Recently University of Delhi (DU) has introduced a new four year based undergraduate programme (FYUP) wherein all (> 50,000) newly admitted undergraduate students have been given laptops that are powered exclusively with Ubuntu OS (12.04 LTS) and other freeware including Open Office, Firefox, VLC and Rythmbox. Out of a batch of 52 students selected for case study 26 were introduced with concept of high quality OER (HQOER). The present investigation seeks to analyze pedagogical impact of the same on the twin effects of a) students utilizing internet enabled laptop computers during real-time classroom teaching and b) using OER content linked with resource based learning so as to leverage both most effectively. The investigation concludes that topic specific OER ought to be available preferentially through a dedicated search engine for HQOER. Further, an independent OER regulatory body should recommend chronological listing of HQOER sites after a thorough evaluation of the quality of their content. The future of teaching-learning process bodes well for hybrid education that includes HQOER as a built-in standard.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
Guidelines for developing online courses for SWAYAMAtifa Aqueel
This presentation describes the guidelines to develop online courses for SWAYAM which is an initiative by MHRD India to develop and make available " Massive Online Open Courses(MOOCs)" to the learners throughout the country.
Open Education. A Modern Approach to Teaching and LearningKOED
Prezentacja Richarda Baraniuka (Connexions / Rice University) z konferencji "Otwarta edukacja w Polsce", zorganizowanej 23 kwietnia 2009 roku w Sejmie RP przez Koalicję Otwartej Edukacji (KOED).
e Learning is the most impacting and cost effective method of training available for organizations today. HR professionals can improve their efficiency and effectiveness of training programs they conduct by adopting e Learning.
Recently University of Delhi (DU) has introduced a new four year based undergraduate programme (FYUP) wherein all (> 50,000) newly admitted undergraduate students have been given laptops that are powered exclusively with Ubuntu OS (12.04 LTS) and other freeware including Open Office, Firefox, VLC and Rythmbox. Out of a batch of 52 students selected for case study 26 were introduced with concept of high quality OER (HQOER). The present investigation seeks to analyze pedagogical impact of the same on the twin effects of a) students utilizing internet enabled laptop computers during real-time classroom teaching and b) using OER content linked with resource based learning so as to leverage both most effectively. The investigation concludes that topic specific OER ought to be available preferentially through a dedicated search engine for HQOER. Further, an independent OER regulatory body should recommend chronological listing of HQOER sites after a thorough evaluation of the quality of their content. The future of teaching-learning process bodes well for hybrid education that includes HQOER as a built-in standard.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
An outline of the purpose of technology in education, pedagogical approaches to the integration of technology and a range of tools that are suitable for primary and secondary languages learners.
Guidelines for developing online courses for SWAYAMAtifa Aqueel
This presentation describes the guidelines to develop online courses for SWAYAM which is an initiative by MHRD India to develop and make available " Massive Online Open Courses(MOOCs)" to the learners throughout the country.
Open Education. A Modern Approach to Teaching and LearningKOED
Prezentacja Richarda Baraniuka (Connexions / Rice University) z konferencji "Otwarta edukacja w Polsce", zorganizowanej 23 kwietnia 2009 roku w Sejmie RP przez Koalicję Otwartej Edukacji (KOED).
e Learning is the most impacting and cost effective method of training available for organizations today. HR professionals can improve their efficiency and effectiveness of training programs they conduct by adopting e Learning.
LearnIT: Technology Trends in Education (5/14/13)Kristen T
See Wiki with resources:
http://techtrendsineducation.wikispaces.com/home
Slides used during talk given at Fordham University:
In a world where technology is changing faster than ever it's important not to just keep up with what's currently available, but to be thinking ahead. The New Media Consortium just released their 2013 Horizon Project Short List report that includes 12 coming technology trends in higher education. During the LearnIT, we discussed 6 of the top trends (additional slides to follow).
Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
E107 Open Education Practice and Potential: Session 7Brandon Muramatsu
Session 7 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu
COMPARING THE CHALLENGES OF IMPLEMENTING WEB-BASED AND TRADITIONAL TEACHING S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It
is significant to carefully consider learners' and instructors' specific needs and circumstances when
deciding whether to use these systems. Using web-based and traditional teaching methods may be
appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination
of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by
increasing access to quality education and reducing the cost of delivering education. However, there are
also several challenges to implementing these systems in developing countries, such as limited
infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this
review article is to analyse and contrast the efficacy of web-based teaching systems with traditional
teaching systems, assess their respective advantages and disadvantages, identify the factors that influence
their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional
teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content.
However, traditional teaching systems also have advantages, such as the ability to provide face-to-face
interaction and immediate feedback. This review paper examines the factors that impact the efficacy of
both systems, such as the system's design, the quality of the educational materials, and the proficiency of
the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the
specific needs and circumstances of the learner and the instructor
Comparing the Challenges of Implementing Web-Based and Traditional Teaching S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It is significant to carefully consider learners' and instructors' specific needs and circumstances when deciding whether to use these systems. Using web-based and traditional teaching methods may be appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by increasing access to quality education and reducing the cost of delivering education. However, there are also several challenges to implementing these systems in developing countries, such as limited infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this review article is to analyse and contrast the efficacy of web-based teaching systems with traditional teaching systems, assess their respective advantages and disadvantages, identify the factors that influence their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content. However, traditional teaching systems also have advantages, such as the ability to provide face-to-face interaction and immediate feedback. This review paper examines the factors that impact the efficacy of both systems, such as the system's design, the quality of the educational materials, and the proficiency of the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the specific needs and circumstances of the learner and the instructor.
Quality Assurance in an Education 3.0 worldDerek Keats
The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.
Similar to Contemporary Educational Technologies: A Perspective from MIT (20)
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
Presented by Dale Allen, Jeff Merriman, Brandon Muramatsu, Domy Raymond, and Mike Reilly, Grantmakers for Education, San Francisco, CA, October 22-23, 2015
We share a potential model for online recitation sessions for MIT residential courses based on our experiences running similar sessions for courses in the MITx MicroMasters Program in Statistics and Data Science.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Contemporary Educational Technologies: A Perspective from MIT
1. Contemporary Educational Technologies:
A Perspective from MIT
M.S. Vijay Kumar
Brandon Muramatsu
September 14, 2013
1
Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Cite as: Kumar, V. & Muramatsu, B. (2013a, September). Contemporary educational technologies: a
perspective from MIT. Workshop presented to the EDC Pre-STEP Program. Lahore: Pakistan.
2. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Contemporary EdTech Agenda
Part 1: Introduction
Part 2: Setting the Stage
Global drivers, EdTech Strategy at MIT, your experiences
Break
Part 3: EdTech Strategy at MIT and Highlights
Remote Labs
Active and Blended Learning
Visualizations and Simulations
Lunch
2
3. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Contemporary EdTech Agenda (cont.)
Part 4: Activity
Part 5: Highlights of Contemporary Practices, cont.
Modularity
MOOCs
Break
Part 6: Final Activity
Wrap-up and Discussion
3
5. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Vijay’s Background
B.Tech. in Chemical Engineering, M.S. in Industrial
Management & Ed.D. in Future Studies in
Education
Taught courses in Instructional Computing,
Educational Planning, Teacher Education
30+ years in EdTech – Developing, Managing,
Innovating educational uses of Information
Technologies
10+ years in Open Education: Open Educational Resources
and OpenCourseWare
5
6. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Brandon’s Background
B.S. & M.S. in Mechanical Engineering
Taught multimedia design and open education
20 years in EdTech
~10 years in educational digital libraries: Collections, nationwide
collaborations, quality and peer review
9+ years in Open Education: Open Educational Resources and
OpenCourseWare
“Been There, Done That”
Multimedia courseware design and course support, course design,
video production software design, digital libraries, metadata,
learning objects, open educational resources/OpenCourseWare,
…
6
7. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
About you!
Please introduce yourselves with your Name and
Institution
What do you hope to get out of the workshop?
7
8. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Participants’ Interests
Different technologies used to
improve education
Role in the quality of education
Broaden understanding, what’s
being used
Learn how to create education
technology, improve learning
tools
How students can do
something special with
technology in learning
Technology to fill the gap with
student preparation
See examples to meet the
challenge of global
How to use for teacher
education
Teaching using educational
technology both inline and
offline
See what are the possibilities
for new teacher education
programs
See how to use Open
Educational Resources,
particularly for teacher
education, see practices from
MIT
8
9. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Participants’ Interests
Technology models for
programs
Using in face-to-face learning
Interested in online especially
How to use different modes of
technology in the classroom
Learning technologies for
online teacher education,
distance learning
Online resources for teaching
How are technologies effective,
and how to utilize in education
Have perceptions challenged
Learn modern trends, and how
to effectively use them
Learn what’s next…
Introduce text-based content
into video
When to use animations,
graphics
Differences, strengths of
dissemination modes
9
10. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Participants’ Interests
How to include OERs and
MOOCs in teaching
How to use in teaching
practices
How to use in traditional
modes of teaching, esp.
teacher education
Insight into students and
how they view technology
What learning resources are
available
What LMS/VLE are available
and how they might be used
See the possibilities of
integrating ICT
Especially in the tribal and
rural areas
Lots of resources that can
be shared – what are new
areas to help others
implement
Learn the current practices
and trends
How to use in K12/school
level
10
11. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
What does Education Technology mean?
Discussion
Use of technology in
education
Anything used to make
education effective
Computer, multimedia
Projected vs. non-
projected
Three areas
mentioned:
Educational Technology
Learning Models
Instructional design
models
Mixture of terms
used
Technology in education
Education technology
(more than ICT,
whiteboard, paper, etc.)
11
12. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Synthesis of Participants’ Interests
Learn about technology and how to improve
learning in the classroom, in online education
Can we use similar, or the same, technologies in both?
How can we combine online and in-person at the same time?
Blended Learning, Flipped Classrooms, All Online
How can we leverage people and communities online?
Specific considerations to consider?
Infrastructure, tribal/rural areas vs. urban settings
Are there more things we need to think about? Preparation of
faculty and students.
12
13. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Goals and Objectives
Gain an understanding of how we think about
educational technologies, and how they support
pedagogy and learning
See many examples of educational technologies,
and technology enabled pedagogies to help you
understand what’s possible
Hopefully, inspire you to explore educational
technologies that you might use in your course(s)
Today will not be a hands on workshop, though we may be able
to do demos over lunch and at the end of the workshop
13
15. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Global Events Affecting Education…
Global financial crisis
Dramatic reduction in education budgets, continuing rise in
costs, and rise in student loan debt
Changing perceptions of the value of a university
degree
Rush for development in many countries
Scale of the numbers of students eligible for education but for
whom there is no capacity
15
16. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
A Time of Change…
Rise of competency-based education / prior learning
assessment
Recognition of the “half-life” of learning in many
disciplines
Transition to continual learning in many career paths
Rapidly changing learner attributes
Rise of openly accessible learning materials and
opportunities, at scale
Wikipedia, Open Educational Resources, OpenCourseWare,
Creative Commons licensing
Khan Academy, Codecademy
16
CC-BY • Adapted From: Muramatsu, B. (2013, April). Rethinking education: Course consumption &
21st century learning. Invited Presentation at Harvard Business Publishing, April 22, 2013.
17. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Day of the MOOC
17
18. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
AVC
http://avc.com/
18
AVC Online Learning and Higher Ed
http://www.avc.com/a_vc/2013/04/online-learning-
and-higher-ed.html
18
CC-BY • Wilson, F. (2013, April 21). Online learning and higher ed. Retrieved from http://www.avc.com/a_vc/2013/04/online-learning-and-higher-ed.html
But I am also a big fan of what
happens when a teacher and a small
group of students get together in a
classroom and real personal
interaction happens.
So if you are in the higher education
business, you had better be getting
your hands dirty with this stuff. The
only way to really learn something is
to do it yourself.
19. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Our Approach
Our approach is technology in the service of
pedagogy
Educational technology is not new
Digital learning is becoming more dominant
Current era is based in research and development going back
to the 1960s
19
22. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
EdTech Strategy at MIT
Support faculty and students with experimenting
and adopting innovative practices in teaching and
learning
Innovative approach in delivering GIRs
Make powerful tools and experiments accessible to students.
Leverage content and resources across courses and programs
Facilitate hands-on learning in new ways
Develop educationally valuable software tools
22
23. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
EdTech Strategy at MIT
Inform development of educational infrastructure
and services
Develop platforms (not one-of) that render sustainability.
Implement test-beds for promising educational technologies
and new services, to advance teaching and learning.
Develop plans for the incubation, early implementation, and the
transitioning of delivery systems to long-term core service
providers
23
24. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
MIT Educational Technology Initiatives
Educational Value / Opportunity Potential Value / Impact
TEAL
(8.01, 8.02)
Create an active learning environment for
large lecture classes
Cost effective TEAL model for other
departments, Virtual TEAL
iLab Expand range of experiments available for
students via remote access to labs
Online lab courses, significantly
more lab experiences, more
sophisticated labs (utilization of
high cost/rare equipment)
Mathlets
(18.03, 8.07, 16.90)
Interactive applets to promote deeper
understanding of mathematical concepts
(relevance to systems behavior;
transference)
Utilization by other departments,
create additional Mathlets,
implement concept with other
content areas
STAR
(7.012, 7.03)
Bring research software into the classroom
bridging research and education
STAR resources enriching online
courses
HyperStudio
(Metamedia, Cultura)
Tools to support language and culture
education
Flexible online collaborative
environments
24
25. MIT Educational Technology Initiatives
Educational Value / Opportunity Potential Value / Impact
NB
(2.003, 24.02)
Collaboratively annotate and review
documents and problem sets
Online discussion of problem sets,
exams, solutions; enable
interaction around OCW PDFs
Math CI Online community where instructors of
communication-intensive courses in
mathematics can share materials and
actively discuss teaching ideas. of
communication-intensive courses; Promote
pedagogical knowledge sharing;
Being used by the entire Math
Department; Possible use at other
MIT departments and beyond
OpenCourseWare Sharing MIT’s course materials with the
world
Self-learners, faculty can view
models of MIT courses
Experimental
Learning
Environments
Classrooms to support faculty experiments,
T/L Innovations, e,g., Project-Based
Learning
Continuous curriculum
improvement
Athena Clusters Contemporary learning spaces; student
community spaces
Support new collaboration forms
25
27. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
U.S., Australia, China, India, Africa: iLabs
Consortium
iLabs:
“If you can’t come to the lab… the lab will come to you!”
27
Shake table (Civil Eng., 2004)
Dynamic signal analyzer (EECS, 2004)
Order of magnitude more lab experiences
More lab time to users/researchers
More sophisticated labs available
Communities of scholars created around iLabs
Sharing educational & research content
29. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Electricity & Magnetism with Studio Physics
Studio format
Visualization /
simulation
Desktop lab
experiments
Student teams
29
31. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
STAR: Software Tools for Academics and Researchers
Innovative tools to bring the practice of research to
the process of learning
31
StarGenetics
StarBiochem
protein visualization
genetic cross simulator
StarOrf
gene finder
StarMolSim
materials modeling
StarHydro
hydrology visualization
StarHPC
parallel programming
http://star.mit.edu
32. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
PhET: phet.ucolorado.edu
33. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
ARTEMiS: Interactive Content and Applications
33
3D Interactive Earth Cycles
3D Interactive Tectonics
ARTEMiS
34. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
ARTEMiS: Visualization Intensive Learning Experiences
34
Fluvial Environment
Gravity Vignette (SUTD)
Glacial Structures
36. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
What course or topics
are you teaching that you believe
would be improved with the use of
educational technologies?
36
37. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
What can be improved with educational technology?
Biology Course: Use some of sites
(STAR, Curriki) and have students
work with them
TeacherEd Course: Bringing the
school classroom into courses thru
video of student teachers, building
learning
Many subjects: Improve
understanding (videos of English),
can make lecture more interesting
(use films to teach history; use
images of maps on the computer to
teach geography)
Classroom Assessment Course:
Online formative
assessment/assignment
ICT in Education: NGrid, Google
Earth and Google Maps
Collaborative projects between
schools
Collaborate with teachers at other
schools
Collaboratively develop questions
Use sites to work with individual
students
Videos of different teaching
strategies, advantages and
disadvantages of prospective
students
Videos to motivate
Need to pair the use of these
technologies with an assessment –
it’s just good teaching practice
37
38. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
What can be improved with educational technology?
Examples:
Spreadsheets,
PowerPoint, Word
Facebook
Google documents /
drive / forms /
hangouts
DropBox
Skype
Video
Watching them
Producing them
Online Collections
STAR, Curriki, PhET
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40. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
http://visualizingcultures.mit.edu/
Visualizing Cultures
40
42. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Massively “Open” Online Course
“Open” has multiple meanings
In the Open University sense, open enrollment
In the licensing sense, Creative Commons licensing
In the cost sense, Free or low cost for a certificate
Course
There is an instructor or instructional team
Often little or no interaction with the instructional team, support
provided by peers through discussion forums (in some cases
self-forming study groups)
Formal “certification” varies
42
43. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Massively “Open” Online Course (cont.)
Participants have multiple reasons for participating
Independent learners
Professionals upgrading skills
Students with no access to the course or the perceived level of
sophistication
Students taking a similar course for credit looking for additional
practice, learning opportunities
And many, many more…
Engagement
Varies greatly depending on the reason for participating
Registrants -> Completion for Certificate 7-10%
43
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What’s unique?
Scale
Thousands – Tens of Thousands – Hundreds of Thousands of
simultaneous participants
Have to mostly get it right the first time, in “regular” classes
there’s lots of opportunity to redirect and clarify
Content (mostly video) and (formative)
assessments are tightly coupled
Many innovative activities / assessments
Circuit Simulator, etc.
Automatically evaluated
44
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Who has taken, or is taking, a MOOC?
What are your thoughts about the
educational technologies being used in
the MOOC(s)? How effective are they?
45
47. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Modularity of Content and Activities
Pros:
Promotes reusability, and perhaps learner choice
Aligns with learning sciences: Many short activities
Aligns with competency-based learning: Focus on specific skills
Cons:
Modularity for modularity’s sake, same problem with learning
objects
May lead to desire to over-structure courses and activities
47
48. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Student Attention in 50 Minute Lecture
Attention
48
Attention
Minutes
Hartley, J. & Davies, I. (1978)
49. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Breaking Up a Class into Blocks of Time
Segmenting lectures tablet
49
CC-BY-NC-SA • Aleman, L. & Brauneis, A.. (2013). Best practices for teaching and learning.
50. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Modularity through “Concept Based Approaches”
Focus on learning outcomes…
…or describing content / activities by concepts or
topics
MIT is developing tools and infrastructure
Video Concept Browser (showing today)
Concept map authoring, linking concepts and content (not
showing today)
50
51. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Video Recordings of University Lectures
Rationale
Resource for students that miss class / want to review
Use for distance learning
Typically replay the lecture as a whole
Pros
“Easy” from an institutional perspective
51
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Video Recordings of University Lectures
Cons
Not necessarily interactive, even if the original class was highly
interactive
Doesn’t necessarily support learning
Typically lecture as a whole – 1 hour, 1.5 hours long
(e.g., OpenCourseWare videos)
Can form the basis for MOOCs, or distance learning
“Easy” to do, but is it representing your institution well, or
serving student learning well?
52
53. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
MIT’s Approach: OEIT Video Concept Browser
Record lectures as normal
In MIT’s case there is we have a professional camera operator
using a professional HD camera
Tag videos with concepts / topics during the lecture
Teaching assistant (or top student)
Concept + time (e.g., Bloom’s Taxonomy definition / 11:32 am)
No special tools or technology needed! (Though we’re now
using some to help.)
This would be even more effective if the segments were tied to
learning otcomes
53
“Easy”
“Easy”
54. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
OEIT Video Concept Browser
Concept-tagged video on web for student viewing
“Bookmarks” to playback video from the concept at the
specified time
What’s needed?
Video tagged by concept and time
Video player and hosting that can play video from an arbitrary
time
YouTube or Amazon S3/Cloudfront with free / low-cost 3rd
party player (e.g., JWPlayer, Flowplayer, Sublime player)
That’s it! (We built a simple web app to make this easier)
54
Idea from Stanford Learning Lab circa late 1990s
55. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Screenshot of TechTV with Bookmarks
55
s
56. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Screenshot of oeit-vcb.mit.edu
Screenshot
Demo http://oeit-vcb.mit.edu/
56
58. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Embedded Assessment
What is it?
Putting mechanisms for students to check their understanding /
mastery of concepts directly in course materials
Primarily for formative (self-check, understanding) not
summative (exams or formal assignments)
Why is it different?
Current tools (Virtual Learning Environments and Learning
Management Systems) separate the act of taking a quiz /
answering a question from reading or interacting with course
content
Assessments, anywhere, anytime
58
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Open Embedded Assessment
Screenshot
Demo http://oea.herokuapp.com/
59
62. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Construct a course/activity/project in
collaboration, with a colleague at another
university, that uses educational technologies
to improve teacher education.
What is the educational problem to address?
How might you address the problem with an
educational technology?
What are the obstacles?
Be specific!
62
63. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
Possible Projects
Divide virtual classrooms into smaller groups
Divide into small groups, discussion boards within the forums
Online courses
Use webinars to conduct live online sessions, to support all
existing content
Videos of lectures
Establish iLab for a universities
Seek collaborators to participate, including those that have
resources to host labs, etc.
Link iLab to link universities together
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Possible Projects (cont.)
Student understanding in courses—misconception
analysis
MUD Card – “What’s the muddiest, unclear, point in a course
Could use MOOCs and analytics to get to aggregated
misconceptions
Content repository
Share videos, lectures by universities
Share quality materials
Develop a web page for each subject in a program
Content, video, etc.
And social community of people interested in the program/topic
Subject forum—for teachers and student teachers
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Possible Projects (cont.)
General Methods of Teaching Course
Students often forget the general methods in subsequent
courses
Students can upload the best practices in teaching practicum,
match these real life experiences with
Lack of practical labs
Share videos of examples of student teaching
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Participants’ Important Take Aways
Different resource sites (iLabs, PhET, etc.)
Video lectures and tagging
MOOCs
Need to use technology
Blended learning: and how to bring technology into
teaching
Focus on learning!
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Simple, Proven, Compatible & Adaptable
Simple
Easy to use, doesn’t
Proven
Activities, educational technologies need to work for what we
want to do
Compatible
With the culture of the course
Adaptable
Usable in multiple settings, by multiple audiences, shouldn’t
have to rewrite everything for each possible use
67
Cite as: Kumar, V. & Muramatsu, B. (2013a, September). Contemporary educational technologies: a perspective from MIT. Workshop presented to the EDC Pre-STEP Program. Lahore: Pakistan. Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.