ALISON OER14
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ALISON is an online learning platform that provides free courses to over 3 million students globally, especially in Anglophone countries. It focuses on employability skills like vocational training, English, math, and sciences. ALISON uses advertising revenue to fund its open educational resources, with Google paying them when students click on ads. It has received several awards and expanded rapidly from 3 staff in 2007 to over 30 now. While the platform passively hosts content from other publishers, its low-cost model allows broad access to education and could scale to serve millions more learners.
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Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
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Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Virtual mobility_2010
This document discusses the challenges of virtual mobility (VM) for institutions and practitioners. It outlines that VM is based on using information and communication technologies to obtain international learning experiences without physical travel. While VM provides opportunities for international collaboration and recognition, it also presents complex issues regarding implementation, resources, and differing institutional perspectives. Several European projects are working to address these challenges by facilitating VM processes, building competencies, developing open educational resources, and bringing professionals together to further the concept.
Recognition of open non-formal learning. Organizational perspective
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This document discusses recognition of open and non-formal learning from an organizational perspective. It addresses how open education practices like MOOCs, OERs, and virtual exchange can provide flexible learning opportunities. However, integrating openness into education organizations presents challenges regarding leadership, transparency, collaboration, and balancing traditional and digital values. The document proposes developing open online programs through universities to recognize prior open learning. This could help engage more diverse learners but requires support and training teachers to create open content and collaborate online. Overall, the document examines how education providers can recognize and validate open and non-formal learning through new online and partnership models.Recognition of open non-formal learning
How education providers are ready with new forms of learning requested by digital and networked society
Conole_teaching 5_aug
Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.
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ALISON OER14
- 1. ALISON: Advanced Learning Interactive Systems Online Nick Jeans and Bieke Schreurs POERUP team OER 14, 28 April 2014, Newcastle
- 2. • case study for EU-funded programme, ‘POERUP’ – Policies for OER Uptake (http://www.poerup.info/) • Partners in several EU countries researching initiatives across all sectors in all countries • Aim to understand how governments can stimulate uptake of OER
- 3. • ‘Advance Learning Interactive Systems Online’ • Resources not open in sense of being copyright-free and easy to re-purpose • But as defined by UNESCO (2002): “digitized materials offered freely…for educators, students and self-learners to use for teaching, learning and research”
- 4. • significant international player in provision of free online courses for Further and Adult Education (where OER less available than in HE) • 3m students on 600 free online courses • 350,000 completers • 200,000 more each month • founder Mike Feerick: expansion will accelerate • 1 billion students by 2020
- 5. Uses social media for marketing 10,000 have shared their stories
- 6. Global reach, mainly Anglophone countries - North America, India, Australasia, Middle East + Sub-Saharan Africa
- 7. • Awards at World Innovation Summit for Education Best Practice (Qatar 2013) + UNESCO Award for Innovation in ICT for Education • FE equivalent to much-heralded Khan Academy in US (secondary schools)
- 8. Focus on employability skills: vocational, ESOL, Languages, Maths, Sciences
- 9. • For-profit Social Enterprise: uses advertising to pay for provision • Google’s pay-per-click system: Google pays ALISON whenever learner clicks on advert • additional premium services: • ALISON Manager to manage learner groups (max 50 students) • charge for paper certificates/parchments
- 10. • Slow start 2007 in Galway, Ireland. Staff of 3 • Breakthrough year 2010: British Council, Microsoft + Irish Health and Safety Authority • ALISON helped Health and Safety Authority develop online materials. • No longer develops materials • Staff now 30+
- 11. • simple way to broadcast ready-made materials, using Moodle platform • Other publishers earn split on revenue generated through display of content • As more learners click on ads, fewer adverts needed, less intrusive
- 13. • Needed expert Moodle technician (Amr Hourani) + drive / self-belief of manager (Mike Feerick): kept staff costs to minimum when times were hard • ALISON may squeeze out other providers? • Become default provider of vocational education, like Amazon for shopping?
- 15. • model can be replicated • Some aspects could be improved • Could use learner feedback to improve materials + correct errors • Just passive platform for content • Allow / facilitate repurposing?
- 16. ‘Correct' answer for question 2: 'a socks‘, not 'a sock'
- 17. • (Ex FE / Adult Ed teacher) • Use for self-directed learning between lessons, maintains learner progress • Lesson less for teaching, more for encouragement + guidance to appropriate materials (Sugata Mitra)
- 18. Further information POERUP website: http://poerup.info POERUP wiki: http://poerup.referata.com/wiki/ Contact information Nick.Jeans@sero.co.uk