In this presentation at SXSWedu in March 2013, Dr. Gigi Johnson explores the fuzzy world of “blended” courses in higher education. She dissects the tensions and tribulations as universities attempt to blend F2F and web-enriched tools in traditional environments, including challenges of time, space, and data politics in research universities, challenges with cost structures and faculty development, and abundant legal and IP issues. What is a class vs. what it could be with rich alternative technologies for learning? How do old universities rethink “class” instead of “just” repackage learning in a blended environment?
ePortfolios for Adults and Other Humans (rev 2014)Don Presant
An exploration of how ePortfolios can help support and demonstrate the learning of adults.
Revised from the original presentation in 2013 to include a description of a new shared ePortfolio service for educators and trainers called savvyfolio.net.
ePortfolios for Adults and Other Humans (rev 2014)Don Presant
An exploration of how ePortfolios can help support and demonstrate the learning of adults.
Revised from the original presentation in 2013 to include a description of a new shared ePortfolio service for educators and trainers called savvyfolio.net.
The Digital Footprint MOOC: A Free online course and resources encouraging cr...Nicola Osborne
Presentation on the University of Edinburgh Digital Footprint MOOC (#dfmooc), given by Nicola Osborne (Digital Education Manager, EDINA), at the Scottish Government and SLIC Digital and Information Literacy event, November 2017
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
Personal Learning Environments for Humanitarian Learning and DevelopmentDon Presant
Case study in progress of an initiative designed to balance the needs of learner and organization. Powered by Open Badges. A project of Médecins sans frontières presented at the ePortfolio and Identity Conference 2015.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
This webinar addresses the basics of content strategy for .edu websites. I attempt to answer this question: What's your strategy for content strategy? The webinar offers practical advice for content strategy related to marketing and communications in higher education. View the webinar recording here: http://www.mstoner.com/blog/content-and-writing/content-strategy-webinar-recording-ready-viewing/
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
The Digital Footprint MOOC: A Free online course and resources encouraging cr...Nicola Osborne
Presentation on the University of Edinburgh Digital Footprint MOOC (#dfmooc), given by Nicola Osborne (Digital Education Manager, EDINA), at the Scottish Government and SLIC Digital and Information Literacy event, November 2017
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
Personal Learning Environments for Humanitarian Learning and DevelopmentDon Presant
Case study in progress of an initiative designed to balance the needs of learner and organization. Powered by Open Badges. A project of Médecins sans frontières presented at the ePortfolio and Identity Conference 2015.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
This webinar addresses the basics of content strategy for .edu websites. I attempt to answer this question: What's your strategy for content strategy? The webinar offers practical advice for content strategy related to marketing and communications in higher education. View the webinar recording here: http://www.mstoner.com/blog/content-and-writing/content-strategy-webinar-recording-ready-viewing/
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Education Clouds: Cloud Computing West 2012 ConferenceGigi Johnson
Mini-Keynote Presentation from the November 2012 Cloud Computing West conference - http://www.cloudcomputingassn.org/events/T1204/agenda.html. Discussion of the transformation paths of US education as it leans into cloud-based computing and storage in its pursuit of Everywhere Education
21st Century Perspective on Teaching in Higher Education Eileen O'Connor
This presentation was delivered to faculty in higher education to emphasize ways to incorporate collaboration, integration of technologies, and more global approaches to teaching - both online and face to face.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
Imagining and Empowering: Rethinking and Retooling for the Digital Future(s)Gigi Johnson
Enjoy my keynote presentation slides from the Friends of the National Library of Medicine on "Post-Pandemic Libraries: The Upcoming Era of Change". My session, which started the day, was about "Imagining and Empowering: Rethinking and Retooling for the Digital Future(s)". Add'l info: linktr.ee/gigijohnson
Smart Phones, Smart Audiences? SF Discussion June 2017Gigi Johnson
Gigi Johnson joined guests with the San Francisco Entertainment Commission on a warm SF day to discuss how technology influences music consumption and live concert choices. These slides kicked off the conversation, which continued for about 3 hours in total. The conversation included discussions of the impact of streaming music and digital subscriptions, as well as playlists, on how we decide if and where to go for live content.
Tech Tools for Music Industry Teaching and ExplorationGigi Johnson
At 2017's Music Business Association in Nashville, Gigi Johnson from UCLA's Herb Alpert School of Music shared this starting group of tech tools that both teachers and students can use to explore what is happening in the digital world of music. This is just an introductory list of free or inexpensive tools to get people started. More extensive tools can be found via the Center's website and podcast: http://innovation.schoolofmusic.ucla.edu.
Ecosystem Transformation: Accelerating Change in Music Human/Tech SystemsGigi Johnson
Gigi Johnson, the Executive Director of UCLA's Center for Music Innovation at the UCLA Herb Alpert School of Music, shared this discussion in May with a group of music executives about the impact of streaming music and other technologies on how we create and enjoy songs, community, and experience in music. This presentation was shared with those in attendance, and we now are sharing this with this SlideShare community as well. http://innovation.schoolofmusic.ucla.edu
SXSW 2016 - Music 2020: How We Can Change the FutureGigi Johnson
Slides for the 2016 SXSW Music presentation and discussion at http://schedule.sxsw.com/2016/events/event_PP53896. ow can we get 20/20 vision about alternate futures in music and set our sights on directions of desired change?
While are fighting across blogs and trade press about streaming, location-based data, and social value changes, throwing around selective data, we are light on seeing the Big Picture(s) or the drivers toward uncertain possible futures.
This presentation wrestles with how time, place, data, connectivity, rights politics, live events, and oligopolies may change the way we create, collaborate, share, and live off of music revenue streams — and how we can cooperate to shape intended outcomes.
Music 2020: Changing the Future - SXSW 2016 Panel PickerGigi Johnson
How do we change the future in the face of major uncertainty? The music industry has been fighting in public about the present as major power and economic shifts are happening. This SXSW Panel Picker pitch is a very short version of an hour-long discussion of how we get 20/20 vision about possible futures in music and how we set our sights on the directions of desired change.
SXSW Music 2015: Surviving the Shift: Rethinking Music and DataGigi Johnson
Gigi Johnson, Inaugural Director of the UCLA Center for Music Innovation, shared this presentation at SXSW Music 2015. She discussed how artists and those who support them might think differently about planning how to work with data, and how the "Digital Ma" and Small Data might make sense for artists in a world shifting from transactional music purchases to relational content. She talked about Super Fans and tools that are in use now for engaging with your fans, plus concerns as this shift continues for artists.
SXSW Panelpicker 2015: Surviving the Shift: Music and DataGigi Johnson
Join Gigi Johnson and the UCLA Center for Music Innovation in our session on Surviving the Shift: Rethinking Music and Data at SXSW 2015, in Austin, TX, at 2 pm on March 20.
More information: http://schedule.sxsw.com/2015/events/event_MP41431
FTC FIRST Summer Conference: Gearing Up Mad Interview SkillsGigi Johnson
Share our July 24, 2014 FIRST Tech Challenge webinar slides! Info: http://www.usfirst.org/roboticsprograms/ftc/gear-up-with-ftc and http://firsttechchallenge.blogspot.com/2014/06/gear-up-with-ftc-inaugural-first-tech.html
Description: Team judging interviews can be a mystery for rookie teams -- and for many experienced teams and mentors as well! We'll share stories of good and challenging judging interviews and cover 5 steps to improving your team interview skills. Gigi Johnson, EdD, has both judged and coached FTC teams in the Los Angeles area and with humor and insight is glad to share ideas on gearing up your team judging interview skills.
Create Everywhere: #ISTE2014 Creativity PlaygroundGigi Johnson
In the Creativity Playground at #ISTE2014, Gigi Johnson shares a half-hour discussion on how we can build personal support to Create Everywhere. With a focus on tools from Howard Rheingold's Net Smarts, Peeragogy.org, and Todd Henry's Accidental Creative, Gigi discusses how we are creating fish ponds of new ideas. She shares five steps on how to lay out your creative environment to spur new raw materials for future projects and great ideas.
Drinking from the Digital Data Fire HoseGigi Johnson
Digital change expert Dr. Gigi Johnson, Executive Director of the Maremel Institute, will share on April 17, 2014, this webinar with the US Department of Housing and Urban Development's OCIO Learning Sessions online. She will discuss five (5) steps to both grow and simplify how we can use abundant data to make better daily and strategic decisions. She will address questions such as: How can I use the data that I can get now at a reasonable price with reasonable use of time to help my work thrive? How can I find ways to SAVE time and energy around data? How can I have the right data when I need it for decisions? and Can I create systems and structures to make this daunting task a little simpler? These slides share the content planned for this event. More information can be found at http://portal.hud.gov/hudportal/HUD?src=/press/multimedia/videos.
Pixelating Reality: How Smartphones Shift Now @SXSWGigi Johnson
This presentation is being shared as a Core Conversation at 2014 SXSW Interactive: http://schedule.sxsw.com/2014/events/event_IAP24245. Many of us carry smartphones wherever we go. Increasingly, we are leaning on them as active and passive gathering devices of data and images. Google Glass and other recording devices bring the question further front and center—how is our recording and perpetually digitally checking in affecting our everyday lives? How are those check-ins and recordings shifting our being "present" in our shared Now and Here? Are we increasingly taking the opportunity to be digitally Elsewhere and not Present? How can we design locations and events to engage with a smartphone-embracing public?
The New UGC: University-Generated ContentGigi Johnson
Sloan Consortium International Conference on Online Learning Presentation from November 2013. Are we at the level of cat videos for university video content? This discussion looks at blended and online learning video content versus other UGC trends in other media. It shares 5 brief case studies with use cases of video in F2F and blended environment. It then suggests issues and trends to consider in thinking about incorporating video into future university class environments
Facebook 2013: Dominant, Plateauing, Shifting Audience, and Shifting PlacesGigi Johnson
Introduction to Digital Hollywood Fall 2013 panel on "The Facebook Factor." Briefing on current Facebook trends to prompt panel discussion and audience introduction.
Changing Minds, Changing Organizations, Changing TechnologiesGigi Johnson
Academy of Management (AoM) 2012 Professional Development Workshop (PDW), hosted by the Managerial and Organizational Cognition Division (MOC) and organized by Gigi Johnson, EdD, Maremel Institute. This set of slides summarizes the discussions and data from a three-hour workshop for academics and practitioners who work toward changing organization stories around what is possible with technology.
Reframing Technology Narratives and Routines To Energize Organizational ChangeGigi Johnson
A CUE 2012 poster presentation. This action research study approached the gap from a different direction: how do decision makers consider technology alternatives for classrooms before decisions are even made? This qualitative study explored how educational organizations can use their own narratives to better understand their decisions, as well as to create capacity for stronger technology-enriched learning in the classroom. Through five intervention workshops in January 2011 across a K-12 school district, I worked with 16 stakeholders to examine, understand, and engage narratives that I had gathered in a 2010 district pilot study.
On the positive side, the intervention spurred intent for personal change processes from some of the individuals. It also identified narratives that restrained change. Those restraining narratives linked with district values that reinforced technology as (a) time consuming, (b) expensive, and (c) not part of the core teaching mission. Most other alternatives were missing from consideration, as were considerations and stories of students as technology users. Organizational leaders did not see that they had any responsibilities to encourage new routines, alternatives, and narratives about a positive-focused future using technology.
From these insights, I posed a model of how narrative drivers affect alternatives and routines around technology and other organizational decisions. This approach resulted in a new model, combining theories at the intersection of organizational routines and decision making, narrative research, and technology frames, and organizational cognition. I provided further suggestions for actions at the intervention site, as well as further research directions at this intersection of organizational narratives, decision-making, and social actions involving technology and education.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Blending the University: Beyond MOOCs
1. "Blending" the
University:
Beyond
MOOCs
SXSWedu
Wed., March 6, 2013
Flickr/PromoMadrid
Gigi Johnson, EdD
Maremel Institute
@maremel
#BlendU
#SXSWedu
2. 1.What is "blended"? And
what is a MOOC?
4 Frames
4 Frames 2.Rethinking time, place,
Today
Today and data politics
3.Reexamining the business
models of higher
education content
4.Rich opportunities and
where my heart sings
5. Distance Education: Long Paths
KUHT . "Dr. Richard I. Evans." June 8, 1953. University of Houston Digital Library.
<http://digital.lib.uh.edu/u?/p15195coll38,195>
6. 31% of US Higher Education Students are
Engaging Learning Online
More than 6 million students in the U.S. took at least one online
course in 2010
Sources: Allen & Seaman, 2011; National Center for Education Statistics, 2010
7. Not Just “Those For-Profits”
235,000 50,000 30,000 students for
enrollments in enrollments to $6,000/year each
1,200 courses 10,300
students in 70
degree and
certificate
programs
27,000 students
Online courses Rio Salado College
to 7,000 of its (AZ), with 40,000
31,000 students students with its
Oblinger (2012) online programs
8. Blended: Where Online Expands F2F
Options
Live Anywhere
Synchronous
Co-Located Classes
Asynchronous
Message Boards
9. Blended Learning:
More than a Decade of Research
• 1999-2003: Program in Course Redesign
• $8.8mm from Pew
• 30 colleges and universities
• Quality matched or improved upon prior face-to-face courses,
and saved 20-84% of costs (Twigg, 2003)
(http://www.thencat.org/PCR.htm)
• 2001: Temple University
• 2002: University of Wisconsin
• 17 faculty redesigned their traditional courses into blended
courses (Aycock, Garnham, & Kaleta, 2002)
• 2001: The Learning Technology Consortium
• Blended learning programs at 9 universities: Indiana U, Virginal
Tech, U. of Delaware, U. of Florida, U. of Georgia, U. of N.
Carolina, Notre Dame, U. of Pittsburgh, and Wake Forest.
10. US Dept. of Ed Meta-study: Blended Learning
Can Be More Effective than Online or Face-to-Face
(F2F)
• Means, Toyama, Murphy, Bakia and Jones (2010,
revised)
• Meta-study for the U.S. Department of Education
• Evaluated studies with objective measures from 1996-2008
involving online, face-to-face, and blended courses, nearly
all in higher education (versus K12). Online vs. FTF:
Learning outcomes formethodsand face-to-faceuse of
• Content delivery online (e.g., lecture vs. courses
• Content delivery methods (e.g., lecture vs. use of
were statisticallyvs. embedded quizzes)online learning and
video, live indistinct. Types of made no
video, live vs. embedded quizzes) made no
structures did not matter.
significant differences.
significant differences.
• Blended Improvements stemmed from projects involving show
• Learning vs. FTF: Blended learning did
• Improvements stemmed from projects involving
statistically significant improvementsversus the
collaboration, additional time spent in learning
collaboration, additional time spent versus the
outcomes, especially connected with self-monitoring
traditional classroom hours, and additional materials
traditional classroom hours, and additional materials
available for instruction and learning versus F2F
of student understanding and with reflection.
available for instruction and learning versus F2F
course designs.
course designs.
11. Diverse Blended Learning Paths
• CS50, at Harvard (now part of edx)
• 615-student must-take class introductory computer science class
• Virtual office hours, TA-scribed lecture notes, an evening phone hotline, and
two multimedia producers (https://www.cs50.net/)
• Plaid Avenger, Virginia Tech (http://www.plaidavenger.com/).
• 3,000-student undergraduate world affairs course
• Portfolio of 13 social media engagement assignments, plus just-in-time videos
and collaborative discussion boards to engage his students; 2 part-time TAs and
a lot of data-scraping collaboration and automation
• University of Maryland, Baltimore County
• 100 staff and faculty across the university to build a cohort around using digital
storytelling--New Media Studio (http://www.umbc.edu/studio/); (Community
of Practice faculty profiles:
http://www.umbc.edu/oit/newmedia/studio/digitalstories/profiles.php)
Oblinger (2012)
12. Now . . . MOOC-Expanded Content
Ecosystems
Connectivist Large-Scale University-
MOOCs (cMOOCs) Duplicated MOOCs (xMOOCs)
2008 to today 2011-now
Often emergent, messy Knowledge tested and
learning reviewed
Group exploration and co- Some mirror F2F class
creation “Sage on the Stage”
Increasing use of
subgroups and forced
collaboration
18. Impact of the Cloud on Education
Breaking time and space barriers
Local + Exclusive =
Historical Barriers to Entry
19. What is a class?
Jarring time and space definitions
Class -- needs a Beginning, Middle, and End?
Alternative Reality Games as Classes?
20. Magic Buttons of
Unquestioned Time
• Assigning class times and spaces
• Measuring faculty and students on course
hours
• Flipping classrooms to eat into non-class time
• Artificial nature of Terms
• Why start in the Fall?
• Why quarters or semesters except hiring and space?
Financial aid pushed Accelerate the quarters and
into term system helping public universities
flex intake and support
21. The D-Word
• Diagnostics
• U of Phoenix – contact students just to
check in
• Concept of Mass Personalization
• Knewton and others
• Supervision
“If I wanted people to see my
work, I would have gone into
industry."
22. Collaborative Time + Place + Data =
Collaboration and
Interactivity
Publishing
Webinar
Chat Forums
Collaborative community
Workshops
E-portfolios Projects
Embeds
Personal
Storage URLs Lesson
Books
Quizzes
Pages
Files Assignments Surveys
Solo
Static Interactive
23. Learning: Two-Way + Ubiquitous
• Cloud-Based Expansions
• SaaS-led Ease of Entry
• Commoditizable Systems without upfront
investments
• BYOD as expected norm with browser based
engagement or simple downloads
• Limits: Program marketing, overhead and
content costs, not time and place
• 2012: Explosion of MOOCs
29. University as Content Filter
Abundant
Creation
Creative Community Source: Caves, Creative
Industries, 2000
Physical costs and marketing as historical barrier to entry
Physical costs and marketing as historical barrier to entry
31. "Album":
Black Box and Rock Walls
FilterMailers
Filter
Websites
Package
Package
Purchased lists
High Accreditation
Accreditation Alumni
Schoolers
Rankings: awkward
Rankings: awkward
measures of input/output
measures of input/output
Magazine
Rankings
Transparency Challenges in "Album" Model
32. Content Production Model: Live Classes
University
University Live Class
Live Class
Instructor
Instructor Experience
Experience
TA as Seminar
TA as Seminar
Instructor and/or
Instructor and/or
Grader
Grader
Other
Other Textbook
Textbook
University Publisher
Publisher Paid by
University Paid by
Instructor
Instructor Student
Student
33. Blended/Flipped Video Production:
Takes $ and a Village
University
University
Instructor
Instructor
Blended Class
Blended Class
Experience
Experience
TA as Community
TA as Community
Manager
Manager
Instructional
Instructional
designer
designer
Publisher?
Publisher?
University?
University? Multimedia
Multimedia
Animator
Animator MOOC?
MOOC? Paid by ??
Paid by ??
Video Producer
Video Producer
and Editor
and Editor
Syndication Models?
Syndication Models?
34. Business Model • Who owns what?
• Syllabus vs. class vs.
Challenges PowerPoints vs.
produced video
• Professor often not
paid for course
development
• Who buys and pays
for what?
• Production funding
from Publishers?
Universities?
• Syndication – who
has rights to reruns?
• IP within the class
content vs. Fair Use
• Whose time?
35. Content
Creation Cost
and Risk
• Cost Elements for a live class vs. online
• Lecturer Average Pay: $3-4K/class
• Cost to record: $20-100K?
• No variable pay by volume . . . who benefits?
36. Challenges for the University as
Organization
• Organizational support structures – Built
to support classes with definite times,
places, and historical rules
• Cost Structures – Who pays for the shift
from F2F to blended?
• Faculty Development – Ghettoized in
teaching and learning centers
• Rethinking faculty role(s)
• Role of content experts, course designers,
instructors, and community managers
• Teaching identity – who am I?
• Values of Time – What merits a class
hour of work?
37. Content Licensing – Fragmented
OER
•Big movements already in Open Educational Resources (e.g., Merlot,
Connexion, a la Learning Registry and Gooru)
•Thin marketplace for revenue-share or revenue-producing licensing
(though on the horizon)
•MOOCs -- Production costs w/o revenue model
• BIG brand dumping?
Blur of Publishing and Licensing
•Books coming the other way – Publishers trying to lock schools into full
packages of print and content delivery
•Role of books and copyrighted materials in MOOCs – upside of the
Freemium Model?
•Bookstore model broken
• B&N aggregating university bookstores selling sweatshirts and brand logos
• Course Readers next wave
38. Legal issues
Flickr/jjorogen
• IP Ownership differs between universities
• “Paying for Re-runs”
• In-class IP and the role of readings and
simulations
39. Decoding the Experience: Ease of Entry?
• Learning entry
experience may be
very different by
course
• Need to build
student skills for
proactive learning
Template-driven student
learner population
encouraged by NCLB
COI – Community of
Inquiry -- as more than
magic dust Flickr/romana klee
42. Learning as Community
• Different skills in creating
community
• Community managers
• Peer learning
• Tribes and PLNs
• Concepts of learning together
without an “end date”
http://peeragogy.org/
http://is.gd/v101peeragogy Source: COI; Garrison et al 2000
43. Re-Containerizing Learning
• When does education end?
• Continuing communities of practice
• New Opportunities as co-learners beyond
the term?
• Break from learning environment as
“alumni”
44. Education in a World of Search
Teaching taxonomies and domain rules, rich in
context
45. My Own Passions in Blended
• Courses for change
• Using context in asynchronous, distributed
learning
• Action learning
• Cross licensing great content
• Impact on outside world
46. Continuing Conversations
Dr. Gigi Johnson
Maremel Institute
gigi@maremel.com
@maremel
Google Community: Blending the University
https://plus.google.com/u/0/communities/106
888717177464309972
48. Related Links
• Steve Kolowich (Mar. 4, 2013), “Online Education May Make Top Colleges
More Elite, Speakers Say,” Chronicle of Higher Education,
http://chronicle.com/article/Online-Education-May-Make-Top/137687/
• Taylor Walsh (2010), Unlocking the Gates: How and Why Leading
Universities Are Opening Up Access to Their Courses, Princeton Press.
• Diana Oblinger, Ed. (2012), Game Changers: Education and Information
Technologies, EDUCAUSE. (free download at
http://www.educause.edu/research-publications/books/game-changers-
education-and-information-technologies)
• Chris Anderson (2008), Free: Why $0.00 is the Future of Business, Wired
Magazine, http://www.wired.com/techbiz/it/magazine/16-03/ff_free
• Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, and Karla
Jones (2010, revised), Evaluation of Evidence-Based Practices in Online
Learning: A Meta-Analysis and Review of Online Learning Studies, US
Dept. of Education, http://www2.ed.gov/rschstat/eval/tech/evidence-
based-practices/finalreport.pdf
49. Training and Pedagogical Support
• Centers for Teaching Learning
• Scholarship in Teaching and Learning
(http://www.issotl.org/SOTL.html)
(http://ilstu.libguides.com/sotl)