The document outlines a proposed 6-hour workshop on designing blended MOOCs. It includes both online pre-work and an in-person workshop. The online pre-work involves participants completing a survey about their teaching experiences and interests in blended learning. During the in-person workshop, participants will identify characteristics of MOOCs, find relevant MOOC resources, and develop strategies for integrating MOOCs into their own teaching. The workshop utilizes group discussions, online videos, and hands-on activities to help participants meet the learning outcomes.
OpenEd 2.0 Designing for participatory learning In open educational environmentsAndreas Meiszner
The document outlines the objectives and workplan for the openED 2.0 project, which aims to develop experimental approaches for participatory learning within open educational environments. The 33-month project involves 10 work packages, including developing organizational, technical, and learning frameworks; running 3 consecutive course pilots; quality assurance; dissemination; and developing a sustainability framework. The goals are to promote continuity, community building, and evolutionary growth of open educational resources and learning communities.
Emoocs2017 who wants to chat on a mooc v1.2Rémi Bachelet
Peer recommender systems (PRS) in MOOCs have been shown to help re-ducing attrition and increase performance of those who use them. But who are the students using them and what are their motivations? And why are some students reluctant to use them? To answer these questions, we present a study where we implemented a chat-based PRS that has been used during a MOOC session involving 6,170 students. Our analyses indicate that PRS-users are students unsatisfied by other means of interactions already availa-ble (forums, social networks…), and that they seem to use it more to share emotions than to learn together, or to assess their progression against their peers.
Its 4 WEEK MOOC on Cooperative Learning Pedagogy which is developed under online mentoring program of UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning.
Its free of Cost Course. It aims at promoting the use of cooperative learning for quality education at school, college & university level. As we know that Cooperative learning (CL) has been described as one of the most widely investigated educational approaches (Slavin, 1996).
In Modern day teaching learning process, the role of a teacher needs to be as a facilitator of children’s learning. Cooperative learning strategies are also providing structure in which students have an opportunity to raise logical questions, discuss the content with his peer group, and imitate higher order thinking, critical evaluation of idea, etc. in team work.
This project would focus on introduction of cooperative learning as learner centered pedagogy as new approach to quality education. Theoretical concept of cooperative learning, related terms and strategies will be discussed with the learners. Out of various strategies of cooperative learning, two main strategies Jigsaw and STAD (which are used across the world in different subjects) will be discussed with learners along with its various steps of implementation. Advantages of both strategies will also be shared with the learners. After going through the course learners will be able to develop and execute plan for use of these strategies in their classroom. Learned material can be integrated in teaching-learning process and make learning more practical and enjoyable.
The document summarizes a project annual review presentation on the status of Work Package 4 (WP4) regarding service deployment and validation. WP4 aims to produce 17 short massive open online courses (sMOOCs) across 9 hubs, 5 platforms, and 6 languages. Specific objectives for year 2 include improving quality, reaching participation goals, increasing teacher participation and communities, expanding across languages, and enlarging the participant questionnaire sample. Methodologies include collaboration between work packages, agile improvement processes, and capitalizing on iterations. Results included deploying 22 sMOOCs reaching 42,000 users across languages and preparing e-teacher sMOOCs for year 3.
ECO MOOC offering at decentralised MOOC level: services on pedagogical approa...EADTU
Presentation by Divina Frau-Meigs (U Paris 3-Sorbonne) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
The document describes the planning process for developing a MOOC course on technology entrepreneurship by an edu4change4development team. The team organized into subteams to define tasks. They identified needs of students and tutors which were categorized into primary and secondary functionalities. An initial sketch of the MOOC structure and prototype were created. Platforms were analyzed and compared. An outline for a 6-week course was drafted along with visual sketches of the user experience.
The OpenUpED Quality Framework in Action: How well does the “Learning to Lear...Beck Pitt
"The OpenUp Ed Quality Framework in Action: How well does the "Learning to Learn" MOOC stack up?" was presented at the BizMOOC conference "Upgrading Business Competence Globally for Today and Tomorrow" at Krakow University of Economics on 9 November 2018. See: http://bizmooc.uek.krakow.pl/?page_id=4201
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
OpenEd 2.0 Designing for participatory learning In open educational environmentsAndreas Meiszner
The document outlines the objectives and workplan for the openED 2.0 project, which aims to develop experimental approaches for participatory learning within open educational environments. The 33-month project involves 10 work packages, including developing organizational, technical, and learning frameworks; running 3 consecutive course pilots; quality assurance; dissemination; and developing a sustainability framework. The goals are to promote continuity, community building, and evolutionary growth of open educational resources and learning communities.
Emoocs2017 who wants to chat on a mooc v1.2Rémi Bachelet
Peer recommender systems (PRS) in MOOCs have been shown to help re-ducing attrition and increase performance of those who use them. But who are the students using them and what are their motivations? And why are some students reluctant to use them? To answer these questions, we present a study where we implemented a chat-based PRS that has been used during a MOOC session involving 6,170 students. Our analyses indicate that PRS-users are students unsatisfied by other means of interactions already availa-ble (forums, social networks…), and that they seem to use it more to share emotions than to learn together, or to assess their progression against their peers.
Its 4 WEEK MOOC on Cooperative Learning Pedagogy which is developed under online mentoring program of UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning.
Its free of Cost Course. It aims at promoting the use of cooperative learning for quality education at school, college & university level. As we know that Cooperative learning (CL) has been described as one of the most widely investigated educational approaches (Slavin, 1996).
In Modern day teaching learning process, the role of a teacher needs to be as a facilitator of children’s learning. Cooperative learning strategies are also providing structure in which students have an opportunity to raise logical questions, discuss the content with his peer group, and imitate higher order thinking, critical evaluation of idea, etc. in team work.
This project would focus on introduction of cooperative learning as learner centered pedagogy as new approach to quality education. Theoretical concept of cooperative learning, related terms and strategies will be discussed with the learners. Out of various strategies of cooperative learning, two main strategies Jigsaw and STAD (which are used across the world in different subjects) will be discussed with learners along with its various steps of implementation. Advantages of both strategies will also be shared with the learners. After going through the course learners will be able to develop and execute plan for use of these strategies in their classroom. Learned material can be integrated in teaching-learning process and make learning more practical and enjoyable.
The document summarizes a project annual review presentation on the status of Work Package 4 (WP4) regarding service deployment and validation. WP4 aims to produce 17 short massive open online courses (sMOOCs) across 9 hubs, 5 platforms, and 6 languages. Specific objectives for year 2 include improving quality, reaching participation goals, increasing teacher participation and communities, expanding across languages, and enlarging the participant questionnaire sample. Methodologies include collaboration between work packages, agile improvement processes, and capitalizing on iterations. Results included deploying 22 sMOOCs reaching 42,000 users across languages and preparing e-teacher sMOOCs for year 3.
ECO MOOC offering at decentralised MOOC level: services on pedagogical approa...EADTU
Presentation by Divina Frau-Meigs (U Paris 3-Sorbonne) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
The document describes the planning process for developing a MOOC course on technology entrepreneurship by an edu4change4development team. The team organized into subteams to define tasks. They identified needs of students and tutors which were categorized into primary and secondary functionalities. An initial sketch of the MOOC structure and prototype were created. Platforms were analyzed and compared. An outline for a 6-week course was drafted along with visual sketches of the user experience.
The OpenUpED Quality Framework in Action: How well does the “Learning to Lear...Beck Pitt
"The OpenUp Ed Quality Framework in Action: How well does the "Learning to Learn" MOOC stack up?" was presented at the BizMOOC conference "Upgrading Business Competence Globally for Today and Tomorrow" at Krakow University of Economics on 9 November 2018. See: http://bizmooc.uek.krakow.pl/?page_id=4201
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Debemos entender en primer lugar, que el modelo de intervención en crisis, como bien lo dice su nombre, dice relación con situaciones extremas y de riesgo, en lo cual se hace muy necesaria una respuesta inmediata frente a estas determinadas instancias.
Este modelo de intervención, además, “se basa principalmente en la disminución del estrés, de la presión que padece una persona cuando se encuentra ante un acontecimiento vital que desestabiliza su equilibrio normal, siendo el objetivo ayudarle a reestabilizar y reorganizar dicho equilibrio mediante la potenciación de sus capacidades adaptativas y de respuesta (1).
“Los problemas radican en general en situaciones nuevas que el individuo no puede manejar rápidamente con los mecanismos de superación y defensa que el posee en la vida cotidiana”.
A partir de toda esta explicación con un sentido más teórico acerca de lo que supone este tipo de modelo surgen cuestionamientos lógicos ¿Cómo poder generar conocimiento certero acerca de los parámetros que pueden definir un momento de crisis? y por otra parte, ¿será efectiva esta forma de intervención en las personas tal como se plantea desde lo teórico?
This document describes an IoT-based home automation solution. It aims to transform living spaces by leveraging internet-of-things technologies to deliver simple, sustainable and affordable automation solutions controlled via a mobile app. The solution uses a layered approach with electronics, communication and cloud computing layers. It provides benefits like safety from hazards, energy savings from remote control and monitoring, and convenience of remote home management. The technology is designed, developed and supported in India. Case studies demonstrate successful installations and cost savings over alternatives.
The document outlines a survey about bullying that aims to identify bullying, generate claims against it, and provide support for student victims. It asks questions about what bullying is, its different forms, who is affected, where it occurs, and what cyberbullying is. The survey also inquires if respondents have experienced bullying, how many times, and the characteristics of bullies and victims. It suggests ways to stop bullying such as childhood education, teaching values, family support, and addressing incidents at home and school. The survey is hosted on a website to provide help for those suffering from bullying.
This document discusses various types of bias, confounding, and causation that can occur in epidemiological studies. It defines a confounder as a variable that is associated with the exposure and affects the outcome but is not in the causal pathway. Three main types of bias are described: selection bias, information bias, and confounding. Specific biases like recall bias, observer bias, and non-respondent bias are explained. Methods for controlling confounding like matching, stratification, and multivariate analysis are also outlined. The document concludes by discussing Hill's criteria for determining a causal association and threats to the internal and external validity of experimental studies.
Les microservices sont les dernières architectures à la mode, certains disent que c’est la suite logique des architectures SOA dans un environnement agile. Microsoft au travers de sa plateforme Cloud Azure, propose toute une série d’outils, de services managés pour construire et déployer vos architectures microservices. Découvrons ensemble les différentes solutions d’Azure : Azure Container Service, Docker, Service Fabric, App Service, ainsi que leurs avantages et leurs inconvénients.
Here are the components I predict each phrase came from:
1. We hypothesized that... Introduction
2. The sample size was 50 patients. Materials and methods
3. As shown in Figure 1,... Results
4. These findings have important implications... Discussion
5. In conclusion,... Conclusions
Judge Keith Self traveled from Collin County, Texas to Austin, Texas from September 4-5, 2014 to attend an updated stakeholder committee meeting. The travel expenses included $257.60 for driving his personal vehicle at the mileage reimbursement rate of $0.56 per mile, $200 for a hotel, and $12 for parking. The total estimated travel costs were $470.60.
[Revit + Robot] Nhà phố 4x20 - Nguyễn Thế TàiHuytraining
Bạn: Nguyễn Thế Tài chia sẽ công trình thực tế của mình
Công trình nhà Nhố dạng 4x20
Bạn kết hợp giữa Revit Architecture, Revit Structure và Robot Structural để ra được sản phẩm này
Bạn là học viên online các khóa học
Revit Structure
http://goo.gl/RjDleZ
http://goo.gl/gX1ORZ
Robot Structural
http://goo.gl/YigdIV
http://goo.gl/cFkNJH
Các bạn có thể xem bài các học viên khác ở đây
http://goo.gl/ED6Z1m
Hướng dẫn chuyển Robot Structural 2017 sang Tiếng ViệtHuytraining
Hiện này, phần mềm Robot Structural càng ngày càng phổ biến trên thế giới, nhưng ở Việt Nam tiếp cận phần mềm này rất khó vì một phần là do rào cảng về ngôn ngữ
Để giúp các bạn có thể vượt qua rào cản này bạn Nguyễn Hữu Lực đã chuyển toàn bộ giáo trình tiếng việt Robot Structural của Huytraining thành tiếng việt cho các bạn dễ học.
Link giáo trình Robot Structural các bạn có thể tìm thấy ở đây (miễn phí)
http://robot.huytraining.com/thu-vien/robot-structural-giao-trinh-robot-structural-2015-2016/
Các bạn có điều kiện tham gia khóa học online tại đây
http://www.huytraining.com/course/khoa-hoc-online-robot-structural-analysis-professional-2015-tap-1
http://www.huytraining.com/course/khoa-hoc-online-robot-structural-analysis-professional-2016-tap-2-thiet-ke-be-tong-cot-thep-2
Chúc các bạn mau chóng làm chủ phần mềm này
Link down ở đây
http://robot.huytraining.com/thu-vien/chuyen-robot-structural-thanh-tieng-viet/
Người vẽ: Nguyễn Văn Khánh
Hướng dẫn: Nguyễn Hoàng Anh
Home: www.facebook.com\hoanganhtraining
Company: www.huytraining.com
Các bạn xem các bài của các học viên khác tại đây
http://www.huytraining.com/thu-vien/revit-tong-hop-bai-tap-cua-cac-hoc-vien-tai-huytraining.html
Link tham gia khóa học tại đây
http://www.huytraining.com/khoa-hoc-offline/khoa-hoc-revit-structure-revit-ket-cau-tai-huy-training.html
This document provides case studies and zoning plans for the Wave Mall in Noida, India. It includes:
1) Details on the site location and dimensions, building height and area, parking provision, and zoning plans for each floor outlining circulation, retail spaces, food courts, and other amenities.
2) Analysis of the zoning plans noting the hierarchy of circulation, optimal distribution of space for tenants, and positioning of anchor stores.
3) Additional information on the multiplex sizes, capacities, and location across floors as well as analysis of toilet provision and traffic flow for the multiplexes.
Company: www.Huytraining.com
Home: www.Facebook.com/Hoanganhtraining
Address: www.Facebook.com/Huytraining
Tham gia khóa học tại đây
http://www.huytraining.com/khoa-hoc-offline/khoa-hoc-revit-structure-revit-ket-cau-tai-huy-training.html
---------------------------------------------
Tài liệu Revit kết cấu tiếng Việt tại Huytraining
Giáo trình Revit Structure Tiếng Việt
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/
Debemos entender en primer lugar, que el modelo de intervención en crisis, como bien lo dice su nombre, dice relación con situaciones extremas y de riesgo, en lo cual se hace muy necesaria una respuesta inmediata frente a estas determinadas instancias.
Este modelo de intervención, además, “se basa principalmente en la disminución del estrés, de la presión que padece una persona cuando se encuentra ante un acontecimiento vital que desestabiliza su equilibrio normal, siendo el objetivo ayudarle a reestabilizar y reorganizar dicho equilibrio mediante la potenciación de sus capacidades adaptativas y de respuesta (1).
“Los problemas radican en general en situaciones nuevas que el individuo no puede manejar rápidamente con los mecanismos de superación y defensa que el posee en la vida cotidiana”.
A partir de toda esta explicación con un sentido más teórico acerca de lo que supone este tipo de modelo surgen cuestionamientos lógicos ¿Cómo poder generar conocimiento certero acerca de los parámetros que pueden definir un momento de crisis? y por otra parte, ¿será efectiva esta forma de intervención en las personas tal como se plantea desde lo teórico?
This document describes an IoT-based home automation solution. It aims to transform living spaces by leveraging internet-of-things technologies to deliver simple, sustainable and affordable automation solutions controlled via a mobile app. The solution uses a layered approach with electronics, communication and cloud computing layers. It provides benefits like safety from hazards, energy savings from remote control and monitoring, and convenience of remote home management. The technology is designed, developed and supported in India. Case studies demonstrate successful installations and cost savings over alternatives.
The document outlines a survey about bullying that aims to identify bullying, generate claims against it, and provide support for student victims. It asks questions about what bullying is, its different forms, who is affected, where it occurs, and what cyberbullying is. The survey also inquires if respondents have experienced bullying, how many times, and the characteristics of bullies and victims. It suggests ways to stop bullying such as childhood education, teaching values, family support, and addressing incidents at home and school. The survey is hosted on a website to provide help for those suffering from bullying.
This document discusses various types of bias, confounding, and causation that can occur in epidemiological studies. It defines a confounder as a variable that is associated with the exposure and affects the outcome but is not in the causal pathway. Three main types of bias are described: selection bias, information bias, and confounding. Specific biases like recall bias, observer bias, and non-respondent bias are explained. Methods for controlling confounding like matching, stratification, and multivariate analysis are also outlined. The document concludes by discussing Hill's criteria for determining a causal association and threats to the internal and external validity of experimental studies.
Les microservices sont les dernières architectures à la mode, certains disent que c’est la suite logique des architectures SOA dans un environnement agile. Microsoft au travers de sa plateforme Cloud Azure, propose toute une série d’outils, de services managés pour construire et déployer vos architectures microservices. Découvrons ensemble les différentes solutions d’Azure : Azure Container Service, Docker, Service Fabric, App Service, ainsi que leurs avantages et leurs inconvénients.
Here are the components I predict each phrase came from:
1. We hypothesized that... Introduction
2. The sample size was 50 patients. Materials and methods
3. As shown in Figure 1,... Results
4. These findings have important implications... Discussion
5. In conclusion,... Conclusions
Judge Keith Self traveled from Collin County, Texas to Austin, Texas from September 4-5, 2014 to attend an updated stakeholder committee meeting. The travel expenses included $257.60 for driving his personal vehicle at the mileage reimbursement rate of $0.56 per mile, $200 for a hotel, and $12 for parking. The total estimated travel costs were $470.60.
[Revit + Robot] Nhà phố 4x20 - Nguyễn Thế TàiHuytraining
Bạn: Nguyễn Thế Tài chia sẽ công trình thực tế của mình
Công trình nhà Nhố dạng 4x20
Bạn kết hợp giữa Revit Architecture, Revit Structure và Robot Structural để ra được sản phẩm này
Bạn là học viên online các khóa học
Revit Structure
http://goo.gl/RjDleZ
http://goo.gl/gX1ORZ
Robot Structural
http://goo.gl/YigdIV
http://goo.gl/cFkNJH
Các bạn có thể xem bài các học viên khác ở đây
http://goo.gl/ED6Z1m
Hướng dẫn chuyển Robot Structural 2017 sang Tiếng ViệtHuytraining
Hiện này, phần mềm Robot Structural càng ngày càng phổ biến trên thế giới, nhưng ở Việt Nam tiếp cận phần mềm này rất khó vì một phần là do rào cảng về ngôn ngữ
Để giúp các bạn có thể vượt qua rào cản này bạn Nguyễn Hữu Lực đã chuyển toàn bộ giáo trình tiếng việt Robot Structural của Huytraining thành tiếng việt cho các bạn dễ học.
Link giáo trình Robot Structural các bạn có thể tìm thấy ở đây (miễn phí)
http://robot.huytraining.com/thu-vien/robot-structural-giao-trinh-robot-structural-2015-2016/
Các bạn có điều kiện tham gia khóa học online tại đây
http://www.huytraining.com/course/khoa-hoc-online-robot-structural-analysis-professional-2015-tap-1
http://www.huytraining.com/course/khoa-hoc-online-robot-structural-analysis-professional-2016-tap-2-thiet-ke-be-tong-cot-thep-2
Chúc các bạn mau chóng làm chủ phần mềm này
Link down ở đây
http://robot.huytraining.com/thu-vien/chuyen-robot-structural-thanh-tieng-viet/
Người vẽ: Nguyễn Văn Khánh
Hướng dẫn: Nguyễn Hoàng Anh
Home: www.facebook.com\hoanganhtraining
Company: www.huytraining.com
Các bạn xem các bài của các học viên khác tại đây
http://www.huytraining.com/thu-vien/revit-tong-hop-bai-tap-cua-cac-hoc-vien-tai-huytraining.html
Link tham gia khóa học tại đây
http://www.huytraining.com/khoa-hoc-offline/khoa-hoc-revit-structure-revit-ket-cau-tai-huy-training.html
This document provides case studies and zoning plans for the Wave Mall in Noida, India. It includes:
1) Details on the site location and dimensions, building height and area, parking provision, and zoning plans for each floor outlining circulation, retail spaces, food courts, and other amenities.
2) Analysis of the zoning plans noting the hierarchy of circulation, optimal distribution of space for tenants, and positioning of anchor stores.
3) Additional information on the multiplex sizes, capacities, and location across floors as well as analysis of toilet provision and traffic flow for the multiplexes.
Company: www.Huytraining.com
Home: www.Facebook.com/Hoanganhtraining
Address: www.Facebook.com/Huytraining
Tham gia khóa học tại đây
http://www.huytraining.com/khoa-hoc-offline/khoa-hoc-revit-structure-revit-ket-cau-tai-huy-training.html
---------------------------------------------
Tài liệu Revit kết cấu tiếng Việt tại Huytraining
Giáo trình Revit Structure Tiếng Việt
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/
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.
This document discusses the use of Google Drive to facilitate collaboration on teaching portfolios between workshops. The author held a series of workshops to help faculty develop teaching portfolios but found low participation between sessions. To address this, Google Drive was introduced to allow participants to collaboratively write and provide feedback on portions of their portfolios online. While this afforded asynchronous interaction, one participant noted it was still difficult to prioritize portfolio work without firm deadlines. The author reflects on integrating technology into the workshops and seeks to better understand how to engage participants through collaborative online tools.
Fully Online Learning Community (FOLC) Model: FOLC Concepts and Process - Des...rolandv
Participants will explore the use of open digital technology tools for the initial creation and co-creation of the digital space within which learning will occur.
Concepts discussed will include:
● Open Educational Resources
● Principles of Digital Technology Comfort and Usage
● Digital Technology Affordances
● Small group scaffolding for emotional, cognitive and critical discourse
Teaching And Learning Models in MOOCs
Dr. Eisa rezaei
PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir
Teaching And Learning Models in MOOCs
The pedagogy of the MOOC
cMOOC
Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning.
xMOOC
Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment.
bMOOC
blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context
quasi-MOOCs
Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MIT’s OpenCourseware (OCW). They consist of “open education resources” supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
EDEN 2015 - EMMA workshop "An introduction to MOOC design"EUmoocs
This document discusses various factors to consider when designing a MOOC, including:
- Determining the purpose and target audience of the MOOC
- Choosing a topic and finding instructors
- Planning the content, interactions, and instructor presence
- Designing learner activities and assessments
- Creating and acquiring content in appropriate formats and languages
- Promoting and sharing the MOOC
- Iteratively improving the MOOC based on user feedback
It provides examples from existing MOOCs on topics like digital culture, cultural heritage, and computer science. The document also poses discussion questions about instructor involvement, presenter roles, engagement strategies, and resources for MOOC design.
This document outlines the agenda and content for a workshop on re-evaluating online teaching. The workshop aims to enable reflection on learning and teaching experiences, articulate characteristics of good learning, and develop strategies for effective course design, evaluation, and sharing of good practices. The agenda includes discussions of what constitutes good learning, the importance of e-learning, emerging technologies, and strategies for collaborative learning and course evaluation. Resources on open educational practices and a taxonomy of MOOCs are also presented and discussed.
This document discusses perspectives on MOOCs and their usefulness in various contexts. It provides an overview of what MOOCs are and why people take them, such as to learn new skills or for personal enrichment. It discusses different types of learning MOOCs can provide and completion rates. Benefits of MOOCs include accessing experts, building networks, and supplementing gaps in educational provision. MOOCs can be used by creating your own, using existing ones, or wrapping MOOCs with additional support. Researching MOOCs provides opportunities to improve design and understand online learning. MOOCs can also inform classroom learning designs through flipped or blended models.
#LearnPAd prototype early validation - feedbacks from end usersAndrea Sergiacomi
The document describes an early validation of the Learn PAd e-learning platform prototype involving end-users from two case studies. Feedback was collected through a quantitative questionnaire and focus group discussion. The focus group provided comments on various topics which were categorized in a spreadsheet. Next steps include refining existing models for the case studies, providing additional recommender content, multimedia learning materials, and description texts. Risks identified from the feedback include a lack of overview information, grouping of models, and ensuring accurate terminology is used.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This document summarizes a presentation about the Learning2gether initiative, which facilitates online professional development events. It discusses:
1) How Learning2gether has hosted over 200 events since 2011 on topics such as connectivist learning and using games like Minecraft for education.
2) How participants in Learning2gether events learn from each other through discussion and sharing experiences in a community of practice model.
3) Examples of how Learning2gether has experimented with MOOC models and gamification to provide engaging and interactive professional development for educators.
This document discusses a workshop on sMOOCs (small MOOCs) held in Barcelona. It includes an agenda for the workshop with time allocated for presentations and discussion. The ECO project is presented, which aims to create open online courses using mobile and ubiquitous technologies to improve access. Key aspects discussed include the pedagogical model, assessment and certification processes in sMOOCs, and strategies for incorporating new participants and ensuring inclusion.
Online learning for MOOC team developersNelson Jorge
This document outlines an agenda for a presentation on online learning and MOOCs. The presentation covers the pedagogy of MOOCs, how to plan a MOOC by defining objectives and activities, leveraging a MOOC, and an introduction to the edX online learning platform. It discusses designing online learning activities, the importance of community for online students, and different types of MOOCs and assessments that can be used on edX.
Similar to FINAL REVISION TLC ASSIGNMENT 4 LESSON PLAN (20)
1. Jin 1
RevisionDesigningforBlendedMOOCs Workshop– 10~20 Participants – 6 Hours (360 mins)
ETLD MED students
BelindaJin
Potential Audiences:
● Instructors
● TAs
● Staffs
Time Frame Estimate: 6 hoursintotal withboth the online andclassroomcomponents
WorkshopGoal:
● To developastrategytoimplementMOOCsasa componentof a blendedcourse
WorkshopOutcomes:
Participantswill be able to:
● Identifythe characteristicsof MOOCs
● Findthe relevantresourcesonMOOCplatforms
● DevelopideasorstrategiesforintegratingMOOCs basedontheirownneeds intheirteaching
ONLINE
Before Workshop Starts
Participants Resources Time
20
MINS
Sendwelcome emailstoparticipants,whohave signedtheir
name inthe interestsheetson DEMOfestNovember22nd
.Send
welcome emailstoparticipantsthroughTeachingandLearning
Centermail list. Include areminderaboutbringingtheirlaptop
and syllabus,and workshop instructions.
PostinstructionsforCanvasWiKi Page.
ReadCanvas syllabus MessaginginstructionsviaCanvassite 10
P (pre-assessment) Askparticipantstocomplete online survey
on Canvas.
● What course are youteaching?
● Have you considered developingablendedcourse?
Yes/No
● If yes,whydo youwant to create a blendedcourse for
your students?
● What were the keygoalsor outcomesof yourinquiry
and blendedcourse?
● In comparisontothe interactionyouexperiencedwith
your studentsinotherregularcourses(non-blended
courses),howwouldyoudescribe the
Fill inthe survey
questions
ProvidingPre-workshopsurvey inCanvassite 10
2. Jin 2
QUANTITY/AMOUNTof interactionexperiencedwith
blendedcourses:
(Increased/somewhatincreased/no
difference/somewhatdecreased/decreased).
● Whichof the following onlinecomponents have you
usedinyour classesandhowuseful have theybeen?
(ThiswasNot usedformy course and myteaching---
Thiswas usedformy course and my teaching)
i) Videos
ii) Instructional materials
iii) Simulationsoftware
iv) Assignments(online tasksandactivities)
v) Forums(fordiscussion)
vi) Blogs
● How strongly doyouagree or disagree withthe
followingstatementsonblended/online experiences
(Stronglydisagree ---- stronglyagree)
● Have you evertakena MOOC course (Massive Open
Online Course) before?If so,whichplatform didyou
use,forexample,Coursera?EdX?orUdacity?Or
others?
F2F TLC Seminar Rm
Objective 1&2:
1. Identify the characteristics of MOOCs
2. Find relevant resources on MOOC platforms
Participants Resources Time
2
HRS
Welcome andintroduce the blendedworkshop
Identifythe objectivesof this6hours blended
workshop:
● Identifythe characteristicsof MOOCs
● Conductresearchto findrelevantresources
(courses) onMOOC platforms
● Developideasorstrategiesforintegrating
MOOCs basedontheirownneeds intheir
teaching
Reviewthe course
syllabus
5
3. Jin 3
ACTIVITY:
Askparticipantstogenerallyintroducethemselves:
Introduce themselves
to each otherandget
to knoweachother
10
B (bridge)/P (pre-assessment)
Summarize the online surveyresults andkeyconcepts
and connectto thisworkshop
Questions?
Reviewparticipants
online surveyresults
5
Objective 1: Identifythe characteristics ofMOOCs
Introduce:
● What are MOOCs?
● Historyof MOOCs (cMOOCs to xMOOCs)
● The goals of the workshopto identifythe
characteristicsof MOOCs
● Showsome of the MOOC platforms(suchas
Cousera,edx,andudacity)
ProvidingaPPTpresentation(IdeasfromStephenDownes
MOOC Workshopfrom– Toronto– February5, 2011)
Usingsome popularMOOCs platformswebsites asexamples:
https://www.coursera.org/
https://www.edx.org/
https://www.udacity.com/
10
Usinga MultimediaResource tointroduce MOOCs
ACTIVITY:
Discussion of Benefits&Shortcomingsof MOOCs. Ask
participantstodebate benefitsandshortcomingsof
MOOC coursesfor teachingandlearning (The
discussioncan promote collaborationlearningand help
participantstodeepentheirunderstandingof the
workshop).
Watchingan Online
Video
Randomlydivided
participantsinto3
small groups:
Group1: Advantages,
Group2: Disadvantages,
Group3: Judges
Participantsdiscuss
basedon theirteaching
experiences andreal-
time research (15 mins)
Two groupwill debate
theirdiscussionresults
withthe restof class
(15 mins)
Whenthey finishthe
discussion,participants
fromthe Judgesgroup
ProvidingaMultimediaResource (Motivate learnersto
engage inlearningprocesses):
https://youtu.be/eW3gMGqcZQc(5MINS)
50
4. Jin 4
will give ashort
conclusionsummary
for thissmall debate (5
mins)
Objective 2: Find relevantresourceson MOOC
platforms
Describe howtofinda MOOC platformand howto
searchfor a course ona MOOC platform.Introduce
resource andrelevance toactivity.
How to finda MOOC platform andhowto search fora
course on a MOOC platform
● Thinkaboutthe subjectmatteryouare expert
in
● Analyze the Syllabusandlearningmaterials
● Compare & contrast twodifferentsyllabus
(yoursyllabusandMOOCsyllabus) and
subjects
Watch Online Videos
Stepby Stepfollowthe
introduction
FindingaMOOC (MultimediaResourcecanmotivate learners
to engage inlearningprocesses)
https://www.youtube.com/watch?v=MF6Pfy42Vhs (2MINS)
Usingone MOOC platform(https://www.coursera.org/) asan
example tointroduce howtofindaMOOC course stepbystep
viacomputer(Provide Guidance tothe learners- Demonstrate
the skill orapplythe knowledge fromanexample)
Introducingwhatshouldpeoplelookat onMOOC Platforms,
examplesare fromOpen2StudyandCoursera:
● Open2StudyMOOCNavigation
https://youtu.be/9vIyqWq00MM?list=PL_bj-
epwfOx7IjscLQ1fvHtqrVy9gdKQy (2MINS)
● CourseraMOOC Navigation
https://youtu.be/q99gE3rAH4w?list=PL_bj-
epwfOx7IjscLQ1fvHtqrVy9gdKQy (2MINS)
20
P (postassessment)
ACTIVITY:
Hands onactivityon findingaMOOC course (Develop
collaborative learning)
Askparticipantsto
● helpeachotherto finda MOOC platform
● Searcha course on a MOOC platform
Divide participantsinto
small groups
Providingacourse subjectforthemto searchon MOOC
platforms
20
ONLINE
Objective 1&2:
1. Identify the characteristics of MOOCs
2. Find relevant resources on MOOC platforms
Participants Resources Time
30
MINS
5. Jin 5
P (postassessment)
ACTIVITY(Practice andShare):
Providingaguideline forthe activity,
Askparticipantsthinkabout:
the featuresof platform/MOOCcourse they
find
Couldthisplatformbe usedfortheirown
subject?if not,whatneedtobe modified?
Create a Table 1 on CanvasWiKi Page which
participantsaddinformationthatshowstheirfinds
(Developcollaborative learning)
Askparticipantsto
● Finda MOOC platformonline
● Describe andevaluate itsfeature fortheirown
subjectlearning
● Searchfor a MOOC course onthe platformthat
theyfind,basedone of the subjectstheyteach
● Share theirfindingsthroughthe Table on
Canvas(Knowledgeandresourcessharing)
● Give eachother feedbackonthe CanvasTable
(collaborationinalocal learning community)
Postfindings&
thoughtsonCanvas
Table 1
Discussthe MOOCs
searchprocessand give
feedbacks/comments
to each otherusing
Table 1
Providingthe Canvasdiscussionpage withTable 1
Studentswill:
- Finda MOOC platformonline
- Describe andevaluate itsfeature fortheir
ownsubjectlearning
- Searchfor a MOOC course onthe platform
that theyfind,basedone of the subjectstheyteach
- Share theirfindingsthroughthe Table on
Canvas(Knowledgeandresourcessharing)
- Give eachother feedbackonthe CanvasTable
(collaborationinalocal learningcommunity)
-
30
F2F TLC Seminar Rm
Objective3:
Develop strategies for integrating MOOCs in teaching
Participants Resources Time
2
HRS
Reviewearlieronline Canvasactivity
Askparticipantstobrieflyidentifytheirteachinggoal
10
Introduce the blendedcourse designprinciplewhile
referringtothe resources (Give alecture tointroduce
to the newknowledge andskills)
PresentingthroughaPPT(Focuson talkingaboutthe blended
learningframework - Communityof InquiryforGarrison,D.R.,
& Vaughan,N.D.(2008). Blendedlearninginhighereducation:
Framework,principles,andguidelines.SanFransisco:Jossey-
Bass)
10
6. Jin 6
ACTIVITY:
Show/Give shortexplanationson Three blended
MOOCs Modelsthatare from the reviewedLiterature.
Group discussioninthe lecture,askparticipantsto
discuss:
● What do youthinkare some advantagesof
blendingMOOCcoursesintoyourcourses
basedon the blendedcourse designprinciple?
● What do youthinkare some disadvantagesof
blendingMOOCcoursesintoyourcourses
basedon the blendedcourse designprinciple?
Divide participantsinto
small groupsfirst
Give differentbMOOCs
model toeach group
Discussionbasedon
teachingexperiences
and blendedcourse
designprinciple
Share withthe rest of
the class
Three ModelsfromLiqin,Z.,Ning,W.,Chunhui,W. (2015).
Constructionof a MOOC BasedBlendLearningMode.The
10th International Conference onComputerScience &
Education(ICCSE2015) July22-24, 2015. FitzwilliamCollege,
Cambridge University,UK
Give shortexplanationsforeachblendedMOOCModel
30
Objective 3 Integrating MOOCsin teaching
Summarize the previousactivity
Introduce Objective3throughMultimediaResource
Questions?
Watch Online Video UsingMultimediaresourcestointroduce blendedMOOCs:
TED TalkAnantAgarwal:Why massivelyopenonline courses
(still) matter:
https://www.youtube.com/watch?v=rYwTA5RA9eU(15
MINS)
20
Reviewthe environmental scanonthe currentuse of
MOOC techniquesinthe blendedcoursesat
educational institutions.
(MultimediaResource canmotivate learnerstoengage
inlearningprocesses) BlendedMOOCsCanImprove
LearningOnCampus' - Anant Agarwal of edX
Thoughts/ Questions?
Provide thoughts/
questionsonMODELS
Watch Online Video
ProvidingaPPTpresentation toshow myenvironmentscan
project.
Generallysummarizingthe environmental scantable thatI
have created.
BlendedMOOCsCanImprove LearningOnCampus' - Anant
Agarwal of edX
https://www.youtube.com/watch?v=75Lgi4T8Wzc (9MINS)
The factors that needtobe takenintoaccountwhen
implementaMOOC or a blendedcourse:e.g.,learning
environment,tools/resources,accessibility,
communication/interaction,feedback/evaluation, etc.
20
7. Jin 7
Provide shortsummariesof eachcase foreach group
discussion. (ProvideGuidance tothe learners-
Demonstrate the skill orapplythe knowledge from
examples)
ACTIVITY
Small GroupDiscussion:
Askparticipantsto
● Discussaboutthe blendedMOOCscases.What
do youthinkabouttheirexperiment?Doyou
agree or disagree?
● If disagree,howcanyou make it better
Divide participantsinto
twosmall groupsfirst
Give eachgroup
differentcase toread
and discuss
Come back to the
whole classdiscussion
Give a brieflysummary
of the case studythat
the group workon
Share withthe rest of
the class
Choose twocaseson the current blendedMOOCs
environment.One isaboutsingle MOOCimplementationand
anotherone is on multiple implementations.
Two casesare:
Bruff,D. O.,Fisher,D.H., McEwen,K. E., & Smith,B. E. (2013).
Wrappinga MOOC: Studentperceptionsof anexperimentin
blendedlearning. Journalof OnlineLearningandTeaching,
9 (2),187-199. (Single implementation)
&
Griffiths,R.,Chingos,M.,Mulhern,C.,& Spies,R.(2014).
Interactive online learningoncampus:TestingMOOCsand
otherplatformsinhybridformatsinthe UniversitySystemof
Maryland(ITHAKA S+R Report).(multiple implementation)
20
Close (Segue tonextonline sessionandF2Fsession)
Summarythe F2F workshop
Personal Reflection (developmetacognitive skillsand
personal knowledge management)
Homework/Pre-workfornextworkshop
Askparticipantstothinkabouttheirteaching
goal/activity/implementationof aMOOC intoa
course
Requiredtowrite what
didtheylearnfromthe
workshoptoday
Use 3 x 5 cards
Provide aclearinstructionthatthisis anonymousanditwill
be usedto helpme to prepare forthe nextsession.
10
F2F TLC Seminar Rm
Objective3:
Develop strategies for integrating MOOCs in teaching
Participants Resources Time
70
MINS
Summarize and Review earlier workshops and online
activities
Questions?
5
Askparticipantsbasedontheirteachinggoal to: Divide participantsinto
pairsfirst
Takeaways: 55
8. Jin 8
Draw a simple blendedmap,whichMOOC
course wouldyouimplementintoyourown
class
Summarize theirblendedmapwiththeir
partners.
Get feedbacksfromtheirpartners.
(Use peercollaborationtodevelop/conductan
experiment)
Then,ask participantsto
● Share theirownimplementationsand
experiences tothe whole class
● Discussthe opportunitiesandchallengesthat
blendingMOOCswill bringtotheirclasses
● Discusshowthe implementationof MOOCs
that can provide the benefitsfortheirlearners.
Map outstructure of
blendedMOOCcourses
Share to pairs about
the blendedMOOC
planand whatthey
hope foraccomplished
throughthe blending
Give eachother
feedbacktohelpeach
otherdevelopthe
implementation.
Discussabouthow the
implementationof
MOOCs can provides
benefitsfortheir
learners.
Then,participants
share their
implementationplanto
the whole class
Table:Participantsare able tofindbothMOOC
platformsandrelevantresources(courses) onthe
platforms
BlendedMap:Learn howto implementaMOOC
course intotheirF2F class andlearnthe type of
F2F/Online Activitiestheyare usedtosupport from
F2F activity
Hand out the evaluationformandcollectafter
completion
Contact information
Evaluationform
10
Reference reading:
Larson,M.,& Lockee,B.B.(2014). StreamlinedID: A Practical Guide to InstructionalDesign.Routledge.