2. Current Landscape in Digital Education
Changing role of the “Teacher”
Role Technology enhanced Learning can
play
The Benefits for Teachers and Learners
Outline
5. Overview of Current
landscape
Andragogy & Higher Education
The
NMC Horizon pro
charts the
landscape of
emerging
technologies
for teaching,
learning,
research,
creative
inquiry and
information
management
online learning for both private anProperly organized
open resources can underpin d public education and
"leisure" learning. It is a fundamental infrastructure
for learning and teaching and should be supported as
such by funders and policymakers in the education,
research, and culture domains
Malcolm Read, Educause
Annual Conference, Philadelphia 2011
7. “We are becoming distributed beings.
Mobile makes the trend more explicit”
William Gibson
An Ecosystem
for Success
“If we are to tap into
this potential, it will
require the
gatekeepers and
facilitators of
knowledge in the
academic world to
8. Meeting the
Demands…
• By 2025, the global
demand for Higher
Education will double
to 200m per year,
mostly from emerging
economies (NAFSA,
2010) (D.Laurillard,
2013)
• New UNESCO goals for
education
– Every child completes a
full 9 years of free
Lindsay Lohan is our competitor….
We have
to get her off the screen and get
science there instead.
Bora Zivkovic, Founder,
Online Science Conference
9. tal Skills Acad
• Within five years, 90% of all jobs will require
tech skills across all sectors
• Europe is suffering from a growing
professional ICT shortage
with a shortfall of as
many as 900,000
professionals by 2015
10. tal Skills Acad
In the urban brownfield of a former Guinness
brewery in Dublin, there is now a Digital Skills
Academy.
It provides ICT training for
unemployed young people
and afterwards links them
with SMEs.
Speaking at the launch of the Grand Coalition for
Digital Jobs (4th March 2013), President of the
European Commission José Manuel Barroso
said:
11. tal Skills Acad
This project activates both the youngsters
and the local companies, and this is exactly
the type of thing we are promoting with the
Youth Guarantee.
Jose Manuel Barroso,
President,
European Commission
12. The 14th Educational
Technology Conference
of the Irish Learning
Technology Association
(ILTA)
May 30th and 31st, 2013, Hosted
by University College Cork, Ireland.
•EdTech2013 is presented in
conjunction with Ireland’s EU
Presidency of the European Council
and is themed in line with this
recently launched EU DG Education
and Culture initiative by Commissioner
Androulla Vassiliou.
Opening up Education – Content, Learning and
Collaboration
1.Changing learning environments
13. Meeting Ireland's y
VP Neelie Kroes, accompanied by
Digital Champion for Ireland, Lord
David Puttnam, visited St Colmcille's
Community School in Dublin – a
school benefiting from 100 Mbps
connectivity.
15. Identifying a set of skills for lifelong
and holistic Praxis…..
• The role of the University in
Society…..The role of the Teacher in
that society….
• Societal engagement, knowledge
transfer & production
Theory + Praxis
– Perspective 1: relationship of
teaching, research and social
service are independent of each
other.
– Perspective 2: Integrity of the
roles
… academic work is not a single
activity, but includes four
16. Nurturing Talent
Teachers developing the talents of our
participants through intensive blended
learning programmes built on the following
key pillars:
Promoting
teamwork
and
collaborative
working
methods
Nurturing
creativity
and
techniques
for creative
problem
solving
Encouragin
g peer
learning
Facilitating
project-
based
learning &
ssessment
Fostering the
conditions to
support
entrepren-
eursip
18. Learning Paradigms & world views
• Holistic Approach to TeL
• How video & Web are supporting learning in th
• It’
s not about the technology , it is about the lear
Reference:http://jennyluca.wikispaces.com/Forming+a+Personal+Learning+Network+f
or+Professional+Learning
25. Learning Tools Interoperability (LTIs)
LTI™ is a standard way of integrating rich learning applications which are often
remotely hosted and provided through third-party services with platforms like learning
management systems, portals, or other educational environments
29. tal Skills Acad
• Founded 2008, we provide Continuous
Professional Development and Higher Education
and Training programmes
• Develop talent for 21st
century
digital workplaces
• Our aim is to move jobseekers
back into the labour market
by equipping them with the
skills that are now in demand
30. WebElevate
• Digital business, technology and game
development programme for graduate
jobseekers
• 2011 - 2013, retraining
620 jobseekers
• Participants average
age is 32+
31. WebElevate
12 month part-time programme aims to
provide participants with the skills and
knowledge to work as:
• Digital Media Application Developer / Programmer
• Online & Mobile Game Developer
• Web & interface Graphic Designer
• Digital Media Production Manager / Project Manager
• Online Marketing, Sales Executive / Manager
• Digital Media Copy Writer / Editor / Information Designer
• Web Video Producer
32. • WebActivate is part of the Government’s ‘Action
Plan for Jobs’ Programme, a new Labour Market
Education & Training Fund
• The fund known as Momentum, commits €20
million towards targeted training interventions for
the long-term unemployed – 6,500 training
places provided (co-financed by the European
Social Fund)
“MOMENTUM”
WebActivate
33. WebActivate
• Industry expert led tuition
• Structured freelance work placements – helping
2,000 businesses grow their online presence
• Free HP laptop, software tools, broadband,
smartphones and mobile phone account
• Continuing Professional
Development Diploma in
Digital, awarded by Dublin
Institute of Technology
34. PROGRAMME RESULTS &
FUNDING
WebElevate
The programme is
funded through the
Higher Education
Authority’s
Springboard
programme
Within 4 months of
graduating
(October 2012)
53% of graduates were
in employment, with a
further 11% in
internships
35. I originally studied art, but being a full-time
artist is a tough gig. I took the graphics
stream in the WebElevate programme and
have learnt so much about designing for the
web. I am now working for Pigsback.com as a
copywriter and designer.
It's great to have a solid job that's also
creative.
Elaine Kinahan, WebElevate Graduate 2012
t our graduates
36. t our graduates
I enrolled on the WebElevate programme to improve my
future job prospects and help in developing my start-up
business Publin.ie, the first up to date website for real
time pub and bar prices in Dublin’s city centre.
Choosing the app development stream has taken me
out of my comfort zone and has given me an exciting
challenge. I have learnt so much on the programme,
and this is going to stand to me in my future career. I am
now currently developing an app version of Publin.ie
and I am excited about the level of corporate interest in
this.
John Geraghty, WebElevate Participant 2013
37. I worked as an Architectural Technician for close to ten
years until the work dried up. Having strong project
management experience, I took the Project
Management stream on the WebElevate programme so
I could transfer my skills to work in digital. It's a great
course, with very good content and lecturers who bring
real-world experience. It has worked out really well for
me; I am now working full-time for Dell.
Brian Cahill, WebElevate Graduate 2012
t our graduates
38. I worked as a designer for years in the
traditional print sector. The WebElevate
programme has been really beneficial to me,
helping me move into digital and widen the
job opportunities open to me. I am now
working for Buy4Now as a Content Manager.
If you want to get into digital, I couldn't
recommend WebElevate enough.
Richard Ryan – WebElevate Graduate 2012
t our graduates
39. I am really pleased to be back working, having
landed a role as a Junior Software Developer. I
worked for many years as a engineering consultant
before I had to change track. The WebElevate
programme gave me the start I needed, learning
programming languages, app and web
development, which suited
my mathematical background. It has
opened up a whole new area of work
for me.
Sinead O’Neill – WebElevate Graduate 2012
t our graduates
40. I am really glad I have switched my focus
from tech support to digital media. I really
love the work I am now doing now as a
developer –
I have been able to build on the skills that I
had, particularly my knowledge of
infrastructure, but it allows me to be
more creative and has opened up a
whole new line of work for me.
t our graduates
41. t our graduates
I enrolled on the WebElevate programme to improve my
future job prospects and help in developing my start-up
business Publin.ie, the first up to date website for real
time pub and bar prices in Dublin’s city centre.
Choosing the app development stream has taken me
out of my comfort zone and has given me an exciting
challenge. I have learnt so much on the programme,
and this is going to stand to me in my future career. I am
now currently developing an app version of Publin.ie
and I am excited about the level of corporate interest in
this.
John Geraghty, WebElevate Participant 2013
42. at our Teachers s
I have experience over many years where eLearning was
used to reinforce class based learning. It is a new challenge
to create digital core learning… In a classroom QA sessions
and interactions can be used to reinforce a point, change it to
suit blank faces etc. Where we are at is trying to recreate
this with a support team and their confidence and excellence
is key to the learning….. A light touch on the ground needs a
heavy lift in the background
Barry McAdam, Lecturer, 2009 - 2013
43. at our Teachers s
TEL –our Learning Journal (straightforward blog) has
proved a very useful learning tool for informal learning
between students (amongst themselves) and lecturers
Peter Lynch, WebElevate Coordinator, 2011 - 2013
44. at our Teachers s
Our job as lecturers is to equip them with the necessary
skills and techniques to perform the various tasks
involved…Our combined delivery needs to cover
everything that the participants require. This approach
brings the learning delivery into a sharper focus and
promotes a more collaborative and efficient approach to
teaching. I like the fact that we know and understand
that we have not fully cracked the nut but have a real
desire to crack it because we can see benefits for DSA,
the participants, the lecturers and our industry partners.
Dominic Martin, Lecturer, 2010 - 2013
45. BT
Web App for BT Young Scientist & Technology
Exhibition
Technology:
Android, iPhone, Tablet
Functionality:
Interactive Visitor App
featuring project search
functionality, interactive
maps, exhibition info,
social media
46. Technology:
IOS and HTML5 iPad App /
integrated with Third party
software
Pigsback.com
Megadeals merchants iPad app
Functionality:
Simplifies the redemption
process of businesses
running
a Pigsback megadeal
47. Telefonica
Fully integrated iOS Mobile travel App for
Telefonica Employees in Europe
Enhances travel
experience between
European offices – office
locations, preferred
restaurants/ hotels/ taxi
service, integrated
Skyscanner webview
Technology:
Built in Xcode
51. Thank you !
References
• E-Learning Audit, DRHEA
• Measuring online impact - adapted from the
Toolkit for the Impact of Digitised Scholarly Resources, JISC.
• Learning Futures: Emerging technologies, pedagogies, and contexts,
Steve Wheeler, Technology in Higher Education Conference, Doha, Qatar, April
2013
• Splashes and Ripples; Synthesizing the Evidence on the Impacts of Digital
Resources, Eric T. Meyer
• NMC Horizon Report, 2013 Higher Education Edition
• IMS Global Learning Consortium
• IMS LTI Demo, Gavin Henrick, Ireland and UK Moodlemoot 2012
• Personal Learning Networks: The Power of the Human Network, Judith Epcke &
Scott Meech
• Remodelling Higher Education to harness technology, Diana Laurillard,
Disrupting Education, TCD, February 2013
• Impact studies report prepared for HEA & Dept. of Education, Skills and Minister
of State for Research and Innovatio
• The Digital Learning Revolution in Ireland : Case Studies from the National Learning
Resources Service, Sept 2012
Editor's Notes
Employing technology to enhance teacher effectiveness With the rise of in-classroom technology, the focus in education tends to be on student engagement and improved learning. It becomes easy to forget the importance of a great teacher. Technology doesn ’ t have to put teachers in jeopardy; it can help them to lead the digital revolution and have a greater impact on students ’ educational outcomes. Ms. Catherine Bruen, Head of Learning Design, Digital Skills Academy http://www.tcd.ie/Graduate_Studies/OnlineHigherEducationSymposium/Docs/Diana%20Luarillard.mov
Employing technology to enhance teacher effectiveness With the rise of in-classroom technology, the focus in education tends to be on student engagement and improved learning. It becomes easy to forget the importance of a great teacher. Technology doesn ’ t have to put teachers in jeopardy; it can help them to lead the digital revolution and have a greater impact on students ’ educational outcomes. Ms. Catherine Bruen, Head of Learning Design, Digital Skills Academy Rise in demand for education, need for more teacher training, inclusive curriculum, To improve the quality & scale of HE across the world……
Employing technology to enhance teacher effectiveness With the rise of in-classroom technology, the focus in education tends to be on student engagement and improved learning. It becomes easy to forget the importance of a great teacher. Technology doesn ’ t have to put teachers in jeopardy; it can help them to lead the digital revolution and have a greater impact on students ’ educational outcomes. Ms. Catherine Bruen, Head of Learning Design, Digital Skills Academy Dearing Committee (NCIHE, 1997) – define for govt role & purpose of HE in UK. Prior to that (1997), Robinson report in 1960s. Not a massive change. Just reordered.
Global Demand for Higher Education How does mass education nurture learners for a quality learning experience. Constructive alignmentsed engagement and retention Greater focus on core competencies High quality content Research & evidence based learning More effective use of educational technologies Online Education Globalization of education New and innovative approaches to the management of large classes MOOCs & Distance Learning Best in International standards Fourth level Evidence based approach to Education Impact of digital resources Visibility in social media terms SAMR model A simplified, but not necessarily trivial, view of a university is that it provides: The Web, YouTube, Khan Academy and massive open online courses (MOOCs) all point to the overwhelming conclusion that high quality content is, or will shortly be, freely available to all who have internet access. This poses a very serious challenge to a pedagogical model which is based primarily on face to face delivery of content and subsequent assessment of content knowledge. access to subject content and teachers; a pedagogical process which facilitates students engaging with content; accreditation of mastery of content and skills; a socialisation and formative non class based “ experience ” . The Web, YouTube, Khan Academy, Coursera and massive open online courses (MOOCs) all point to the overwhelming conclusion that high quality content is, or will shortly be, freely available to all who have internet access. This poses a very serious challenge to a pedagogical model which is based primarily on face to face delivery of content and subsequent assessment of content knowledge.
Pillars of success at DSA Links to existing mandates are mounting up – E recommendations from Horizon 2020 report – announcement in Oct 2012 – which will be the single biggest deal changer…..where eu RESEARCH COUNCIL ARE ADPOTING A MANDATE FOR OPEN RESEARCH THAT WILL LINK TO HORIZON 2020 FUNDING The objective of the consultation is to explore the perceived need - mainly but not exclusively among education and training stakeholders – for EU action to promote the use of Open Educational Resources (OER) and of ICT in education. In November 2011, Commissioner Máire Geoghegan-Quinn announced Horizon 2020 , the multi-billion euro programme for investment in research and innovation which will succeed FP7. Horizon 2020 is the EU ’ s new programme for research and innovation , incorporating the Innovation Union, a Europe 2020 flagship initiative. Running from 2014 to 2020 with an estimated €80 billion budget, this integrated programme is part of the drive to create new growth and jobs in Europe. The Commissioner's proposal is subject to negotiation at Council and Parliament before the final structure and budget is agreed by the end of 2013.
Proximity Based Communications, 3D Printing, Collaborative Consumption, Gesture Based Interfaces, Augmented Reality, Virtual Reality, Quantified Self, Quantified World, Internet of Things, Digital Screen Experiences, Power Everywhere, Drones and Automated Robots The future of business isn't tied to the permeation of Facebook, Twitter, iPhones and Droids, pins on Pinterest, apps or real-time geolocation check-ins. The future of business comes down to relevance and the ability to understand how technology affects decision-making and behaviour to the point where the recognition of new opportunities and the ability to strategically adapt to them becomes a competitive advantage. Among the greatest difficulties associated with change is the ability to recognize that change is needed at a time when we can actually do something about it. All too often, by the time we realize that change is needed and that we must shift to a new way of thinking, it is already too late. Or worse, competitors recognize the need for change before us, and we are by default pushed into a position where our next steps are impulsive or reactive rather than strategic. The volume of emerging technology is both awe-inspiring and overwhelming. As new technology makes its way into everyday life and workflow, devices, applications and networks, it disrupts the norm and begins to impact behaviour. It is this disruptive technology that over time influences how people work, communicate, share and make decisions. The question is at what point does emerging technology or new behaviour become disruptive? And, more importantly, what systems, processes and protocols are in place that recognize disruption, assess opportunity and facilitate the testing of new ideas
Speaking at the launch of the Grand Coalition for Digital Jobs (4th March 2013), President of the European Commission José Manuel Barroso said: The European Social Fund (ESF) is Europe ’ s main financial tool for supporting jobs and in investing in human capital, which is a prerequisite for a competitive workforce. Let me mention an example of digital skills investment from Ireland - not just because Ireland holds the Council Presidency and Minister Bruton will be addressing you after the break, but also because Ireland offers a wealth of good examples in this area. In the urban brownfield of a former Guinness brewery in Dublin, there is now a Digital Skills Academy. It provides ICT training for unemployed young people and afterwards links them with SMEs. This project activates both the youngsters and the local companies, and this is exactly the type of thing we are promoting with the Youth Guarantee. The European Social Fund supported the Digital Skills Academy with 450,000 € in 2010-11, and this formed part of a 20 million € programme that the Irish government ran to help unemployed people. This shows that even at a time of fiscal consolidation, governments can make smart investments that boost growth and jobs, if they prioritise spending well and use the available EU funding.
Speaking at the launch of the Grand Coalition for Digital Jobs (4th March 2013), President of the European Commission José Manuel Barroso said: The European Social Fund (ESF) is Europe ’ s main financial tool for supporting jobs and in investing in human capital, which is a prerequisite for a competitive workforce. Let me mention an example of digital skills investment from Ireland - not just because Ireland holds the Council Presidency and Minister Bruton will be addressing you after the break, but also because Ireland offers a wealth of good examples in this area. In the urban brownfield of a former Guinness brewery in Dublin, there is now a Digital Skills Academy. It provides ICT training for unemployed young people and afterwards links them with SMEs. This project activates both the youngsters and the local companies, and this is exactly the type of thing we are promoting with the Youth Guarantee. The European Social Fund supported the Digital Skills Academy with 450,000 € in 2010-11, and this formed part of a 20 million € programme that the Irish government ran to help unemployed people. This shows that even at a time of fiscal consolidation, governments can make smart investments that boost growth and jobs, if they prioritise spending well and use the available EU funding.
The 21st century educational landscape is a rapidly changing space. Traditional education policy models, institutions, work-practices and learning cultures are being challenged to meet the needs of diverse, mobile and LIFE-long learners. As we grapple with global, national and institutional responses to these challenges, invite you to debate the role, opportunities and challenges afforded by technology-enhanced learning at Opening Up Education at EdTech2013 to address: .g. the emergence of Massive Open Online Courses (MOOCs) alongside the increasing adoption of non-traditional open, flipped, personal, social and informal learning environments; e.g. by constructing pedagogically useful practices to address issues of data curation, digital identity, and global citizenship; e.g. National Strategy priorities such as enhanced flexibility in the delivery of higher education programmes; and the enhancement of engagement with innovative pedagogies and the technologies that support these;
Employing technology to enhance teacher effectiveness With the rise of in-classroom technology, the focus in education tends to be on student engagement and improved learning. It becomes easy to forget the importance of a great teacher. Technology doesn ’ t have to put teachers in jeopardy; it can help them to lead the digital revolution and have a greater impact on students ’ educational outcomes. Ms. Catherine Bruen, Head of Learning Design, Digital Skills Academy
“ To do better with less... We must begin by transforming our own culture” - Diana Oblinger, Educause Rev
Knowledge exchange (less knowledge transmission) Role of facilitator
Technology in Higher Education Conference . Doha, Quatar
Forming a Personal Learning Network for Professional Learning
Employing technology to enhance teacher effectiveness With the rise of in-classroom technology, the focus in education tends to be on student engagement and improved learning. It becomes easy to forget the importance of a great teacher. Technology doesn ’ t have to put teachers in jeopardy; it can help them to lead the digital revolution and have a greater impact on students ’ educational outcomes. Ms. Catherine Bruen, Head of Learning Design, Digital Skills Academy
The four levels of the SAMR model: 1. Substitution: the computer stands in for another technological tool without a significant change in the tool ’ s function. 2. Augmentation: the computer replaces another technological tool, with significant functionality increase. 3. Modification: the computer enables the redesign of significant portions of a task. 4. Redefinition: the computer allows for the creation of new tasks that would otherwise be inconceivable without the technology. The SAMR model helps teachers and educators understand and better integrate technology into their teaching and learning. This model was created by Dr Robin Puentudura with the explicit aim of helping teachers in designing, developing and integrating digital media to increase students overall academic achievements. The four levels of this model are : Substitution, augmentation, modification and redefinition.
Given its nature, online distance education is well-matched with e-Learning and flexible learning but is also used for in-class teaching and blended learning.
Introducing Learning Tools Interoperability The principal concept of LTI is to establish a standard way of integrating rich learning applications (often remotely hosted and provided through third-party services) with platforms like learning management systems, portals, or other educational environments. In LTI these learning applications are called Tools (delivered by Tool Providers ) and the LMS, or platforms, are called Tool Consumers . The basic use case behind the development of the LTI specification is to allow the seamless connection of web-based, externally hosted applications and content, or Tools (from simple communication applications like chat, to domain-specific learning environments for complex subjects like math or science) to platforms that present them to users. In other words, if you have an interactive assessment application or virtual chemistry lab, it can be securely connected to an educational platform in a standard way without having to develop and maintain custom integrations for each platform.
Learning.com Web delivered curriculum and assessments ALEKS Use artifical intelligence for your assessment system BadgeStack Uses a game-like approach that assesses skills, recognizes learner achievement Panther Learning Peer review system designed to eliminate reviewer bias Plato Learning Online curricula and assessments Taskstream Software to assessment processes, demonstrate learning, and promote continuous improvement WebPA Online peer assessment tool that enables every team member to recognise individual contributions to group work
1. transferMOOCs Transfer MOOCs literally take existing courses and decant them into a MOOC platform, on the pedagogic assumption that they are teacher-led and many rely on a ‘ name ’ of the institution or academic to attract learners. The pedagogic assumption is that of transfer from teacher and course content to learner. Many mimic the traditional academic course with lectures, short quizzes, set texts and assessments. You could describe them as being on the cutting edge of tradition. Coursera courses largely fall into this category. 2. madeMOOCs Made MOOCs tend to more innovative in their use of video, avoiding talking heads in favour of Khan Academy or Udacity hand on board sequences. They also tend to have more of a formal, quality driven approach to the creation of material and more crafted and challenging assignments, problem solving and various levels of sophisticated software-driven interactive experiences. Peer work and peer-assessment, used to cope with the high teacher-student ratios. Udacity take this approach. 3. synchMOOCs Synchronous MOOCs have a fixed start date, tend to have fixed deadlines for assignments and assessments and a clear end date. They often around the agricultural, academic calendar. For example, Coursera offer courses on strict startand end dates with clear deadlines for assignment. Udacity started with their ‘ hexamester ’ 7 week courses with fixed start dates. Many argue that this helps motivation and aligns teacher availability and student cohort work. 4. asynchMOOCs Asynchronous MOOCs have no or frequent start dates, tend to have no or looser deadlines for assignments and assessments and no final end date. The pedagogic advantages of asynchronous MOOCs is that they can literally be taken anytime, anywhere and clearly work better over different time zones. Interestingly, Udacity have relaxed their courses to enrol and proceed at user ’ s own pace. Some sceptics point towards this as being a tactic to reduce drop-out rates due to missed assignment deadlines. Note that Coursera offers a completely open self-study option but this does not warrant a certificate of completion. 5. adaptiveMOOCs Adaptive MOOCs use adaptive algorithms to present personalised learning experiences, based on dynamic assessment and data gathering on the course and courses. They rely on networks of pre-requisites and take learners on different, personalised paths through the content. This has been identified by the Gates Foundation as an important new area for large scale productivity in online courses. These MOOCs tend not to deliver flat, linear structured knowledge but leaning experiences driven by back-end algorithms. Analytics are also used to change and improve the course in the future. Cogbooks is a leading example of this type of MOOC. LINK 6. groupMOOCs Group MOOCs start with small, collaborative groups of students. The aim is to increase student retention. Stanford, the MOOC manufacturing factory, has spun out NovoEd (formerly Venture Lab) which offers both MOOCs and closed, limited number, internal courses. They argue that some subjects and courses, such as entrepreneurship and business courses, lose a lot in looses, open MOOC structures and need a more focussed approach to groupwork. The groups are software selected by geography, ability and type. They have mentors and rate each others commitment and progress. Groups are also dissolved and reformed during the course. 7. connectivistMOOCS Pioneered by Geperge Siemens and Stephen Downes, these connectivist MOOCs rely on the connections across a network rather than pre-defined content. Siemen ’ s famously said “ cMOOCs focus on knowledge creation and generation whereas xMOOCs focus on knowledge duplication ” . More simply, Smith says “ in an xMOOC you watch videos, in a cMOOC you make videos ” . The whole point is to harvest and share knowledge that is contributed by the participants and not see the ‘ course ’ as a diet of fairly, fixed knowledge. These course tend to create their own trajectory, rather than follow a linear path. 8. miniMOOCSs So far, MOOCs tend to be associated with Universities, whose courses last many weeks and often fit the semester structure and timetable of traditional institutions. We have also seem=n the emergence of shorter MOOCs for content and skills that do not require such long timescales. This is mpore typical of commercial e-learning courses, which tend to be more intense experiences that last for hours and days, not weeks. They are more suitable for precise domains and tasks with clear learning objectives. The Open Badges movement tends to be more aligned with this type of MOOC. Conclusion Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What ’ s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it ’ s a start. I ’ d really appreciate any comments, critiques or new categories.
Employing technology to enhance teacher effectiveness With the rise of in-classroom technology, the focus in education tends to be on student engagement and improved learning. It becomes easy to forget the importance of a great teacher. Technology doesn ’ t have to put teachers in jeopardy; it can help them to lead the digital revolution and have a greater impact on students ’ educational outcomes. Ms. Catherine Bruen, Head of Learning Design, Digital Skills Academy
New online publishing, digital marketing and entrepreneurship programme – for jobseekers unemployed for 12 months or more Aims of equip participants to become self-employed web publishers, digital marketeers servicing local businesses or to become digitally-skilled employees 250 participants commencing in March in Dublin, Cork, Portlaoise and Monaghan town 2,000 small and medium sized businesses to receive digital boost through programme Builds on success of 2010 pilot programme - within 3 months of completing programme, 56% of graduates were in employment
http://www.drhea.ie/files/DRHEA_eLearning_Audit_ Report_2009.pdf audit provides an overview of E Learning across the DRHEA http://www.jisc.ac.uk/media/documents/programmes/digitisation/Impact_Synthesis%20report_FINAL.pdf
