Session 12 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu
Research in Distance Education: from present findings to future agendas conference.
Design for Learning strand presentation.
Tim Neumann
London Knowledge Lab, Institute of Education
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Presentation from Ignite AMATYC, Jacksonville, FL, November 9, 2012. Improve teaching and learning with academic content in discussion boards and easy grading of open-ended assignments.
Research in Distance Education: from present findings to future agendas conference.
Design for Learning strand presentation.
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Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
CIB W78 2007 - Comparison of distance learning coursesRobert Klinc
Even though advances in information and communication technologies (ICT) significantly changed the way professionals in building and construction (BC) industry work, the dominant training method is still the traditional classroom lecture with all its drawbacks.
In response to the demands from the AEC sector to improve and broaden the competence of engineering students in using new technologies while solving specific problems, in 1993 University of Stanford (USA) started an ICT supported distance learning course named Architecture/Engineering/Construction Computer Integrated Global Teamwork Course (AEC Global Teamwork). The mission of the program is to educate the next generation of professionals to be able to work in multi discipline collaborative environments and to take advantage of information technologies to produce high quality products in faster and more economic way.
Positive feedback of the AEC Global Teamwork encouraged other institutions to introduce their own BC oriented distance learning courses, one of them being ITC Euromaster. In autumn 2001, nine European universities started the project in order to develop an inter university postgraduate programme in information technology in construction (ITC).
This paper describes similarities and differences of both approaches, presents results of the survey carried out among participants of both courses, and compares both of them from the students’ point of view.
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...Lucinda Rush
Presentation at the Virginia Library Association Annual Conference, October 22, 2015
Lucinda Rush, Rachel Stott, Topher Lawton, Megan Smith
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A presentation for an institution preparing itself for the 2018 ACODE Inter-institutional Benchmarking Summit, to be held on the 25-27 June at Griffith University in Brisbane. see also https://www.acode.edu.au
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2015 NMC Conference: Full STEAM Ahead via Change Management: David W. DeedsDavid W. Deeds
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This presentation includes the following topics:
- What is Project Based Learning?
- What's actually difference between Academic Based & Project Based Learning?
- How a student can proceed to change the system?
- How one get ready for Industry-Ready?
- Explore Google to learn more
- Thanks!
You can reach me out at kalraramneek@ieee.org
E107 Open Education Practice and Potential: Session 9Brandon Muramatsu
Session 9 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu
Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
CIB W78 2007 - Comparison of distance learning coursesRobert Klinc
Even though advances in information and communication technologies (ICT) significantly changed the way professionals in building and construction (BC) industry work, the dominant training method is still the traditional classroom lecture with all its drawbacks.
In response to the demands from the AEC sector to improve and broaden the competence of engineering students in using new technologies while solving specific problems, in 1993 University of Stanford (USA) started an ICT supported distance learning course named Architecture/Engineering/Construction Computer Integrated Global Teamwork Course (AEC Global Teamwork). The mission of the program is to educate the next generation of professionals to be able to work in multi discipline collaborative environments and to take advantage of information technologies to produce high quality products in faster and more economic way.
Positive feedback of the AEC Global Teamwork encouraged other institutions to introduce their own BC oriented distance learning courses, one of them being ITC Euromaster. In autumn 2001, nine European universities started the project in order to develop an inter university postgraduate programme in information technology in construction (ITC).
This paper describes similarities and differences of both approaches, presents results of the survey carried out among participants of both courses, and compares both of them from the students’ point of view.
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...Lucinda Rush
Presentation at the Virginia Library Association Annual Conference, October 22, 2015
Lucinda Rush, Rachel Stott, Topher Lawton, Megan Smith
Digital learning objects are all the rage, but what does the YouTube generation think? We will discuss student perceptions of videos used for information literacy instruction and methods for incorporating short videos into assessable learning activities.
A presentation for an institution preparing itself for the 2018 ACODE Inter-institutional Benchmarking Summit, to be held on the 25-27 June at Griffith University in Brisbane. see also https://www.acode.edu.au
SLMOOC14: Using Second Life in the K-12 ClassroomDavid W. Deeds
Presentation for the 2014 Second Life Massively Open Online Course (SLMOOC14). Using Second Life in the K-12 Classroom covers 8 years of using this Immersive Learning Environment to teach, with a focus on K-12 although higher ed is also discussed. OpenSimulator is also mentioned.
2015 NMC Conference: Full STEAM Ahead via Change Management: David W. DeedsDavid W. Deeds
David W. Deeds' 2015 New Media Consortium Conference presentation: Full STEAM Ahead Via Change Management. We need teachers to change! What we need to do is start applying successful change management principles and techniques. David spent 15 years as a corporate trainer and says education folks could learn a lot from the business world when it comes to employee professional development and overall major transitions.
This presentation includes the following topics:
- What is Project Based Learning?
- What's actually difference between Academic Based & Project Based Learning?
- How a student can proceed to change the system?
- How one get ready for Industry-Ready?
- Explore Google to learn more
- Thanks!
You can reach me out at kalraramneek@ieee.org
E107 Open Education Practice and Potential: Session 9Brandon Muramatsu
Session 9 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu
Some Issues Affecting the Sustainability of Open Learning Courses James Aczel
Presentation about the openED 2.0 project, at the EDEN 2011 conference
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.
E107 Open Education Practice and Potential: Session 7Brandon Muramatsu
Session 7 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
E107 Open Education Practice and Potential: Session 10Brandon Muramatsu
Session 10 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu
Managed Learning Environments: School ConsultationPaul Seiler
Slides from the consultation with schools during December 2008. In Auckland, Hamilton, Wellington and Christchurch the Ministry of Education invited school staff to give feedback on the MLE area
Beyond the Open Educational Resource move – towards Open and Participatory Le...Andreas Meiszner
Internet version of the presentation prepared for the
FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008
Chapter PackChapter 5Chapter 5 Who Are Today’s StudentsJinElias52
Chapter Pack
Chapter 5
Chapter 5: Who Are Today’s Students?
1. What is the difference between equity and equal opportunity? How do equity and equal opportunity apply to students and achievement?
2. According to Chapter 5, there are several program variations for teaching English-language learners (ELs). English as a Second Language (ESL) programs support students in learning English only without furthering the primary language of origin. Other models known as two-way or dual-language programs teach fluency using English as well as the primary language of origin. What are the advantages and disadvantages of both programs?
3. Diversity is a term that can have many meanings depending on context. What types of diversity are currently a part of the today’s classroom? As a teacher, why is it important to affirm diversity?
4. According to Chapter 5, teachers who utilize “culturally responsive pedagogy” have several important attributes. What is “culturally responsive pedagogy?” What are the attributes that identify a teacher as being culturally responsive?
5. What is “gender-fair education?” Why is it important to the development of students?
6. Explain the theory of “multiple intelligence.” Why is it important to the development of students and teaching? How is “multiple intelligence” different from “learning styles?” What is the significance for using both in the classroom?
=========================
Research Multiple Activity Choice Boards / Activities and Create Your Own for Whatever Grade you prefer to work with. Each area should have 3+ choices for a student to demonstrate mastery of learning.
Verbal/Linguistic
Visual/Spatial
Logical/Mathematical
Body/Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Musical
Chapter Pack
Chapter 7
Chapter 7: Classroom Teaching in a Digital World
1. Chapter 7 uses the terms “digital natives” and “digital learners.” What is the difference between these two terms? How can these two terms affect learning and technology in today’s classroom?
1. Technology has created opportunities for an information rich society. Are teens overexposed to technology? Has society become too dependent on technology? Why or why not?
1. What effect has the widespread use of technology had on teaching and learning? Has this phenomenon made teaching easier? Has this phenomenon made learning easier?
1. How can teachers use simulations to enhance learning? Are there situations where simulations should not be used to enhance learning?
1. According to Chapter 7, extending one’s perceptions of the environment belongs to a class of images called augmented reality (AR). Describe an area within the curriculum where AR can be found. How does the use of AR support learning?
1. There are many versions of the flipped classroom. Explain your experience with flipped classrooms. Was this process effective for you as a learner? ...
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 2 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-2
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
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E107 Open Education Practice and Potential: Session 12
1. Open Education: Practice and PotentialM.S. Vijay KumarBrandon Muramatsu EDUC E-107Spring 2011 1 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.
2. Where’s Vijay? 2 Chennai. (2011, April 19). In Wikipedia, The Free Encyclopedia. Retrieved 02:50, April 22, 2011, from http://en.wikipedia.org/w/index.php?title=Chennai&oldid=424880639
3. Goals for this Session News Courses and certification using OERs Philipp Schmidt, co-Founder, P2PU(Peerto Peer University) One more 2 minute project presentation Assignment 11 discussion What’s left for the rest of the course… Final Project 3
4. News Related to Open Education 4 Source: Biasutti, D. (2011, April 21). Funds Allocated to Open.Eau Claire. Retrieved April 21, 2011 from The Spectator website at: http://spectatornews.com/04-21-2011/campus-news/funds-allocated-to-open-eau-claire/
5. News Related to Open Education http://conferences.ocwconsortium.org/ Many of our guest speakers will be in Cambridge: David Wiley, Steve Carson, Joel Thierstein, Gary Lopez, Cathy Casserly, Mike Smith, Tom Caswell (representing Cable Green’s organization), Philipp Schmidt (and many more leaders in the field of Open Education!) $100 Student Registrations 5
9. Comments on Assignment 11 What have you found to be the most powerful idea about Open Education from the readings or guest lecturers? And why? Potential and Value Potential and bridge builder Potential to transform teaching and learning Philosophy and obligations Public good 9
10. Comments on Assignment 11 (cont.) To People and Society Societal value Freedom Course value is interaction "Personalize" education, and teaching is learning Specific concepts Free textbooks Open licensing Rules for OER from Mike Smith Technology is a tool, that clearly meets a need, that is the least expensive, is reliable and simple, has multiple uses, is research based and scalable 10
11. Comments on Assignment 11 (cont.) “Many items are not unique to the open education movement…” “…but related to online learning in general.” Two questions to ask: “Is Open Education a valid idea?” “If we assume that the principles and goals are valid, is it realistic to put it into practice?” 11
12. The rest of the course… April 25 Choose your own class Topic of your choice…or office hours May 5 OCWC Consortium Global Will you be attending? If yes, we’ll schedule a meeting at 5:30pm in the Marriott Boston Cambridge (Kendall Square) May 9 Final Project and 1 Slide due May 12 Final Project Presentations, 4 minutes long(instructions to follow) 12
13. Final Project:Action Plan for Open Education Goal A clear and succinct definition of the goal of the project. Need Why is the project needed? What factors internal to your organization or externally are driving the need for the project? Description Describe the project. What existing open education projects support your project? With which other projects in the class does your project have synergy? Tasks What specific tasks are needed to meet the goal? How will the tasks be accomplished? Timeline When will the tasks be completed and the project goal be met? Resources What resources are needed to complete the tasks and achieve the goal? Obstacles What obstacles might you face? How do you plan to address them? Success How will you know if the project is successful? What measures will you use? 13
14. Details on your Final Project Text Up to 15 pages(You’ve already written much of the plan!) Due Monday, May 9, 11:59pm EDT 1 Slide for your Presentation We will display this slide for you Due Monday, May 9, 11:59pm EDT Presentation No more than 4 minutes To be presented in class on Thursday, May 12 14
15. Next Week Assignment 12, Due April 25, 11:59pm EDT What is the biggest obstacle you anticipate in implementing/executing your project? How might you address it? Choose your own class April 28 Office hours or lecture? 15
Editor's Notes
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.