This document discusses the changing landscape of higher education and the role of digital innovation. It notes that the number of university students is growing rapidly, especially in China, but costs of higher education are also very high in some countries. Massive open online courses (MOOCs) are providing free access to courses for tens of millions of learners globally. While MOOCs may not be directly disrupting universities, they are supporting new forms of flexible, lifelong learning. Emerging models include online degree programs built from sequences of MOOCs, microcredentials, and blended learning combining online and on-campus elements. Overall, digital technologies are enabling new approaches to delivering high-quality, global, and affordable higher education.
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
4 Dimensional Flipping: Setting the Stage for 21st Century SkillsKelly Walsh
A slideshare presentation based on Steve Griffith's article on The Flipped Learning Network (URL: http://flippedlearning.org/learning_culture/4-dimensional-flipping-setting-stage-for-21st-century-skills/).
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
4 Dimensional Flipping: Setting the Stage for 21st Century SkillsKelly Walsh
A slideshare presentation based on Steve Griffith's article on The Flipped Learning Network (URL: http://flippedlearning.org/learning_culture/4-dimensional-flipping-setting-stage-for-21st-century-skills/).
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Hybrid Virtual Classroom - Do's and Don'ts - OEB - Dec 2021Zac Woolfitt
What are the characteristics of the Hybrid Virtual Classroom. What are the challenges facing teachers in the Hybrid Virtual Classroom? How has the pandemic accelerated this format and what can we learn from current teaching practice?
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
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
Hybrid Virtual Classroom - Do's and Don'ts - OEB - Dec 2021Zac Woolfitt
What are the characteristics of the Hybrid Virtual Classroom. What are the challenges facing teachers in the Hybrid Virtual Classroom? How has the pandemic accelerated this format and what can we learn from current teaching practice?
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
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
Credit and Collaboration in MOOCs: Where are we now?tbirdcymru
This presentation was presented in a webinar for Open Education Week 10 March 2015, on behalf of the work of eMundus EU Project, which promotes and researches collaborative work in open educational practice.
Students Co-creators of Digital EducationDiana Andone
Presentation "Students Co-creators of Digital Education" by Dr. Diana Andone, Politehnica University of Timisoara, done at "ALTA’21 - Advanced Learning Technologies and Applications. From Distance to Hybrid Learning” on December 1st 2021 Lithuania, online Conference Conference organized by
Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
Morning talks: teaching and learning excellence in a digital ageJisc
Rearticulating what we value: a new vision for learning technology professionals
Speakers:
Maren Deepwell, chief executive, Association for Learning Technology (ALT)
Susan Greig, learning technology adviser, University of Edinburgh
Sarah Davies, head of higher education and student experience, Jisc
This session will bring together new survey data, case studies and the CMALT professional development framework to explore how learning technology professionals develop. Join us in formulating a new vision for cpd and professional practice in edtech!
Learning to tutor online and digital transformations: supporting, awarding and accrediting colleagues' development in the digital age
Speakers:
Jonathan Rhodes, educational developer, University of Wolverhampton
Gemma Witton and Elora Marston, advisers/educational developers, University of Wolverhampton
In this session we will share our journey: designing, developing and delivering two courses that support, award and accredit colleagues' development, pursuing learning and teaching excellence in the digital age.
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
Generative AI for Teaching, Learning and AssessmentMike Sharples
AI is disrupting education. Students, teachers and academics can access software that writes essays, summarises scientific texts, produces lesson plans, engages in conversations, and drafts academic papers. These are already being embedded into office tools and will soon be interconnected into an AI-enhanced social network. I will introduce the capabilities and limitations of current generative AI and discuss how it is transforming education, including emerging policy. I will suggest new roles for AI in supporting teaching, learning and assessment. Rather than seeing AI solely as a challenge to traditional education, we can prepare students for a future where AI is a tool for creativity, to be operated with great care and awareness of its limitations.
What is the future of plagiarism? How will education cope with students using AI to write their assignments? Are there any benefits from students using AI tools such as ChatGPT?
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
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.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. Learning for the future
“Our sectors should… promote all graduates with the wherewithal and
confidence to be digital entrepreneurs” (JISC report, Technology for employability)
http://careers2030.cst.org/jobs/
4. 129 million students
in 2010.
China: 18%
Learning in a changing world
Share of 25-34 year-olds with a tertiary degree (OECD & G20)
https://www.oecd.org/edu/50495363.pdf
204 million students
in 2020.
China: 29%
5. Costs of higher education
$37,172
$30,800
$22,000
$20,000
$20,000
$2,400
$0 $5,000 $10,000 $15,000 $20,000 $25,000 $30,000 $35,000 $40,000
United States
UK
Australia
Canada
Sweden
Germany
Average student loan debt per student ($US)
https://www.cnbc.com/2017/10/13/cost-of-college-tuition-around-the-world.html
“The demand for education will continue to rise; we cannot afford to
scale up at the current per student cost, in any sector, in any country.”
(Diana Laurillard, Professor of Learning with Digital Technologies, University College
London)
6. “A pattern is emerging,
throughout all sectors,
of a major shift towards
online models of
delivery tending to
disrupt traditional
incumbents, and
traditional ways of
doing business”
Digital innovation
Foreword to Universities UK report, May 2013
7. Now more than ever we
need open and global
education, with people
from many perspectives
and backgrounds
engaging in
conversations for
learning
Open and global education
8. Can digital innovation in higher
education:
- provide education for a changing
world
- at lower cost
- and high quality
- that is open and global
Digital innovation in higher
education
?
9. Education for a changing world
2000-07 2008-11 2012-13 2014-16 2017-18
Adapted from:
https://commons.wikimedia.org/wiki/File:Timeline_of_MOOC_and_open_education_
development_with_organisational_efforts_in_the_areas.png
Face-to-face teaching
Open and distance education
Open
Educational
Resources
Open
University &
distance
universities
OpenLearn
Birth of
MOOCs
Udacity
Coursera
EdX
FutureLearn
Khan
Academy
Flipped
classroom
Blended
learning
Online
program
management
Micro-
credentials
Nano-
degrees
Corporate
training
Blended
courses
& degrees
Hybrid open
& distance
courses
MOOCs
Learning analytics
10. Free-to-access short
courses
Over 9,400 courses
From over 800 universities
81 million learners
Top 4 platforms:
Coursera, edX, XuetangX,
FutureLearn
Massive Open Online Courses
(MOOCs)
11. Formed by the Open University in
2013
Wholly owned by the OU
8 million registered learners
400 free courses
138 partner institutions, including
RMIT
70% of learners from outside the
UK
Some courses not in English
FutureLearn
www.futurelearn.com
13. No!
But they may be
supporting learning
for the future
‘lifelong career
learners’ taking
courses to enhance
their careers
Are MOOCs disrupting
higher education?
14. A journey from MOOCs to Masters
Free courses
Certificates
Degrees
Micro-credentials
Millions of
learners
Tens of
thousands
Thousands
Hundreds
$
Recruitment
15. Online programmes and
degrees
Students are recruited from the MOOC platform
Study a program of linked courses, then take an exam
marked by a tutor
Build into a degree progamme
+ = MASTERS
180 credits
Program
15 credits
Program
15 Credits
+ + +Program
15 Credits
Program
15 Credits
Program
Program
15 Credits
+ + = CERTIFICATE
60 credits
+Program
15 Credits
Program
15 Credits
Program
15 credits
Program
15 Credits
+ + ++ = DIPLOMA
120 credits
Program
15 Credits
Program
15 Credits
MOOC
6 weeks
MOOC
MOOC MOOC
Revision
Exam
15 Credits
16. 2000-07 2008-11 2012-13 2014-16 2017-18
Adapted from:
https://commons.wikimedia.org/wiki/File:Timeline_of_MOOC_and_open_education_
development_with_organisational_efforts_in_the_areas.png
Face-to-face teaching
Open and distance education
Open
Educational
Resources
Open
University &
distance
universities
OpenLearn
Birth of
MOOCs
Udacity
Coursera
EdX
FutureLearn
Khan
Academy
Flipped
classroom
Blended
learning
Online
program
management
Micro-
credentials
Nano-
degrees
Corporate
training
Blended
courses
& degrees
Hybrid open
& distance
courses
MOOCs
Education for a changing world
Learning analytics
17. Futures for higher education
Online program
management
Companies that
support universities
to set up online
courses
Blended
courses
Courses with
flexible study on
campus or online
Hybrid courses Courses offered
partly online and
partly on campus
Image: https://www.insidehighered.com/digital-
learning/article/2018/06/04/shakeout-coming-online-program-
management-companies
18. • US Department of Education 2009
meta-study of comparisons of online and
face to face teaching in higher education
• On average, students in online learning
conditions performed better than those
receiving face-to-face instruction
• Bigger effect in studies that blended
online and face-to-face
• Blended conditions often included
additional learning time and instructional
elements not received by students in
control conditions
High quality?
B. Means et al. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-
Analysis and Review of Online Learning Studies. US Department of Education
19. Learning at scale
How to maintain quality in large courses that blend online and
campus learning
Open University, 1970
Khan Academy, 2007
Coursera 2012
20. Learning as conversation
2
How can I
understand
what you are
thinking?
How can I
understand
what you are
thinking?
Let’s try to
reach
agreement
http://clipart-library.com/images/Biarp5X4T.jpg
All human learning involves
conversation
We converse with ourselves
to reflect on experience
We converse with teachers
to understand their expert
knowledge
We converse with other
learners to try and reach
shared understanding
The more who take part, the
richer the conversations
21.
22. Each learner
experiences ancient
Rome
Learner explores an
interactive digital
model of the city
Educators ask
questions to prompt
exploration
Learners discuss their
personal experiences
26. 2000-07 2008-11 2012-13 2014-16 2017-2020
Adapted from:
https://commons.wikimedia.org/wiki/File:Timeline_of_MOOC_and_open_education_
development_with_organisational_efforts_in_the_areas.png
Face-to-face teaching
Open and distance education
Open
Educational
Resources
Open
University &
distance
universities
OpenLearn
Birth of
MOOCs
Udacity
Coursera
EdX
FutureLearn
Khan
Academy
Flipped
classroom
Blended
learning
Online
program
management
Micro-
credentials
Nano-
degrees
Corporate
training
Blended
courses
& degrees
Hybrid open
& distance
courses
MOOCs
Education for a changing world
Learning analytics Blockchain
Unbundled HE
27. Unbundled higher education
Andrew Sears – City Vision University
https://www.slideshare.net/techmission/what-disruptive-
innovation-means-for-deac-schools
Unbundled higher educationTraditional university
28. 28
MOOC
App
MOOC
App
MOOC MOOC EXAM
Program
Program
Program
Online tutor
MOOC
MOOC
Program
Program
Program
Preparing for higher education
Blended university course
University B
University A
MOOC
Professional support
Module
Professional development
Module
Personalised learning paths
Dissertation
29. We need new technology to support each
person’s journey through a lifetime of
networked and conversational learning
30. Global conversations
“it’s almost as if the
basic course is in 2D
but the postings lift it
to 3D and really make
it come alive”
Comment posted by Karen Carmichael
Timson, Learner on Ecosystems
course
”In a troubled world where borders seem to be closing, we need
more learners engaging with peers around the world.” —
Beverley Oliver, DVCE, Deakin University