectos. Explica que la drogadicción es una enfermedad crónica caracterizada por recaídas. Detalla los síntomas de una persona drogadicta y cómo identificarla. También analiza las consecuencias del consumo de drogas y la importancia de la prevención. Por último, describe la función de la CONACE en combatir la drogadicción a través de programas y alianzas interinstitucionales.
Digital rebranding of journals involves creating an independent online presence to reach readers beyond print subscribers. The process of rebranding a journal digitally can be triggered by a name change, editor request, or other criteria. It involves partnering with technical teams to build or redesign websites, with the full process now taking about two months. Examples provided include Feminist Formations which changed its name and editorial offices, requiring an updated online brand; and American Quarterly where the editor specifically requested a new digital presence focused on ancillary content.
Duke University Press held a 50% off online sale from April 15-May 15, 2013 to drive sales and build their brand. They promoted the sale on their blog, Twitter, Tumblr, and Google+ and engaged followers by posting humorously and playing games. The sale resulted in more reading lists being created during the sale period than the previous three years combined. Top referring sites for the sale were Facebook, Twitter, and Wikipedia. The presentation discussed using social media platforms like Twitter for customer service and engagement during the sale.
Online Learning and Open Educational Practices in Tallinn UniversityHans Põldoja
The document discusses online learning and open educational practices at Tallinn University. It provides background information on Tallinn University, including its history and structure. It then discusses online learning at the university, noting that online learning was used primarily for blended courses before COVID-19. During the pandemic in Spring 2020, all courses had to move online quickly. Surveys of students and lecturers found that most preferred a blended model. The document concludes by discussing some examples of open educational practices at Tallinn University, including the use of open learning environments like blogs, open badges for assessment, and an open study information system.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
Hands-on Learning of Cooperation Technology: Combining Knowledge Construction...Mikhail Fominykh
The document discusses a study on a course that combined knowledge construction and reflection through hands-on learning of cooperation technology. The course involved students collaborating in groups on three tasks using different technologies. The tasks involved different types and scales of collaboration. Data analysis found collaboration was facilitated by planning and atmosphere but challenged by coordination issues. Technology use saw new tools learned but also technical challenges. Scaffolding reflection improved outcomes for motivated groups. The study concluded that combining social constructivism and reflective learning through designed breakdowns and technology use improved learning from both construction and experience. Future work could explore game-based learning and multiple supportive technologies.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where student diversity, evidence-based instructional practices, education theory and education legislative requirements can intersect. This power point presents the history and brain science behind UDL and some practical suggestions for implementing UDL in your classroom.
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
Roles and Practices of Educators in Technology-Supported LearningDilip Barad
The document discusses the roles and practices of educators in technology-supported learning. It begins by providing context on the historical Luddites and their opposition to technology. It then contrasts how educators differ from Luddites in their critique and use of technology. Educators are said to use technology to empower learners, support the learning process, and promote higher-order thinking, rather than just control or deliver information.
The document outlines several practices of educators, including modeling technology use themselves, having an online presence through blogs and websites, and constantly trying new teaching methods. Educators share examples from their own technology practices and stay engaged with other practitioners to improve. Their focus is on searching for innovative practices and sharing experiences.
This document provides an overview of a case study on an open online course. The study examines the community of practice that developed in the course. The course was an 8-week research writing MOOC with formal registered students and informal open participants. The researcher observed interactions, interviewed participants, and analyzed artifacts to understand how openness and community developed over time in the open online environment.
This document summarizes key findings from the 2010 Speak Up survey conducted by Project Tomorrow with Florida high school students. Some of the main points are:
- Florida high school students see the best teacher role as a resource recommender and coach rather than solely a content expert.
- Students prefer learning through hands-on experiments and small group projects over traditional lectures.
- They want flexibility to learn at their own pace using various digital tools and resources.
- A personalized, mastery-based science class allowing choice and collaboration was seen as very beneficial.
- Trends include more student-directed learning and the development of personal expert networks anytime, anywhere.
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
This document discusses the evolution of teaching and learning from traditional textbook-based methods to modern online and blended approaches. It begins by defining different models along a continuum from textbook to fully online, including definitions of terms like online, blended, and MOOCs. Examples are provided of what student, teacher, and content experiences might look like in textbook, technology-enhanced, web-enhanced, blended, and online environments. The importance of clear definitions and understanding how approaches differ is discussed.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
This document discusses concept mapping and its role in interaction design. Concept mapping involves creating a visual representation of concepts and relationships using concepts, usually arranged hierarchically, and connected with linking words. It can be used for summarizing design sessions, establishing user interface vocabulary, and building a common understanding within project teams. The key elements of a concept map are a focus question, concept terms, linking lines between concepts, and labels on the links. There are different types of links such as causal and property links. Concept mapping is preferable to mind mapping for interaction design because it allows for labeling of links and a non-linear structure with multiple related concepts.
DIGITAL STORYTELLING: Kizoa, Animoto, and Photo StoryJace Hargis
This document discusses three digital storytelling tools - Kizoa, Photo Story 3, and Animoto. Kizoa is a free, Flash-based tool that allows users to create slideshows online with images, text, transitions, and limited music/effects. Photo Story 3 is a free Microsoft program that can be downloaded, allows custom transitions and adding voice narration to each slide. Animoto creates more professionally designed videos online but has limitations on length and voiceovers for the free version. The document encourages using these tools to increase interactivity and engagement for students in digital courses.
Este documento trata sobre la drogadicción y define conceptos clave como drogas, adicción, tipos de drogas y sus efectos. Explica que la drogadicción es una enfermedad crónica caracterizada por recaídas. Detalla los síntomas de una persona drogadicta y cómo identificarla. También analiza las consecuencias del consumo de drogas y la importancia de la prevención. Por último, describe la función de la CONACE en combatir la drogadicción a través de programas y alianzas interinstitucionales.
Digital rebranding of journals involves creating an independent online presence to reach readers beyond print subscribers. The process of rebranding a journal digitally can be triggered by a name change, editor request, or other criteria. It involves partnering with technical teams to build or redesign websites, with the full process now taking about two months. Examples provided include Feminist Formations which changed its name and editorial offices, requiring an updated online brand; and American Quarterly where the editor specifically requested a new digital presence focused on ancillary content.
Duke University Press held a 50% off online sale from April 15-May 15, 2013 to drive sales and build their brand. They promoted the sale on their blog, Twitter, Tumblr, and Google+ and engaged followers by posting humorously and playing games. The sale resulted in more reading lists being created during the sale period than the previous three years combined. Top referring sites for the sale were Facebook, Twitter, and Wikipedia. The presentation discussed using social media platforms like Twitter for customer service and engagement during the sale.
The document provides 8 steps for improving social media ROI at Penn State Press: 1) Establish clear objectives, 2) Customize links, 3) Automate tasks, 4) Conserve characters, 5) Recycle and renew content, 6) Reduce attrition, 7) Be personal, and 8) Mix and serve content regularly. The steps emphasize defining objectives, engagement, repurposing content, personalization, and consistency to improve brand awareness, sales, and engagement through social media.
Este documento describe los diferentes tipos y efectos de la publicidad. Explica que la publicidad es una técnica comercial que aparece en todos los ámbitos de la sociedad y genera necesidades en los consumidores. También puede ser engañosa, ilícita o desleal si transmite valores negativos o engaña a los consumidores. La ley regula la publicidad para proteger a los menores y evitar publicidad ilícita, engañosa o desleal. Finalmente, el documento clasifica los diferentes tipos de publicidad según su finalidad,
The document describes DiscoverNet, an adaptive simulation-based learning environment for designing neural networks. DiscoverNet allows users to build neural network simulators by manipulating neural objects. It includes a consultant module to provide educational guidance during the design process. The consultant reproduces the user's initial neural network design and identifies any issues to help the user correct misconceptions. Experimental results show that DiscoverNet supports learning and helps users develop an understanding of neural network mechanisms.
Christian Zier of the Federal Office for Information Security in Germany presented on open document exchange formats. He discussed how open standards increase interoperability and security while avoiding vendor lock-in. Zier explained that open document formats like ODF allow complete analysis for security threats and isolation of potentially dangerous code. While ODF meets eGovernment security needs, OOXML has no public implementations and its complexity could reduce interoperability. Zier's office successfully migrated from Microsoft to open solutions like Linux, StarOffice and ODF, with minimal issues.
1. AJOL (African Journals Online) is an online database that provides free access to metadata and full text of African scholarly journals, with the goal of increasing access to and use of African-published research.
2. While AJOL is appreciated for being the largest aggregator of African journals, concerns about quality and evaluation of the journals have been raised.
3. Improving quality, evaluation, and impact assessment of African-published research is important for advancing higher education and development in Africa. Getting more research openly accessible online could help develop new tools to measure research quality and impact.
This document discusses IBM's University Programs (IBM UPward) and building smarter cities and regions through university partnerships. It provides an overview of IBM's work with universities to advance areas like transportation, healthcare, education and more. The presentation discusses how instrumented, interconnected and intelligent systems can improve quality of life by focusing on transportation, energy, IT and other service systems that support human activities and development. It emphasizes the important role of universities and their surrounding regions/cities in innovation and economic development through entrepreneurial ecosystems.
This document summarizes a study that classified face images using k-means clustering. The study loaded 200 face images and normalized them before converting to grayscale mosaics and feature vectors. K-means clustering classified the feature vectors into three classes. Experiment 1 performed morphing between the two most similar images in each class, resulting in three natural-looking face images. Experiment 2 chose one image from each class and morphed them, producing unnatural images due to mismatched contours and shadows.
The document discusses the European Reference Index for the Humanities (ERIH), which aims to provide a benchmarking tool for comparing humanities research excellence across Europe. It outlines ERIH's objectives, processes, coverage of disciplines and journals. Key points include that ERIH uses peer review to identify high quality journals, has published initial journal lists in 15 disciplines, and is working to update these lists based on feedback. It also discusses open questions around measuring the influence of open access publications in the humanities.
A presentation on a Google sponsored MOOC for teacher professional development. This provides an examination on our research project on effective course design to increase student engagement and community.
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where learning theory, diversity of learners, education legislation and evidenced-based instructional practices can intersect. This power point will show you the history and science behind UDL and provide some practical application of UDL to the instructional practices in the classroom.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Nursing Professional Development on Mobile Learning and MicrolearningPeggy Semingson
Peggy Semingson discussed mobile learning and microlearning strategies for student engagement. Mobile learning uses portable devices and wireless networks to allow teaching and learning to extend beyond the classroom. Microlearning involves short bursts of information followed by opportunities for interaction. Semingson provided examples of creating short podcasts, videos, and other mobile-friendly content to supplement traditional lectures. She also discussed tools for creating and assessing microlearning content and solicited ideas from participants on how to apply these strategies in their own teaching.
This document is the master's thesis of Nicolas Fricke submitted on May 30th, 2014. It discusses challenges with high dropout rates in MOOCs and proposes concepts to increase user engagement and completion rates through social interaction. The thesis first provides background on online learning and MOOCs, including the openHPI platform. It then covers theories of user motivation and the role of motivation in education. The concept proposed is to increase bonding through personalized feedback to students and increase interaction by allowing user-generated content like quiz questions. The implementation of these concepts into openHPI's architecture is also discussed.
A Virtual Infrastructure for Data intensive Analysis (VIDIA)Alexandra M. Pickett
The presentation will overview a the establishment of a collaborative virtual community, focusing initially on data-intensive computing education in the social sciences.
Open Courses and Informal Learning in a Web 2.0 World: A Research AgendaStian Håklev
This document discusses open courses and informal learning in a Web 2.0 world. It outlines several research questions about how self-learners use open educational resources to learn and how their learning can be supported. Specifically, it examines issues related to the production and formats of open resources as well as how learners participate in site-specific and topic-based online communities. The document also analyzes dimensions of course "openness" and models of open course design, including the stimulus-response model versus the divergence-convergence cycle model. Finally, it proposes additional research questions about hybrid open/for-credit courses, self-learners' needs, recognition of learning, and communication across different levels of learning.
This document summarizes a presentation about designing and delivering engaging online classes. It discusses establishing an instructor presence through various technologies like YouTube, podcasting, and microlectures. It also covers establishing a community through activities like discussion boards and building a professional learning network. Several frameworks for online pedagogy are presented, like communities of inquiry and transactional distance theory. The document emphasizes principles like aligning assessments to objectives, providing clear communication, and creating flexible content using tools like Adobe Spark.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
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This short presentation provides an overview of key considerations when initiating an online design - it leverages the process of problem based learning to ensure an 'active' role for the participating learners
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
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This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative approaches to instruction.
Similar to AAUP 2013: OA Textbooks and MOOCs (D. Fisher) (20)
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This document provides summaries of and excerpts from several books being promoted by university presses for University Press Week 2019. The books cover a wide range of topics including portraits of military veterans, religious values in America, works by Toni Morrison, responses to the 2016 US election, climate change effects in the Arctic, and Europe's images of immigrants and refugees.
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The panelists discussed their experiences redesigning university press website. They emphasized the importance of thorough planning, including analyzing traffic, defining goals and functionality, and user testing. Key steps included determining requirements, selecting a content management system, customizing designs, addressing challenges like mobile accessibility, and performing user acceptance testing. Lessons included budgeting for consulting help, using front-end frameworks, and conducting user research to inform the redesign process.
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This document discusses collaboration opportunities between the books and journals programs at Wayne State University Press. It provides examples of how the programs have worked together such as making a journal available as ebooks, sharing exhibit and advertising space at conferences, and incorporating journals in the press's social media and newsletter outreach. The document also proposes additional areas for collaboration like jointly advertising books and journals, including journals in press catalogs and mailings, and sharing internship resources between the programs. The goal is to find areas of overlapping audiences and content between books and journals to better promote each other's work.
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Remote Sensing and Geographic Information Systems
9
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AAUP 2013: OA Textbooks and MOOCs (D. Fisher)
1. Incorporating MOOCs and other Online Resources
into
On-Campus Courses
Douglas H. Fisher
Vanderbilt University
Nashville, TN
Panel Presentation
Open Access Textbooks and MOOCs
AAUP 2013 Boston
June 21, 2013
2. Outline
• My experience with using MOOCs for supporting blended (online
and face-to-face) learning
• My experience creating online content, designed for my on-
campus students, but also used by students of MOOCs and others
• Customization using on-line material available to the community
of instructors and students
• “A MOOC is NOT a textbook”, and other concerns about the online
education movement
• “Undergraduate education in the national spotlight”, and other
exciting consequences of the online movement
Douglas H. Fisher
3. Outline
• My experience with using MOOCs for supporting blended (online
and face-to-face) learning
• My experience creating online content, designed for my on-
campus students, but also used by students of MOOCs and others
• Customization using on-line material available to the community
of instructors and students
• “A MOOC is NOT a textbook”, and other concerns about the online
education movement
• “Undergraduate education in the national spotlight”, and other
exciting consequences of the online movement
Douglas H. Fisher
5. h"ps://my.vanderbilt.edu/cs265/
In Class Exercises
1. Watch the Hans Rosling video on visualizing data at http://www.youtube.com/
watch?v=jbkSRLYSojo (a 4 minute video)
2. Dr. Rosling concludes that the analysis involved plotting “120,000 numbers.”
Explain where the 120,000 count came from.
3. List the attributes that you believe must be stored in a database that supports this
analysis (and perhaps similar analyses)
4. Give candidate (tentative) relational schema (at least two) for a database that would
support this and similar analyses
5. Give three queries in relational algebra over the schema that you give in part 4,
which you think would be useful for the video’s analysis or a similar analysis
In
Database
class,
'flipping’
enabled
small-‐group
problem
solving
and/or
treatment
of
larger
scale
database
designs
that
illustrated
the
concepts.
DouglasH.Fisher
Example
in-class
session
6. Since Spring 2012: Have used online lectures by others for
• Database (Spring 2012, Spring 2013 with caveat * )
• Machine Learning (Spring 2012, Fall 2012 was full wrapper **)
• Artificial Intelligence (Fall 2012)
With following instructor ratings on 5 point scale ; 3 is “average”
• Database (S12) Instructor Average: 4.27 (0.74) Course Average: 3.63 (0.64)
4.00 (0.95) from Spring 2011 3.41 (1.11)
• Machine Learning (S12) Instructor Average: 4.33 (0.66) Course Average: 4.22 (0.41)
3.83 (0.89) from Spring 2006 3.66 (1.11)
• Machine Learning (F12) Instructor Average: 4.16 (0.68) Course Average: 4.16 (0.68)
• AI (F12) Instructor Average: 4.25 (0.66) Course Average: 4.00 (0.70)
4.25 (1.03) from Fall 2011 4.05 (0.72)
Summary Observation: Instructor rating and course rating means went up or
held steady; standard deviations went down; but beware confounds!
* Videos optional in 2013 (because of Terms of Service)
** Stanford course on COURSERA required (lectures, programs, quizzes) for Vanderbilt
course – obtained written approval, consistent with Terms of Service
Brief history with (other professors’) MOOCs
Douglas H. Fisher
Summary
of all use
7. Outline
• My experience with using MOOCs for supporting blended (online
and face-to-face) learning
• My experience creating online content, designed for my on-
campus students, but also used by students of MOOCs and others
• Customization using on-line material available to the community
of instructors and students
• “A MOOC is NOT a textbook”, and other concerns about the online
education movement
• “Undergraduate education in the national spotlight”, and other
exciting consequences of the online movement
Douglas H. Fisher
8. Video call out(s) from an AI MOOC in Fall 2012 of MY video
Number
of
Views,
top-‐8
videos
5,261
biggest
‘hit’
4,127
3,858
1,445
1,307
1,182
982
964
my
first
‘hit’
20,600
views
total
since
Fall
2012
(5,151
in
last
30
days)
106
thumbs
up,
3
thumbs
down;
62
subscribers
Douglas H. Fisher
9. Next step (I hope): use nb to enable online annotation. Reinvigorate
textbooks by making them
environments/contexts for discourse
nb is an annotation taking
tool developed by the
Haystack Group at CSAIL.
Students and Faculty can
use nb to annotate arbitrary
PDF files online, in a
collaborative fashion.
nb.mit.edu/about/
DouglasH.Fisher
My video lectures have used slides, licensed for
derivations, from course textbook site
10. Artificial Intelligence for Computational Sustainability:
A Lab Companion
DouglasH.Fisher
Students and faculty can crowd-source textbook creation
(here, an example of a lab text by “the community”)
h"p://en.wikibooks.org/wiki/ArLficial_Intelligence_for_ComputaLonal_Sustainability:_A_Lab_Companion
11. Outline
• My experience with using MOOCs for supporting blended (online
and face-to-face) learning
• My experience creating online content, designed for my on-
campus students, but also used by students of MOOCs and others
• Customization using on-line material available to the community
of instructors and students
• “A MOOC is NOT a textbook”, and other concerns about the online
education movement
• “Undergraduate education in the national spotlight”, and other
exciting consequences of the online movement
Douglas H. Fisher
12. Functional Programming
Principles in Scala
(Ecole Polytechnique)
Social Network Analysis (Michigan)
Heterogeneous
Parallel
Programming
(Stanford)Interactive
Programming
(Rice) Crytography
(Stanford)
Computer Vision
(Stanford/Michigan)
Image
and Video
(Duke)
Computational
Photography
(GaTech)
Malicious Software
underground story
(U of London)
Creative programing
For digital media &
Mobile Apps
(U of London)
Coding the Matrix: Linear Algebra
CS applications (Brown)
Computer Vision
(UC Berkeley)
Creative, Serious and
Playful Science of
Android Apps
(UIUC)
Discrete
Optimization
(Melbourne)
Machine Learning
(Stanford)
Machine Learning
(U Washington)
VLSI CAD:
Logic to Layout
(UIUC)
Gamification
(U Penn)
Web Intelligence
and Big Data
(IIT, Dehli)
Applied
Crytography
(Udacity)
The next Machine Learning course I teach will be
drawn from multiple sources, including some of
my own
Software
Defined
Networks
(U Maryland)
Networked Life (U Penn)
AI Planning
(Edinburgh)
NLP
(Stanford)
Computing for
Data Analysis
(Johns Hopkins)
Douglas
H.
Fisher
customizaMon
community
13. h"p://www.teachingtree.co/
Community resource repositories: One example
Douglas H. Fisher
Supporting customization and online textbooks, and steps towards
online educational social networks
15. Introduction to Logic
(Stanford)
Learn to Program:
Fundamentals
(Toronto)
Combinatorics
(Princeton)
Computer
Science
101
(Stanford)
Learn to Program:
Crafting
Quality Code
(Toronto)
Introduction to
Computer
Science 1 (Harvard)
and 2 (MIT)
Online Computer Science curricula can be customized
from courses that are free and online (this slide, some “Basic” courses)
CS 101
Introduction to
Computer Science
(Udacity)
CS 212
Design of
Computer Programs
(Udacity)
CS 215
Algorithms:
Crunching Social Networks
(Udacity)
Algorithms:
Design and Analysis,
Part 1
(Stanford)
Algorithms Part 1
(Princeton)
“equivalent”
alternatives
“equivalent”
alternatives
“equivalent”
alternatives
The Hardware/Software Interface (U Washington)
Douglas H. Fisher
October 2012
16. Computer
Architecture
(Princeton)
Algorithms:
Design and Analysis,
Part 2 (Stanford)
Compilers
(Stanford)
Programming Languages
(U Washington)
Pattern-Oriented
Software
Architectures
(Vanderbilt)
Automata
(Stanford)
Algorithms
Part 2
(Princeton)
Introduction to
Databases
(Stanford)
Software as a Service
(UC Berkeley)
An Online Computer Science Curriculum (Core)
CS188.1x
Artificial
Intelligence
(UC Berkeley)
CS373
Artificial
Intelligence
(Udacity)
“equivalent”
alternatives
Design of
Computer Programs
(Udacity)
Computer
Networks
(U Washington)
Douglas H. Fisher
October 2012
17. Functional Programming
Principles in Scala
(Ecole Polytechnique)
Social Network Analysis (Michigan)
Heterogeneous
Parallel
Programming
(Stanford)Interactive
Programming
(Rice) Crytography
(Stanford)
Computer Vision
(Stanford/Michigan)
Image
and Video
(Duke)
Computational
Photography
(GaTech)
Malicious Software
underground story
(U of London)
Creative programing
For digital media &
Mobile Apps
(U of London)
Coding the Matrix: Linear Algebra
CS applications (Brown)
Computer Vision
(UC Berkeley)
Creative, Serious and
Playful Science of
Android Apps
(UIUC)
Discrete
Optimization
(Melbourne)
Machine Learning
(Stanford)
Machine Learning
(U Washington)
VLSI CAD:
Logic to Layout
(UIUC)
Gamification
(U Penn)
Web Intelligence
and Big Data
(IIT, Dehli)
Applied
Crytography
(Udacity)
Software
Defined
Networks
(U Maryland)
Networked Life (U Penn)
AI Planning
(Edinburgh)
NLP
(Stanford)
Computing for
Data Analysis
(Johns Hopkins)
DouglasH.Fisher
An Online Computer Science
Curriculum (Technical Electives)
October
2012
18. Writing in the Sciences
(Stanford)
Sci, Tech, Soc in China
(Hong Kong)
Internet History, Technology, and Security
(Michigan)
An Online Computer Science Curriculum
Tech/Soc
How to Build a Startup
(Udacity)
Securing
Digital
Democracy
(Michigan)
Information Security
and Risk Management
in Context
(U Washington)
Computational
Investing
(GaTech)
Online Games:
Literature,
New Media, and Narrative
(Vanderbilt)
MySQL Databases
For Beginners
(Udemy)
Specialized
and Tutorial
Differential
Equations
(Khan Academy)
Sciences, Humanities, Arts
few thus far, but enough
To fill out a “major”
Douglas H. Fisher
October 2012
19. Outline
• My experience with using MOOCs for supporting blended (online
and face-to-face) learning
• My experience creating online content, designed for my on-
campus students, but also used by students of MOOCs and others
• Customization using on-line material available to the community
of instructors and students
• “A MOOC is NOT a textbook”, and other concerns about the online
education movement
• “Undergraduate education in the national spotlight”, and other
exciting consequences of the online movement
Douglas H. Fisher
20. What had concerned me
• What would I do in class if not lecture? (happily, I ended up enjoying “flipping” the
class, using active learning methods)
• What would students, faculty, and Vanderbilt think of my “outsourcing” lectures?
Douglas H. Fisher
What concerns me (and/or others)
• MOOCs of today are NOT “multimedia textbooks” – they support “just-enough”
learning
Responses to my concerns
• Create my own content, so that I just don’t take, but I “give back”
• Cast a MOOC as a “multimedia textbook” for purposes of acceptance
• Lack of incentives (e.g., reputation, financial) to create open-source content
• Intellectual property – copyright, licensing, patents
• Academic integrity (but I think that disruption so far has been positive)
21. A MOOC is NOT a Textbook
Douglas H. Fisher
• (I now know that) MOOCs of today are NOT “multimedia textbooks”, though they
have been cast that way to promote acceptance
• A MOOC supports “just-enough” learning (some would justifiably say “just-in-time”
learning)
• In contrast, a good textbook
… is inclusive of knowledge and exceeds the knowledge that any one course/
instructor would cover;
… synthesizes knowledge from multiple sources, aspiring to create a big
picture with common terminology and complementary components; and
… supports course customization by each of the many faculty who will
adopt the textbook.
• A MOOC is intended as a course, not a textbook, though it can be part of the
community resources from which multimedia textbooks arise
• Open-source, multimedia textbooks will be emerge as community members skilled
at synthesis “step up to the plate” to synthesize across the online resources
22. Outline
• My experience with using MOOCs for supporting blended (online
and face-to-face) learning
• My experience creating online content, designed for my on-
campus students, but also used by students of MOOCs and others
• Customization using on-line material available to the community
of instructors and students
• “A MOOC is NOT a textbook”, and other concerns about the online
education movement
• “Undergraduate education in the national spotlight”, and other
exciting consequences of the online movement
Douglas H. Fisher
23. What gets me excited about unfolding online activity
• Higher education, particularly undergraduate education, is in the national
spotlight, among faculty, students, parents, and alums
• I feel in community with other educators (for first time in 25 years teaching);
students see community embraced by their instructors – a scholarly community
• Content creation, by me and by students,
• Open source for content and infrastructure (e.g., edX, Open Learning Initiative)
• Professors and alums in learning community, modeling lifelong learning
• Sampling capabilities (and low completion rates)
• Local and global learning communities, and interaction between them
• Across-institution MOOCs (yet more community)
• Learning about learning (e.g., Workshop on Multidisciplinary Research for
Online Education: http://www.cra.org/ccc/more)
• Even greater customization across courses and curricula (the response to “just
enough” material – a true “multimedia textbook” results from community)
Douglas H. Fisher
e.g., Sustainability
24. Build on our previous course development activities (e.g., the highly interdisciplinary
and popular “State of the Planet” course at Cornell) by developing a distributed
shared course across many institutions
Exploit existing infrastructure to develop and host courses
Virtual technology to manage lectures, and formal and informal discussion groups
Instill a commitment to place through local and regional “super sections, with
course activities customized to regional challenges
Example of Distributed Shared (Across-institution) Course
Mid
Tennessee
secLon
Central
NY
secLon
Wisc
Lake
secLon
WC
OR
secLon
San
Gabriel
Valley
secLon
Uganda
secLon
Bologna
secLon
One
general
theme:
what
will
my
region
be
like
in
40
years?
DouglasH.Fisher
25. TSU
Fisk
U
Vanderbilt
U
Belmont
U
Middle
Tennessee
State
U
U
of
the
South
UT,
Chat
Possible
parLcipants
in
the
Middle
Tennessee
super
secLon
of
the
State
of
the
Planet
MOOC
(e.g.,
organized
around
watershed)
Cumberland
U
Local
themes:
flooding,
green
spaces,
historic
districts
Regional
themes:
water
quality,
invasive
species,
climate
change
Possible non-
academic
partners:
Non-Profits,
Governments,
Corporate
advisors on
local and
regional issues
DouglasH.Fisher
Local content use and creation,
within context of global course
26. List of Courses that used MOOC material
https://my.vanderbilt.edu/cs260/ Undergraduate AI … used lecture material from Web,
including my own
https://my.vanderbilt.edu/cs360fall2012/ Graduate AI … no MOOC material per se,
but students required to produce a video lecture on undergraduate AI content of a
Tutorial nature
https://my.vanderbilt.edu/cs390fall2012/ Graduate Machine Learning course, true
wrapper, requiring satisfaction of COURSERA/Stanford MOOC course and
additional reading and project
https://my.vanderbilt.edu/cs265/ Undergraduate Database, using COURSERA/Stanford
Lectures (required in S12, now optional, waiting to see how user agreements settle out)
A narrative summary of my experience “Warming up to MOOCs” http://
chronicle.com/blogs/profhacker/warming-up-to-moocs/44022
Workshop on Multidisciplinary Research for Online Education: http://www.cra.org/
ccc/visioning/visioning-activities/online-education/286-multidisciplinary-research-for-
online-education-workshop
Learning on Campus and in the Cloud blog: http://cloudandcampus.blogspot.com/
Other Links
Douglas H. Fisher