This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
EDEN 2015 - EMMA workshop "An introduction to MOOC design"EUmoocs
At EDEN 2015 a workshop was given about MOOC design in its basic principles. This was given by a team formed within the project EMMA. To know more about EMMA and MOOC design, visit http://project.europeanmoocs.eu/project/get-involved/
A summary of a MOOC status report in Finland. The report on MOOCs was based on a survey conducted in October - December 2015 in the HOME project coordinated by EADTU.
This file accompanies a youtube, which provides an overview of the Sultan 'sticks' experiment along with a practical example which details the 4 stages of Insight learning. See my twitter account 'Psyccounting' for a link to the Youtube.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
The session explored two of the recurring themes in the MOOC research literature (a) the potential of MOOCs for universities and teaching practice and (b) the quality of MOOCs and their relationship to higher education curricula and learning design. In our research we were particularly interested in the impact of MOOCs on teaching practice, and the reuse of MOOC content by teaching practitioners. We reported on our investigation of interviewing MOOC programme leaders and tutors on the broad issue of transfer of innovation from MOOCs into teaching practice. Our claim is that MOOCs can play a potentially significant role in innovating practice and curriculum design. Our findings reveal that this impact can be direct when MOOCs are embedded in the distance learning curriculum. Interestingly, when the impact is indirect and unintended, learning design features of MOOCs challenge and enrich ‘traditional’ and more established teaching practices in distance learning environments. In blended learning, the influence is on campus practices, e.g. introducing MOOC attributes into campus classes and reviewing assessment.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Talk by Amy Woodgate at the Open Education session at the Cetis Conference 2014: Building the Digital Institution held at the University of Bolton on the 17th and 18th June 2014.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
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.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summit - 2013
1. MOOCS
…and the future of Indian Higher Education
Master Class, FICCI HES 2013, November 14
2. Chair: Dr. B N Jain, Vice Chancellor, BITS Pilani
Expert: Mohan Kannegal, Manipal Global Education
Facilitator: Viplav Baxi, LearnOS Consulting Services
3. 0915-0920: Introductions and Agenda
0920-0930: Chair’s Address: Setting the context
0930-0945: About MOOCs
0945-1015: MOOCs Lifecycle– from Analysis to Evaluation
1015-1025: Open discussions
1025-1030: Concluding Remarks and Next Steps
6. Massive: No restriction on class size, very
limited regulation
Open: Anyone can enroll
Online: High use of social media and online
collaboration tools
Course: Loosely structured, facilitated,
learner led course environments
9. Learning is the process of making connections…
Knowledge is the network.
A critical part of cMOOC design is its heutagogical (self
determined, capability building learning) bent – focus on
how to give the learner control over what and how they wish to
learn
10. Sage on the
Stage
Content is King
To
…
Process Based
Networked, open learning
promoting diversity and
autonomy
Factory
Mode
11. xMOOCs
Daphne Koller
Andrew Ng
Mike Sokolsky David Stavens Sebastian Thrun
Anant Agarwal
Eren Bali
xMOOCs have garnered the MOOC moniker and taken a substantial part of the investment and hype
15. In the instructivist learning theory, knowledge exists independently of the learner, and is transferred
to the student by the teacher. As a teacher-centered model, the instructivist view is exhibited by the
dispensing of information to the student through the lecture format.
Andragogy is the underlying theory of adult learning behind xMOOCs. It presumes active (via instructor) or implicit
(via curriculum and sequencing) “rules” for the learning process
16. +
+
Sage on the
Stage
Content is King
Process Based
Factory
Mode
Add scalability to it…
Take big money and brand…
And make it all available
online…
17. •
Takes too Much Time
•
Assumes Too Much Knowledge
•
Too Basic, Not Really at the Level of Stanford, Oxford and MIT
•
Lecture Fatigue
•
Poor Course Design
•
Clunky Community/Communication Tools
•
Bad Peer Review & Trolls
•
Surprised by Hidden Costs
•
You’re Just Shopping Around
•
You’re There to Learn, Not for the Credential at the End
(http://www.openculture.com/2013/04/10_reasons_you_didnt_complete_a_mooc.html)
21. Promoting existing and new programs to a massive
worldwide audience for fee or free
Supplementing existing traditional programs with the
power of a large network of learners and resources
Increasing institutional visibility and demonstrating
quality & excellence
Providing learners with ways to join communities of
experts and practitioners in the domain and collaborate
with them
Bringing access to high quality teaching and resources to a
worldwide audience
Institutions are rapidly adopting this new model for a variety of purposes…
22. 1. Flipped Classroom Model – in which the MOOC model complements a
traditional face to face regular credits program. In this case, University handles all
student interactions, while Provider provides platform, development, support and
training.
2. Free MOOC Model – in which University decides to host a free MOOC while
Provider provides platform, support and training. University and Provider
together acquire students. University delivers the MOOC.
3. Freemium/Paid Model – in which Provider provides a free sample or
completely paid MOOC on behalf of the University. University provides base
content and Provider enhances it. Provider takes responsibility for student
acquisition and delivery of the MOOC.
23. 1.
2.
3.
4.
5.
6.
7.
8.
Digital Content for self learning
1:1 Mentoring
Assessments (intermediate and final)
Blends (e.g. Face to Face Workshops)
Project Support and Evaluation
Certification
Credit Transfers
Lifelong network membership (participation in repeat MOOCs, access to community)
1.
2.
3.
4.
Access to learners and their activity
Access to MOOC materials
Ability to engage in discussions
Email updates
9. Introductions/Exposure to potential employers
10. Access to educational and other material (electronics, books and references) at discounted
rates
24. Flipped Classroom
Model
Free MOOC Model
Freemium or Paid
MOOCs
Platform provision,
support and training
Provider
Provider
Provider
Content (including
assessments)
University
University
University (digitally
enhanced by Provider)
Student Acquisition
University
Provider + University
Provider
MOOC Facilitation
University
University
Provider
Provider + University
Provider + University
Student Services such as
mentoring, certification Provider + University
(as relevant)
Fees/Charges
University collects fees
and pays Provider
accordingly.
Provider collects fees and Provider collects fees and
pays university
pays university
accordingly.
accordingly.
25. Based on selected model, costs will include
One Time Platform provision
Training Workshops
Per Credit launch & subsequent maintenance
Per Student share of revenue
Development Services
Institutions can extend program offerings to other geographies and markets (or
customize for a select audience) and create revenue opportunities
27. Programs
•
•
•
•
•
Participation Certificate •
Career credits (API Score,
Mandatory training etc.)
Certificate
•
Diploma
Degree
Content
•
•
•
•
•
•
•
Duration
Videos
OER
Reading Material
Interactive Content
Games and Simulations
Job Aids
Worksheets
Student Acquisition
•
Need to define MOOC
“Credit” or unit of
performance and
assessment
Need to correlate with
number of expected
study hours
Recurrence needs to
also be defined
Assessment
•
•
•
•
Participants
•
Modes
•
•
•
•
Self Paced vs Blended
Synchronous vs.
Asynchronous
Strict vs Flexible
Blended
None
Online (self/peer
assessed)
Online
(Automated)
Faculty Evaluation
•
Closed for internal
and captive
audience groups
Open to external
groups
Analytics
•
•
Metrics
Actionables
Fees
•
•
•
Free
Freemium
Fully Paid
Delivery
•
•
•
•
•
•
•
Discussion Forums
Collaborative
Projects
Other Activities
Offline selforganized learner
groups
Active facilitation
Video classrooms
Live instructors
28. •
Determine the topic and the audience – could be something you already teach or are interested
in
•
Find someone to teach with – never teach alone, bring in guests and external resources
•
Determine Content – content is a starting point for the conversation; leverage available
materials
•
Plan spaces of interaction – let interaction be distributed over various channels as well as
centralized
•
Plan interactions (live, asynchronous) – leave a trail of discussion that others can follow
•
Plan *your* continued presence – be active, not dominant
•
Learner creation (activities) – encourage learners to create their own stuff and critique others
•
Promote and share – use social media and your networks
•
Iterate and improve – adapt to learner feedback and recommendations
29. •
Mission to Inspire
•
Online Activities
•
MOOC Learning Platform
•
Online Assessment
•
Choose Courses/Modules/Topics
•
Quality Control
•
Delivery Mode(s)
•
Course Completion Incentives
•
Course Facilitator(s)
•
Promote the MOOC
•
Support Team
•
Sustainable Budget/Income Model
•
Course Design
41. Needs to be tightly planned. Interventions could include:
Prompting students to complete the curricular unit
Highlighting important contributions
Elaborating on or clarifying concepts through discussions
Seeding conversations
Bringing in external experts
Regular alerts and reminders
Connecting students with each others
Counselling
42. Typically required in discussion forums, moderation may be exercised when:
Objectional behavior or language needs to be addressed
Code of Conduct is violated in any way (for example, no cheating or plagiarism)
Any other pattern of behavior that may be considered objectionable
43. Based on the services you have offered, such as 1:1 mentoring or Certification, you
must:
Ensure that you have staffed or procured services to the right scale
Monitor quality of service delivery
Treat the MOOC overall as a service and measure quality
Conduct student demographics and satisfaction surveys
Have a FAQ page where you can take in complaints as well
44. Each recurrence may see changes in:
Content and Assessments
Schedule of delivery
Services offered
Please make sure you are able to leverage past occurrences for insights on how to
make future occurrences better.
46. Very important to track learner progress and performance through the course:
Resources accessed
Assessments taken
Discussions participation
Performance in activities, quizzes, project work etc
47. cMOOC Metrics will differ, primarily because they are worried about:
autonomy, diversity, open-ness and interactivity & connectedness (Stephen Downes)
These distinguish a knowledge-generating network from a mere set of connected
elements
Autonomy – how independently are members of the network/community?
Diversity – how different are the members?
Open-ness – how easy is it to communicate across the course barriers
Connectedness – who are we connected with and what are the ties that bind us
(Indicative Metrics - http://learnos.wordpress.com/2009/03/08/connectivis-metrics/ )
Capability, however, is concerned with unknowncontexts that extend beyond competence. Modern workplaces are complexadaptive systems that provide continuous and rapidly changing contexts.Our research and thinking has concerned how the self-determined learningthat occurs in the normal course of work leads to capability can be understoodand harnessed.