This document discusses the use of e-learning for management learning. It defines e-learning and outlines some of its key features, including its ability to provide flexible learning anywhere and anytime. E-learning leverages the internet to distribute and share information. The document also discusses some of the technologies used in e-learning like video conferencing and streaming media. It notes challenges to implementing successful e-learning programs and the roles needed to create engaging learning experiences.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design approaches aim to make teaching and learning processes more explicit and portable across systems to improve e-learning pedagogy and the student experience. However, fully implementing learning design approaches is still a major challenge.
E-tutoring involves teaching, supporting, managing, and assessing students in online or virtual environments where teachers and learners are separated by time and space. It requires competencies in the subject matter, pedagogy, and understanding technology's limitations. Traditional tutoring has drawbacks like not optimizing learning time, inability to tailor lessons, and difficulty monitoring progress. Present-day e-tutoring offers many online courses from various sites and signals a paradigm shift by allowing open access to diverse curricula. MOOCs and NPTEL further this trend by hosting free massive open online courses from top universities worldwide and providing online engineering and science courses through Indian institutions. E-tutoring represents the next step in
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
Using a mobile app as a agent for online learning in higher education David S...EIFLINQ2014
1) Universities are increasingly developing online learning components for their degree programs.
2) Dr. David Smith presented on an app called TFOiL that helps instructors integrate technology into their course design based on pedagogical elements.
3) An initial pilot test of TFOiL with 5 instructors was positive, finding it easy to use and helpful for focusing course development.
A ‘middle out’ approach to implementing technological innovation Jisc
This document discusses implementing technological innovation at Bournemouth University through a "middle out" approach led by influencers. It promotes the TEL Toolkit as an online resource for teaching staff to gain skills and innovate their teaching. It provides suggestions for staff to support innovation, including completing a digital skills assessment, referring to case studies, and attending seminars. Examples of TEL suggestions are also given for pedagogical approaches like blended learning, feedback, flipped classroom, assessment, collaboration, and engagement.
A Field of Online Dreams – Build it and they will come (or will they?) - Cult...Ken McCarthy
Academics working on online, blended and technology enhanced programmes and modules can oftentimes find themselves working in isolation from their teaching colleagues. Focused on providing the optimal student experience and with the usual demands on their time of a full teaching timetable they often don’t have the opportunity to look at emerging trends or technologies within their own discipline or indeed across disciplines.
A community of practice is defined by Wegner-Trayner as "a group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly" and in establishing a TEL Community of Practice within WIT it is hoped that colleagues will have a forum to discuss, debate and discover best practice in the areas of online, blended and technology-enhanced learning. The COP will meet regularly with the focus being on community led initiatives and the sharing of and exchange of experiences.
This presentation will focus on the efforts that were taken within WIT on establishing a COP and document the journey taken so far. This has included a number of planning meetings, the publication of a number of staff newsletters, the holding of an end-of-semester showcase day: The Collective: Unexpected, together with a number of other events and activities aimed at building awareness and a sense of community. Accredited and non-accredited staff professional development activities and opportunities were also made available to staff across the institute.
Canvassing of support from Heads of School, Heads of Department and the Institute Executive led to the establishment and support of a COP becoming a key part of the newly drafted strategic plan as one of the actions aimed at improving the quality of the student learning experience.
NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong le...Andreas Meiszner
Introduction to the NetGeners.Net pilot course.
The full title of this pilot course is “NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong learning knowledge and information societies”.
A pilot course in the light of free and open education!
This course is free: free to attend without any charge, free of cost for books or other materials, free for anyone independently of prior education; and free in terms of your personal time commitment that you decide to dedicate to it (Though we would like you to spend on a minimum 2 hours per week). The only thing you will need is a PC and internet access.
Participants of this course can expect tutoring (support), but will not receive any official degree awarding certificate or credit points from the course team.
This course starts at the 17th of March, though later participation is possible. If you are interested in the course than sign up now for free to secure individual mentorship and support!
We also invite you to provide us with some initial feedback on what you think could be improved, to report bugs (means to tell us what still doesn’t work as it should), to suggest further learning projects, or to submit already existing ones to our course category.
Further information is available at:
NetGeners.Net website
This document discusses the use of e-learning for management learning. It defines e-learning and outlines some of its key features, including its ability to provide flexible learning anywhere and anytime. E-learning leverages the internet to distribute and share information. The document also discusses some of the technologies used in e-learning like video conferencing and streaming media. It notes challenges to implementing successful e-learning programs and the roles needed to create engaging learning experiences.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design approaches aim to make teaching and learning processes more explicit and portable across systems to improve e-learning pedagogy and the student experience. However, fully implementing learning design approaches is still a major challenge.
E-tutoring involves teaching, supporting, managing, and assessing students in online or virtual environments where teachers and learners are separated by time and space. It requires competencies in the subject matter, pedagogy, and understanding technology's limitations. Traditional tutoring has drawbacks like not optimizing learning time, inability to tailor lessons, and difficulty monitoring progress. Present-day e-tutoring offers many online courses from various sites and signals a paradigm shift by allowing open access to diverse curricula. MOOCs and NPTEL further this trend by hosting free massive open online courses from top universities worldwide and providing online engineering and science courses through Indian institutions. E-tutoring represents the next step in
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
Using a mobile app as a agent for online learning in higher education David S...EIFLINQ2014
1) Universities are increasingly developing online learning components for their degree programs.
2) Dr. David Smith presented on an app called TFOiL that helps instructors integrate technology into their course design based on pedagogical elements.
3) An initial pilot test of TFOiL with 5 instructors was positive, finding it easy to use and helpful for focusing course development.
A ‘middle out’ approach to implementing technological innovation Jisc
This document discusses implementing technological innovation at Bournemouth University through a "middle out" approach led by influencers. It promotes the TEL Toolkit as an online resource for teaching staff to gain skills and innovate their teaching. It provides suggestions for staff to support innovation, including completing a digital skills assessment, referring to case studies, and attending seminars. Examples of TEL suggestions are also given for pedagogical approaches like blended learning, feedback, flipped classroom, assessment, collaboration, and engagement.
A Field of Online Dreams – Build it and they will come (or will they?) - Cult...Ken McCarthy
Academics working on online, blended and technology enhanced programmes and modules can oftentimes find themselves working in isolation from their teaching colleagues. Focused on providing the optimal student experience and with the usual demands on their time of a full teaching timetable they often don’t have the opportunity to look at emerging trends or technologies within their own discipline or indeed across disciplines.
A community of practice is defined by Wegner-Trayner as "a group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly" and in establishing a TEL Community of Practice within WIT it is hoped that colleagues will have a forum to discuss, debate and discover best practice in the areas of online, blended and technology-enhanced learning. The COP will meet regularly with the focus being on community led initiatives and the sharing of and exchange of experiences.
This presentation will focus on the efforts that were taken within WIT on establishing a COP and document the journey taken so far. This has included a number of planning meetings, the publication of a number of staff newsletters, the holding of an end-of-semester showcase day: The Collective: Unexpected, together with a number of other events and activities aimed at building awareness and a sense of community. Accredited and non-accredited staff professional development activities and opportunities were also made available to staff across the institute.
Canvassing of support from Heads of School, Heads of Department and the Institute Executive led to the establishment and support of a COP becoming a key part of the newly drafted strategic plan as one of the actions aimed at improving the quality of the student learning experience.
NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong le...Andreas Meiszner
Introduction to the NetGeners.Net pilot course.
The full title of this pilot course is “NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong learning knowledge and information societies”.
A pilot course in the light of free and open education!
This course is free: free to attend without any charge, free of cost for books or other materials, free for anyone independently of prior education; and free in terms of your personal time commitment that you decide to dedicate to it (Though we would like you to spend on a minimum 2 hours per week). The only thing you will need is a PC and internet access.
Participants of this course can expect tutoring (support), but will not receive any official degree awarding certificate or credit points from the course team.
This course starts at the 17th of March, though later participation is possible. If you are interested in the course than sign up now for free to secure individual mentorship and support!
We also invite you to provide us with some initial feedback on what you think could be improved, to report bugs (means to tell us what still doesn’t work as it should), to suggest further learning projects, or to submit already existing ones to our course category.
Further information is available at:
NetGeners.Net website
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to navigate complex digital landscapes. The presentation outlines various affordances of digital technologies for learning, including enabling interaction, feedback, and personalization. It also discusses open educational practices like OERs and MOOCs, and their impact on learners, teachers, and researchers. The presentation concludes by emphasizing the complexity of digital learning ecologies and the need for targeted professional development and assessment to support meaningful learning.
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
The document discusses e-tutoring and online education. It defines e-tutoring as teaching, support, management and assessment of students using online technologies. It notes some drawbacks of traditional tutoring like not spending entire time on learning and inability to adjust to different participant levels. Modern e-tutoring allows students freedom to access any course and signals a shift in education. MOOCs and NPTEL are discussed as examples of massive open online courses and a national e-learning program in India respectively. The conclusion states that e-tutoring is the next step in education and shows technology's role in evolving teaching and learning.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to develop digital literacy skills. It also outlines several affordances of digital technologies for education, such as enabling more interaction and personalized learning. The presentation then discusses open educational practices like OERs and MOOCs, challenges of digital learning implementation, the importance of continuing professional development for teachers, and the role of learning design frameworks and learning analytics in supporting digital pedagogies. The presentation concludes by reflecting on the complexity of the digital learning ecology and the need for purposeful educational technologies that support active and meaningful learning.
MOOCs (Massive Online Open Courses) are online courses that are aimed at unlimited participation through the web. They provide interaction and community for students, professors, and teaching assistants. MOOCs cover a single topic, are open for anyone to take, are massive by connecting people on a global scale, and are online with no charge for students. MOOCs have different purposes, such as democratizing education, developing skills, increasing access to higher education, and decreasing costs. The first MOOC was introduced in 2008 and was called "Connectivism and Connective Knowledge." MOOCs have advantages like being free, allowing informal learning, and providing online interaction, but also have disadvantages like technical problems,
Jonathan Owen, Audi Visual Service at the University of Warwick describes the way that the university has improved the range of of the service it offers and greatly improved uptake, use and user satisfaction
This document describes an "Agony Aunts" workshop activity carried out by PGCE students at Sheffield Hallam University to explore problems related to using digital technologies in educational settings. The activity involved a panel of three students fielding questions from an audience of students about their worst-case scenarios and technology issues. Intended outcomes were to encourage discussion and sharing of best practices in a supportive environment. When implemented, examples of problems discussed included equipment failures and engaging different types of learners with technology. The panel provided solutions and emphasized preparation, alternative plans, and viewing problems as learning opportunities. Overall, the activity helped students share real experiences and practices.
This document discusses modern online teaching and learning. It begins by outlining the key features of modern learning activities, including how technology has changed communication and made learning more interactive, collaborative, and continual. It then discusses how the Moodle learning system aims to support constructionist learning through social interaction. Finally, it provides tips for effective online course creation, such as managing content to meet teaching goals and encouraging student participation.
Web 2.0 technologies have the potential to enhance distance education by supporting constructivist and collaborative learning. However, effective implementation requires changes to policies around resource allocation and organizational structure, not just the technologies themselves. True transformation depends on more flexible staffing, funding tied to outcomes rather than inputs, and virtual networks that cross traditional boundaries. While new tools open possibilities, the priorities of high-quality content and human interaction remain essential for adult learners.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
This document discusses eLearning and blended learning. It defines eLearning as the application of information technology and communications technology to education. eLearning utilizes tools that can add interactivity and engagement to teaching and learning. Technology empowers learning by widening access and enabling learning to suit individual needs. The document lists types of learner-centered activities that can be enhanced through technology, such as wikis, blogs, and online assignments like essays and portfolios. It encourages integrating technology into lesson plans and using a range of delivery methods.
Augmented Reality and Learning Innovation - a co-created journey? debbieholley1
Presentation Edtech World Forum Winter 2021
This talk reflects upon the pace and rate of change in learning that technology enables, and Covid-19 has accelerated this trend. The generation of new knowledge is increasing exponentially and having the 'single expert' that knows all there is on a given topic is no longer viable. Communities of practice, co-creating and sharing ways of working offer much to our students, as team working, data searching, managing and archiving are all skills employers value in the workplace. Drawing upon ONS (October 2021) data about the student experience of first year undergraduates, I suggest that student learning through the medium of the institutional VLE needs to be enhanced through authentic learning opportunities, and suggest ways in which augmented reality can play a role.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
MOOCs are massive open online courses that are web-based and have no limit on participants. The first MOOC was launched in 2008 and was called CCK8, created by educators Stephen Downes and George Siemens. It had around 2,200 participants and used various online platforms. There are three main types of MOOCs - connectivist MOOCs focus on connecting nodes of information; xMOOCs are sponsored by universities and use automated grading; and task-based MOOCs focus on knowledge construction through tasks.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to navigate complex digital landscapes. The presentation outlines various affordances of digital technologies for learning, including enabling interaction, feedback, and personalization. It also discusses open educational practices like OERs and MOOCs, and their impact on learners, teachers, and researchers. The presentation concludes by emphasizing the complexity of digital learning ecologies and the need for targeted professional development and assessment to support meaningful learning.
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
The document discusses e-tutoring and online education. It defines e-tutoring as teaching, support, management and assessment of students using online technologies. It notes some drawbacks of traditional tutoring like not spending entire time on learning and inability to adjust to different participant levels. Modern e-tutoring allows students freedom to access any course and signals a shift in education. MOOCs and NPTEL are discussed as examples of massive open online courses and a national e-learning program in India respectively. The conclusion states that e-tutoring is the next step in education and shows technology's role in evolving teaching and learning.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to develop digital literacy skills. It also outlines several affordances of digital technologies for education, such as enabling more interaction and personalized learning. The presentation then discusses open educational practices like OERs and MOOCs, challenges of digital learning implementation, the importance of continuing professional development for teachers, and the role of learning design frameworks and learning analytics in supporting digital pedagogies. The presentation concludes by reflecting on the complexity of the digital learning ecology and the need for purposeful educational technologies that support active and meaningful learning.
MOOCs (Massive Online Open Courses) are online courses that are aimed at unlimited participation through the web. They provide interaction and community for students, professors, and teaching assistants. MOOCs cover a single topic, are open for anyone to take, are massive by connecting people on a global scale, and are online with no charge for students. MOOCs have different purposes, such as democratizing education, developing skills, increasing access to higher education, and decreasing costs. The first MOOC was introduced in 2008 and was called "Connectivism and Connective Knowledge." MOOCs have advantages like being free, allowing informal learning, and providing online interaction, but also have disadvantages like technical problems,
Jonathan Owen, Audi Visual Service at the University of Warwick describes the way that the university has improved the range of of the service it offers and greatly improved uptake, use and user satisfaction
This document describes an "Agony Aunts" workshop activity carried out by PGCE students at Sheffield Hallam University to explore problems related to using digital technologies in educational settings. The activity involved a panel of three students fielding questions from an audience of students about their worst-case scenarios and technology issues. Intended outcomes were to encourage discussion and sharing of best practices in a supportive environment. When implemented, examples of problems discussed included equipment failures and engaging different types of learners with technology. The panel provided solutions and emphasized preparation, alternative plans, and viewing problems as learning opportunities. Overall, the activity helped students share real experiences and practices.
This document discusses modern online teaching and learning. It begins by outlining the key features of modern learning activities, including how technology has changed communication and made learning more interactive, collaborative, and continual. It then discusses how the Moodle learning system aims to support constructionist learning through social interaction. Finally, it provides tips for effective online course creation, such as managing content to meet teaching goals and encouraging student participation.
Web 2.0 technologies have the potential to enhance distance education by supporting constructivist and collaborative learning. However, effective implementation requires changes to policies around resource allocation and organizational structure, not just the technologies themselves. True transformation depends on more flexible staffing, funding tied to outcomes rather than inputs, and virtual networks that cross traditional boundaries. While new tools open possibilities, the priorities of high-quality content and human interaction remain essential for adult learners.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
This document discusses eLearning and blended learning. It defines eLearning as the application of information technology and communications technology to education. eLearning utilizes tools that can add interactivity and engagement to teaching and learning. Technology empowers learning by widening access and enabling learning to suit individual needs. The document lists types of learner-centered activities that can be enhanced through technology, such as wikis, blogs, and online assignments like essays and portfolios. It encourages integrating technology into lesson plans and using a range of delivery methods.
Augmented Reality and Learning Innovation - a co-created journey? debbieholley1
Presentation Edtech World Forum Winter 2021
This talk reflects upon the pace and rate of change in learning that technology enables, and Covid-19 has accelerated this trend. The generation of new knowledge is increasing exponentially and having the 'single expert' that knows all there is on a given topic is no longer viable. Communities of practice, co-creating and sharing ways of working offer much to our students, as team working, data searching, managing and archiving are all skills employers value in the workplace. Drawing upon ONS (October 2021) data about the student experience of first year undergraduates, I suggest that student learning through the medium of the institutional VLE needs to be enhanced through authentic learning opportunities, and suggest ways in which augmented reality can play a role.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
MOOCs are massive open online courses that are web-based and have no limit on participants. The first MOOC was launched in 2008 and was called CCK8, created by educators Stephen Downes and George Siemens. It had around 2,200 participants and used various online platforms. There are three main types of MOOCs - connectivist MOOCs focus on connecting nodes of information; xMOOCs are sponsored by universities and use automated grading; and task-based MOOCs focus on knowledge construction through tasks.
This document discusses the future of teaching and learning at BI LearningLab. It outlines BI LearningLab's mission to develop quality teaching and learning and facilitate an ICT-supported environment. It then discusses the BI 2020 project which aims to position BI as an innovative business school. The document presents three stories about the future of learning and discusses implications for educational institutions. It also examines MOOCs (Massive Open Online Courses) as possible opportunities or threats and the mandate of the MOOC commission to explore these issues.
The document discusses the impact of emerging technologies like Web 2.0 on education and the need for strategic planning. It notes that digital content is growing exponentially, students increasingly expect online access and resources, and failing to adapt could see other providers like Google meet student needs instead of higher education institutions. The document advocates for open educational resources, strategic technology planning across community and technical colleges, and leveraging shared systems, content and support to improve access and lower costs while preparing students for a global digital future.
Op 17 maart 2016 heb ik een keynote verzorgd tijdens het Digital Solutions Forum van Liferay en Valamis. Ik heb daarin onder meer aan de hand ven Merrill’s first principles of instruction geïllustreerd dat leertechnologie -mits goed toegepast- kan leiden tot effectief onderwijs en opleiden.
This document provides information about MOOCs (Massive Open Online Courses). It defines MOOCs as free online courses designed for large numbers of students from various locations. While MOOCs may not offer academic credits, they can enable certification, employment, or further studies. The document discusses how MOOCs evolved from connectivist theories developed by George Siemens and Stephen Downes in the 2000s. It provides a timeline of major MOOC developments from 2008 to 2012. The document also outlines characteristics of MOOCs like being free of charge and having no formal entry requirements. It describes two types of MOOCs: cMOOCs based on connectivist pedagogy and xMOOCs based on
Participative Design of qMOOCs with Deep Learning and 3d Virtual Immersive En...Dr Stylianos Mystakidis
Participative Design of qMOOCs with Deep Learning and 3d Virtual Immersive Environments: - The case of MOOCAgora
The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs.
Presentation for a paper in the EU MOOC Workshop, EC TEL 2014 conference, Graz Sep 16th 2014
The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs as online courses that can be accessed by unlimited participants and do not have strict entrance requirements. The document outlines the history and development of MOOCs and describes the two main types: xMOOCs which are based on traditional course structures, and cMOOCs which emphasize collaboration. It lists several advantages of MOOCs including flexibility, accessibility of top universities, and networking opportunities. Finally, it names some of the largest MOOC platforms including Coursera, edX, Udacity, and FutureLearn.
MOOCs (Massive Online Open Courses) are online courses aimed at unlimited participation and open access via the web. They provide interaction and community for students, professors, and teaching assistants. The first MOOC was introduced in 2008 and was called "Connectivism and Connective Knowledge." MOOCs have different purposes such as democratizing education, developing skills, and increasing access to higher education at low cost. They have advantages like being free and allowing informal, self-paced learning but also disadvantages like limited real-world engagement, technical problems, and potential for academic dishonesty. Common fields of interest for MOOCs include life sciences, genetics, evolution, and reproductive and digestive systems.
The document summarizes the history and development of MIT Open Education, including OpenCourseWare (OCW) and MITx. It describes how OCW was established 15 years ago to publish openly licensed course materials from MIT's curriculum. MITx was later created to offer online courses with assessment and certificates. While there were initial hopes for collaboration, OCW and MITx have operated more separately due to different goals, platforms, and IP policies. Both have focused on high volume production and are now reconsidering strategies to provide greatest value to users in a changing online learning environment.
This document discusses different types of Massive Open Online Courses (MOOCs) and considerations for open education. It distinguishes between cMOOCs, which focus on connectivism and networking, and xMOOCs, which rely on multiple choice assessments. While new MOOCs allow open enrollment, they do not openly license course content by default. The document advocates for open licensing to enhance value. It also addresses challenges like developing open content, tracking participation, and serving diverse demographics. Factors like costs, benefits, incentives, and faculty participation in open courses are examined.
The document discusses the establishment of the Digital Skills Centre pilot projects at the University of Bath. It provides details on 5 pilot projects that have received funding, each involving an academic and student(s) developing a digital media artifact. The goals are to test using students as co-creators, stimulate digital media production, and accredit digital skills through the Bath Award. Examples of digital artifacts that could be developed include videos, animations, apps and augmented reality. The overall aim is to test a working model for technology enhanced learning development involving student partnerships.
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
Lecture capture: lessons and future directionsClive Young
This document summarizes lecture capture use at University College London (UCL) over 7 years, identifies pedagogical considerations and opportunities, and discusses future directions. Key points include: lecture capture is now mainstream at UCL with over 2000 recordings per term; while originally meant to address student demand, it also drives traffic to the online learning platform and builds media capacity; however, the "lecture capture" label fails to capture its disruptive potential, and focusing on pedagogy and active learning is important for quality and sustainability. The future includes more tools and training for student input and integration of lecture capture into courses.
This document discusses MOOCs (Massive Open Online Courses). It begins by explaining the origins of MOOCs from the MIT Open Courseware project in the 2000s. It then describes the two main types of MOOCs: cMOOCs which emphasize connectivity and collaboration, and xMOOCs which have a more traditional course structure. The document also outlines some benefits and criticisms of MOOCs, such as improving access to education but typically having low completion rates.
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Creating MOOC materials with learning assessment by screencasting
1. Creating MOOC materials
with learning assessment by screencasting
Emerging practices in e-Learning and Mathematics education
Mike H.L. Chui mikechui@ied.edu.hk
Dept. of MIT/ The HKIEd
June 15, 2015
2. Today’s Rundown
• What (is MOOC/ screenscasting)?
• How (to create/ disseminate MOOC materials
with assessment through screencasting tool)?
2
3. What are THEY doing?
3Images from: http://www.gettyimages.com/
4. Some ideas/ definitions
MOOC (massive open online course), pronounce /muːk/
• The word MOOC was coined in 2008 by Dave Cormier, for a course offered
by the University of Manitoba, “Connectivism and Connective Knowledge”.
There were 25 tuition-paying students from university and 2,300 non-
paying students from the general public who took the course online.
• Traditional online courses charge tuition, carry credit and limit enrollment
to ensure interaction with instructors. The MOOC is usually free, credit-
less, and massive (Pappano, 2012).
Screencasting
• Narrated movies of software in action to showcase application tips,
capture and publish product demonstrations, and even make short
documentaries (Udell, 2005). 4
16. References
• Pappano, L. (2012). The Year of the MOOC. Retrieved from
http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-
courses-are-multiplying-at-a-rapid-pace.html?_r=0
• Udell, J. (2005). Let’s hear it for screencasting - New medium offers unprecedented
avenues for training, discussion. Retrieved from
http://www.infoworld.com/article/2670005/application-development/let-s-hear-it-
for-screencasting.html
• Download free trial of Camtasia Studio (Mac/ PC version) at
https://www.techsmith.com/camtasia.html
16