Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Road to MOOCs (MOOCs Platforms & Pedagogy) - SWAYAMThiyagu K
Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale. This presentation slides explains the different MOOCs platforms and its pedagogical practices.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
The slides which enhance your learning about MOOCS on what is it and all the necessary information that needs to be known. Hope you will enjoy the slides and hopefully you will learn something!
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Road to MOOCs (MOOCs Platforms & Pedagogy) - SWAYAMThiyagu K
Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale. This presentation slides explains the different MOOCs platforms and its pedagogical practices.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
The slides which enhance your learning about MOOCS on what is it and all the necessary information that needs to be known. Hope you will enjoy the slides and hopefully you will learn something!
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
Beyond Licensing - The social and economic aspects of building an open data c...Paul_Stacey
Keynote presentation for Open Harvest - building a global scientific data commons for agriculture and food. Hosted by AgroKnow in Chania Crete. May 31 - June 1, 2017
Made With Creative Commons webinar as part of TU Delft open business models event for the TU Delft Open & Online Education program. Focus on sustainable business models for decision makers and directors. This presentation followed one given by Mark de Reuver, associate professor and responsible for an X-series around Business Model Innovation at TU Delft.
A brief overview of key strategies organizations use when integrating Creative Commons into their business model. Strategies describe ways in which organizations can do this to become more sustainable.
Presentation given at OEGlobal 17 March 9, 2017 in Cape Town
Made With Creative Commons - Open Business ModelsPaul_Stacey
Presentation given at Open Education Conference in Richmond Virginia describing how organizations use Creative Commons as an integral part of their business to generate economic and social value while successfully operating and sustaining their business.
Creative Commons Open Business Models, Case Studies, & FindingsPaul_Stacey
Presentation given at Open Education Conference 2015 in Vancouver British Columbia, November 19, 2015.
Description: In March of 2015, with support from the Hewlett Foundation, Creative Commons launched an open business model initiative aimed squarely at showing how Creative Commons licenses can, and are, used by business, nonprofits and governments. This initiative emerged out of a need to show how organizations and creators can produce OER and other Creative Commons licensed works in a way that generates social good in sustainable and financially sound ways.
Creative Commons open business model initiative is being done in an interactive community-based way using an open business model canvas and an online community for sharing and discussion. Creative Commons directly collaborates with organizations using a process that supports both autonomous and collaborative design, development of open business model designs, and ensuing analysis of the results.
In this panel presentation, organizations who worked with Creative Commons to generate an open business model will share their experience. They will describe their motivations, explain how they engaged in the Creative Commons open business model process, outline what they learned, and reveal new opportunities and directions they took as a result.
Creative Commons will describe the tools and processes it used and how those tools and processes evolved and changed through community interaction. Latest versions of tools and process will be compared to starting ones and made available to all participants. Analysis insights from both panel organizations and Creative Commons will be shared.
Creative Commons will outline open business models lessons learned, the types and categories of open business models that emerged, and summarize key findings. Next steps, opportunities for participation and future plans will be described.
Attendees of this session will gain:
- an understanding of the open business model initiative and process
- hands on access to the open business model canvas and other tools they can use to develop their own open business model
- knowledge and insights into how open business models work
- strategies and tactics they can incorporate into their own open business model initiative
- the opportunity to get involved in the initiative in an open and collaborative way
Creative Commons Global Summit 2015 - Open Business Models book and Business ...Paul_Stacey
Presentation given at the Creative Commons Global Summit 2015 by Paul Stacey & Sarah Pearson on their open business models book and Fátima São Simão and Teresa Nobre on their Creative Commons Business Toolkit.
Open business models workshop for tech startups and companies at University of Porto Science and Technology Park in Portugal on October 22, 2015. Done as a citizens lab workshop in conjunction with futureplaces.
Interactive idea generation presentation given at TAACCCT-ON in Topeka Kansas 24-Sep-2015. Engages TAACCCT grantees in discussion of current plans and recommendations for long term strategies for legacy building and maximizing impact and ROI of TAACCCT.
Presentation given for TAACCCT grantee Consortium for Healthcare Education Online (CHEO) Faculty Professional Development Workshop. Boulder, Colorado, May 14, 2015.
Large Scale OER - National Success FactorsPaul_Stacey
Presentation given at Open Global Education Conference in Banff Alberta Canada looking at US Dept. of Labor TAACCCT program and Saudi Arabia plans for national OER initiative. April 22, 2015.
Education Innovations with Creative Commons - from OER, to Pedagogy, to PolicyPaul_Stacey
Webinar for WCET during Open Education Week, 12-March-2015.
YouTube video of recorded webcast https://www.youtube.com/watch?v=OWTi-OHPOFg&feature=youtu.be
Webinar given in partnership with Athabasca Universisty for Open Education Week 9-Mar-2015.
Open Educational Resources (OER) often start as pilot projects initiated by early innovators in higher education institutions. Others are initiated by government. Frequently these projects receive some kind of start up funding to get them going. This webinar explores sustainability strategies for making OER an ongoing integrated part of education. Strategies will explore key success factors to consider when implementing an OER initiative, strategies to build reuse in from the start, and strategies for building communities of users and contributors who collectively take on the roles of maintaining and enhancing OER on an ongoing basis. A business model approach to sustainability will also be outlined.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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1. The Pedagogy of MOOCs
2014 EFMD Conference for
Deans & Directors General
30-31-Jan-2014
This presentation is based on my Pedagogy of MOOCs blog post at:
http://edtechfrontier.com/2013/05/11/the-pedagogy-of-moocs
with Paul Stacey
Associate Director of Global Learning
Creative Commons
Except where otherwise noted these materials
are licensed Creative Commons Attribution 4.0 (CC BY)
4. Massive Open Online Courses (MOOCs)
2012
http://nyti.ms/TTn1E7
The MOOC! The Movie by Giulia Forsythe CC BY-NC-SA
5. The Pedagogy of MOOCs
How can you effectively teach thousands of
students simultaneously?
I’m fascinated by the contrast between post-secondary faculty and K-12 teacher contract
agreements that limit class size and the current emergent MOOC aim of having as many
enrollments as possible. What a dichotomy.
How well are MOOC’s doing at successfully
teaching students?
Based on MOOCs equally massive dropout rates having teaching and learning success
on a massive scale will require pedagogical innovation. It’s this innovation, more than
massive enrollments or free that I think make MOOC’s important.
10. Common Features of Early MOOCs
• Open to anyone to participate.
• Some of these early MOOC’s, taught by university
faculty, had tuition paying students taking the course
for university credit who were joined in the the same
class with non-tuition paying, non-credit students who
got to fully participate in a variety of non-formal ways.
Alec Couros pedagogically designed his graduate
course in a way that relies on the participation of noncredit students.
• Other early MOOC’s were solely offered as a form of
informal learning open to anyone for free without a
for-credit component.
• Openly licensed using Creative Commons licenses
11. Pedagogy of cMOOCs
• These early MOOCs, known as connectivist or
cMOOCs, focus on knowledge creation and
generation rather than knowledge duplication.
• In cMOOCs, the learners take a greater role in
shaping their learning experiences than in traditional
online courses.
• Four key characteristics - autonomy, diversity,
openness, and connectedness/interactivity
• Dave Cormier maps out the five steps to success in a
cMOOC – 1. Orient, 2. Declare, 3. Network, 4.
Cluster, 5. Focus.
• Faculty/facilitators focus on fostering a space for
learning connections to occur.
12. Pedagogy of cMOOCs
• PLENK2010 is an unusual course. It does not consist of
a body of content you are supposed to remember.
• The learning in the course results from the activities you
undertake, and will be different for each person.
• This course is not conducted in a single place or
environment. It is distributed across the web. We will
provide some facilities. But we expect your activities to
take place all over the internet. We will ask you to visit
other people’s web pages, and even to create some of
your own.
• This connectivist course is based on four
major types of activity –1. Aggregate,
2. Remix, 3. Repurpose, 4. Feed Forward.
http://connect.downes.ca/how.htm
13. Pedagogy of cMOOCs
• Learning happens within a
network
• Learners use digital platforms
such as blogs, wikis, social
media platforms to make
connections with content,
learning communities and
other learners to create and
construct knowledge.
• Participant blog posts, tweets
etc. are aggregated by
course organizers and shared
with all participants via daily
email, newsletter, forum,
RSS feed, …
My Twitter Social Ego Networks by David Rodrigues CC BY-NC-SA
Social Learning
14. In those early pioneering days
MOOCs were exciting for their
pedagogy!
Even the courses were about
innovative pedagogy – Social
Media & Open Education,
Connectivism, Personal Learning
Environments, Learning
Analytics, …
21st century Learner by Giulia Forsythe CC BY-NC-SA
15. • In 2011 MOOC’s migrated to the US with Jim Groom’s
DS106 Digital Storytelling at the University of Mary
Washington in Virginia.
• DS106 is a credit course at UMW, but you can also be an
“open participant“.
http://ds106.us
16. New Pedagogical Directions
• Rather than assignments
created by faculty, ds106
course assignments are
collectively created by
course participants over all
offerings of the course.
• The Assignment Bank is
online and anyone can
access it.
• Having course participants
collectively build course
assignments for use by
http://assignments.ds106.us
students in future classes is
a hugely significant
pedagogical innovation.
17. • ds106 is the first ever
online course with its own
radio station - ds106 radio
• The pedagogical potential
of a course radio station is
an exciting but relatively
unexplored opportunity.
http://ds106.us/ds106-radio
18. MOOCs Go Massive
• Fall of 2011 Stanford Engineering professors offered three
of the school’s most popular computer science courses for
free online as MOOCs – Machine Learning, Introduction to
Artificial Intelligence, and Introduction to Databases
• Introduction to Artificial Intelligence course offered free and
online to students worldwide from October 10th to
December 18th 2011 was the biggest surprise
• Taught by Sebastian Thrun and Peter Norvig this course
really was massive attracting 160,000 students from over
190 countries
https://www.ai-class.com
19. Stanford MOOC Pedagogy
• Pedagogically a step backward
• Watch video lecture recordings, read course
materials, complete assignments, take quizzes and
an exam
• Gone were the rich pedagogical innovations from
earlier MOOC’s
• Simply migrated campus-based didatic methods of
teaching to the online environment
• Absence of any effort to utilize the rich body of
research on how to teach online effectively
• While didactic, lecture based methods of teaching
have long been the mainstay of bricks and mortar
schools we know that this method of teaching does
not transfer well to online
20. https://www.udacity.com
• Sebastian Thrun leaves Stanford and raises venture
capital to launch Udacity
• Mission to bring accessible, affordable, engaging, and
highly effective higher education to the world.
21. Pedagogy of Udacity
• Udacity courses include lecture videos, quizzes and
homework assignments.
• Multiple short (~5 min.) video sections make up each
course unit.
• All Udacity courses are made up of distinct units = a
week’s worth of instruction and homework.
• Since Udacity enrollment is open, you can take as
long as you want to complete.
• Udacity courses include discussion forums and a wiki
for course notes, additional explanations, examples
and extra materials.
• Each course has an area where instructors can make
comments but the pedagogical emphasis is on selfstudy.
22. Pedagogy of Udacity
• Udacity courses do have an informal discussion
forum where students can post any ideas and
thoughts they have about the course, ask questions,
and receive feedback from other students
• Free participation is non-credit
• A few courses can be taken for credit (from California
institutions) for a fee
• Udacity offers job placement service in partnership
with various employers
23. https://www.edx.org/
• Late December 2011 MIT announced edX
• Aim of letting thousands of online learners take
laboratory-intensive courses, while assessing their
ability to work through complex problems, complete
projects, and write assignments.
• October 2013, 76 courses, 29 partners
24. Pedagogy of edX
• As with other MOOC style offerings edX students
won’t have interaction with faculty or earn credit
toward an MIT degree.
• For a small fee students can take an assessment
which, if successfully completed, will provide them
with a certificate from edX.
• edX offers honor code certificates, ID verified
certificates, and XSeries certificates (successfully
completing a series of courses)
• edX platform used to conduct experiments on how
students learn and how faculty can best teach.
Assessing course data, from mouse clicks to time
spent on tasks, to evaluating how students respond
to various assessments.
25. Pedagogy of edX
• Initial edX aim was to improve teaching and learning
of tuition paying on-campus students. Have revised
aim to developing best practices to enhance the
student experience and improve teaching and
learning both on campus and online
• Pedagogy very similar to Udacity
• Regrettably the rich body of research about online
learning is not being used
• Focus of edX so far is not on pedagogy but on
engineering an open source MOOC platform
26. • April 2012 Stanford computer science professors
Andrew Ng and Daphne Koller launch Coursera as an
educational technology company offering MOOCs.
• Oct 2013 have 5,112,216 Courserians, 461 courses,
and 91 partners
27. Pedagogy of Coursera
• Video lectures, mastery learning, and peer assessment.
• Retrieval and testing for learning. Interaction = the video
frequently stops, and students are asked to answer a
simple question to test whether they are tracking the
material.
• Coursera provides university partners with a flipped
classroom. MOOC handles the lecture, course reading,
some assessment & peer-to-peer interaction for campusbased tuition paying students. On-campus activities
focused more on active learning & instructor help.
• Non-tuition paying open participants have no active
learning component. Students are tossed a tidbit of social
learning in the form of discussion forums.
28. MOOCs, Walled Gardens, Analytics and Network: Multi-generation pedagogical innovations by Giulia Forsythe CC BY-NC-SA
xMOOCs use objectivist and behaviourist methods of
teaching and learning.
29. Are MOOCs Really Open?
No, all rights reserved.
Partial, CC BY-NC on some
No, non-OER license.
Yes, CC BY or CC BY-SA
No, all rights reserved.
No, all rights reserved.
Note: some institutions using CC anyway.
Most MOOCs are open only in the sense of free enrollment.
30. Recommendations for MOOC Pedagogy
• Learning is not just acquiring a body of knowledge and
skills. Learning happens through relationships.
• Online learning pedagogies can be incredibly social
even more so than campus-based courses - MOOCs
should use this long-standing practice
• The best online pedagogies are those that use the open
web and relationship to mine veins of knowledge,
expertise, and connections between students, between
students and the instructor, and between students and
others on the open web.
• Socio-constructivist and connectivist learning theories
acknowledge and embrace the social nature of learning.
• Use social learning including blogs, chat, discussion
forums, wikis, and group assignments.
31. Recommendations for MOOC Pedagogy
• Use peer-to-peer pedagogies over self study. We
know this improves learning outcomes. The cost of
enabling a network of peers is the same as that of
networking content – essentially zero.
• Be as open as possible. Use open pedagogies that
leverage the entire web not just the specific content
in the MOOC platform.
• Use OER and openly license your resources using
Creative Commons licenses in a way that allows
reuse, revision, remix, and redistribution.
• Leverage massive participation – have all students
contribute something that adds to or improves the
course overall.
32. Practical Institution Recommendations
• Organize an inter-disciplinary group/committee to
evaluate MOOC options and recommend a particular
MOOC provider/platform
• Define purpose of doing MOOCs
• Design a MOOC pedagogical strategy
• Initial MOOCs may come from academic areas
already engaged in online learning – commerce,
medicine, …
• Alternatively MOOCs could showcase courses that
highlight what makes instituion special and unique
33. Four Barriers That MOOCs Must
Overcome To Build a Sustainable Model
Phil Hill http://mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model
Need pedagogically based business models.
34. Paul Stacey
Creative Commons
web site: http://creativecommons.org
e-mail: pstacey@creativecommons.org
blog: http://edtechfrontier.com
presentation slides: http://www.slideshare.net/Paul_Stacey
https://www.facebook.com/creativecommons
http://creativecommons.org/weblog