The document discusses the Connected Learning Initiative (CLIx) project, which aims to provide quality education at scale through open educational resources. CLIx works with state governments in India to implement learning labs in schools and support teachers through professional development programs. It builds capacity by training curriculum developers in educational technology and active learning techniques. CLIx materials are released under open licenses to promote sharing and student agency. The project is driven by values like ensuring students learn skills for life and including ethics in the curriculum. It has partnered with various organizations to create an ecosystem supporting its goals of open and connected learning.
The document discusses the history and importance of online learning for engaging distance learners. It notes that early distance learning involved independent study with limited interaction, while modern online learning allows for more institutionally-controlled learning through virtual learning environments and social media. The key benefits of online learning are that it is convenient for learners, facilitates various learning strategies and communication, and can improve learner engagement through collaborative online tasks. Successful online learning requires components like enthusiastic teachers, learner support services, aligned learning outcomes and assessments, and clear instructions. The document also discusses strategies for determining one's approach to online learning and considerations for teaching and learning online.
Turning the tide: How to Switch LMS Without Stated Strategy or Defined DemandJan Bidner
Presentation at Sakai 2011 in Los Angeles: How is it possible to switch the learning management system to SAKAI when no one wants to change and management strategy is lacking on how Internet-based learning should be developed? We want to share our experiences on a, after all, successful example from Umea university with 37.000 students (many of them studying partly or fully on-line) in northern Sweden.
Enable and empower student voice with Microsoft TeamsUCLan TELT
This document discusses how Microsoft Teams was used at UCLan to empower student voice and deliver a modern learning experience. It provides examples of how Teams was used for postgraduate research communities, teaching resources, module-level student spaces, and apps like Polly, Mindmeister, and Microsoft Forms. Students responded positively, with 84-89% agreeing it enabled active discussion, access to tutors, and building connections. Students used Teams frequently on mobile phones and outside class. They liked feeling connected to peers, quick responses, and interacting with tutors and other students. The document promotes continued use of Teams and provides contact information.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
The document summarizes findings from surveys conducted as part of the CATEL project, which aims to prepare vocational teachers and trainers to meet the needs of immigrant students through e-learning. Survey responses from e-learning experts and vocational teachers in Estonia, Turkey, Spain and Germany provided recommendations for developing a multi-cultural e-learning program. Both groups stressed the importance of teacher support, flexible learning opportunities, and interactive activities. Respondents preferred a blended program combining online and face-to-face learning. The CATEL project will use these insights to design a 3-month blended training program addressing cultural diversity topics.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
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 document discusses the Connected Learning Initiative (CLIx) project, which aims to provide quality education at scale through open educational resources. CLIx works with state governments in India to implement learning labs in schools and support teachers through professional development programs. It builds capacity by training curriculum developers in educational technology and active learning techniques. CLIx materials are released under open licenses to promote sharing and student agency. The project is driven by values like ensuring students learn skills for life and including ethics in the curriculum. It has partnered with various organizations to create an ecosystem supporting its goals of open and connected learning.
The document discusses the history and importance of online learning for engaging distance learners. It notes that early distance learning involved independent study with limited interaction, while modern online learning allows for more institutionally-controlled learning through virtual learning environments and social media. The key benefits of online learning are that it is convenient for learners, facilitates various learning strategies and communication, and can improve learner engagement through collaborative online tasks. Successful online learning requires components like enthusiastic teachers, learner support services, aligned learning outcomes and assessments, and clear instructions. The document also discusses strategies for determining one's approach to online learning and considerations for teaching and learning online.
Turning the tide: How to Switch LMS Without Stated Strategy or Defined DemandJan Bidner
Presentation at Sakai 2011 in Los Angeles: How is it possible to switch the learning management system to SAKAI when no one wants to change and management strategy is lacking on how Internet-based learning should be developed? We want to share our experiences on a, after all, successful example from Umea university with 37.000 students (many of them studying partly or fully on-line) in northern Sweden.
Enable and empower student voice with Microsoft TeamsUCLan TELT
This document discusses how Microsoft Teams was used at UCLan to empower student voice and deliver a modern learning experience. It provides examples of how Teams was used for postgraduate research communities, teaching resources, module-level student spaces, and apps like Polly, Mindmeister, and Microsoft Forms. Students responded positively, with 84-89% agreeing it enabled active discussion, access to tutors, and building connections. Students used Teams frequently on mobile phones and outside class. They liked feeling connected to peers, quick responses, and interacting with tutors and other students. The document promotes continued use of Teams and provides contact information.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
The document summarizes findings from surveys conducted as part of the CATEL project, which aims to prepare vocational teachers and trainers to meet the needs of immigrant students through e-learning. Survey responses from e-learning experts and vocational teachers in Estonia, Turkey, Spain and Germany provided recommendations for developing a multi-cultural e-learning program. Both groups stressed the importance of teacher support, flexible learning opportunities, and interactive activities. Respondents preferred a blended program combining online and face-to-face learning. The CATEL project will use these insights to design a 3-month blended training program addressing cultural diversity topics.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
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/
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
This document discusses the future of MOOCs and pedagogy. It argues that MOOCs are moving at the same pace as developments in pedagogy, not as a disruptive technology. Blended learning approaches that integrate MOOCs and face-to-face teaching are promising but costly for universities. The future of education lies in more open, user-centric systems that harness learning analytics and adaptive learning to drive student success. However, realizing this vision will require significant resources that many universities currently lack.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
Greg Walker outlines key drivers for the iTunes U project in Welsh colleges including learners' expectations, accessibility of resources, and government priorities. The Welsh government's Digital Learning Program includes the National Digital Learning Council and Hwb learning platform. The project aims to provide initial teacher training (ITT) and continuing professional development (CPD) materials on iTunes U to increase collaboration, cataloging of resources, and confidence in digital content across colleges. Challenges include ensuring quantity and quality of content, copyright compliance, and cloud storage. The project will proceed through inception, development, assessment, and closure stages to establish a sustainable model for digital learning in FE colleges in Wales.
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
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/
TLC2016 - Digicouching pedagogy in online learning on Humak University of App...BlackboardEMEA
Presenter: Paivi Timonen
Organisation: Humak - Humanistic University of Applied Sciences
Description: The Humak University of Applied Sciences runs online learning on Moodle/Moodlerooms and online webinars (Adobe Connect /Collaborate). Pedagogical aim is couching pedagogy which Humak has developed for the purpose to develop socio constructive learning. Studies are on digital environments. For supporting learning on small groups Humak uses real time webinars. For real time webinars we have developed a pedagogical path for activating and deepening students learning. Humak has recent experience on cMOOCs (Constructive Massive Online Courses).
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
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/
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
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/]
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
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/
Presentation of Orna Farrell for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie AdachiePortfolios Australia
With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.
This is Nancy Millichap's and Rebecca Davis' presentation from the breakout discussion session "Virtually Anywhere: Sharing Effective Practices for Innovation in Liberal Education," January 22, 2010, AAC&U Annual Conference, Washington, DC.
This document summarizes a study on the adoption of open educational resources (OER) by students at the University of Delhi in India. Key findings from a student survey include:
1) Most students were unaware of the OER content available on the university website. Those who were aware primarily learned about it from Wikipedia or faculty advice.
2) While students saw benefits like reduced costs and increased accessibility, many had reservations about using technology for learning or switching from traditional methods. Infrastructure issues at some colleges also hindered OER use.
3) When presented with sample OER materials from the university, students found them useful and of high quality but had mixed opinions on features like multimedia and assessments.
The
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
Learners' experiences of innovative 'flipped' and open curriculaELESIGpresentations
The document summarizes the experiences of engineering students in innovative "flipped" and open curricula at a large public university in Australia. It describes the institutional context, challenges in educating a large cohort of engineering students, and critical incidents that led faculty to redesign courses around active and project-based learning. The response involved flipping classrooms, using online tools and podcasts, empowering student ownership over their learning, and implementing multi-disciplinary project-based courses. Faculty aimed to educate students for a changing world, support large class sizes through engagement, and help with the transition from high school. The document reflects on extending these approaches across programs and facilitating collaboration.
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
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/
This document lists 16 colleges and universities known for their beautiful campuses, including Princeton University, Stanford University, the University of Virginia, and Wellesley College. The schools span various regions across the United States and represent a variety of public and private institutions.
Newspapers, a case study in disruption, in 10 slides and 2 minutesPeter Winter
Newspapers are dying because they were unable to create genuine new digital products, born on the web. Their digital failure is instructive for any company confronting disruption. Here's the story of what happened - in just 10 quick slides and 2 minutes.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
This document discusses the future of MOOCs and pedagogy. It argues that MOOCs are moving at the same pace as developments in pedagogy, not as a disruptive technology. Blended learning approaches that integrate MOOCs and face-to-face teaching are promising but costly for universities. The future of education lies in more open, user-centric systems that harness learning analytics and adaptive learning to drive student success. However, realizing this vision will require significant resources that many universities currently lack.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
Greg Walker outlines key drivers for the iTunes U project in Welsh colleges including learners' expectations, accessibility of resources, and government priorities. The Welsh government's Digital Learning Program includes the National Digital Learning Council and Hwb learning platform. The project aims to provide initial teacher training (ITT) and continuing professional development (CPD) materials on iTunes U to increase collaboration, cataloging of resources, and confidence in digital content across colleges. Challenges include ensuring quantity and quality of content, copyright compliance, and cloud storage. The project will proceed through inception, development, assessment, and closure stages to establish a sustainable model for digital learning in FE colleges in Wales.
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
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/
TLC2016 - Digicouching pedagogy in online learning on Humak University of App...BlackboardEMEA
Presenter: Paivi Timonen
Organisation: Humak - Humanistic University of Applied Sciences
Description: The Humak University of Applied Sciences runs online learning on Moodle/Moodlerooms and online webinars (Adobe Connect /Collaborate). Pedagogical aim is couching pedagogy which Humak has developed for the purpose to develop socio constructive learning. Studies are on digital environments. For supporting learning on small groups Humak uses real time webinars. For real time webinars we have developed a pedagogical path for activating and deepening students learning. Humak has recent experience on cMOOCs (Constructive Massive Online Courses).
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
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/
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
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/]
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
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/
Presentation of Orna Farrell for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie AdachiePortfolios Australia
With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.
This is Nancy Millichap's and Rebecca Davis' presentation from the breakout discussion session "Virtually Anywhere: Sharing Effective Practices for Innovation in Liberal Education," January 22, 2010, AAC&U Annual Conference, Washington, DC.
This document summarizes a study on the adoption of open educational resources (OER) by students at the University of Delhi in India. Key findings from a student survey include:
1) Most students were unaware of the OER content available on the university website. Those who were aware primarily learned about it from Wikipedia or faculty advice.
2) While students saw benefits like reduced costs and increased accessibility, many had reservations about using technology for learning or switching from traditional methods. Infrastructure issues at some colleges also hindered OER use.
3) When presented with sample OER materials from the university, students found them useful and of high quality but had mixed opinions on features like multimedia and assessments.
The
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
Learners' experiences of innovative 'flipped' and open curriculaELESIGpresentations
The document summarizes the experiences of engineering students in innovative "flipped" and open curricula at a large public university in Australia. It describes the institutional context, challenges in educating a large cohort of engineering students, and critical incidents that led faculty to redesign courses around active and project-based learning. The response involved flipping classrooms, using online tools and podcasts, empowering student ownership over their learning, and implementing multi-disciplinary project-based courses. Faculty aimed to educate students for a changing world, support large class sizes through engagement, and help with the transition from high school. The document reflects on extending these approaches across programs and facilitating collaboration.
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
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/
This document lists 16 colleges and universities known for their beautiful campuses, including Princeton University, Stanford University, the University of Virginia, and Wellesley College. The schools span various regions across the United States and represent a variety of public and private institutions.
Newspapers, a case study in disruption, in 10 slides and 2 minutesPeter Winter
Newspapers are dying because they were unable to create genuine new digital products, born on the web. Their digital failure is instructive for any company confronting disruption. Here's the story of what happened - in just 10 quick slides and 2 minutes.
The document discusses the challenges faced by Dr. Emmett Brown in building a remote lab for students to use his experiment over the Internet. It notes that while he was able to initially create a basic remote lab, properly implementing features like user authentication, load balancing, security updates, and supporting multiple experiments would require expertise in areas like database integration, server maintenance, and client technologies that he may not have. The document explores some of the basic requirements and technological considerations needed to build a robust and scalable remote lab system.
2011 06 01 (uned) emadrid aelsaddik uottawa tangible objects for e learningeMadrid network
The document discusses the creation of tangible learning objects using haptics and multimedia authoring tools. It describes a proposed multimedia authoring tool called HAMLAT that allows non-programmers to integrate haptic, visual and audio elements. An example application discussed is a multilingual handwriting learning and evaluation tool that provides haptic guidance. The tool uses dynamic time warping to measure and evaluate similarities between handwritten letters. Several case studies and demonstrations are proposed to verify the feasibility of identifying patterns with haptics and developing toddler learning interfaces.
This document promotes Campus Crusade for Christ in Portland, Oregon. It notes that Portland is a city of activists waiting to engage with something meaningful. It also states that over 100,000 students in the area will graduate without hearing about God's love. The document calls for transforming the campuses and city by reaching these students, and that graduates who know Christ will have a ripple effect. It asks people to consider getting involved by telling people about Jesus, launching movements, leveraging technology, and mentoring future leaders.
The document discusses MOOCs and the FutureLearn platform. It provides statistics on FutureLearn's reach with over 250 million views per year, 9 million active learners, and partnerships with 26 universities and cultural institutions. It describes FutureLearn's design for mobile, tablet, and desktop and focus on social constructivist learning principles. Key pedagogical approaches for massive open online courses discussed include following, mentoring, activity groups, and peer review/assessment.
2014 05 30 (uc3m) e madrid balta ucm mirando 4 anyos atras adelante tecnologi...eMadrid network
This document discusses the past and future work of the e-UCM research group over the past 4 years and next 4 years. The group focuses on educational technologies like serious games, e-learning, and learning analytics. Recent projects include developing game platforms like eAdventure and using games for language learning, healthcare education, and digital humanities. Going forward, the group aims to develop new open standards like xAPI and apply games to MOOCs and new domains while focusing on reusability through communities and interoperability.
eMadrid 2015 27 01(UC3M) Daniel T. Hickey - Open Badges 2.0: What’s Next?eMadrid network
The document summarizes research on digital badge projects from 2012. It analyzed 600 badge content proposals and the work of 29 content developers across 3 platforms. The badges served to recognize, assess, and motivate learning in both formal and informal contexts. Over time, some badge projects evolved from initial intentions to enacted practices to enduring formal practices after funding. Successful projects layered badges onto existing content and technologies or offered unique claims, while those with redundant badges or aiming to create new ecosystems and content struggled. The document outlines goals for advancing open badges in higher education through developing extensions for major learning management systems and sharing case studies.
2014 05 30 (uc3m) eMadrid mary ellen wiltrout mit mitx digital learning initi...eMadrid network
This document discusses MIT's use of edX and MITx platforms for online and on-campus biology courses. It provides an overview of edX as a non-profit consortium started by MIT and Harvard to offer MOOCs. MITx manages MIT's edX sites and hosts courses just for MIT students. Nine biology courses at MIT have integrated MITx content between 2013-2014. Feedback from students on problems and videos on MITx sites is also discussed. The document outlines future directions, like creating new courses and customizing sites based on student feedback.
2014 05 30 (uc3m) e madrid jlara uam mirando 4 anyos atras adelante tecnologi...eMadrid network
Este documento resume la investigación pasada y futura sobre tecnología educativa y la red eMadrid. Se han explorado cuatro áreas principales: 1) plataformas para e-learning que integran APIs, 2) modelado educativo usando desarrollo dirigido por modelos, 3) uso de redes sociales como Twitter y Facebook para e-learning, y 4) personalización y adaptación usando computación afectiva. Áreas futuras incluyen mayor integración con redes sociales, analíticas de aprendizaje, gamificación, y métodos analíticos
Seminario eMadrid 2015 09 10 sobre Serious Games (UCM) . Sylvester Arnab, Ci...eMadrid network
Sylvester Arnab is a professor at Coventry University who studies disruptive media learning. He discusses how learning is becoming more pervasive and how gamification and pervasive gaming can be used to support collaboration. Arnab also mentions the BEACONING project which uses contextualized, pervasive, and gameful learning to break down educational barriers. He concludes that physical experience, mental challenge, social experience, and immersion are important aspects to consider.
Seminario eMadrid 2015 09 10 sobre Serious Games (UCM) . Ángel González - Ser...eMadrid network
El documento discute el potencial de la realidad virtual y aumentada para la formación. Señala que la realidad virtual puede ser más motivadora que la situación real para la formación cuando esta sea peligrosa, costosa o difícil de simular. Sin embargo, todavía no está lo suficientemente extendida debido a limitaciones técnicas y de coste. La realidad aumentada se enfoca más hacia la educación.
Seminario eMadrid 2015 11 13 sobre competencias transversales. Daniel López F...eMadrid network
Seminario eMadrid 2015 11 13 sobre competencias transversales. Daniel López Fernández, UPM. Métodos, recursos y tecnologías para diagnosticar y desarrollar competencias transversales en la universidad.
This document summarizes lessons learned from 10 formative assessments of educational initiatives at MIT from 2000-2003. It finds that educational technologies are most effective when they meet an unmet educational need, are well integrated into the curriculum, and their use is connected to learning objectives, pedagogies and assessment. Technologies are less effective when they require students to learn the technology before course content or when there is too much technology. The relationships between technologies and the learning environment they are used in must be carefully considered.
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
Cultivating Information Literacy Among Students: Lessons Learned from UCF’s I...Kelvin Thompson
This document summarizes Dr. Kelvin Thompson's presentation on information literacy modules developed at the University of Central Florida. The modules are short, self-contained online lessons that teach information literacy skills and can be assigned by instructors or completed voluntarily by students. Over the past 8 years, over 200,000 assessments have been completed by 37,000+ students across 15 module topics. UCF piloted "badging" completed modules to recognize student achievement, with over 40,000 badges issued so far. While funding cuts have paused new development, the existing modules continue to be maintained and updated annually.
The document discusses MOOC pedagogy and collaborative learning. It compares the University Open Course (UOC) model to the Massive Open Online Course (MOOC) model, noting differences in class size, resources, evaluation methods, and accreditation. It also examines theories of collaborative learning, highlighting the importance of shared vision, knowledge, identity, and loyalty in knowledge exchange. Finally, it lists competencies improved through collaborative elearning and questions whether MOOCs can effectively foster and integrate these competencies.
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Data-Driven Education: Using Big Educational Data to Improve Teaching and Learning. Keynote slides for 15th International Conference on Web-Based Learning, ICWL 2016, Rome, Italy, October 26–29.
The document describes an education cloud solution called ICR that provides various services through different access points. ICR@School provides LMS services, assessment tools, and interactive teaching resources for use within schools. ICR@Web enables collaboration through a school community portal with reports, assessments, and other cloud services. ICR@Home allows students and parents access to educational content, assessments, and performance reports from home. The solution aims to enable anytime, anywhere learning beyond the classroom and facilitate evaluation, professional development, and collaboration between all stakeholders in the educational process.
1. MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years, enabled by new online platforms and technologies. MOOCs allow unlimited participation and are typically offered free of charge online.
2. There are different types of MOOCs, with variations in pedagogical approach, level of interaction, and connection to formal learning pathways. Issues around business models, quality, completion rates, certification, and impact on traditional higher education models remain open questions.
3. Participating in a MOOC requires self-direction, digital literacy skills, and a commitment of time that is often underestimated. Institutions developing MOOCs must consider pedagogical design, technical
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.
Teacher Professional Development with a wow-factor: Innovative and emerging p...Riina Vuorikari
Presentation on emerging and innovative models of teacher professional development and other forms of professional learning. The study is conducted by the JRC, the European Commission.
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
This presentation kicks off by discussing the need for change in the business model of traditional universities. Subsequently several signs/examples of disruption within the educational system are highlighted. The presentation is wrapped up by introducing three opportunities that universities can utilize as a starting point to innovate their business model.
1. The document discusses emerging models of teacher professional development that aim to overcome barriers like time constraints and lack of incentives. It provides examples of innovative practices from Europe, including developing teachers within their own schools, emphasizing competence-based learning, and integrating hands-on experiences and digital delivery.
2. While these new models show promise in addressing teachers' needs, the document notes they have not been widely adopted and their impact on classroom practices requires more research. Traditional providers of professional development have also not fully incorporated these emerging features.
3. The document concludes by encouraging inspiration from these examples to enhance teaching and learning, but more work is needed to fully understand and apply these innovative approaches to professional development.
he project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Ministry of OC&W in order to promote online education.This presentation gives and update on the progress.
Similar to eMadrid 2014 02 14 (uc3m) emadrid Daniel Charchidi MIT Reimaging learning on campus and for the world (20)
Recognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo TovareMadrid network
The document discusses two European projects - STEMSOFT and TEASPILS - that aim to develop micro-credentials for lifelong learning. STEMSOFT focuses on developing soft skills for STEM professionals through open online courses, while TEASPILS uses IoT planters to teach environmental awareness. Both projects map learning outcomes to competencies frameworks and plan to pilot short courses to certify skills acquisition through micro-credentials. The document also outlines the European policy context around micro-credentials and lifelong learning, and how the projects aim to address skills gaps through flexible, targeted training opportunities.
Recognition of learning: Status, experiences and challenges - Carlos Delgado ...eMadrid network
1. The document discusses recognition of learning, experiences, and challenges. It describes an eMadrid Network special session on this topic with presentations from various universities.
2. The UC3M presentation focuses on recognizing the value of recognition in education. It discusses formats for recognition like badges and credentials and uses cases at UC3M involving competitions, gamification, and digital credentials.
3. Recognizing learning is important for motivation and signaling achievement. Recognition elements should be integrated into instructional design similar to activities and assessments.
Bootstrapping serious games to assess learning through analytics - Baltasar F...eMadrid network
This document summarizes research on using serious games to assess learning through analytics. It discusses how games can be validated using pre-post tests to ensure effectiveness and provide training data for machine learning models. Interaction data from validated games can then train models to predict learning from gameplay without exams. The researchers developed tools like a game analytics tracker, validation tool, and analysis tool to facilitate collecting interaction data, validating games, and analyzing results. Their authoring tool integrates these analytics capabilities. Future work will integrate machine learning models into the validation tool to directly provide assessment scores based on interaction data. The goal is to close the assessment loop for serious games.
Meta-review of recognition of learning in LMS and MOOCs - Ruth CoboseMadrid network
The meta-review examines 10 studies that provide overviews of recognition of learning techniques in learning management systems (LMSs) and massive open online courses (MOOCs). The studies were published between 2017-2021 and included reviews, experiences, and challenges. Most focused on MOOCs and used badges for recognition. Results showed techniques like gamification and badges positively impact motivation and engagement. Limitations included short study periods and small samples. Future work could study applications over longer periods, combine data types, and consider diverse stakeholders and environments.
The document announces that Abdallah Yusuf Al-Zoubi, Manuel Castro, Fadi Shahroury and Elio Sancristobal received the Best Paper Award in the category of Innovation Engineering Education from the IEEE Global Engineering Education Conference held from May 11-14, 2023 at the American University of Kuwait in Salmiya, Kuwait for their paper titled "Impact of Remate Labs in Preparing Students for Work 4.0: The Story at Princess Sumaya University for Technology."
Seminario eMadrid_Curso MOOC_Antonio de Nebrija_Apología del saber.pptx.pdfeMadrid network
Este documento resume un curso MOOC sobre Antonio de Nebrija diseñado por la Universidad Nebrija. El curso conmemora el 500 aniversario de Nebrija y tiene como objetivo divulgar su figura y legado. Consiste en 6 módulos y 30 horas de contenido sobre la vida y obra de Nebrija, así como sobre temas como la pedagogía, la gramática del español y la literatura. El curso tuvo una gran participación con 1.540 inscritos de 62 nacionalidades y recibió buenas valoraciones.
This document discusses digital education initiatives at Politehnica University of Timisoara. It describes creating open educational resources (OERs) through collaboration between students and faculty. Students research topics and use multimedia tools to create OERs that are peer-reviewed and published with Creative Commons licenses for reuse. The document also outlines virtual mobility programs that improve students' digital skills through international collaboration projects using virtual reality tools and blogging.
The document discusses challenges in establishing digital credentials for learning achievements that were investigated by the DiBiHo research project. It identifies key challenges such as technical interoperability, credential revocation, and privacy-enhancing cryptography. A proof of concept was created to test proposed solutions for these challenges. The presentation will discuss the identified challenges, proposed approaches, and remaining open questions regarding digital credentials.
The document discusses the evolution of MOOC certification and credentialing from stage 1 of course certificates to stage 4 of accredited learning pathways. It outlines Federica's experience with early partnerships providing certification via Coursera and edX courses. Federica has since developed an in-house system awarding certificates and badges for its own courses. The document also covers recent European trends in microcredentials and Federica's key partnerships in Italy providing certification for public sector training.
The document discusses European Digital Credentials for Learning, which aims to empower citizens to own credentials that can be easily shared across Europe. The initiative seeks to reduce market fragmentation, create an EU skills data space, and remove barriers to credential recognition. The infrastructure will include standards, services, and software to allow credentials to be issued, stored, verified, and shared digitally. This framework aims to capture all types of learning and be interoperable, multilingual, and applicable across one's career. It is a central part of the EU's agenda to support lifelong learning and labor mobility.
2022_12_16 «“La informática en la educación escolar en Europa”, informe Euryd...eMadrid network
El informe resume la enseñanza de la informática en los sistemas educativos europeos, incluyendo cuándo se introduce la asignatura, cómo se distribuye a lo largo de las etapas educativas, los contenidos abordados y la preparación del profesorado. Algunos de los hallazgos clave son que la mayoría de países comienzan la informática en primaria o secundaria, cubren sobre todo algoritmos y programación, y existe escasez de profesores especializados en la asignatura.
2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»eMadrid network
The document provides an overview of efforts to establish informatics as a fundamental discipline in school education across Europe. It discusses the Informatics for All coalition which developed an Informatics Reference Framework for School to advocate for including informatics in curriculums. The framework defines 11 core topics and was informed by broad consultation. The status of informatics in schools across Europe is then analyzed according to this framework, finding most systems integrate it into other subjects rather than as a standalone discipline. Informatics is positioned as a new fundamental competence and language for all students akin to mathematics and languages.
2022_11_11 «AI and ML methods for Multimodal Learning Analytics»eMadrid network
This document discusses using multimodal data and machine learning methods for analyzing learning across multiple contexts. It describes several studies that collected eye tracking, physiological, video, and other data from participants in contexts like playing Pacman, self-assessment tests, debugging programs, educational games, and collaborative concept mapping. Machine learning models were developed to predict outcomes like test scores, effort, and performance using features from the multimodal data. The document discusses the value of collecting multimodal data, developing explainable AI pipelines, and generalizing models across different learning contexts and tasks. It concludes by considering opportunities for using online learning system logs and designing more similar learning contexts.
2022_11_11 «The promise and challenges of Multimodal Learning Analytics»eMadrid network
1. The document discusses three conceptualizations of multimodal learning analytics (MMLA): MMLA to automate human tasks, augment teaching and learning practices, and as a research methodology.
2. It examines what modalities of data are used in MMLA, including video/audio data, eye tracking data, physiological sensors, and location sensing. Machine learning has been applied to MMLA tasks like classifying collaboration.
3. Challenges of MMLA include connecting findings to learning theory, addressing ethics concerns like privacy and surveillance, and determining what behaviors are considered good or bad in education. Students have mixed reactions to being analyzed by MMLA.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
eMadrid 2014 02 14 (uc3m) emadrid Daniel Charchidi MIT Reimaging learning on campus and for the world
1. REIMAGINING LEARNING ON CAMPUS
AND FOR THE WORLD
Daniel Carchidi
MIT Office of Digital Learning
Director of Special Projects and Program Manager, MITx
1
5. Today’s “consumers” are different from
previous generations
• The anytime anywhere
generation
• Diverse
• Socially aware & engaged
• Global perspective
• Other industries have
been swept up
5
6. Digital online delivery is the next one
• MIT & Harvard invest $30M each
• Free world education
• Open source platform
• We disrupted ourselves!!
6
7. Why?
Expand access to education for
students worldwide through online learning,
while reinventing campus education through
blended models
And learn about learning.
And how…
7
8. MIT Office of Digital Learning
• Created November 2012
• Prof. Sanjay Sarma named Director of Digital
Learning
• Office includes:
•
•
•
•
MIT OpenCourseWare
MITx
Office of Educational Innovation and Technology
Academic Media & Production Services
9. How are MITx and edX different?
edX is a platform for a global audience
MITx is the production house
and the product
10. MITx Mission
• support the use of digital learning tools
and techniques in the delivery of MIT
residential programs
• provide free, scalable, MIT-quality
courses to academically talented and
well-prepared learners worldwide
• and further the understanding of best
practices in emerging digital and scalable
learning environments.
12. Pedagogical Architecture
OCW
Online education holds the key to making residential education better and less
expensive even as it promises to offer education to many millions more people.
Red indicates IP-free content
Digital Authoring of a
Class
No Formal
Master
Workflow
Corpus
Today
of Class
MITx
Yellow indicates grades management
14. Providing immediate feedback
• Interspersed “finger exercises”
– Reinforces concepts at time of
acquisition
– Link to other material
– Mine data to find gaps in
knowledge
• Range of tools for automated
assessment
• Peer assessment can augment
learning experience
• Opportunity to direct learner
to discussion forums
• Early evaluations show
improved learning
• Will not work for all
disciplines?
14
19. Simulations
• Allow students to
explore concepts in
“lab” setting on their
schedule and
location
– Doesn’t provide
direct lab skills, but
enables exploration
19
20. Assessment tools
•
•
•
•
•
•
•
•
•
•
Multiple choice
Numerical questions
Equations
Algebra
Program code
Marking elements on images
Changing chemical formulas
Short answer
Peer critiquing and assessment
New tools being added on a regular basis
2/18/2014
20
21. IMPLICATIONS FOR RESIDENTIAL EDUCATION AND
EXPERIENTIAL LEARNING
We launched to the world.
Now its coming home
2012-2014
21
22. MITx residential adoption
Fall 2012 (3)
Fall 2013 (13)
8.01 Classical Mechanics
620
8.21 Physics of Energy
CC.801 Classical Mechanics
10
5.37 Organic and Inoranic Lab
ES.801 Classical Mechanics
10
6.341 Discrete-time signal processing
18
2
33
6.042 Mathematics for computer science
3.091 Introduction to solid state chemistry
Spring 2013 (7)
6.s064 Machine Learning
280
338
159
87
57
18.05 Statistics
2.01 Elements of Structure
CC.801 Classical Mechanics
42
5.111 Organic Chemistry
228
8.033 Relativity
99
6.042 Mathematics for Computer Science
8.011 Classical Mechancis
214
46
3.012 Fundamentals of Material Science
8.021 Electricity and Magnetism
26
16
CC.802 Electricity and Magnetism
6
18.03 Differential Equations
227
ES.802 Electricity and Magnetism
31
8.13 Experimental Physics I
67
2.03 Dynamics and Control
114
Total: 2750 (2050 unique) users
800 active users a day
22
23. Our experience on campus
• Solid State Chemistry
– Required subject
– Typical “fifth week flag”
rate is 50-70 student
(out of 500)
– With immediate
feedback, multiple
attempts at problems,
rate this term was 3.
24. Other anecdotes
2.01, Intro Statics
7.012, Intro Biology
• All videos made
available online
• Regular lectures
• Regular assignments,
exams
• Unprecedented
“performance”
• All videos made
available online
• Auto-grading capability
• Final results not in but
77% say they would
use system even if not
required
26. Institute-wide taskforce on the future of
education at MIT
• 50 faculty + students + staff, 40 meetings
• Faculty and student surveys
• 20+ departmental presentations
• Preliminary report at
future.mit.edu
• Final report in May
2014
27. Beneficial side-effect: modularity,
flexibility, sharing
• Active classroom in
required introductory
physics class
• Introductory EECS
course: almost all
contact in lab settings,
using automated tutor
• Mech E, EECS subjects
using modules, breaking
terms into pieces
27
28. Broader impact on the campus
• What does the
classroom of the
future include?
• What does the
student residence of
the future include?
28
29. New kinds of learning spaces
• Academic villages
• Hands-on learning
• Maker spaces and
sandboxes
• Studios
29
31. Conclusions
• Online tools enable an epochal leap
towards MIT’s longtime ambition:
learning by doing
• MOOCs are a wonderful outcome
• But make no mistake: online is to
enrich the magic of the residential, not
to replace it
31