Celebrating OER and the Five Points of Openness that free Badged Open Courses encapsulate. Presented at the Badging for HE Conference, March 2016, during Open Education Week.
Once Upon a Tip… A Story of MOOCs and GamificationJosé Bidarra
This paper discusses the future of MOOCs based on recent research and acknowledged affordances of videogame’s design. The interest in MOOCS for educational purposes has increased over the last few years, with researchers identifying key pedagogical features that make the success of these inherently powerful learning tools. However, low student motivation and high dropout rates have somehow changed the original expectations of many researchers, despite the MOOC user base doubling in 2015. So, in this study we survey recent literature looking for answers, and discuss the evidence gathered from specific MOOCs with over one thousand participants, namely, pioneering iMOOC courses at Universidade Aberta (the Portuguese Open University). Finally, we look at the gaming world and discuss some findings that may benefit the learning design of MOOCs, considering that, besides the huge appeal of these (free) courses, there are recurring shortcomings that we have to alleviate. We follow up on the tip that gamification, and other emerging strategies, such as social networking and digital storytelling, may be vital to assure a sustainable future for open education and MOOCs.
These slides use concepts from my (Jeff Funk) course entitled Biz Models for Hi-Tech Products to analyze the business model for Coursera. Coursera offers massive open online courses and thus challenges the current business models of most universities. It offers these online courses to its students and to the students of other universities. By using courses that have been developed by universities and other organizations and by offering these courses to thousands if not millions of potential customers, Coursera has much lower costs per course and per student than do conventional universities. These slides analyze the challenges for Coursera and the potential solutions in the form of customer selection, value proposition, and method of value capture.
Once Upon a Tip… A Story of MOOCs and GamificationJosé Bidarra
This paper discusses the future of MOOCs based on recent research and acknowledged affordances of videogame’s design. The interest in MOOCS for educational purposes has increased over the last few years, with researchers identifying key pedagogical features that make the success of these inherently powerful learning tools. However, low student motivation and high dropout rates have somehow changed the original expectations of many researchers, despite the MOOC user base doubling in 2015. So, in this study we survey recent literature looking for answers, and discuss the evidence gathered from specific MOOCs with over one thousand participants, namely, pioneering iMOOC courses at Universidade Aberta (the Portuguese Open University). Finally, we look at the gaming world and discuss some findings that may benefit the learning design of MOOCs, considering that, besides the huge appeal of these (free) courses, there are recurring shortcomings that we have to alleviate. We follow up on the tip that gamification, and other emerging strategies, such as social networking and digital storytelling, may be vital to assure a sustainable future for open education and MOOCs.
These slides use concepts from my (Jeff Funk) course entitled Biz Models for Hi-Tech Products to analyze the business model for Coursera. Coursera offers massive open online courses and thus challenges the current business models of most universities. It offers these online courses to its students and to the students of other universities. By using courses that have been developed by universities and other organizations and by offering these courses to thousands if not millions of potential customers, Coursera has much lower costs per course and per student than do conventional universities. These slides analyze the challenges for Coursera and the potential solutions in the form of customer selection, value proposition, and method of value capture.
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
2018-08-23 Paper Presentation at EARLI SIG 6-7 Conference in Bonn on The Quality Reference Framework for MOOCs by Christian M. Stracke and Esther Tan from OUNL
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Workshop materials for vocational further education college staff on a blended learning journey - referencing EU standards for teachers and learners digital literacy
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Opening up practice and resources: Are we nearly there? presented by Allison Littlejohn (Glasgow Caledonian University), Jonathan Worth and Shaun Hides (Coventry University). This session was facilitated by Chris Pegler (Open University).
Jisc conference 2012.
How does technology-enhanced learning contribute to teaching excellence?Jisc
Speakers:
Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.
In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.
We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.
the Powerpoint's source is the pdf of UNDP: Vulnerability and Resilience. it talks about people's vulnerability and ways to combat vulnerable individuals.
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
2018-08-23 Paper Presentation at EARLI SIG 6-7 Conference in Bonn on The Quality Reference Framework for MOOCs by Christian M. Stracke and Esther Tan from OUNL
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Workshop materials for vocational further education college staff on a blended learning journey - referencing EU standards for teachers and learners digital literacy
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Opening up practice and resources: Are we nearly there? presented by Allison Littlejohn (Glasgow Caledonian University), Jonathan Worth and Shaun Hides (Coventry University). This session was facilitated by Chris Pegler (Open University).
Jisc conference 2012.
How does technology-enhanced learning contribute to teaching excellence?Jisc
Speakers:
Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.
In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.
We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.
the Powerpoint's source is the pdf of UNDP: Vulnerability and Resilience. it talks about people's vulnerability and ways to combat vulnerable individuals.
Using data from completed software projects in the ISBSG repository, we will look at how people have gone about estimating their software projects and how well they did it. We will look at estimation techniques used, the accuracy of estimates and relationships between the estimates.
We will then offer practical tips and some steps you can take to determine how realistic your own estimates are. (IT Confidence 2013, Rio de Janeiro (Brazil))
How much do you know about correct postureEason Chan
Chiropractors can help you with regards to your bones and posture. But, poor maintenance and lack of knowledge can prolonged the treatment. Learn these tips to ensure your posture in balance.
Mobius slideshare - how to measure value using outcome metricsEvolve Beyond
Mobius is a model that links your organization's strategy to your team's delivery in a clear and measurable way. It compliments your existing delivery method by bringing a focus to estimating and tracking the effectiveness of your organization.
It lets you:
Change the collective focus from delivering more output to delivering better outcomes
Clearly and confidently prioritize your work by highest value
Estimate, track and report the business value your team delivers
Measure actual progress towards your organization's most important objectives
Mobius is visual, intuitive and pragmatic. No more fuzzy vague statements about value. Prove it with data.
Nagios Conference 2012 - John Sellens - Nagios IndirectionNagios
John Sellens' presentation on understanding Nagios.
The presentation was given during the Nagios World Conference North America held Sept 25-28th, 2012 in Saint Paul, MN. For more information on the conference (including photos and videos), visit: http://go.nagios.com/nwcna
The application of open digital badging at the OU UK and its future in heDr Patrina Law
A whistlestop tour through the provision of free learning by the OU (UK), its application of digital badges to informal learners and students, and the potential of digital badges for HE transcripts and blockchain.
Badging Open Content at The Open UniversityDr Patrina Law
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
Digital badging at The Open University: identified informal learningDr Patrina Law
Awarding badges to recognise achievement is not a new development. Digital badging now offers new ways to recognise learning and motivate learners, providing evidence of skills and achievements in a variety of formal and informal settings. Badged Open Courses (BOCs) were piloted in various forms by the Open University (OU) in 2013 to provide a digital acknowledgement for learners’ participation in three entry-level, unsupported courses: Learning to Learn and Succeed with Maths Parts 1 and 2.
The desire to build on the OU’s badging pilots is informed by research (Perryman et al., 2013; Law et al., 2013) into the motivations and demographic profiles of learners using the free educational resources which The OU makes available through its OpenLearn platform. This research activity was repeated in 2014 and found that an increasing proportion of informal learners are keen to have their informal learning achievements recognised.
This presentation outlines how the evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are assessed through the deployment of Moodle quizzes. It also discusses why the University sees the growth in free, ‘soft’ accreditation to be of strategic importance against a backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University’s Journeys from Informal to Formal Learning strategy, will help to provide accessible routes into the University for students who might not otherwise have the opportunity to participate and supports The OU Charter to promote the educational well-being of the community.
Bruggen, geen barrières: flexibel onderwijs ondersteunen met open badges - Ri...SURF Events
Soms creëren we onbedoeld barrières voor potentiële studenten door de manier waarop we het onderwijs organiseren. Met opkomende technologieën hebben we echter de mogelijkheid om in plaats daarvan bruggen te slaan naar nieuwe leermogelijkheden. Open microcredentials, of open badges, zijn een potentiële kans om zulke nieuwe bruggen voor het leren te creëren. Rick West, associate professor aan de Brigham Young University in Utah (VS), werkt sinds 2012 aan het concept van educatieve badges. In deze presentatie laat hij je zien hoe open badges voor studenten meer flexibiliteit mogelijk maken in hoe, wanneer, wat en waarom ze leren. Daarvan zal hij een aantal goede voorbeelden laten zien. Tijdens zijn sabbatical begin 2019 was hij in Nederland en bezocht hij de pilotprojecten van het SURF edubadges-project. In deze sessie deelt hij ook de inzichten die hij hier heeft opgedaan en geeft aanbevelingen mee aan de Nederlandse instellingen.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
Teaching with digital badges best practices for librariescredomarketing
University at Albany librarians Kelsey O'Brien and Trudi Jacobson discuss the digital badging program they’ve implemented at their library, and outline tips and best practices regarding badging. The presenters, editors of Teaching with Digital Badges: Best Practices for Libraries (Rowman & Littlefield, 2018), will provide attendees with lessons learned and advice on how to launch your own micro-credentialing effort and make it a success.
2019-07-09 Quality and Future of Open Education and MOOCs - Keynote at IEC201...Christian M. Stracke
2019-07-09 Quality and Future of Open Education and MOOCs - Invited Keynote at 10th International E-Learning Conference 2019 in Bangkok by Christian M. Stracke, OUNL
Faculty survey results and interviews with senior decision makers leading their institutions’ MOOC strategies:
What were the original motivations behind your MOOC strategy? How have your motivations evolved after some experience with MOOCs? How are you measuring the success of your MOOC strategy? What lessons and best practices have emerged from your experience with MOOCs? What are your plans to expand the use of MOOCs? What advice would you give to other senior leaders considering a MOOC strategy?
Enabling professional development by letting go of the pedagogical paradigmsMatt Cornock
Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Digital Badging at the Open University
1. Digital badging at
The Open University
Patrina Law, Head of Free Learning
@HigherEdPatrina
2. 2
Why do we do free learning?
ELIZABETH THE SECOND
by the Grace of God of the
United Kingdom of Great Britain
and Northern Ireland and of
Our other Realms and
Territories Queen, Head of the
Commonwealth, Defender of the
Faith…
8. 8
Benefits to institutions of OER
Increases access to education
Provides an opportunity to assess and plan education choices
Showcases intellectual outputs, promoting profile and attracting students
Converts learners into fee paying enrolments
Accelerates learning
Adds value to knowledge production
Reduces faculty preparation time
Generates cost savings
Enhances quality
Generates innovation through collaboration.
(Stacey, 2012)
For OU students in particular:
A taster for online/distance
Delivers improved progression for those that use OpenLearn
A vehicle for module choice / qualification pathway
10. 10
How do they feel about their
learning?
58%
‘A test to give confidence my next
module choice is appropriate for me’
38%
80%
Declare improved
confidence in ability to study.
Are students. 29% of enrolled
are OU students.
Want OU-branded recognition
for informal learning.
More likely to take
another free course.
More likely to
recommend OU
content to others.
80%
80%
‘The free extracts of courses gave me
confidence to enroll in my first module…I
have also been using them to practice
time management.’
‘A good talking point and something
to include on my CV’
‘Fees are now too high for me to
consider continuing my degree’
‘Thank you for providing a resource
for people that cannot get to a facility
due to physical or financial difficulty. ’
11. 11
Recognition in an informal /
non formal environment
Cross (2007) describes informal learning as ‘the unofficial,
unscheduled, impromptu way people learn’ but in an
environment where ‘...no one assigns grades…’ and ‘...no one
takes attendance.’
We have moved from Cross’s anonymous world to one of
identified informal learning. There is a growing demand that
learners want recognition for their achievements in the free
learning space that can be acknowledged publicly.
14. 14
What are badges?
Image credits: Thornhill School http://thornhillschool.org.uk/current/latest-news/-/post/blue-
peter-badges; and Patrina Law.
As a coming together of games culture and the
traditional badge issuing by clubs and societies, a
digital badge has developed to become “…an
online visual representation of an accomplishment
or skill” (Ostashewski & Reid, 2015) issued in a
variety of formal and non formal settings.
15. 15
• An incentive for learners
• To identify progress
• To signify achievement and learning
On assessment in badges (Hickey (2012):
o Summative functions - assessment of learning
o Formative functions for individuals - assessment for learning
o Transformative functions for systems - assessment as learning
Defining the potential of digital badging
On assessment in learning (Abramovich et al., 2013):
“…the potential benefit of an assessment is determined
by its ability to both maintain learning motivation and
accurately communicate a student’s learning.”
Assessments (using Moodle quizzes in BOCs) presented in the
way that Hickey identifies, we are attempting to communicate
feedback and provide motivation to learners in an environment
that cannot provide tutorial support.
16. 16
In support of motivating
learners in the open
OpenLearn Badged Open Courses (BOCs):
1. Give informal learners the recognition they’ve
requested.
2. Give prospective students the skills to be
prepared for undergraduate study.
3. Give our current students a means of
developing and displaying skills relevant to
career progression.
Cheaper to produce than our MOOCs
No tutoring overhead
Badging infrastructure interoperable with open
standards
17. 17
Badged Open Courses -- assessment framework
• Learners need to achieve 50% to
pass an assessment
• Learners are given three
attempts
• If they fail on the third attempt,
they can retake after 24 hours
• Practice assessment is available
throughout the course
• All pages of the course must
have been ‘read’
• Formal assessment takes place
halfway and at the end
• All BOCs are 24 hours of learning
Two successful assessments = 1 badge
19. 19
Badge display
Mozilla Backpack
(or other aggregator)
My OpenLearn Profile
Social networks
Printable certificate https://backpack.openbadges.org/backpack/login
20. 20
BOC impact – first 10 months
• 2000+ badges issued
• The BOCs are generating around 12,000
new visitors a month to OpenLearn
• They drive a very high proportion of
learners to click-through to make an
enquiry to the OU (26.2% Feb-Nov 2015)
• Completion rates of BOCs are higher
than our MOOCs
• 300 formal module registrations have
been made (mostly entry level)
• 2,300 prospectus requests
• 254 qualification sign-ups (mostly new
students)
• Satisfaction rates are very high (~98%)
• Surveys have shown that up to 57% say
that they will be sharing their
achievements with an employer
or prospective employer
21. 21
BOCs as a motivator and for recognition
• 71% perceive digital badge and certificate as equally
important
• Responses to ‘What does earning a badge mean to
you?’
Source: SurveyMonkey. End of course survey, Succeed with maths, Part 1.
“The basic
accreditation from
these badges adds
more value to the
work I put in”
“Thank you for giving
me the confidence to
do something I
thought I had no
intellect to actually
do”
BOC impact – data analysis
22. 22
BOCs supporting professional development
• 39-57% will show badge to employer
BOCs as preparedness and driver for study
• Promising demographic for undergraduate recruitment
(younger than OpenLearn overall) and existing
qualifications: only 7-17% hold undergraduate degree
compared to 26% on OpenLearn (MOOCs >70%)
• Reasons for studying: Professional development (84%),
personal interest (78%), preparation for study (54%)
• 58% had not taken online course before
BOCs supporting disabled learners
• Between 15% and 37% declare a disability (OpenLearn
overall is 23%; UK adult population is 16%)
“A good talking
point and
something to
include on my
CV”
“Refreshed my
maths skills and
going on to do the
open learn
English course,
will be applying to
do an access
course in March”
BOC impact – data analysis
23. 23
Learners are clear about how they like to learn
• Responses to ‘Please rate how you felt about the different ways
of learning on OpenLearn’.
Source: SurveyMonkey. End of course survey, English: skills for learning
BOC impact – data analysis
24. 24
BOC impact – reasons for studying…
Word cloud source: SurveyMonkey. End of course survey, Succeed with maths Part 1
25. 25
Challenges…?
1. Were we setting the bar too high? Were we going to
deter completion?
2. Are the detractors right to question the value of a
badge?
3. Scant research and almost no empirical data.
4. Was using repurposed content really going to save
on production costs?
5. Can we convince others of the robustness of the QE?
6. Developing assessment – a challenge for most
writers – 45 questions for Weeks 4 and 8; 15
questions for remaining weeks. A big ask.
26. 26
Solutions…
1. Setting the bar too high? Test and see – OpenLearn is
rapid response environment for developing
approaches to elearning.
2. Detractors? Development of IMS Global Open Badge
Extensions for Education.
3. Still scant research and almost no empirical data.
4. Will continue to mix new and repurposed content;
identify at module specification where possible.
5. Quality of learning experience assured through
academic authoring and critical readership. As with
MOOCs and other OpenLearn courses.
6. Assessment expertise developed, but remains a
challenge.
28. 28
The future of digital badging at
the OU
In 2016
Succeeding in postgraduate study Digital scholarship
Working in the voluntary sector Resilience and flexibility
Returning to STEM Commercial communication and negotiation
Succeeding in a digital world Leadership and followership
Cyber security Understanding business structures
Supporting student preparedness as induction
Support learner CPD
BOCs on the OU Student Record and HEAR
Promoted by lecturers and University careers advisors
Highly impactful outreach mechanism
Succeed with maths – Parts 1 &2 Succeed with learning
Introducing the voluntary sector English: skills for learning
Taking your first steps into HE Succeed in the workplace