MOOCs - How to use them in post secondary education.Ulf-Daniel Ehlers
A short mind map with 4 scenarios how MOOCs can be used in post secondary education: The 4 C Creat learning opporutnities, complement institutional learning scenarios, contribute to degree eductaion, combine open modules to full open curricula
GUIDE Association 2013: Competency-Based Education - Leveraging educational t...Margaret Korosec
Competency-based education is gaining momentum in the United States. In Europe, however, the Bologna Accord with time-based / seat-time mandates restricts the growth and acceptance of new models of education that may help address economic needs. This presentation shares existing models of higher education that are addressing the needs of the markets they are in and provides ideas for how new models could fit within the European context.
MOOCs - How to use them in post secondary education.Ulf-Daniel Ehlers
A short mind map with 4 scenarios how MOOCs can be used in post secondary education: The 4 C Creat learning opporutnities, complement institutional learning scenarios, contribute to degree eductaion, combine open modules to full open curricula
GUIDE Association 2013: Competency-Based Education - Leveraging educational t...Margaret Korosec
Competency-based education is gaining momentum in the United States. In Europe, however, the Bologna Accord with time-based / seat-time mandates restricts the growth and acceptance of new models of education that may help address economic needs. This presentation shares existing models of higher education that are addressing the needs of the markets they are in and provides ideas for how new models could fit within the European context.
Presentation on the topic of micro-credentials adoption in higher education practices across Europen, based on the experience of constructing a flexible curriculum in a European University, CIVIS Alliance. The presentation was held at an internal workshop on the topic of micro-credentials, at the University of Tallinn, on the 30 March 2022. Authors of the presentation are Prof. Romiță Iucu, Ph.D, and Alexandru Carțiș, Ph.D.(c), from the University of Bucharest.
Presentation on the topic of micro-credentials adoption in higher education practices across Europen, based on the experience of constructing a flexible curriculum in a European University, CIVIS Alliance. The presentation was held at an internal workshop on the topic of micro-credentials, at the University of Tallinn, on the 30 March 2022. Authors of the presentation are Prof. Romiță Iucu, Ph.D, and Alexandru Carțiș, Ph.D.(c), from the University of Bucharest.
www.christopher-pappas.com
John Dewey’s “Educational Progressivism”
Objectives:
Who was John Dewey?
What does Educational Progressivism means?
What is the purpose of education?
John Dewey
(0ctober 20, 1859 – June 1, 1952)
American philosopher, psychologist and educational reformer
Founder of philosophical school of Pragmatism
Father of Functional Psychology
Educational Progressivism
Educational Progressivism
The main principle of educational progressivism is that humans are social animals who learn best in real-time activities.
Instructors should focus on providing students with the necessary skills and knowledge to survive and to succeed in our competitive society.
Strong emphasis on problem-based learning to develop problem solving and analysis skills (For example, instructor posing questions the exercise students’ minds in a practical manner)
The purpose of education is to enhance individual effectiveness in society and give learners’ practical knowledge and problem-solving skills.
Based on John Dewey's model of learning instructors should:
Become aware of the goal,
Define the objectives,
Propose hypotheses to achieve the goal,
Evaluate the consequences of the hypotheses from one's past experience, and
Test the most likely solution
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
The presentation discusses quality considerations and success factors of MOOCs - a critical review of current discussions and some potentials for Asian-European collaboration
Quality Assurance and Innovation: Case Studies of Massive Open Online Courses...FutureLearn FLAN
Presented by Ahmed Al-Imarah of the University of Bath at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Developing graduates for an innovative and modern agricultural sectorNieky van Veggel
Presentation delivered at the International scientific-practical conference on development issues of innovative economy in the agricultural sector, Samarkand Institute of Veterinary Medicine, Samarkand, Uzbekistan, 25-26 March
20160412 IEEE EDUCON Open Education Keynote Christian M. StrackeChristian M. Stracke
Open Education for Smart Education: Open educational policies, strategies and access for all - Keynote at IEEE EDUCON 2016 in Abu Dhabi by Dr. Christian M. Stracke (OUNL)
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
Similar to Quality - challenges for Post-traditional higher education?! Do MOOCs change the idea of the university? (20)
Changing Cultures in Higher Education - Moving Ahead to Future LearningUlf-Daniel Ehlers
Have you ever wondered why universities still educate tomorrow's managers with yesterday's tools? Our contemporary higher education landscape is facing rapid technological advancements and the promises of the web to foster a new mode of knowledge creation and collaborative learning among students around the world.
We are always online, continuously updating and connecting to electronic information nodes in the globalised digital village of the web. However, the promises of ICT and e-learning have not effectively innovated universities. Little progress has been made and resources invested into ICT adoption are frequently spent without a clear definition of objectives and change strategies. The future of learning is taking place now - and yet courses in universities are stalled in a pedagogical model oftransmitting knowledge rather than constructing solutions, following educational approaches which have been put into place centuries ago and still largely dominate teaching and learning in academia.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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 review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
3. What is it we are in currently?
• Traidional
• Modern/ Industrial (Post traditional) (Quality!)
• Individualized / Rip&Mix / Patchwork
(Quality?)
4. What are the challenges of the
emerging model?
Modern
(Massification ) HE Model
Post modern
HE Model
Defined degrees
Short and patchwork study cycles
Study in a degree framework
Study according needs and interest
Curriculum is oriented to professions
No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer
Students are peers
Exam driven/ Certification bound
Learning experience in the foreground
Certifiation of knowledge/ achievements
Assessment of competences
Institution bound
De-institutionalised
Institution‘s reputation determines value
Experience + practice value gain importance
Clear timebound structure of degrees
Flexibilisation
Disciplins are structure giving
Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge
Problem oriented
Academic status, traditions, clothing
individualised
Differentiation against „non-higher education“
Continuum through ed.-sectors + levels
5. Why are MOOCs & Open Eductaion so
popular? MOOC characteristics
Modern
(Massification ) HE Model
Post modern
HE Model
Defined degrees
Short and patchwork study cycles
Study in a degree framework
Study according needs and interest
Curriculum is oriented to professions
No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer
Students are peers
Exam driven/ Certification bound
Learning experience in the foreground
Certifiation of knowledge/ achievements
Assessment of competences
Institution bound
De-institutionalised
Institution‘s reputation determines value
Experience + practice value gain importance
Clear timebound structure of degrees
Flexibilisation
Disciplins are structure giving
Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge
Problem oriented
Academic status, traditions, clothing
individualised
Differentiation against „non-higher education“
Continuum through ed.-sectors + levels
6. What are the important imperatives
for QA?
• Quality and Innovation are one family
• Technology is a game changer
• Openess leads to disaggregation
9. Welcome!!
Prof. Dr. Ulf-Daniel Ehlers
Vicepresident Quality and Academic
Affairs, Baden-Wurttemberg
Cooperative State University
President European Foundation for
Quality in E-Learning, Brussels
(www.efquel.org)
10. •
•
•
•
•
•
•
•
Part 1: MOOCs are a sympton.
The cause is a changing idea of the
university
Old
Terms which struck
New
me and which are
important to clarify!
Different
Traditional
Industrial Model & Massification
Modern
Post traditional
Post modern
19. Are MOOCs really the question?
Or is it a question of HE systems change?
Evolving questions:
• What is post traditional higher eductaion?
• Is it not rather post industrial / post modern higher education?
• Do we have to look at the HEI or the traditional learner?
• How can we prepare for the new learner?
Precisely:
• How can HEI cater for the quality needs
of the 21st century student? Are MOOCs
doing that?
20. First conclusion:
Where does that leave us?
• The traditional model: Exclusively for few
chosen.
• The modern (massification) model: Standard
model for masses.
• The post-modern model: Individualised and
diversified HE (Rip and Mix Approach/
Patchwork)
21. Part 2:
The changing nature of HE
The open questions...:
1. What are the characteristics of ‚the modern HE
model?‘
2. What are the needs of the 21st centruy student?
3. How do MOOCs fit in there?
And then - more general: What does that mean for
Quality of Open Education?
22. What are the characteristics of ‚the
traditional HE model?‘
Modern
(Massification ) HE Model
Defined degrees
Study in a degree framework
Curriculum is oriented to professions
Expert led/ Prof. led knowledge transfer
Exam driven/ Certification bound
Certifiation of knowledge/ achievements
Institution bound
Institution‘s reputation determines value
Clear timebound structure of degrees
Disciplins are structure giving
Disciplin oriented: canon of methods and knowledge
Academic status, traditions, clothing
Differentiation against „non-higher education“
Post modern
HE Model
23. What are the needs of the 21st
centruy student?
Modern
(Massification ) HE Model
Post modern
HE Model
Defined degrees
Short and patchwork study cycles
Study in a degree framework
Study according needs and interest
Curriculum is oriented to professions
No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer
Students are peers
Exam driven/ Certification bound
Learning experience in the foreground
Certifiation of knowledge/ achievements
Assessment of competences
Institution bound
De-institutionalised
Institution‘s reputation determines value
Experience + practice value gain importance
Clear timebound structure of degrees
Flexibilisation
Disciplins are structure giving
Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge
Problem oriented
Academic status, traditions, clothing
individualised
Differentiation against „non-higher education“
Continuum through ed.-sectors + levels
24. In essence
Post-Modern HE:
Disaggregation of the model
Diversification of the model
(Do MOOCs fit here? By the way – what is the
definition of MOOC?
mooc.efquel.org)
25. MOOC characteristics
Modern
(Massification ) HE Model
Post modern
HE Model
Defined degrees
Short and patchwork study cycles
Study in a degree framework
Study according needs and interest
Curriculum is oriented to professions
No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer
Students are peers
Second conclusion: in the foreground
Learning experience
MOOCs meet many requirementsofof a contemporary
Certifiation of knowledge/ achievements
Assessment competences
Institution bound model – but personalDe-institutionalised
HE
tutoring, certification or
Institution‘s reputation determines value
Experience + practice
curriculum pathways are not yetvalue gain importance
solved.
Exam driven/ Certification bound
Clear timebound structure of degrees
Flexibilisation
Disciplins are structure giving
Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge
Problem oriented
Academic status, traditions, clothing
individualised
Differentiation against „non-higher education“
Continuum through ed.-sectors + levels
26. Part 3: Some grand quality challenges
ahead for providers of post modern HE
1. The quest of „individualised quality“
CONCEDE
2. The quest of openess OPAL
3. The quest of recognition OERTest +
VMPass
4. An exploration into MOOC quality
32. Part 4:
The MOOC Quality Project
12 weeks, 12 experts, 12 posts,
12.000 Readers, >150 comments
mooc.efquel.org
33. 1. Massive Target Audience?
• Change from „no target audience“-thinking to
having one in mind, even if it is wide. Take into
acount new participation profiles.
Lurkers
Drop-ins
MOOC
Active participants
Passive
participants
HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate
blog post 02/03/13 [accessed 19/04/13]. Available: http://mfeldstein.com/the-fourstudent-archetypes-emerging-in-moocs/
34. 2. Mixing Groups?
• Be aware that inviting the world
means to bring in the worlds
opinion (existing groups might be
disturbed)
• Mixing campus and MOOC
Students might be challenging:
drive in/by learners vs. highly
motivated learners who want a
masters degree.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
35. 3. Learning Across Contexts
• Be aware that the quality paradigm “fitness
for purpose” is not working for MOOCs
because MOOCs mean learning across
contexts and purposes.
• Quality measures become individualised,
quality methods like self- & peer-assessment
and –reflection are suitable.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
36. 4. Support Self-Organization
• Be open about your requirements of selforganisation, provide scaffolding for those
who lack that self-organisation.
http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg
37. 5. Declare What‘s in it!
Be precise about the content and
purpose of the MOOC (selfdeclaration) and keep promises! (Use
a MOOC description model)
1.
2.
3.
4.
5.
6.
the degree of openness,
the scale of participation
(massification),
the amount of use of multimedia,
the amount of communication,
the extent to which collaboration is
included,
the type of learner pathway (from
learner centred to teacher-centred
and highly structured),
1.
2.
3.
4.
5.
6.
the level of quality assurance,
the extent to which reflection is
encouraged,
the level of assessment,
how informal or formal it is,
autonomy,
and diversity.
(Conole 2013)
38. 6. Peer-to-Peer Pedagogy
• Use peer-to-peer pedagogy: peer-learning,
peer-review, peer-assessment, collaborative
learning, multiple learning pathways and
exploratory learning
• Understand that teaching is not a prerequsite
of learning.
http://www.naset.org/uploads/pics/choice.gif
39. 7. MOOCs Support Choice Based
Learning
• Get away from
– the notion that „ending a MOOC early“ means
dropping out
– looking at MOOCs like (structured, paced, timebound)
courses
• Be aware that MOOC learning is an opt-in/out
learning model
• MOOCs follow voluntary sequencing and are
based on choices. The choices they offer make
their attractiveness.
http://www.naset.org/uploads/pics/choice.gif
40. Prof. Dr. phil. Habil. Ulf-Daniel Ehlers
ehlers@dhbw.de
WWW.EFQUEL.ORG
EFQUEL office in Brussels
Rue des deux Eglises 35
B – 1000 BRUSSELS
BELGIUM
Tel : + 32 2 639 30 32
Fax : + 32 2 644 35 83
Email : info@efquel.org