A new participative space for MOOCs: overtaking technological to achieve educational education

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Roland, N., Uyttebrouck, E. & Emplit, Ph. (2015). A new participative space for MOOCs: overtaking technological to achieve educational education. Colloque EMOOCs 2015, Mons, 18 au 20 mai.

Education

NEW PARTICIPATIVE SPACE FOR MOOCS
ULB PODCAST | CENTRE DES TECHNOLOGIES AU SERVICE DE L’ENSEIGNEMENT | UNIVERSITÉ LIBRE DE BRUXELLES
OVERTAKING TECHNOLOGICAL EVOLUTION TO ACHIEVE EDUCATIONAL INNOVATION
Nicolas ROLAND | niroland@ulb.ac.be | @nicolasroland
Eric UYTTEBROUCK | eric.uyttebrouck@ulb.ac.be
Philippe EMPLIT | phemplit@ulb.ac.be
EMOOCS 2015, THIRD EUROPEAN MOOCS STAKEHOLDERS SUMMIT

Massive? Present MOOCs face massive participation... dropout

Open? Openness is more and more an illusion

Course? Pedagogical principles are forgotten

Why is the ULB institutional approach adequate for MOOC-design ?
Research-based MOOC design is a natural approach for universities

Step 1 :
Analyze
Step 2 :
Develop
Step 3 :
Implement
Step 4 :
Report
Design-based research? An iterative process

Research-based MOOC storyboarding delivers MOOC scenario
adapted to the users

Pedagogical investment and learning analytics help to prevent
dropout and to improve tools

Qualitative surveys for improving the content
and objectives of the MOOC

This presentation provides an overview of open education. It defines open education as using openly shared educational resources and collaborative approaches to improve educational access and effectiveness. Open education relies on open licensing like Creative Commons to allow legal sharing and reuse of content. The presentation discusses MOOCs, open educational practices, and TU Delft's initiatives in open education including its OpenCourseWare program which provides open online courses and its involvement in MOOCs through partnerships like EdX. TU Delft aims to deliver world-class education to everyone through these open education approaches.

Taking on the dogmatic approach to education with a bit of ‘reclaim open digi...

Martin Hawksey

Presentation for Jisc RSC Scotland Open Education event which was a joint meeting of SMUG, SCOT-BUG, Learning Technologists', Scottish e-Assessment and Open Badges Forums - See more at: http://www.jiscrsc.ac.uk/scotland#sthash.jkd15lXR.dpuf Riffing off of Bret Victor's 'The Future of Programming' this presentation tries to highlight how a less dogmatic approach by embracing an open and connected philosophy can potentially enhance an educational experience. Related post http://mashe.hawksey.info/2013/11/presentation-massive-open-online-courses-open-education-of-course/

Open Education: what, why, where, who, when

Willem van Valkenburg

This document discusses open education and provides an overview of the topic. It defines open education as using open sharing to improve educational access and effectiveness worldwide. Some key points made include: - Open education allows knowledge and expressions to be given without being given away for the first time in human history due to technology. - It benefits learners through lower costs and higher quality resources, and benefits faculty through increased reputation and reaching more learners. - Many open education initiatives are happening around the world, including open textbooks at the University of Minnesota and interactive simulations on the PhET website. - Delft University of Technology has created over 50 MOOCs and published 200 open courseware courses. The document encourages starting open education efforts

A Very Carroty Stick: Promoting VLE Uptake

Clare Thomson

[Action Lab] 4/4 Teaching coding and computer science: a test case for OER

Open Education Global (OEGlobal)

To MOOC or not to MOOC?

Kristy Anamoutou

The document discusses Massive Open Online Courses (MOOCs) and their potential use for corporate training. It begins with definitions of MOOCs and different types of MOOCs. It then reviews the history of distance learning and trends in MOOC adoption based on the Hype Cycle model. While MOOCs saw early hype and growth, completion rates remain low at around 6.8% on average. Major MOOC providers like Coursera, edX, and Udacity are discussed. The presentation considers opportunities and risks of MOOCs for corporate training, as well as open questions around business models, pedagogy, intellectual property, and student identity/credits. Key factors for organizations to consider

Conole open eduation

Grainne Conole

National Teaching Fellow 2012 Grainne Conole gave a webinar on open practices and their implications for education. She discussed the evolution of technologies for education like multimedia, the internet, learning objects, and learning management systems. She also summarized resources on open educational resources including repositories, evaluations, and case studies. Conole argued that while open practices and social media offer opportunities, the potential of these technologies and resources is not fully realized due to a lack of skills, time, and replication of poor pedagogy.

This document provides an overview of massive open online courses (MOOCs) produced by TU Delft Extension School. It discusses TU Delft's motivation for producing MOOCs, including educating students, sharing knowledge, and building reputation. Details are provided about TU Delft's MOOC portfolio, including 16 completed courses and several in development, attracting over 410,000 enrollments total. The document outlines TU Delft's MOOC production process and discusses formats for course videos. Case studies are presented on the impact of a TU Delft MOOC on a student's life and how MOOCs have influenced campus education. Research applications of MOOCs are also mentioned.

Getting started with Open Education

Willem van Valkenburg

TU Delft's Online Learning Experience @ myMPeL

Nelson Jorge

Open Course Design - Open Education Global Conference 2016

Martijn Ouwehand Msc

TU Delft OpenCourseWare presentation

Willem van Valkenburg

Addressing the retention gap in MOOCs

Thea24

Open education TU Delft in the field of Responsible Innovation

TU Delft, Faculty of Technology, Policy and Management

The project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Dutch Ministry of OC&W in order to promote online education. Until 31.12.2016 this project will develop multipurpose online content and create flexible learning paths in Responsible Innovation (RI) for different target groups: - Our on-campus engineering students. - Professionals (engineers/designers/architects and decision makers/executives). This presentation gives an update on the progress so far.

Learn about Moodle

Nick Freear

Moodle is an open-source learning management system (LMS) that provides educators with a flexible online environment for creating course content and engaging students. It was created in 2002 by Martin Dougiamas and is developed and supported by a global community. Moodle takes a social constructivist approach to learning by emphasizing collaboration and positioning learners as teachers. It is less rigid than other LMSs by not just focusing on delivering content to students. Moodle's open-source model means it does not rely on a single vendor for development and support.

[Action Lab] 2/4 Teaching coding and computer science: a test case for OER

Open Education Global (OEGlobal)

This document discusses several initiatives related to open educational resources (OER) in Ireland and Italy. In Ireland, a new coding course is being piloted for secondary students. A Scratch programming program has reached over half of primary and secondary teachers. The University of Limerick runs a technology enhanced learning unit and an online skills campaign. They also organize computing camps for students, one of which received Google funding. In Italy, the D-Fine project aims to set up digital fabrication labs in technical high schools to promote skills among students and small businesses. The labs will offer services to help organizations adopt new technologies and become self-sustaining over time.

Leadership and implementing the Cloud in education

Karl Donert

This document discusses the leadership and management challenges of implementing cloud-based technologies in education. It identifies several issues that educational organizations may face when deciding to move to the cloud, including technological, social, economic, cultural and pedagogical challenges. The document provides guidelines to help leaders and managers in this transition, including understanding the cloud and its potential benefits, recognizing the need for change management, and establishing a digital strategy and pathways for successful implementation. It recommends that leaders seek advice and look to the future to best support cloud-based developments in education.

[Action Lab] 3/4 Teaching coding and computer science: a test case for OER

Open Education Global (OEGlobal)

This document discusses academic and industry alliances and how they can enhance technical education. It provides details on several specific alliance programs including Microsoft Dynamics, NetApp, and Oracle Academy. These programs provide benefits like software, curriculum materials, certifications, and other resources to integrate industry technologies into academic courses. However, there are also challenges to consider like the effort required to integrate new materials, content becoming outdated quickly, and potential vendor lock-in. Overall such alliances can add significant value if managed carefully.

MOOCs the European Way

Welten Institute-Open Universiteit Nederland

Social Virtual Reality: Open Education’s Secret Sauce

Dr Stylianos Mystakidis

Lowering MOOC Production Costs and the Significance for Developing Countries

Brian Mulligan

This document discusses lowering the costs of developing MOOCs and their potential benefits for developing countries. It notes that while traditional MOOCs can be expensive to produce, focusing on reusable open educational resources, simple video production techniques, and scalable communication and assessment tools can significantly reduce costs. The document promotes the moocs4all.eu initiative, which shares low-cost MOOC development methods and has delivered a course on developing MOOCs inexpensively. It argues this approach could enable developing affordable online degree programs featuring free courses and lower-cost proctored exams and assignments.

TACCLE Projects

TheSoFGr

Open educational resources (OER): why they matter

UK Centre for Legal Education

OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.

Delftx voor OWD13

Willem van Valkenburg

TU Delft OpenCourseWare

Willem van Valkenburg

- TU Delft OpenCourseWare started in 2007 with courses from 3 master's programs and now includes 80 courses available online. Courses are based on existing materials from the university's learning management system and are intended for open access without specific target groups. - The project aims to develop online and distance education options based on OpenCourseWare, including fully online degree programs, remedial courses, and resources for international student preparation and developing countries. - Future plans include expanding the number of courses, improving the website, facilitating self-study, and moving from a project to an operationalized online education program.

OpenData lunchpresentatie over mobiel en OpenCourseWare

Willem van Valkenburg

This document summarizes Willem van Valkenburg's presentation on OpenData at Delft University of Technology. The presentation covered TU Delft's mobile app called iTU Delft, which provides information and services to students and staff from iOS, Android and mobile web applications. It also discussed TU Delft's involvement in open educational resources through its OpenCourseWare initiative, which makes course materials freely available online to promote open access to education worldwide. Key points included the benefits of open licensing of educational content, TU Delft's contributions of video content to open platforms like iTunesU and YouTube, and the use of open standards to share courses broadly.

MOOC didactics Matters. A hands-on vision for MOOCs and Connected Learning Pr...

FernUniversität in Hagen

Demand for MOOCs across Europe both among academics and practitioners is high. Our Interest is in bringing up ideas for conceptualizing MOOCs that focus on the learner and the learning community tending to put lower priority on instructional aspects instead promoting pedagogical approaches to use digital chances for problem-oriented learning, interest-driven learning and collaboration. The pMOOC format introduced in this paper puts collaborative online projects in the center of learning. Openness is described by four factors (1) Enrolment, (2) Licensing/OER, (3) Infrastructure, (4) and Pedagogics. Conclusions are that Open Learning Initiatives in Europe have an immense chance for the support of the development of competencies among its learners by bringing practitioners from the field together with students and academia. Therefore MOOCs have to value the diversity of its learners and help learners to develop digital literacies and connecting practices online.

The impact of MOOCs on learning and teaching : the ULB perspective

A new participative space for MOOCs: overtaking technological to achieve educational education

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