Talk by Amy Woodgate at the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
This document discusses a toolkit created to help connect open educational resources (OER) to teachers through open pedagogy. The toolkit has two parts: basics of open and applying open education. It includes materials like a script, course manual, slides and examples to help organize workshops. The goal is to inspire teachers and help them integrate different levels of openness and pedagogy into their daily practice. Feedback from users was that knowledge of course design was lacking and part two had a lot of information. Future work involves improving the toolkit based on feedback and researching its impact on adoption of openness.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
A workshop at the National Open University Nigeria in Lagos on 10 and 11 September 2014. These slides were used to show the participants how to transform existing closed learning materials into OER. Based on a roadmap http://robertschuwer.nl/download/PublishingOpenEducationalResources.pdf
Encouraging Metacognition & Relf-Regulation in MOOCs through Increased Learne...Daniel Davis
The document discusses a learning tracker widget designed to provide feedback to MOOC learners by comparing their engagement metrics to those of previously successful learners. The widget was tested in three MOOCs and showed increases in some engagement metrics as well as higher final grades earned. Key questions remain around defining successful learners, which specific metrics should be fed back, and who learners should be compared to. The goal of the widget is to treat learning as a learnable skill and equip learners with tools to self-regulate.
The document discusses the E-Learning Baseline at UCL, which outlines minimum expectations for e-learning provision across all taught programs and modules. It establishes baseline requirements for campus-based courses and additional Baseline+ requirements for wholly online courses. The baseline addresses orientation, accessibility, legal, and communication elements that should be included in Moodle courses. It can be used as a guide for online course design and implementation. Support is available to help instructors understand and apply the baseline standards to their courses.
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
This document discusses a toolkit created to help connect open educational resources (OER) to teachers through open pedagogy. The toolkit has two parts: basics of open and applying open education. It includes materials like a script, course manual, slides and examples to help organize workshops. The goal is to inspire teachers and help them integrate different levels of openness and pedagogy into their daily practice. Feedback from users was that knowledge of course design was lacking and part two had a lot of information. Future work involves improving the toolkit based on feedback and researching its impact on adoption of openness.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
A workshop at the National Open University Nigeria in Lagos on 10 and 11 September 2014. These slides were used to show the participants how to transform existing closed learning materials into OER. Based on a roadmap http://robertschuwer.nl/download/PublishingOpenEducationalResources.pdf
Encouraging Metacognition & Relf-Regulation in MOOCs through Increased Learne...Daniel Davis
The document discusses a learning tracker widget designed to provide feedback to MOOC learners by comparing their engagement metrics to those of previously successful learners. The widget was tested in three MOOCs and showed increases in some engagement metrics as well as higher final grades earned. Key questions remain around defining successful learners, which specific metrics should be fed back, and who learners should be compared to. The goal of the widget is to treat learning as a learnable skill and equip learners with tools to self-regulate.
The document discusses the E-Learning Baseline at UCL, which outlines minimum expectations for e-learning provision across all taught programs and modules. It establishes baseline requirements for campus-based courses and additional Baseline+ requirements for wholly online courses. The baseline addresses orientation, accessibility, legal, and communication elements that should be included in Moodle courses. It can be used as a guide for online course design and implementation. Support is available to help instructors understand and apply the baseline standards to their courses.
Beco w7 what is a conference - Universities as sites of knowledge-production;...Sandra Sinfield
The activities moved from drawing 'research' to discussing how universities act as sites of knowledge-construction. Also covered: student as producer, student as change agent and student as partner. The first year students were asked if they had a model for active students they would like to explore in an HEA Bid - and if they wanted to organise the University's next student-facing conference (Feb 2014). Excellent poster presentations given.
This document summarizes the impact of TU Delft's 30 MOOCs on:
1. Educating the world with over 850,000 enrollments from around the world.
2. Increasing TU Delft's international reputation which has led to more international student enrollments and higher rankings.
3. Improving campus education through flipped classroom approaches and increased pass rates and grades.
4. Fostering new connections between education and research through open education research projects.
5. Enabling collaboration with industry through applied MOOCs on topics like solar energy and risk of blackouts.
Learning Transfer: Does it take place in MOOCsDaniel Davis
This document investigates whether learning transfer occurs after completing a MOOC on functional programming. The researchers analyzed data from 37,485 learners who completed the FP101x course on Haskell, including logs from GitHub to study coding activities. They found learning transfer occurred at a rate of 8.5% and was more likely for learners who were intrinsically motivated, had high self-efficacy, or prior programming experience. Expert learners who actively used GitHub did not change their functional coding habits after the course. The researchers concluded that while transfer rates were low, learners quickly applied what they learned to industrially-relevant languages on GitHub after completing the course.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
This document discusses obstacles and strategies for using Massive Open Online Courses (MOOCs) in campus education. It identifies key obstacles like permission, language barriers, adoption challenges, and assessing MOOC quality. It then outlines strategies used by various universities, where most MOOCs are being incorporated into existing campus courses through flipped classroom models. MOOC content is often used directly in campus learning management systems. Teachers note benefits like increased student engagement and grades when MOOCs are integrated into campus courses, but challenges remain around rethinking contact hours and assessment. The document provides examples of universities successfully using MOOCs and suggests resources for finding suitable open courses.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
This document discusses the sustainable business model for the TU Delft Extension School. It aims to educate the world through high-quality open and online education. The Extension School offers a range of products from open online courses to professional certificates and degrees. These products generate revenue through various sources such as course enrollments, corporate partnerships, and campus reputation and visibility. The document recommends that the Extension School think globally, offer credits for MOOCs, and collaborate on MOOC development to build a sustainable business model.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
This document provides an overview of MOOCs (Massive Open Online Courses) from TU Delft's perspective. It discusses what MOOCs are, how they are produced, and their impact. MOOCs allow TU Delft to educate people worldwide, increase its international reputation, and improve campus education by incorporating MOOC materials. They also enable new connections between education and research by providing data and environments for educational research projects. Overall, MOOCs have increased TU Delft's focus on education and set an example as an innovation program.
Educators' practices changed when developing and teaching a Massive Open Online Course (MOOC) on their interdisciplinary field. Before the MOOC, educators had a nascent understanding of open educational resources (OER) and saw MOOCs primarily increasing access. After teaching, educators reflected on structuring content and fostering online learning communities. They also planned to incorporate MOOC insights, like community-building, into traditional courses. The MOOC experience prompted educators to reconsider their teaching practices.
The document discusses MOOCs (Massive Open Online Courses) and potential uses of MOOCs. It provides an overview of a seminar on using MOOCs, including definitions of key MOOC concepts and categories of MOOCs. Six potential uses of MOOCs are described: as open educational resources, as part of prescribed tasks, in flipped classrooms, for bridging purposes, as wrapped courses with facilitation, and through partnerships. Examples and survey results from participants are given regarding experiences with and recommendations of MOOCs.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
A ‘middle out’ approach to implementing technological innovation Jisc
This document discusses implementing technological innovation at Bournemouth University through a "middle out" approach led by influencers. It promotes the TEL Toolkit as an online resource for teaching staff to gain skills and innovate their teaching. It provides suggestions for staff to support innovation, including completing a digital skills assessment, referring to case studies, and attending seminars. Examples of TEL suggestions are also given for pedagogical approaches like blended learning, feedback, flipped classroom, assessment, collaboration, and engagement.
This document discusses open education and TU Delft's involvement. It defines open education as resources, tools, and practices that employ open sharing to improve education worldwide. This includes open educational resources (OER), open courseware, open textbooks, and massive open online courses (MOOCs). TU Delft offers open courseware and several MOOCs through its Extension School. MOOCs allow TU Delft to educate a global audience and improve campus education. Open education benefits students by providing free or low-cost access to educational materials and online courses. Some TU Delft MOOC students have been able to install solar panels or continue their education based on knowledge gained. TU Delft is exploring offering credits for successful MOO
Presentatie Themamiddag Periodiek Overleg Contract-, en leveranciersmanagers ...Chris van Dijk
Op deze themamiddag voor parkmanagers van Nederlandse Universiteiten stond het onderwerp 'onkruidbestrijding' centraal. In 2015 komt er mogelijk een verbod op chemische onkruidbestrijding op verhardingen. Centrale vraag tijdens de discussie was: hoe speel je hier op in en hoe kies je de meest effectieve en meest milieuvriendelijke methode.
Li Yuan at Open Education session at the Cetis conference 2014Christina Smart
Introduction to the Open Education session at the Cetis Conference 2014:Building the Digital Institution held in Bolton on the 17th and 18th June 2014.
Beco w7 what is a conference - Universities as sites of knowledge-production;...Sandra Sinfield
The activities moved from drawing 'research' to discussing how universities act as sites of knowledge-construction. Also covered: student as producer, student as change agent and student as partner. The first year students were asked if they had a model for active students they would like to explore in an HEA Bid - and if they wanted to organise the University's next student-facing conference (Feb 2014). Excellent poster presentations given.
This document summarizes the impact of TU Delft's 30 MOOCs on:
1. Educating the world with over 850,000 enrollments from around the world.
2. Increasing TU Delft's international reputation which has led to more international student enrollments and higher rankings.
3. Improving campus education through flipped classroom approaches and increased pass rates and grades.
4. Fostering new connections between education and research through open education research projects.
5. Enabling collaboration with industry through applied MOOCs on topics like solar energy and risk of blackouts.
Learning Transfer: Does it take place in MOOCsDaniel Davis
This document investigates whether learning transfer occurs after completing a MOOC on functional programming. The researchers analyzed data from 37,485 learners who completed the FP101x course on Haskell, including logs from GitHub to study coding activities. They found learning transfer occurred at a rate of 8.5% and was more likely for learners who were intrinsically motivated, had high self-efficacy, or prior programming experience. Expert learners who actively used GitHub did not change their functional coding habits after the course. The researchers concluded that while transfer rates were low, learners quickly applied what they learned to industrially-relevant languages on GitHub after completing the course.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
This document discusses obstacles and strategies for using Massive Open Online Courses (MOOCs) in campus education. It identifies key obstacles like permission, language barriers, adoption challenges, and assessing MOOC quality. It then outlines strategies used by various universities, where most MOOCs are being incorporated into existing campus courses through flipped classroom models. MOOC content is often used directly in campus learning management systems. Teachers note benefits like increased student engagement and grades when MOOCs are integrated into campus courses, but challenges remain around rethinking contact hours and assessment. The document provides examples of universities successfully using MOOCs and suggests resources for finding suitable open courses.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
This document discusses the sustainable business model for the TU Delft Extension School. It aims to educate the world through high-quality open and online education. The Extension School offers a range of products from open online courses to professional certificates and degrees. These products generate revenue through various sources such as course enrollments, corporate partnerships, and campus reputation and visibility. The document recommends that the Extension School think globally, offer credits for MOOCs, and collaborate on MOOC development to build a sustainable business model.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
This document provides an overview of MOOCs (Massive Open Online Courses) from TU Delft's perspective. It discusses what MOOCs are, how they are produced, and their impact. MOOCs allow TU Delft to educate people worldwide, increase its international reputation, and improve campus education by incorporating MOOC materials. They also enable new connections between education and research by providing data and environments for educational research projects. Overall, MOOCs have increased TU Delft's focus on education and set an example as an innovation program.
Educators' practices changed when developing and teaching a Massive Open Online Course (MOOC) on their interdisciplinary field. Before the MOOC, educators had a nascent understanding of open educational resources (OER) and saw MOOCs primarily increasing access. After teaching, educators reflected on structuring content and fostering online learning communities. They also planned to incorporate MOOC insights, like community-building, into traditional courses. The MOOC experience prompted educators to reconsider their teaching practices.
The document discusses MOOCs (Massive Open Online Courses) and potential uses of MOOCs. It provides an overview of a seminar on using MOOCs, including definitions of key MOOC concepts and categories of MOOCs. Six potential uses of MOOCs are described: as open educational resources, as part of prescribed tasks, in flipped classrooms, for bridging purposes, as wrapped courses with facilitation, and through partnerships. Examples and survey results from participants are given regarding experiences with and recommendations of MOOCs.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
A ‘middle out’ approach to implementing technological innovation Jisc
This document discusses implementing technological innovation at Bournemouth University through a "middle out" approach led by influencers. It promotes the TEL Toolkit as an online resource for teaching staff to gain skills and innovate their teaching. It provides suggestions for staff to support innovation, including completing a digital skills assessment, referring to case studies, and attending seminars. Examples of TEL suggestions are also given for pedagogical approaches like blended learning, feedback, flipped classroom, assessment, collaboration, and engagement.
This document discusses open education and TU Delft's involvement. It defines open education as resources, tools, and practices that employ open sharing to improve education worldwide. This includes open educational resources (OER), open courseware, open textbooks, and massive open online courses (MOOCs). TU Delft offers open courseware and several MOOCs through its Extension School. MOOCs allow TU Delft to educate a global audience and improve campus education. Open education benefits students by providing free or low-cost access to educational materials and online courses. Some TU Delft MOOC students have been able to install solar panels or continue their education based on knowledge gained. TU Delft is exploring offering credits for successful MOO
Presentatie Themamiddag Periodiek Overleg Contract-, en leveranciersmanagers ...Chris van Dijk
Op deze themamiddag voor parkmanagers van Nederlandse Universiteiten stond het onderwerp 'onkruidbestrijding' centraal. In 2015 komt er mogelijk een verbod op chemische onkruidbestrijding op verhardingen. Centrale vraag tijdens de discussie was: hoe speel je hier op in en hoe kies je de meest effectieve en meest milieuvriendelijke methode.
Li Yuan at Open Education session at the Cetis conference 2014Christina Smart
Introduction to the Open Education session at the Cetis Conference 2014:Building the Digital Institution held in Bolton on the 17th and 18th June 2014.
Li Yuan at Open Education session at the Cetis conference 2014Christina Smart
Opening presentation by Li Yuan for the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
Keynotes presentation by Phil Richards, Jisc Chief Innovation Officer at Cetis Conference 2014: Building the Digital Institution on the 17th June 2014 at the University of Bolton
Een duurzame nieuwe wijk komt in beeld! Een woonwijk met een aantrekkelijke publieke ruimte, die de woonkwaliteit van de wijk en zijn omgeving optimaliseert en tegelijkertijd een identiteit en herkenbaarheid geeft aan de Clementwijk in de stad St. Niklaas
The document discusses QTI version 2.1, an interoperability standard for questions and tests, noting that it is being implemented in six nations with £300 million in investment. It also describes authoring tools that allow combining different interaction types in questions and a tool that implements most of the QTI specification across learning platforms. Some early uses of adaptive testing are mentioned but more experience is needed to develop a profile for higher education in the UK.
This document discusses developing a learning analytics strategy for a higher education institution (HEI). It provides an overview of key considerations in developing a strategy, including identifying goals and stakeholders, addressing privacy and ethics, selecting tools and platforms, collecting and analyzing data, and using insights to improve teaching and learning. The strategy discussed aims to help institutions gain a better understanding of the learner experience and identify areas for improvement through a responsible and ethical use of learning analytics.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
The document discusses designing a framework for making use of MOOCs. It begins by defining MOOCs and describing the University of Cape Town's (UCT) MOOCs project goals, which included developing 12 MOOCs to showcase teaching and research. The project encountered experiences like high geographic reach and participation rates. UCT also analyzed MOOC materials licensing and developed a framework for reuse consisting of whole/partial course reuse and materials reuse models. The framework aims to support new pedagogical strategies and opportunities through MOOC creation and adaptation.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs as free online courses designed for large numbers of students from various locations. While they do not provide credits, MOOCs provide education opportunities. The document outlines the history and types of MOOCs, including cMOOCs and xMOOCs. It also discusses the benefits and downsides of MOOCs, as well as example fields and topics that can be taught using MOOCs, such as tourism.
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.
The document summarizes key aspects of online education at UEBS, including:
1) The online programmes team focuses on culture change to make online education aspirational through collaborative work, high quality modules, training tutors in online pedagogy, and sharing best practices.
2) Modules are designed with active, participative learning in mind inspired by educational research, encouraging social learning and interaction.
3) Working with module developers differs from on-campus modules, with developers using digital tools and media to create asynchronous learning materials with consistent structure and style.
4) Feedback from educators and students praises the highly interactive coordination process and resources created, noting the team's professionalism and dedication.
With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have implemented OpenCourseWare (OCW) initiatives and OER(Open Educational Resources) development to share their learning materials on the web. In addition, some universities provide free Massive Open Online Course (MOOC) with large-scale interactive participation and open access on the Internet. This keynote evaluates the status of the Open Education movement and its dissemination in higher education. It reviews the growth of MOOC movement, activities of MOOC providers and consortiums, introduction MOOC to university education as well as the possible impact on higher education. In addition, this keynote introduces current open educational practices in Hokkaido region, utilizing OER across campuses to improve student outcomes.
The document discusses future scenarios for learning and education, focusing on addressing increasing complexity and harnessing emerging technologies. It describes a future where digital technologies are ubiquitous and seamlessly integrated into daily life and learning environments. It also discusses the need to focus more on competencies like problem solving, collaboration, and digital literacy rather than just knowledge acquisition. Examples of new learning approaches are provided, including open practices using OERs and MOOCs, flipped classrooms, and learner-centered pedagogies like heutagogy.
This document discusses perspectives on MOOCs and their usefulness in various contexts. It provides an overview of what MOOCs are and why people take them, such as to learn new skills or for personal enrichment. It discusses different types of learning MOOCs can provide and completion rates. Benefits of MOOCs include accessing experts, building networks, and supplementing gaps in educational provision. MOOCs can be used by creating your own, using existing ones, or wrapping MOOCs with additional support. Researching MOOCs provides opportunities to improve design and understand online learning. MOOCs can also inform classroom learning designs through flipped or blended models.
The document discusses a study evaluating Massive Open Online Courses (MOOCs). It provides background on the emergence of MOOCs and different types (cMOOCs and xMOOCs). The study evaluated two MOOCs on the University of Leicester's FutureLearn platform using surveys, interviews, and analytics. Key findings included that over 50% of participants had prior MOOC experience, most visited courses a few times per week, and 91% had a positive experience. Recommendations focused on strategic course selection, learner support, analytics use, and exploring business models.
1. MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years, enabled by new online platforms and technologies. MOOCs allow unlimited participation and are typically offered free of charge online.
2. There are different types of MOOCs, with variations in pedagogical approach, level of interaction, and connection to formal learning pathways. Issues around business models, quality, completion rates, certification, and impact on traditional higher education models remain open questions.
3. Participating in a MOOC requires self-direction, digital literacy skills, and a commitment of time that is often underestimated. Institutions developing MOOCs must consider pedagogical design, technical
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
This project aims to provide professional development courses on digital teaching methods like synchronous hybrid, blended, and online learning. Led by EADTU and involving several European universities, the project will design and implement three cycles of courses on these topics over two years. The courses will help educators adapt to digital education needs arising from the pandemic and will empower students for digital learning. The project seeks to advance quality and inclusion in digital education across Europe.
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.
1) The document evaluates MOOCs through a study of the University of Leicester's MOOCs on FutureLearn.
2) Survey findings showed high engagement levels but low tutor contact. Interviews revealed challenges around platform design and managing expectations.
3) A new MOOC classification system is proposed to evaluate MOOCs across dimensions of context, learning, and autonomy.
4) Recommendations include more strategic course selection, leveraging learning analytics, and exploring connections to formal education. MOOCs are seen as disruptive but requiring new pedagogies to realize their potential.
MOOC Tales & Trends discusses the definition and history of MOOCs, including various MOOC platforms, trends in the number of learners and characteristics of typical MOOC learners. It also summarizes research on MOOCs and discusses strategies for European universities engaging with MOOCs, including DCU's ventures into MOOC development. Key challenges and opportunities discussed include ensuring quality, facilitating language learning through MOOCs, and integrating social aspects into the MOOC experience.
The document discusses Massive Open Online Courses (MOOCs). It begins by asking why MOOCs exist and defining them as online courses that have no limit on attendance, no formal entry requirements, and use open resources and social media tools. It then covers the history of MOOCs, different types of MOOCs including those from universities and independent organizations, issues with MOOCs, and how to participate in or create MOOCs. The document provides details on MOOC characteristics, types, benefits and challenges, business models, quality, completion rates, certification, pedagogy, and considerations for creating a MOOC. It concludes by reflecting on the impact of MOOCs and providing suggestions for how
The document discusses Massive Open Online Courses (MOOCs). It begins by asking why MOOCs exist and defining them as online courses that have no limit on attendance, no formal entry requirements, and use open educational resources and social media. The document then covers the history of MOOCs, different types of MOOCs including cMOOCs and xMOOCs, issues with MOOCs like completion rates and quality, and how to participate in or create a MOOC. It discusses characteristics, benefits and downsides of MOOCs, as well as business models, pedagogy, certification, and considerations for creating a MOOC. The document provides references to additional online courses and resources on
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
3. • 6 courses (wave 1) + 8 courses (wave 2) + more (~30 by year end)
• Broad subject areas – academic led and short in length (5-7 weeks)
• Fully online, free to take, open resources – CC licenses
• New as MOOCs, not f2f conversion – non-template approach
Academic
proposes new
course idea
Team meeting
with MOOC
support
Begin content
production
Course
live
Courses
end
Courses and the internal process
BoS + CSPC
Course approval
Head of School
approval sought
Formalapproval
Confirm
live date
Constant dialogue and review.
Training. Community. Events.
Sign off video
content
Standardised
content uploaded
Content refresh
for next iteration
4. • Never intended to be money making
• Capacity building – online learning
• Seen as knowledge exchange initiatives
• Research project into new online delivery methods
• Research project into new audiences
-- who takes a MOOC? And why?
• Logical progression of University strengths and interest
-- keen to explore technology enhanced learning
• It was new, it looked fun!
Why MOOCs?
Open-
mindedness
to “success”
5. Small amount of direct income to reinvest into MOOC dev.
Capacity building – online learning
Knowledge exchange, e.g. research outputs
Development of new online delivery methods
Research outputs
-- better understanding of who takes our MOOCs and why
Strengthened the University’s development areas
-- enabled new-to-online-learning to explore in safe-space
Tremendous fun!
What did we achieve?
All achieved
and more!
6. Direct use of MOOCs Indirect + student inputResearchCapacityMaterials
Pure Educational research
Creating data
Testing boundaries
Risk taking
Breaking norms
Data mining student
projects – feed directly into
body of research
True outreach first creation
Joint course creation
Uruguay Erasmus+ NMSOutreach for research
Collaboration
Experiment and experience
w/ online learning
Analysing the whole
project, e.g. MBA project
New academics Sparked creativity
Enthusiasm
New ODL programmes
Student involved in
summer projects
Student surveys to
understand MOOC
experience and how it
relates to UoE learning
experience
Making content
Created short, structured courses
High quality components
Utilising own/other MOOCs, e.g.
embedding videos or as textbooks
Feedback / feeding into
course creation
Community outreach
Tutoring / learning hubs
OERs
Scripts = open
Sharing practice
Setting standards
leading example
Consultancy
Exploring
unknown spaces
Innovation
Virtual mobility Digital literacy
New processes
New services
Internal impact
Agility
Visually mindful
Showcasing Design students for new
content types
7. Academic course development
• No imposed approach or template
• Encouragement to choose an approach suitable for subject delivery and which
the team were comfortable with
• Encouragement to experiment with platform
Community and transparency
• Talking to peers and asking for feedback
• Development of teams – not individuals
• Sharing practice, good resources found
Recycle, repurpose, reuse
• Use of creative commons as default
• Encouragement to think about resources beyond MOOC space
• Awareness raising of open content
Ensuring quality through transparency, ownership and support
Every course
MUST be a
team
Every course
MUST have an
UoE academic
lead
Every team
MUST be part of
the community
8. … Lots of central guidance and resources along the way!
9. Open attitude to content creation
MOOC
content
• Content designed to be
accessible to a wide audience
• Created as a collaboration
between academics and
central support teams
• Peer community
• Everyone is learning attitude
• Academic teams given
online tutoring training to
prepare for diverse
engagement
• Prepared for tangents and
community generated
content
• Encouraged to embrace
community
• Creative commons
license applied wherever
possible to encourage
content reuse (enabling)
• OERs created as a by-
product
• Education for all around
‘open’ content
MOOC
content
10. Change for the future
Noticeable culture change
– enthusiastically embracing learning and teaching at all levels
– All academic Schools developing online learning provisions
Community-built attitude to course development
– impact on future development of processes
– acknowledgement broad spectrum of skills and support required
Reflection on Learning and Teaching future trajectory
– vision for 2020 Edinburgh experience underway
Reflection on internal provision gaps
– development of new IS Division (Learning Services & Web)
Senior Academic and Senior Management changes
– Multiple Chairs in Online Learning around the University
– New Head of School appointments with online learning explicitly in remit
– Vice Principal online oversight changes
11. Where next?
...?
MOOCs have been (and continue to be) a lot of fun but it has been incredibly fast!
Now we need some slow time to mull over lessons learned
… at least until September