The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
This poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
This poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
This presentation accompanies a workshop on incorporating wikis into classroom settings and professional learning communities. For more information, visit http://jdorman.wikispaces.com/+Wikis.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
This copy from the DepEd is the same copy available on the Expereincial Learning Book developed by the DepEd in collaboration with the Academe and other experts all over the country.
This worksheet will enable teachers to self assess in order to remain relevant and in line with the goal of transforming education into the 21st cenury. This worksheet was developed by the DepEd. I am making it available in my site with the sole goal of spreading information to the farthest corners of the nation.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
Designing Innovative Online Learning : An Investigation of Digital Badges Integration with Two MOOC Platforms
Panel presentation at SUNY CIT 2015
Michele Forte, Allison Hosier, Trudi Jacobson, Tom Mackey, Amy McQuigge, Kelsey O'Brien, Jenna Pitera, and Kathleen Stone
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.
Advancing Metaliteracy in a Post-Truth World through the Design of a Global M...Tom Mackey
A team of educators from Empire State College and UAlbany present on an Open EdX MOOC, Empowering Yourself in a Post-Truth World. Based on lessons learned from prior metaliteracy MOOC implementations (connectivist, Canvas and Coursera), the MOOC prepares learners to be reflective, critical consumers and active, well-informed producers and participants in today’s connected yet divisive digital information environment.
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.
Scaling the Metaliteracy Badging System for Open SUNY: Collaborative Customiz...Kelsey O'Brien
Faculty from a 2016 Innovative Instruction and Technology Grant team shared research and practices with local school teachers and administrators for the University at Albany's School of Education Day.
IITG Project Description: http://commons.suny.edu/iitg/view/project-view/entry/466/
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
Learn about digital badging and its use in higher education and in libraries. Why is this new trend in micro-credentialing gaining in popularity? You’ll have a chance to take a behind the scenes look at the Metaliteracy Badging System (metaliteracybadges.org) and find out how this project went from a gleam in the eye to a robust system being used by hundreds of University at Albany students.
Members of the Information Literacy Department at the University at Albany Libraries have begun to work on a digital badging system that will introduce students to the Framework. Several members of the department have experience with the Metaliteracy Badging System (metaliteracybadges.org), and began to envision the benefits of a flexible set of topics with linked activities that will allow learners to follow their own individualized path. Librarians and other instructors will be able to have students explore the frames, and they would issue badges to students whose culminating activities that have undergone review.
Members of the Information Literacy Department at the University at Albany Libraries have begun to work on a digital badging system that will introduce students to the Framework. Several members of the department have experience with the Metaliteracy Badging System (metaliteracybadges.org), and began to envision the benefits of a flexible set of topics with linked activities that will allow learners to follow their own individualized path. Librarians and other instructors will be able to have students explore the frames, and they would issue badges to students whose culminating activities that have undergone review.
Using Badging as an Open Educational ResourceKelsey O'Brien
With a rapidly shifting information landscape, teachers struggle to remediate students for whom digital literacy is a struggle and maintain the interest of students for whom this knowledge comes more easily. Furthermore, higher education is under broad criticism for not preparing graduates for the 21st-century workplace. Badging allows educators to meet students at their level. Learn how the State University of New York Metaliteracy Learning Collaborative developed an open badging resource to hone students' research and literacy skills and applied it broadly in credit-bearing courses and as the key coursework for two MOOCs.
Developing a Digital Badging System for MetaliteracyKelsey O'Brien
This workshop describes the development and implementation of a collaborative, multi-institutional badging system. This system has been developed by a team including librarians, faculty members, and instructional designers from several State University of New York (SUNY) institutions. The Metaliteracy Badging System (metaliteracybadges.org), originally funded by an Innovative Instruction Technology Grant program, is a robust collection of quests, challenges, and badges based on metaliteracy learning objectives (metaliteracy.org). Metaliteracy is an enhanced form of information literacy that emphasizes the need for metacognition, and is updated for today’s collaborative, networked environment.
The metaliteracy learning objectives are grouped under four goals, each leading to a shareable badge: Master Evaluator, Producer and Collaborator, Digital Citizen, and Empowered Learner. The range of abilities, knowledge, and dispositions contained within these goals are essential in today’s information environment, and instructors in a number of departments at the University at Albany have recognized the need to address these competencies. Initially, the quests were integrated into information literacy courses, but within the last year instructors have been implementing pieces of the system into their own discipline-specific courses. Many faculty members are interested in discussing how the badges might fit in with a new university requirement that information literacy be taught in the majors.
During the workshop we will discuss the successes and challenges of developing the Metaliteracy Badges System, offer our suggestions for those hoping to create a similar system, and discuss our ultimate hope to offer the badging system as an open educational resource for any interested institution or individual learner. Both speakers have implemented the badges in our own courses, and have experienced the shift that occurs not only in demonstrated learning, but also in the ability to better understand our student and their unique strengths. Through quests and challenges, students have the opportunity to explore class topics independently, and to receive individual feedback as they progress through the exercises. Likewise, as instructors we have seen students, who may have otherwise remained quiet in a traditional or online classroom setting, open up in their responses and engage with the materials in refreshing ways. Through multimedia content and hands-on application exercises, the game-like structure of the system is designed to both challenge and motivate students.
The final portion of the workshop will allow participants the opportunity to explore the Metaliteracy Badging System and to earn a badge by progressing through a series of practice exercises.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Digital Artifact 2 - Investigating Pavilion Designs
Designing innovative online learning
1. Designing Innovative
Online Learning
An Investigation of Digital Badges
Integration with Two MOOC Platforms
Michele Forte, Allison Hosier, Trudi Jacobson,
Tom Mackey, Amy McQuigge, Kelsey O'Brien,
Jenna Pitera, and Kathleen Stone
2. MOOCs
• 3 MOOCs: connectivist, Coursera, and Canvas
• 2 IITGs: first to establish metaliteracy learning
collaborative and explore badging; second to
integrate MOOC and badging
• Original “c-MOOC” not part of first grant but
developed same time as digital badging
system
4. Metaliteracy: Reinventing Information
Literacy to Empower Learners
(Mackey and Jacobson, 2014).
“Metaliteracy expands the scope
of traditional information skills
(determine, access, locate,
understand, produce, and use
information) to include the
collaborative production and
sharing of information in
participatory digital environments
(collaborate, participate, produce,
and share)” (p. 1).
5. “Metaliteracy is
envisioned as a
comprehensive model
for information literacy
to advance critical
thinking and reflection in
social media, open
learning settings, and
online communities.”
Jacobson and Mackey, Proposing a Metaliteracy
Model to Redefine Information Literacy,
Communications in Information Literacy 7(2),
2013.
6. 6
Figure developed by Mackey, Jacobson and Roger Lipera
Mackey and Jacobson (2014)
Metaliteracy: Reinventing
Information Literacy to
Empower Learners
7. What is a digital badge?
o Record of an
accomplishment
o Corresponds to
knowledge shown or
abilities proven
o A component in the
competency-based
education movement
o Methods of gauging
accomplishment varies
o For metaliteracy
badges, reading by
humans important,
given nature of the
learning
Image Source: Girl Guides of Canada, CC-BY
8.
9. Our Vision
• Achieve goal of IITG to “integrate” digital
badging and MOOCs
• Coursera’s Learning Tools Interoperability (LTI)
was not available as originally promised
• Did not want to give up on Coursera
environment to explore Canvas
• Developing two MOOCs offered innovative
teaching and research opportunities
10.
11. Design Elements
• “Well-oiled machine”
• Fixed Template
• Guidelines and procedures,
help center
• “Blank canvas”
• Apps as building blocks
• “Sounding Board,” support
forums, DIY
16. Learning Environments
• 5,365 enrollments (3,201 on
day one)
• 10 week course
• Broader metaliteracy scope
• Discussion forums very rich
and active
• 288 enrollments (closed after
week 1)
• 6 week course
• Focus on digital citizenship
• Discussion boards used
mainly for troubleshooting
and graded assignments
25. Global Access
Coursera Students
– Over 5,000 students from 142
different countries
• United States: 29%
• India: 6%
• China: 5%
• United Kingdom: 4%
• Russian Federation: 3%
• Others represented: Australia,
Brazil, Germany, Spain, Mexico,
France, Netherlands, Singapore,
Romania, South Africa, Pakistan,
and many more.
30. Learner Comment
“Especially when it comes to spelling and
grammar, I think we have to bear in mind that
we're dealing with quite a few foreigners. Some
of which (like myself) have lived in English
speaking countries. But others haven't. And it's
not quite fair, to rate someone with -say- zero,
just because they haven't learned another
language in-depth.”
31. Learner Comment
“Simultaneously to the thematic challenge I had
the linguistic one. So I was not only able to learn
a lot of new content , but also to improve my
english skills.”
32. Video Designs Principles
• Variety of styles
• Variety of content
• Variety of lengths
• Did not replicate content
33. Ideas We Had
• Go Pro camera
• Going outside; on location
• Having an intro and content for each week
• Multiple user-generated videos uploaded to
common server (in the spirit of social media)
• Most interested in providing alternative to
Courersa’s “professor-behind-the-desk”
38. Pedagogy
• Responding to student feedback
• Teaching impacted by on-going feedback and
comments
• Teacher as learner/learner as teacher
• Collaborative decision-making
40. Peer Assessments
• MOOC-centric feature brings challenges
• Peer Assessments are central to metaliteracy
• Peer Assessments scale for MOOC
environment
• Less instructor “control”; expanded learner
empowerment
41. Learner Comment
“I am quite unhappy with the results I have been
given from my fellow peers who have reviewed
my assessments. I'm not unhappy with the
overall results, but only that of the which states
"Is the response will written, without spelling or
grammar errors?"
42. Learner Comment
“One of the things I liked about this MOOC was
that we were required to grade and comment
upon two students’ assignments. Knowing my
peers would be looking at my work made me put
a little more thought into it. Also, I was
interested to see how other responded to the
same questions.”
43. What We Learned
• Exploration of 2 MOOCs
• cMOOC expectations
• Reach
• Understanding of what it means to “integrate”
digital badging and MOOCs expanded to
include integration of content in both MOOCs
(and not just systems)
44.
45. Learner Comment
I want to share with you how happy I am. Today I
received my statement of accomplishment. …It was my
first MOOC ever, and prior to the start of the course I
knew nothing about Metaliteracy. I am thrilled I can
apply most of the content to different areas of my life
such as work, language learning, and practically most of
my everyday activities online. I am a non-native and
some weeks were more demanding but thanks to all the
hard work and thinking I am certain I learnt a lot.
Thanks so much!
51. Learner Comments
“I have been preaching this to my friends and
family.”
“I rarely use social media, but the students I
teach are addicted…This class helped me learn
some of the protocol I'd like to pass on to the
students.”
52.
53.
54.
55.
56. Learner Comment
“I would like to offer my deepest gratitude in you
taking the time to teach me and many others
what it truly means to be a digital citizen. I
would also like to thank you, for you have
provided me with education that I would not
have had access to if I had not taken this course.
You have been an excellent professor.”
57. Learner Comment
I want to share with you how happy I am. Today I
received my statement of accomplishment. …It was my
first MOOC ever, and prior to the start of the course I
knew nothing about Metaliteracy. I am thrilled I can
apply most of the content to different areas of my life
such as work, language learning, and practically most of
my everyday activities online. I am a non-native and
some weeks were more demanding but thanks to all the
hard work and thinking I am certain I learnt a lot.
Thanks so much!
Editor's Notes
Tom: What we are going to talk about. Badges and connectivist MOOC developed simultaneously
Tom– its all about the book!
Tom
Tom: behavioral (what students should be able to do upon successful completion of learning activities—skills, competencies), cognitive (what students should know upon successful completion of learning activities—comprehension, organization, application, evaluation), affective (changes in learners’ emotions or attitudes through engagement with learning activities), and metacognitive (what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn).
Understands the process of creating and sharing information
Recognizes gaps in knowledge
Seeks new knowledge to adjust to challenging situations
Adapts to changing technologies
Continuously self-reflects
Demonstrates empowerment through interaction, communication, and presentation
Reflects on production and participation
Trudi: digital badging
Skepticism about badges
When many people hear the word “badge” they think of this, but it’s really become something so much more.
Competency based education – libraries and info lit
Badging fit with metaliteracy
Use of badge content – adapted for Coursera
FINISH BY 8:40
Trudi: Challenges, why we decided to do two MOOCs
Kelsey
Turning point: struggled with how to overcome roadblocks to our original vision, but ultimately pleased that we went with two because it presented opportunity to compare and explore features of both MOOCS
Two MOOCs on two different platforms: Canvas network – badge app designed to be integrated into Canvas
Courses shared a lot of content, but differed in the way the content was delivered
Coursera broader in scope (10 weeks), Canvas focused on Digital Citizenship (6 weeks)
Courses offered in close succession - Canvas MOOC started during week 8 of Coursera MOOC – 3 weeks of overlap
Kelsey: Coursera – they know what works for MOOCs, well laid out procedures for each step, polished, but not very flexible when you want to step outside their box
limited choices for course Creative Commons license
Designed for video as main source of content delivery – we wanted videos to supplement text – adding text was not easy, involved a lot of coding to make it work (Kathy is going to expand on this)
Badge integration difficult despite LTI (learning tools interoperability) capabilities
Canvas – lives up to its name
Blank canvas with apps as building blocks” – user friendly way to integrate LTI tools
Apps as building blocks make LTI integration much more user friendly
Instructional designer as “sounding board” for ideas – more flexibility but also can be tricky to find support when you are trying something new - risk
Kathleen: Collaborative design, team facilitation of each week
Kathleen:
Coursera structure:
Weekly outlines, overcoming obstacles with not being able to embed videos, wiki pages etc. More like building a website – html coding
Navigation bar set up
No badging etc. – no badging was a huge piece because it was in the original vision for the course, and integrating badges presume the peer to peer piece ….. That we didn’t want to lose, so … new design decisions had to be made.
Created clear, straight forward navigation: Weekly description, learning objectives, videos, readings, discussion link, assessments
Embedded screenshot of videos and made the image a link since video embedding not an option
Peer assessments, weekly, 10% of grade, 2-3 questions each assessment
Readings were PDF’s so they could be mobile and retained (Coursera app needs improvement)
Discussions were optional
A few self-check quizzes
Kathleen:
Content in the badging site originally featured YouTube videos, but YouTube is not accessible in all countries. Coursera recommends NOT linking to You Tube. They have a mirror site in China, so video can be seen there if you upload them to YouTube. Also Coursera provides captioning service, so they meet ADA standards. Making sure all video content was accessible, often by uploading directly into the course.
Image source: https://commons.wikimedia.org/wiki/File:YouTube_logo_2013.svg
Kelsey: Coursera seems to attract a wider, more experienced audience. Canvas – capped course, but actually didn’t need to because under 300 had signed up by start date. Canvas had ~25 consistently active students – more like a traditional class
Coursera course was left open for registration with notification to late registrants when they could no longer pass the course. Canvas course closed after first week to make sure all students had opportunity to earn badge.
Differences in content and length of the courses
Coursera discussion forums had a life of their own, were a driving force in the course, students started their own threads, connected, engaging with and elaborated on course content. Canvas relied on instructors for troubleshooting
Assignments: peer review used for both, content from metaliteracy badging system. Coursera weekly essay assignments, Canvas focused on badging and gamification
Kelsey: Canvas “gamified” as much as possible, spec. with badges.
Gamification design choices – animated videos, fun descriptions and promo video, different style
Each week students presented with a challenge that offered them the opportunity to earn a token of achievement.
Badges created with Canvabadges – a third party application that uses LTI integration, but designed for Canvas platform - created by one of the co-founders of Canvas. Fairly simple too, but did involve some rebuilding in the application – couldn’t simply connect our existing badge system to Canvas
Kelsey: Course structured around metaliteracy learning objectives as formatted in the badging system. Each week students cpmpleted a challenge. If completed successfully students earned a token of achievement. Those who earn all achievements are awarded the Digital Citizen badge.
At certain points levels would be unlocked. Opportunity to complete and earn an extra achievement – required students to synthesize, go deeper, what they had learned, prove that they grasped the concept. Sent a message when level unlocked, encouraging them to keep going for top level badge.
Kelsey: Canvabadges. Progress bar shows students how close they are to earning an achievement. Motivates them to keep going.
Kelsey: Animations celebrating earned achievements. Validates student’s mastery of the topic. Reinforcing progress, encouraging them to keep going, rewarding them for milestones throughout the course.
Kelsey: Each course offered record of achievement : evidence of completion of course.
Coursera Statement of Accomplishment – received for earning a passing score of at least 70%. Students who achieved 90% received “with distinction”
Option to offer Signature Track at a fee to students (verifies student’s identity) – we decided to offer SoAs only for our first round offering this MOOC.
Still pretty official, save document as evidence of successful completion of course. Students were so proud of themselves, many really wanted the distinction status.
Canvas has no built in certificate for coure completion, but encourage you to design your own certificate (which can be endorsed with Canvas logo). Once badge is earned students may display on Canvas profile and send to Mozilla Backpack (Open Badges compliant).
FINISH BY 8:50
* Sam – can’t draw conclusions solely based on completion rates. Hard to judge success of courses based on completion numbers alone. What do we value? What do students value?
Allison:
I think we can talk here about the different video approached we used and how Coursera recommends NOT using YouTube etc…because of issues in some countries with access. KS
I thought that was the topic for Slide 15? AEH
We needn’t show all three videos – just the different approaches, and why … interviews, pecha kucha, animation, etc.
Image source: http://pixabay.com/en/studying-group-study-young-college-703002/
Typical college students: age, cultural background, etc.
Image source: http://pixabay.com/en/nasa-earth-map-night-sky-ocean-140304/
Coursera students didn’t necessarily fit into ideas about typical college students. Necessary to shape our content with this in mind. Practice what was preach with regard to Global Contributor ideas.
Image source: http://snapwiresnaps.tumblr.com/post/102448075517/chandler
In creating the Global Contributor video, this image was originally used to represent “culture.”
Image sources: http://pixabay.com/en/lecture-student-university-385357/
http://pixabay.com/en/holi-india-children-color-culture-594333/
Replaced picture in video with these images. Balance between including and “othering” non-American cultures.
Image source: http://pixabay.com/en/copyright-icon-license-intellectual-98570/
Content of modules on copyright: discussion expanded to try to include information about copyright law from other countries.
Jenna: Image source: http://pixabay.com/en/entrepreneur-startup-start-up-man-593362/
Most assignments were peer-reviewed. Language barriers between students. Grading students on quality of writing.
Jenna
FINISH BY 9:00
https://class.coursera.org/metaliteracy-001/lecture
Videos support content (opposed to Coursera’s philosophy)
Collaborative design, experimental
ended up: using studio and technology; had time limits; working across campuses; between 1-5 videos each week.
Variety of styles and tools used – Studio, Animoto, GoAnimate, narration with Photo slideshow
Videos were introductory in nature, supported textual content – went against traditional Coursera lecture video format
FINISH BY 9:10
May want to stop it at 2:20
Pedagogy ... How to or if to respond to student feedback on course .. Acknowledge without being defensive, or apologetic for the design or content or due date decisions we made ... And that the content and the actual learning goals of the course mirror ... So in other words, if we are promoting the learning objectives of teacher as learner/ learner as teacher then we are almost obligated to acknowledge comments ... Yet there is also the concomitant MOOC pedagogy promoted by Coursera.
Extension of a university versus on the connectivity of the learner(s) to the MOOC itself – and to the knowledge and meaning making therein ….. Can go right into peer assessments because it begs the meta teacher learner/learner teacher continuum -
Don’t show this – just leave for visual …
*May also want to refer to rubric design
thoughts about peer review -- this is specific to MOOC land, and it might be interesting to pull out this piece for deeper scrutiny>
Peer assessments in general are often problematic …. What does it mean to scale this kind of assessment? What is lost or gained?
Assessments are fraught no matter who is doing assessment or what is being assessed
FINISH BY 9:20
Pedagogy ... Threads in discussion note issues with deadlines, being "penalized" for grammatical issues, challenges on peer review
Also deadlines and time zones – some quotes below we may want to reference:
“Hi Course Instructors, I'm new to Coursera and this is my first course. As I'm from a different time zone (I'm in Singapore), I'm wondering if this would affect me, for instance submitting assignments on time.”
Coursera’s “rules” thwarted even our own confidence about responding to student feedback – and too we were working in teams, had a sense of obligations among and between our own group – discomfort with leaving questions unanswered, wanted to engage student comments, even though the platform encouraged us to not “apologize” for design decisions - Not about apologizing, but rather about engaging students in dialogue about the good issues they were raising – our approach mirrored learning goals of course
Another possible quote related to peer reviews: “One thing I was surprised that I enjoyed was grading fellow student’s papers. I sensed quite a variety of interest levels and abilities, but it was all fun and insightful. Thanks very much for the class!”
Hard to compare “success” of courses because environments, audiences so different
Both were valuable experiences – allowed us to experiment and fully explore various features and iterations of MOOCs
Able to reach a massive and diverse audience - high schoolers to professionals, from all over the world
FINISH BY 9:30
Reach – small percentage affiliated with institution, yet large number has heard of SUNY
Reach extends even beyond MOOCs
“My professional life as a teacher will benefit after the end of this course because I have acquired the knowledge and have reflected on those two areas of Digital Citizenship in order to inform, instruct and design activities for my students and therefore affect them cognitively, behaviourally and affectively. I will guide them to create responsible digital identities and refine their privacy when engaging in public discussions.”
“ I now understand that when I am posting on Facebook or visiting various sites on the web I leave a digital footprint that can easily be followed. Armed with this new knowledge I can help family, friends and clients by showing them how to best set their privacy settings to keep themselves ‘safer’ online.”