Session 1 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
Global Connections and Exchange is a program of the United States Department of State’s Bureau of Educational and Cultural Affairs.
Digital Youth Dialogue is funded by the United States Embassy in Kyrgyzstan.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
Connecting with other educators is important for our professional growth. Online connections help this to happen. This is a presentation I delivered in 2009.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
The Future of Higher Ed? A Canary in the Coal Mine of Online LearningLori Packer
Presented at the 2012 HighEdWeb Conference in Milwaukee. Compares the experience of a traditional online degree with a new MOOC to make observations about future directions in online learning.
The presentation give some ideas of Web 2.0, Difference between Web 1.0,2.0,3.0 and basics of some Web 2.0 Tools that can be used in educational purposes like Hotpotatoes, Edmodo, PTable, TeacherTube etc. and is prepared in accordance with the Techno Pedagogic Syllabus for B.Ed. Physical of university of Kerala
Global Connections and Exchange is a program of the United States Department of State’s Bureau of Educational and Cultural Affairs.
Digital Youth Dialogue is funded by the United States Embassy in Kyrgyzstan.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
Connecting with other educators is important for our professional growth. Online connections help this to happen. This is a presentation I delivered in 2009.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
The Future of Higher Ed? A Canary in the Coal Mine of Online LearningLori Packer
Presented at the 2012 HighEdWeb Conference in Milwaukee. Compares the experience of a traditional online degree with a new MOOC to make observations about future directions in online learning.
The presentation give some ideas of Web 2.0, Difference between Web 1.0,2.0,3.0 and basics of some Web 2.0 Tools that can be used in educational purposes like Hotpotatoes, Edmodo, PTable, TeacherTube etc. and is prepared in accordance with the Techno Pedagogic Syllabus for B.Ed. Physical of university of Kerala
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
E107 Open Education Practice and Potential: Session 2Brandon Muramatsu
Session 2 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
Open Educational Resources (OER): The Landscape of the FutureBrandon Muramatsu
The phrase “open educational resource” was coined at a UNESCO forum in 2002, and OERs are “educational resources (e.g., textbooks, instructional modules, simulations, multimedia applications) that are freely available for use, reuse, adaptation, and sharing.” Such materials are generally released under a Creative Commons that supports open or nearly open use of the content. OER expand access to high quality instructional resources in formal and informal learning situations to more students and they have the potential to drive innovation to support effective teaching. OER can be endorsed, adopted, and improved by educators, resulting in instructional materials and resources that embody what the educational community sees as most valuable. Furthermore, learners can take advantage of access OER to direct their own learning.
This session will include an introduction and review of the OER movement, highlights of OER initiatives (such as MIT’s OpenCourseWare project and the Open University’s Open Learn), a summary of the elements of Creative Commons licenses, a review of open educational resources for use in discipline-specific courses, and strategies for evaluating, adopting and/or developing OERs for use in traditional and online courses. In addition, the session will include an overview of the Bridge to Success project, deliverables and impact.
Presented by Brandon Muramatsu, Jean Runyon and Patrick McAndrew to the Maryland Distance Learning Association in a webinar on November 2, 2011.
Similar to E107 Open Education Practice and Potential: Session 1 (20)
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
Presented by Dale Allen, Jeff Merriman, Brandon Muramatsu, Domy Raymond, and Mike Reilly, Grantmakers for Education, San Francisco, CA, October 22-23, 2015
We share a potential model for online recitation sessions for MIT residential courses based on our experiences running similar sessions for courses in the MITx MicroMasters Program in Statistics and Data Science.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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E107 Open Education Practice and Potential: Session 1
1. EDUC E-107
Spring 2011
Unless otherwise specified, Copyright 2011, Vijay Kumar and Brandon Muramatsu.
Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 United
States License (creativecommons.org/licenses/by/3.0/us/).
Cite as: Kumar, V. & Muramatsu, B. (2011). Open Education” Practice and Potential.
1
2. Login to Elluminate!
EDUC E-107 Elluminate Session
https://sas.elluminate.com/m.jnlp?
sid=2007009&password=M.D9EF85A78C5461586E2B16D
3693E4E
If you’re having problems with Elluminate,
email Brandon at mura@mit.edu
Other technical problems?
Call (617) 998-8571
Mondays through Fridays, 5 pm to midnight
2
5. Open education builds upon the best traditions of
educational innovation and the open source
movement. It is a field that foresees remarkable
transformations in institutions and teaching and
learning at all levels. It examines the various
dimensions of open education from traditional to
contemporary. It explores the micro impacts
impacts at the course, curriculum, and program
levels as well as the macro impacts, those at the
university and national educational policy levels.
Finally, the course examines the remarkable
transformative potential of open education on
individuals and institutions.
Course Website: Education E-107
http://isites.harvard.edu/icb/icb.do?keyword=k77233
5
6. Explore, together, what Open Education is, and
what it could be…
◦ Through presentations, conversations, readings and
assignments
By the end of the course…
◦ You should have a good understanding of how the
Open Education field has evolved and is evolving
◦ Implications for educational change
◦ And how you personally can participate in effecting
Open Education in your job, at your institution and in
your life.
Have fun and enjoy the discussions!
6
9. Chronicle of Higher Education
“Online learning enthusiasts could get a windfall of
federal money under a $2-billion grant program that the
Obama Administration described on Thursday. But how
big the windfall will be—if it comes at all—remains
unclear.
One thing is for sure: The four-year program, designed to
expand job training at community colleges, signals a
major endorsement of the movement to freely share
learning materials on the Internet.
…
And it demands open access to everything: “All online
and technology-enabled courses must permit free public
use and distribution, including the ability to re-use course
modules, via an online repository for learning materials
to be established by the federal government.”
Source: Parry, M. (2011, January 22). “$2-Billion Federal Program Could Be ‘Windfall’ for Open Online Learning.” Retrieved January 26,
2011 from The Chronicle of Higher Education website:
http://chronicle.com/blogs/wiredcampus/2-billion-federal-program-could-be-windfall-for-open-online-learning/29167
9
10. Newsweek
“Washington’s Open Course Library is the
largest state-funded effort in the nation to make
core college course materials available on the
Web for $30 or less per class. Financed with
$750,000 from the state of Washington and a
matching grant from the Bill & Melinda Gates
Foundation, the goal isn’t just to reduce student
costs, says program architect Cable Green. It’s
also to create engaging, interactive learning
materials that will help improve course
completion rates. By the time the project is
completed in 2012, digitized textbook
equivalents for some 81 high-enrollment classes
will be available online for the more than 400,000
students enrolled in Washington’s network of
community and technical colleges.”
Source: Hamilton, A. (2011, January 25). “Who Needs Textbooks? How Washington State is redesigning textbooks for the digital age.”
Retrieved January 26, 2011 from Newsweek website: http://education.newsweek.com/2011/01/25/who-needs-textbooks.print.html
10
12. Welcome
Logistics
◦ Getting up and running with Elluminate
◦ Course expectations
◦ Getting to know each other and our interests
Understanding open education in a
historical context
Understanding the macro significance of
open education
12
13. Is everyone logged into Elluminate?
Hopefully everyone has a microphone and
has configured it…
◦ If you can’t login, or don’t have a microphone,
email Brandon at mura@mit.edu
<Obligatory shuffling as everyone gets
things to work>
13
15. We’ve designed the course seminar-style
◦ We want to have engaging discussions with the
class
◦ We value your input on the class and the
directions we take, we’ve invited guest speakers
but are flexible in the topics we cover
We want this to be an enjoyable experience
◦ Be professional, but keep it light
15
16. Participation
◦ This course is based on a high degree of
participation, both from online and local students
◦ We appreciate it when you take the initiative to
lead discussions, pose questions, etc.
◦ Participate via Elluminate
Student Elluminate monitor: Each session we’ll
have a student assigned to monitor the Elluminate
chat and help moderate the discussion
16
17. Class Sessions
◦ 2 hours in length
◦ Download and review slides
Posted no later than 3pm Eastern on day of class
(except for the first week)
◦ Be ready to start at 5:30pm Eastern
We’ll be logging in as early as 5pm Eastern
◦ Most classes will have…
30 minutes of wrap-up discussions and assignment from
the previous week, and introduction to the current week
60 minutes of presentation and questions and answers
with the speaker(s)
30 minutes of continued discussions and going over the
assignment due the following week
17
18. Communications
◦ Please follow professional practices (netiquette)
◦ Email and the course website will be our primary
methods of communication
◦ We’ll try to respond to emails within 48 hours,
usually sooner
Vijay Kumar, vkumar@mit.edu
Brandon Muramatsu, mura@mit.edu
18
19. Readings
◦ We expect you to do the readings before each
class session
Guest speakers
◦ We’ve asked a number of our colleagues to
serve as guest speakers
◦ Readings will help prepare you for the guest
speakers
◦ Please ask questions, our guest speakers are
experts and leaders in open education
19
20. Assignments
◦ Assignments will be due by midnight Eastern
Time on the Tuesday before class via the drop-
box on the course website’s Assignments page
◦ We’ll accept late assignments, follow the
instructions on the course website
◦ Please include your name and email address on
each assignment, and include your lastname in
the filename
20
21. Midterm and Final Projects
◦ Action plan for how you can implement Open
Education in your coursework, teaching and
outreach activities, or at your organization
21
22. Student profiles
◦ If you’re comfortable sharing, please upload a
photo to your profile
◦ Instructions to update your profile are at:
http://isites.harvard.edu/icb/icb.do?
keyword=course_isites_help&pageid=icb.page147823
Sharing student work
◦ Discussion of sharing your work with your
classmates
22
23. Offline discussion
◦ What are your thoughts?
◦ Forum?
◦ Blog post and comments?
23
24. 25% Class Participation
25% Assignments
20% Midterm Project
30% Final Project
◦ No final exam, but a final project presentation
24
27. Introduce yourselves
◦ What’s your background?
◦ What do you hope to get from the class? Is there
something you are specifically interested in?
◦ What’s one thing interesting thing about yourself
to help us get to know you better?
27
28. “I’d also like to know what people mean
when they talk about the open education
“movement.” Is it really an idea that is
taking hold in many higher learning
institutions and is here to stay? Or is it an
idea that seems promising now, but will end
up going nowhere? What institutions
besides universities are offering open
education? Who is their target audience?”
◦ Guest speakers from K-12, higher education
and international perspectives
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 28
30. Open Education is not new
◦ Primarily access to education opportunity
◦ “University without walls”, “Universities without
borders”
◦ Not just formal education at traditional colleges
and universities
30
32. Largely influenced by open source software
movement and its implications for not just
education opportunity…but also quality
Implications for profound change about how
we think about education
32
36. What are the key concepts or learnings from
the readings?
◦ (I.e., how did this literature help with the
understanding what Open Education is/ What its
value is/could be.?)
Is there anything you vehemently agree or
disagree with?
Provide an example from your vantage point
and experience that supports your assertions.
36
37. 37
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