CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Open Education Week 2013 Webinar: March 11, 4:00 pm GMT
The presenters will discuss factors which act as barriers and enablers regarding the creation and reuse of accessible teaching resources focusing on approaches of educators towards accessibility issues in the context of OER. Pedagogical, technical, and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners will be shared.
Website: http://oerconsortium.org
Webinar language: English
Webinar recording: TBA
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr Anna Gruszczynska
Sheffield Hallam University, England
Prof. Jutta Treviranus
Director, Inclusive Design Research Centre, OCAD University, Canada
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Open Education Week 2013 Webinar: March 11, 4:00 pm GMT
The presenters will discuss factors which act as barriers and enablers regarding the creation and reuse of accessible teaching resources focusing on approaches of educators towards accessibility issues in the context of OER. Pedagogical, technical, and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners will be shared.
Website: http://oerconsortium.org
Webinar language: English
Webinar recording: TBA
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr Anna Gruszczynska
Sheffield Hallam University, England
Prof. Jutta Treviranus
Director, Inclusive Design Research Centre, OCAD University, Canada
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
The presentation explains the copyright issues, open licensing, creative commons licenses, relevance of OER and a few examples.OER, CC, CopyrightRelevance of Open Educational Resources
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
The presentation explains the copyright issues, open licensing, creative commons licenses, relevance of OER and a few examples.OER, CC, CopyrightRelevance of Open Educational Resources
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
A presentation about how to reduce the sense of distance in distance learning by using approaches such as e-collaboration and enhancement of one's social presence.
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
This presentation introduce you to the concept of Distance Education.It includes the definition of distance education term ,a clarification of the difference between the two terms Distance Education and Distance Learning and finally it qives a quick overview of the history of Distance Education.
Main findings from the “Compendium of Case Studies and Interviews with Experts about Open Education Practices and Resources” (by Katherine Wimpenny and Daniel Villar-Onrubia, Coventry University, UK)
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Open Source for Higher Conventional and Open Education in IndiaRamesh C. Sharma
In this presentation we discussed about what are open source softwares and how higher, conventional and open education system in India is making use of open source tools.
“Open” Access, Open Educational Resources, Open Educational Practices & Open ...Kamel Belhamel
- The concept of OA
- Transition from closed to open resources
- Open Access , OER , OEP & OD
- OER Initiatives in African Countries
- Case Study of the University of Bejaia
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Keynote 1: Teaching and Learning Computational Thinking at ScaleCITE
Title: Teaching and Learning Computational Thinking at Scale
Speaker:
Prof. Ting-Chuen PONG, Professor, Computer Science & Engineering Department, The Hong Kong University of Science and Technology
Time:
09:45-10:45, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Computational Thinking
Chair:
Prof. Nancy Law, Deputy Director, CITE, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-pong/
Keynote 2: Social Epistemic Cognition in Engineering Learning: Theory, Pedago...CITE
Title: Social Epistemic Cognition in Engineering Learning: Theory, Pedagogy, and Analytics
Speaker:
Prof. Rosanna Yuen-Yan Chan, Member-at-Large, Board of Governors, IEEE Education Society
Department of Information Engineering, The Chinese University of Hong Kong
Time:
14:15-15:15, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Learning design and learning analytics
Chair:
Dr. Gary Wong, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-chan/
Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society CITE
Keynote:
Implications of Digital Generations for a Learning Society: New Technologies, Pedagogies, and Assessments
Speaker: Prof. Gerald Knezek, University of North Texas
Time: 14:30 – 15:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
citers2015.cite.hku.hk/keynote-knezek/
Invited Talk: Open Access: Promises and Reality
Speakers: Mr. Peter E SIDORKO, University Librarian, HKU; Mr. Fred CHAN, Research and Data Services Librarian, HKU
Time: 10:00-10:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-sidorko/
Invited Talk:
Challenge-Based Learning: Creating engagement by learning from games and gamification
Speaker: Dr. David Gibson, Curtin University
Time: 9:15 – 10:00, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-gibson/
Analogy, Causality, and Discovery in Science: The engines of human thoughtCITE
13 January 2015, Tuesday
12:45 pm – 2:00 pm
has been changed to RMS 101, Runme Shaw Bldg., HKU
By Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/analogy-causality-discovery-science-engines-human-thought/
Educating the Scientific Brain and Mind: Insights from The Science of Learnin...CITE
9 January 2015, Friday
12:45 pm – 2:00 pm
RMS 101, 1/F., Runme Shaw Bldg., HKU
by Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/educating-scientific-brain-mind-insights-science-learning-educational-neuroscience/
Science of Learning — Why it matters to schools and families?CITE
17 January 2015, Saturday
2:30 pm – 4:00 pm
Rayson Huang Theater, HKU
by Prof. Laura-Ann PETITTO,
Sin Wai-Kin Distinguished Visiting Professor in the Humanities, The University of Hong Kong;
Full Professor, Department of Psychology, Gallaudet University, Washington, D.C. USA
http://sol.edu.hku.hk/petitto-2015/
12 January 2015, Monday
6:30 pm – 7:30 pm
Theater T4, Meng Wah Complex, HKU
By Prof. Glyn HUMPHREYS,
Department of Experimental Psychology, Oxford University, UK
Distinguished Visiting Scholar, The University of Hong Kong
http://sol.edu.hku.hk/understanding-self-self-bias/
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, oer, and mooc
1. Open Education, OER, and MOOCs
Tian Belawati
For
CITE Research Symposium,
University of Hong Kong, 13 -14 June 2014
2. CONCEPTUAL ORIGINS of ODL
• Open education, or open learning, is a vision of an educational
system accessible to every individual with minimal restrictions
• It emphasizes flexibility of the system to eliminate hindrances of
access due to aspects related to place, time, economy, geography, and age
• Open and distance learning (ODL) combines the
methodology of DE with the concepts of open learning and flexible
learning.
• Distance education system better fulfill the idealistic concept of ODL than
conventional face-to-face (f2f) educational approaches, given birth to the
open university model
(Bates, T. 1995)
3. GENERATION of DE
• The correspondence model - Print
• The multimedia model - Print, Audio/Videotape, Computer-based
learning (e.g. CML/CAL), Interactive video (disk and tape)
• The tele-learning model – Audio/Videoconferencing, Broadcast
TV/Radio
• The flexible learning model - Interactive multimedia (IMM),
Internet-based, access to WWW resources , Computer-mediated
communication;
• The networked/connectivism model - Interactive Internet-based,
use of OER, social media communication - MOOCs
Re-invent the open education vision
4. The notion that education is a public good
Everyone has the right to education
Access disparity, digital divide, and economic scarcity
67 million children & 74 million adolescents are out of school
793 million lack basic literacy skills
100 – 150 million new places for HE are needed before 2025
DRIVING FACTORS
5. ICT advancement
• Hardware is getting smaller and cheaper
• Software is getting more interactive - new generation of www
ENABLING FACTORS
Everyone can become both producer and consumer of information
6. Everyone writes, makes videos, publishes, shares, comments …..
everyone reads, watches, downloads, uses, remixes, republishes …..
giving birth to the paradigm of sharing
Sharing Paradigm
8. Global open movement
• Open source software – not the same as free software
“… the users have the freedom to run, copy, distribute, study, change and
improve the software…” (http://www.gnu.org/philosophy/free-sw.html).
• Open content – can be semi or fully open, not always free
5R: Retain, Reuse, Revise, Remix, dan Redistrbute (Wiley, 2014)
→Learning Object (LO) or Learning Object Materials (LOM)
→Open Courseware (OCW)
• Open license – Scheme for sharing without violating the copy
right – copy left
→GNU Public License (GPL), Apache Public License, Modzila Public License,
Creative Commons
ENABLING FACTORS
9. CREATIVE COMMONS
Creative Commons defines the spectrum of possibilities between full
copyright — all rights reserved — and the public domain — no rights reserved.
Creators choose a set of conditions they wish to apply to their work.
• Attribution. You let others copy, distribute, display, and perform your copyrighted
work — and derivative works based upon it — but only if they give credit the way you
request.
• Noncommercial. You let others copy, distribute, display, and perform your work —
and derivative works based upon it — but for noncommercial purposes only.
• No Derivative Works. You let others copy, distribute, display, and perform only
verbatim copies of your work, not derivative works based upon it.
• Share Alike. You allow others to distribute derivative works only under a license
identical to the license that governs your work.
Lawrence Lessig
11. The Vision
… At the heart of the [open] movement toward Open
Educational Resources is the simple and powerful idea
that the world's knowledge is a public good
… and that technology in general and the WorldwideWeb in
particular provide an extraordinary opportunity for
everyone to share, use, and reuse it.
Hewlett
Foundation
12. • The term "open educational resources" was
first adopted at UNESCO's 2002 Forum on
the Impact of Open Courseware for Higher
Education in Developing Countries
What are OER?
13. UNESCO
• "teaching, learning and research materials in any medium, digital or otherwise,
that reside in the public domain or have been released under an open license
that permits no-cost access, use, adaptation and redistribution by others with
no or limited restrictions.
The Wikieducator OER Handbook
• “… educational resources (lesson plans, quizzes, syllabi, instructional modules,
simulations, etc.) that are freely available for use, reuse, adaptation, and
sharing."
OER Defined
14. The Cape Town Open Education Declaration (2007)
• OER should be freely shared through open lisences which
facilitate use, revision, translation, improvement and sharing by
anyone.
• Resources should be published in formats that facilitate both use
and editing, and that accommodate a diversity of technical
platforms.
• Whenever possible, they should also be available in formats that
are accessible to people with disabilities and people who do not
yet have access to the Internet.“
Commitment of Educators
15. 2012 OER Paris Declaration
• Emphasizing that the term Open Educational Resources (OER) was
coined at UNESCO’s 2002 Forum on Open Courseware
• OER refers to “teaching, learning and research materials in any
medium, digital or otherwise, that reside in the public domain or
have been released under an open license that permits no-cost
access, use, adaptation and redistribution by others with no or
limited restrictions.
• Open licensing is built within the existing framework of intellectual
property rights as defined by relevant international conventions
and respects the authorship of the work”
Commitment of Educators
16. Lower cost of education
Higher quality of education
Increased penetration of knowledge
Stronger collaboration & network
Increased mutual understanding
among people
Expected & Potential Benefits
17. Perceived Benefits
Survey findings from 9 Asian countries :
• Gaining access to the best possible resources
• Promoting scientific research and education as publicly open activities
• Bringing down costs for students
• Bringing down costs of course development for institutions
• Providing outreach to disadvantaged communities
• Assisting developing countries
• Becoming independent of publishers
• Creating more flexible materials
• Conducting research and development
• Building sustainable partnerships
(Dhanarajan & Porters, 2013)
22. Barriers to Produce and Use
Survey findings from 9 Asian countries :
• Lack of awareness
• Lack of skills
• Lack of time
• Lack of hardware and software
• Lack of access to computers
• Lack of ability to locate specific, relevant , and quality OER for their specific
teachings
• No reward system for staff members devoting time and energy
• Lack of interest in pedagogical innovation amongst staff members
• No support from management level
(Dhanarajan & Porters, 2013)
25. • OpenLearn (http://openlearn.open.ac.uk/)
• OER Commons (www.oercommons.org)
• MIT Open Courseware (http://ocw.mit.edu/)
• Curriki (www.curriki.org)
• Merlot (www.merlot.org)
• iTunesU (www.apple.com/apps/itunes-u/)
• Khan Academy (www.khanacademy.org)
• Open Courseware Consortium (www.ocwconsortium.org/) – now Open
Education Consortium
In Indonesia
• Portal Garuda (http://garuda.kemdikbud.go.id/), SUAKA UT (
http://www.ut.ac.id/OER/index.html), ITS-OC (http://oc.its.ac.id/), UI OCW
(http://ocw.ui.ac.id/), etc.
• Rumah Belajar (http://belajar.kemdiknas.go.id/)
Major Providers of OER
26. …beyond OER…
• OER University
– All you need is an internet connection,
and you can study with us – no matter
where you live! Study online for free, using open
educational resources. Get your study credited towards an
academic qualification, while paying significantly reduced
fees
– All course materials are OERs using creative commons
licensing.
27. • George Siemens dan Stephen Downes
from then the University of Manitoba
(Canada) were the first who initially had
the idea of offering their lectures to a
wider online audience for free --- cMOOC
• Course title:
• Connectivism and Connective Knowledge
attended by 25 paying students and 2,200
free of charge students
2008
MOOCs
28. • The first American MOOC was offered by
Stanford University for the course titled:
Introduction to Artificial Intelligent,
participated by 160,000 students from all
over the world --- xMOOC
2011
MOOCs
30. cMOOC vs xMOOC
• cMOOC: based on connectivism, involving a networked
and collaborative approach, emphasis is placed on
distributed, self-led exploration of topics, rather than on
the expertise of authorities
• xMOOC: highly structured, content-driven, guided by pre-
recorded lectures, assessed by automated or peer-
marked assignments.
31. • There are new MOOCs everyday from around the world
• New York Times: 2012 is the year of the MOOC
MOOCs
33. Derivation of MOOC (Hollands and Thirthali, 2014)
• MOOC-Ed : course for professional development of teachers
• SPOC: Small Private Online Course,
• “Wrapped” MOOC : courses as the results of re-designed MOOC
from other institution,
• “White label” MOOC: staff training using MOOC platform
• Mini-MOOC: MOOC attended by a few people
• SMOC: Synchronous Massive Online Course
• POOC: Personalized Open Online Course offer adaptive learning
(are still more of an idea than a reality)
34. Financial and Accreditation of MOOC
• The emerging business model of MOOCs is free-
tuition with an option of certification with some fee
-may incur some cost for assessment and
certification
• Mostly non-credit, but there are some universities
started to or intend to acknowledge and grant
credits
35. • Based on a study of 39 colleges and universities in the
US (Hollands & Tirthali, 2014):
– extending reach and access (65%)
– building and maintaining brand (41%)
– improving economics (38%)
– improving educational outcomes (38%)
– innovation (38%)
– research on teaching and learning (28%)
Reason for Offering MOOC
36. Evaluation of the first 17 MIT’s MOOCs on edX (Ho, 2014):
• 66% of 841,687 participants, and 74% of the 43,196 participants who
obtained a certificate have already had a bachelor’s degree or above
• only 20,745 (3%) of all participants were from the UN listed least
developed countries
A survey of participants in Coursera's MOOCs (McKenzie, 2014):
• In the US, are employed and degree-holding people (83% of the 34,700
respondents held 2- or 4-year degrees and 44% held advanced degrees.
• In Brazil, Russia, India, China, and South Africa, nearly 80% are college
graduates and from the wealthiest echelons of society
MOOC for extending the reach?
37. • Business model
• Credetialing/accreditation/badging
• Completion rates
• Student authentication
Remaining Issues
Practical Differences between Free Software and Open Source (Richard Stallman)
In practice, open source stands for criteria a little weaker than those of free software. As far as we know, all existing free software would qualify as open source. Nearly all open source software is free software, but there are exceptions. First, some open source licenses are too restrictive, so they do not qualify as free licenses. Fortunately, few programs use those licenses.
Second, and more important, many products containing computers (including many Android devices) come with executable programs that correspond to free software source code, but the devices do not allow the user to install modified versions of those executables; only one special company has the power to modify them. We call these devices “tyrants”, and the practice is called “tivoization” after the product where we first saw it. These executables are not free software even though their source code is free software. The criteria for open source do not recognize this issue; they are concerned solely with the licensing of the source code.
The two terms describe almost the same category of software, but they stand for views based on fundamentally d: Fifferent values. Open source is a development methodology; free software is a social movement. For the free software movement, free software is an ethical imperative, essential respect for the users' freedom. By contrast, the philosophy of open source considers issues in terms of how to make software “better”—in a practical sense only. It says that nonfree software is an inferior solution to the practical problem at hand. For the free software movement, however, nonfree software is a social problem, and the solution is to stop using it and move to free software.
Free software.” “Open source.” If it's the same software (or nearly so), does it matter which name you use? Yes, because different words convey different ideas. While a free program by any other name would give you the same freedom today, establishing freedom in a lasting way depends above all on teaching people to value freedom. If you want to help do this, it is essential to speak of “free software.”
We in the free software movement don't think of the open source camp as an enemy; the enemy is proprietary (nonfree) software. But we want people to know we stand for freedom, so we do not accept being mislabeled as open source supporters.
With open-source software, generally anyone is allowed to create modifications of it, port it to new operating systems and processor architectures, share it with others or, in some cases, market it. Scholars Casson and Ryan have pointed out several policy-based reasons for adoption of open source – in particular, the heightened value proposition from open source (when compared to most proprietary formats) in the following categories:
Security
Affordability
Transparency
Perpetuity
Interoperability
Flexibility
Localization—particularly in the context of local governments (who make software decisions). Casson and Ryan argue that "governments have an inherent responsibility and fiduciary duty to taxpayers" which includes the careful analysis of these factors when deciding to purchase proprietary software or implement an open-source option.[5]
The Open Source Definition, notably, presents an open-source philosophy, and further defines the terms of usage, modification and redistribution of open-source software. Software licenses grant rights to users which would otherwise be reserved by copyright law to the copyright holder. Several open-source software licenses have qualified within the boundaries of the Open Source Definition. The most prominent and popular example is the GNU General Public License (GPL), which "allows free distribution under the condition that further developments and applications are put under the same licence", thus also free.[6] While open-source distribution presents a way to make the source code of a product publicly accessible, the open-source licenses allow the authors to fine tune such access.
65% of respondents of that survey also claimed that they have used OER in their instructions and when asked whether or not they will use in the future, 80% said yes. This shows that OERs have gained popularity and momentum. The fact that many OER repositories are being built and enriched every day also suggest that the enthusiasm around the promise of OER is being bought by many stakeholders.
Coursera offers more than 641 courses, and claimed to have served more than 7.4 million Courserians through its 108 university partners (per 25 April 2014). Coursera has been very aggressive in inviting partners from the non-English speaking countries and it has now also offered MOOCs in French, Spanich, Italian, and Chinese. Interesting to note, some of the courses are offered with an option for a “signature track”, which is fee-based, and awards a certificate. Coursera claimed to have raised USD43 million in venture capital, on top of the USD22 million it raised in 2012 (Economist, 20/07/2013 in Gaebel, 2013).
The edX consortium currently offers 176 courses from its 45 partner universities including the founders and owners of edX, Harvard University and Massachusetts Institute of Technology (MIT). Seventeen edX partners are from outside of the US (Switzerland, the Netherlands, Sweden, Belgium, Germany, India, China, Hong Kong, South Korea, Japan and Canada). In addition, starting 2014 edX will also offer policy-oriented economics courses for government officials of IMF member countries. Students who successfully complete the courses can earn certificates at no cost, but it does not offer course credits. To recover the operation cost, edX is charging institutions that use the platform and services. It was claimed that more than 100 thousands certificates has been earned by edX students.
Udacity was founded based on the famous Stanford University’s first MOOCs “Introduction to Artificial Intelligence” that has attracted 16,000 enrollments form more than 190 countries. Udacity has further sharpened its “applied” approach (“learn–think–do”), and in autumn 2013 also announced a shift towards fee-based courses for companies. There are currently 28 courses on offer by its individual lecturer partners. Unlike Coursera or edX, its advisory board brings together expertise from business, politics and education.
FutureLearn is a private company wholly owned by The Open University, with the benefit of over 40 years of their experience in distance learning and online education. Its partners include over 20 of the best UK and international universities, as well as institutions with a huge archive of cultural and educational material, including the British Council, the British Library, and the British Museum.
The OpenupEd initiative was launched on April 25th 2013. It is the portal of a pan-European initiative OpenupEd around so-called MOOCs (Massive Open Online Courses).
The Japanese OCW began in 2005 with 6 universities, and this movement has grown intoJapan Open Courseware Consortium (JOCW) with current membership of 41 organizations including 21 universities and offering more than 3,000 courses online. JMOOC was established on 11 October 2013. JMOOC is Japanese MOOC, not American style MOOC, and we are anticipating nation-wide collaboration between the industry and academia on this project.
Edraak is an initiative of and launched by Queen Rania Al Abdullah of Jordan, the first non-profit MOOC platform for the Arab speaking world. Edraak is powered by Open edX. The project was announced by edX and the Queen Rania Foundation in November 2013.
So why are institutions going into MOOCs? A study of 39 colleges and universities in the US (Hollands & Tirthali, 2014) identified a variety of institutional goals for engaging with MOOCs including extending reach and access (65%), building and maintaining brand (41%), improving economics (38%), improving educational outcomes (38%), innovation (38%), and research on teaching and learning (28%). Although the goal to extend the reach of the institution to a wider audience and improving access to education seem to be dominated by those who are already being educated from the developed world. As an illustration, data of participants of the first 17 MIT’s MOOCs on edX show that 66% of 841,687 participants, and 74% of the 43,196 participants who obtained a certificate have already had a bachelor’s degree or above; and only 20,745 (3%) of all participants were from the UN listed least developed countries (HO, 2014). Another survey by researchers at the University of Pennsylvania reveals that the participants in Coursera's MOOCs are employed, degree-holding men (83% of the 34,700 respondents held 2- or 4-year degrees and 44% held advanced degrees. Similarly, respondents in Brazil, Russia, India, China, and South Africa, where only 6 percent of the population has earned a college degree, nearly 80% of Coursera students are college graduates and from the wealthiest echelons of society (McKenzie, 2014). In relation to this, because MOOCs are offered through online platform and mostly are in English, there are also some growing concerns about the possibility of MOOCs widening the digital divide between the haves and the haves not, and about the potential unwanted cultural effects that MOOC might cause.