Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Massive Open Online Courses (MOOCs) have been the hottest topic in Higher Education this year. Educating tens of thousands of students in one online course subtends some exciting opportunities but also a raft of pedagogical, logistical, and systemic challenges. This presentation summarises the key issues at stake and outlines a direction forward for Massive Open Online Courses in Higher Education.
Kenney, J.L. & Bower, M. (2012). Massive Open Online Courses (MOOCs): A snapshot. Presented at Expanding Horizons, L&T Week, Macquarie University, Sydney, Australia, 18 September.
Audio available from: http://tinyurl.com/moocs-snapshot
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
The significant opportunities and challenges that learners, educators, resear...George Veletsianos
Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the institutions that exist within them. In this talk, I will explore the significant opportunities and challenges facing today's higher institutions of learning. I will discuss my research findings on social media, open online learning, and networked participation, and examine emerging models for learning, teaching, and scholarship. Through this discussion, we will reflect on the values and ideals of educational and knowledge systems and the congruency of these ideals with the systems that are currently being created.
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
Capacity Mapping: Re-imagining Undergraduate Business EducationNITLE
The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures?
In the midst of this new reality, Mary Grace Neville, began a seven-year programmatic study. She led a multi-stakeholder inquiry and organized a national dialogue centered on the question: “What ought we be teaching at the undergraduate business level in order to be cultivating high integrity leaders for tomorrow’s rapidly changing, highly complex, multicultural, and interdependent world?” In this seminar, she introduced the capacity-mapping framework that has emerged from this work (and continues to evolve) and invited participants to consider various ways to integrate capacity development across an undergraduate business curriculum. Review the personal capacity map and consider these questions:
How do you set priorities and achieve balance within the curriculum?
How can business programs orient themselves so that they can be responsive to the constancy of change?
How can colleagues within institutions and across institutions collaborate to strengthen student preparedness?
How might technology support capacity development?
Join NITLE, Dr. Neville, and colleagues across the nation to re-imagine undergraduate business education.
Massive Open Online Courses (MOOCs) have been the hottest topic in Higher Education this year. Educating tens of thousands of students in one online course subtends some exciting opportunities but also a raft of pedagogical, logistical, and systemic challenges. This presentation summarises the key issues at stake and outlines a direction forward for Massive Open Online Courses in Higher Education.
Kenney, J.L. & Bower, M. (2012). Massive Open Online Courses (MOOCs): A snapshot. Presented at Expanding Horizons, L&T Week, Macquarie University, Sydney, Australia, 18 September.
Audio available from: http://tinyurl.com/moocs-snapshot
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
The significant opportunities and challenges that learners, educators, resear...George Veletsianos
Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the institutions that exist within them. In this talk, I will explore the significant opportunities and challenges facing today's higher institutions of learning. I will discuss my research findings on social media, open online learning, and networked participation, and examine emerging models for learning, teaching, and scholarship. Through this discussion, we will reflect on the values and ideals of educational and knowledge systems and the congruency of these ideals with the systems that are currently being created.
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
Capacity Mapping: Re-imagining Undergraduate Business EducationNITLE
The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures?
In the midst of this new reality, Mary Grace Neville, began a seven-year programmatic study. She led a multi-stakeholder inquiry and organized a national dialogue centered on the question: “What ought we be teaching at the undergraduate business level in order to be cultivating high integrity leaders for tomorrow’s rapidly changing, highly complex, multicultural, and interdependent world?” In this seminar, she introduced the capacity-mapping framework that has emerged from this work (and continues to evolve) and invited participants to consider various ways to integrate capacity development across an undergraduate business curriculum. Review the personal capacity map and consider these questions:
How do you set priorities and achieve balance within the curriculum?
How can business programs orient themselves so that they can be responsive to the constancy of change?
How can colleagues within institutions and across institutions collaborate to strengthen student preparedness?
How might technology support capacity development?
Join NITLE, Dr. Neville, and colleagues across the nation to re-imagine undergraduate business education.
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
MOOCs and open practices Teaching and Learning 2016 MG abridgedmichaelgloveresearch
Michael Glover presentation at Teaching and Learning Conference, 30 March, University of Cape Town, 2016. Link to research project: http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
Define massive open online course: results from systematic review of 84 publi...Jingjing Lin
This presentation introduces a recent study of me. It reviews a total of 84 publications between 2008 and 2016 and provides a new definition of massive open online course.
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
Some Issues Affecting the Sustainability of Open Learning Courses James Aczel
Presentation about the openED 2.0 project, at the EDEN 2011 conference
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.
Beyond the Open Educational Resource move – towards Open and Participatory Le...Andreas Meiszner
Internet version of the presentation prepared for the
FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008
Blind Monks and the Elephant - ICTs and Higher Education FuturesLaura Czerniewicz
A presentation at the Council for Higher Education's Colloquium on Moving the Teaching and Learning System in South African Higher Education into the Digitally Mediated Era, 15 October 2014
A framework for analysing research types and practicesLaura Czerniewicz
A presentation at Networked Learning Conference Edinburgh 2014
Full paper Czerniewicz, L; Kell, C; Willmers, M; King, T (2014), “Changing Research Communication Practices and Open Scholarship: A Framework for Analysis”, available http://openuct.uct.ac.za/article/scap-outputs-changing-research-communication-practices
Czerniewicz disaggregation in teaching and learning explanations & implicationsLaura Czerniewicz
Presentation of keynote at 8th International E-learning Conference, June 2013, about the changing nature of teaching and learning in higher education, and its implications
Paper and presentation on research of students' habitus and technology practices, a case study of a rural student. Paper included as notes under each slide.Presented at HELTASA November 2012.
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 French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Czerniewicz MOOCs OER Networked Learning Conference 2016
1. MOOCs, openness and changing
educator practices: an Activity
Theory case study
Laura Czerniewicz (presenter)
Michael Glover, Andrew Deacon, Sukaina Walji
laura.czerniewicz@uct.ac.za / @czernie
Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
2. Context
• Global South low producers of OER
• Participate relatively minimally in open learning and
teaching
• Emerging culture of enabling openness at UCT, open agenda
• Cape Town Open Declaration 2008; Berlin Declaration 2011;
Open Scholarship; OERUCT; OpenUCT
• UCT MOOCs project (3 years, 12 MOOCs)
• Grantee of ROER4D Impact Study (Sub-project 10.3)
Links
UCT MOOCs: http://www.cilt.uct.ac.za/cilt/moocs-project-uct
ROER4D Sub-project 10.3: http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
3. One of first major MOOC
initiatives in Africa
Partnership with FutureLearn
and Coursera
12 MOOCS+ over 3 years
Intention for OER outputs of
MOOC materials
4 MOOCs researched
Medicine and the Arts:
What is a Mind?
UCT MOOCs project
What is a Mind?
Understanding clinical research
Education for all
4. Research question
Interested in whether and how educators’
practices become more open – through the
process of creating and teaching in a MOOC
How do educators’ openness-related practices change
(or not change) when using (or not using – OER) in and
as a MOOC?
http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
5. Elaborated questions
• How do educators engage with Open Educational Resources
(OERs) and openness as part of the MOOC’s development?
• How do educators’ practices change or not change when using (or
not using) OERs in and as a MOOC?
• Did the educators’ practices change? – In what way?
• Did educators’ (reported) practices become more open?
• What was their understanding of openness before the MOOC
ran?
• What was their understanding of openness after the MOOC
ran?
• How did it change?
8. Conceptual framework
• Activity Theory as heuristic to thickly describe
changes in educators’ practices and perceptions
• Explanatory device to capture change and
‘contradictions’ as sites of
change/adaption/innovation
• Captures system in which educators strive
for/consider their object
• Examine effect of adding two new tools:
• Creative Commons (CC) licenses
• MOOC platform (broadly conceived)
9. Conceptual framework
• Locate educators’ practices and perceptions in context of
mediating artefacts
• Activity Theory (Engëström 1987)
• tools, rules, community, division of
labour, object
• ‘Subjects’ (lead educators) strive
towards ‘object’ (developing new
interdisciplinary field) in an activity
system
• Activity systems are object-directed
• Context is not just ‘out there’ (Nardi 1996)
• Mental processes and acts
inextricably entwined with context
10. Conceptual framework
• Openness 1- Hodgkinson –Williams (2014)
the factors influencing the ease of adopting OEPs
synthesis from literature
1. Technical openness – e.g. interoperability and open formats, technical
skill and resources, availability and discoverability
2. Legal openness – e.g. open licensing knowledge and advice.
3. Cultural openness – e.g. knowledge (on a continuum between
homogenous and diverse) and curriculum (on a continuum between
institutionalised and autonomous)
4. Pedagogical openness – e.g. student demographics and types of
engagement (who is the imagined audience? Is it conventional or
imagined as diverse contextually differentiated e.g. pedagogic strategy
(choices around how one teaches and facilitates learning – dialogic,
didactic, collaborative, experimental)
5. Financial openness (should OERs be free or come with a modest
financial price tag?)
11. Conceptual framework
• Openness 2- Beetham (2012) features of open practices
features of paradigmatic openness, empirically
developed
1. Opening up content to students not on
campus/formally enrolled
2. Sharing and collaborating on content with other
practitioners
3. Re-using content in teaching contexts
4. Using or encouraging others to use open content
5. Making knowledge publicly accessible
6. Teaching learning in open contexts
12. Methodology
• Case study analysis
• Insert educator ‘subjectivity’ into analysis, via:
• open-ended semi-structured interviews
• post-MOOC reflection focus groups
• Theory framed analysis
• Code according to Activity Theory nodes,
openness, emerging themes
13. Methodology
• Interviews before MOOC, immediately after, 6
months later
• Interviewees: 2 MOOC lead educators + 13
guest educators
• Longitudinal (change over time)
• For this analysis - one MOOC at two time
intervals (before and immediately after)
14. Findings
Tool node mediates subjects’ (lead educators)
striving toward object; we found that educators:
1) Engaged with the role of OER and openness in
MOOCs
2) Perceived affordances of the MOOC format
3) Reflected on educational practices in different
contexts
16. Activity system 1
Understandings of OER/Perceived role of openness
Nascent understanding of OER
• Two of 14 educators familiar with OER or broad open movement
• Understandings of openness general: “it’s free for everybody and open
access” (LF)
• None of the 14 academics articulated a relationship between intellectual
property copy right and CC licenses and how the latter can transform
educational resources into OERs
• Interviews revealed that educators did not create OER for the MOOC (or
transform the MOOC into an OER) for ideological or theoretical reasons
• Majority positive about open character of MOOC
17. Activity system 1, themes
Understandings of OER/Perceived role of
openness
Reaching out beyond the university
Access to knowledge which is “all nicely packaged into
tertiary institutions and never goes anywhere” (ML)
MOOC serve as “social responsiveness” to communities
and continent (ML)
Access and reach beyond conventional university setting
18. Activity system 1, themes
Affordances of the MOOC
Tentative understandings of what MOOCs might do
“one step in the right direction” (LE1) to “build mass critical
thinking” (LE1) and start a “conversation” (LE2) about their
interdisciplinary field
MOOC accessibility as “opportunity” to “find new
collaborations around the world” (LE2)
“unless you put something out there you’re not going to
create new links” (LE2)
Absent entry requirements, MOOC could act as “sort of
levelling platform” (LE2)
MOOC constitutes a tangible “archive of an idea” (LE1)
19. Activity system 1, themes
Reflection on educational practices
“You’ve got seven minutes to put across maybe a whole range of
complex ideas, you have to think about each word, each phrase,
each sentence, you have to script it quite carefully, you have to
engage people” (LE2)
20. Activity system 1, themes
Reflection on educational practices
Reflection on course design:
“[I]n terms of structure… the MOOC, because of the
framework, has given me some new skills after 20 years
of doing this, to think about how to structure
assignments, students’ engagement with the lectures, so
that’s also been really helpful.” (LE1)
21. Activity system 1, themes
Reflection on educational practices
Developing the MOOC had taught her/him “how
to start thinking about bridging online and
offline” in her/his teaching (LE1)
Brought home the “significance of building an
archive” which would permit global access for
their new field (LE1)
23. Activity System 2
Two significant differences between the first and
second activity systems
1) MOOC and its OER components are
operationalised, i.e., the course has gone live
and has run its six week duration
2) Thousands of new participants (MOOC
learners) have entered the community node
of the activity system
24. Activity system 2, themes
Understandings of OER/Perceived role of openness
Understanding of openness as reach and access
MOOC’s global open reach enabled personal and
intellectual “synergies” between participants (LE1)
For developing new field, MOOC is more effective than
“even the biggest conferences” where it’s a “relatively
small audience that you reach” (LE2)
Ideas in MOOC received and reflected in a wide diversity
of contexts (which university can’t achieve) (LE2)
25. Activity system 2, themes
Affordances of the MOOC
Participation and contribution of MOOC participants
MOOC fostered “bi-directional” learning with “many people
offering useful readings, links, poetry, Youtube clips etc.” (HM)
LE2: “I felt more and more like a learner and less and less like a
teacher. I was learning as much from people’s comments as
anybody else – - I was fascinated to see the interpretations
that people brought the other resources that people brought,
the perspectives that they brought that enhanced what we
had put out there”
26. Activity system 2, themes
Affordances of the MOOC
Participation and contribution of MOOC participants
As participants add content the archive “builds itself up” (LE1)
“profundity of space” for fostering wide community, which one
“cannot achieve in a university classroom” (LE1)
MOOC was able to “tap into deep reservoirs of people’s interests”
(LE1)
27. Activity system 2, themes
Affordances of the MOOC
Depth and quality of engagement
MOOC enables “depth of engagement” (LE2)
“If I could get that level of engagement from all my students it
would be amazing” (LE2)
“I see the potential of deep learning online where you never
meet the participants face to face” (LE2).
LE2 convinced that “the online space was just as deep and in
some cases a lot more intimate than a classroom space, a face
to face space” (LE2)
28. Activity system 2, themes
Affordances of the MOOC
Power relations and reuse
Global accessibility, no entry requirements made learning
environment more “flat” and “egalitarian” (LE2)
MOOC’s afterlife: use for classroom teaching and
“spawning new research ideas” (LE1)
29. Activity system 2, themes
Reflection on educational practices
Focus attention on content presentation
Reconsider offering same lecture “40 times”, educator
“probably a bit tired by now” (LE2)
“whereas if I thought about it in the way we did with the
MOOCs and set it up and scripted it and thought about
exactly what I really want to emphasise here and what
questions did I want to ask, I’d have a more engaged student
response - I’m sure I would… it’s about the preparation of the
material and the presentation of it” (LE2)
30. Activity system 2, themes
Reflection on educational practices
Formation of learning communities
“There’s something about the formation of a
community, and the irony is that it seemed to
have congealed in a more palpable way on the
MOOC site, than it does in my face to face
teaching” (LE1)
31. Activity system 2, themes
Reflection on educational practices
New ideas for traditional face-to-face teaching
- Opportunities for social media use in face-to-face teaching
“So it’s alerting you to a, kind of, a research agenda,
but...and at the same time, to the possibility of a social
media for teaching”. [LE1]
- LE1 wanted to “try and see if what I’ve learnt from the
MOOC, in terms of the significance of community, and
really, sharing of stories, can somehow build that back into
our undergraduate teaching”.
- Use components of the MOOC as a “springboard” for
classroom teaching .(LE1)
32. Concluding remarks
Activity theory useful conceptual framework for tracking
educator practices in “authentic contexts” (Porter 2013)
AT enabled thick description of educators’ changing
perceptions of
• Affordances of the MOOC
• The role of Openness
Allowed tracking of educators’ reconceptualisation of
face-to-face teaching and intent to change practices
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