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Mahara for practical teaching and learning in an online Theatre Studies progr...Mahara Hui
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Presentation by David Matthews and Jayne Richards (Rose Bruford College of Theatre and Performance) at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=DfUVijh6hF8
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The Government of India is aware of the strong and urgent need to make secondary education within easy reach, affordable and of good quality. There are certain measures that can be adopted to bring quality, equity and access for every child. Schools can be upgraded; their capacity to serve students expanded, creating new schools, and increasing GDP allocated to secondary schools are some of them. However, these require heavy investments in terms of infrastructure and finances. Adoption of ICT tools and an increased shift towards open distance and electronic education can improve quality and increase efficiency. Although there are various schemes in place, it is estimated that the demand for secondary education is going to increase sharply due to increased turnover of students from primary level (like the success obtained via Sarva Shiksha Abhiyan programme). Going virtual is one of the solutions. This concept paper looks into the aspect of increasing demand for access to education in the context of RMSA, meeting the educational needs by Open Schooling system, emerging trends in ICT use in education and proposes a framework for Virtual Open Schooling in India.
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The Government of India is aware of the strong and urgent need to make secondary education within easy reach, affordable and of good quality. There are certain measures that can be adopted to bring quality, equity and access for every child. Schools can be upgraded; their capacity to serve students expanded, creating new schools, and increasing GDP allocated to secondary schools are some of them. However, these require heavy investments in terms of infrastructure and finances. Adoption of ICT tools and an increased shift towards open distance and electronic education can improve quality and increase efficiency. Although there are various schemes in place, it is estimated that the demand for secondary education is going to increase sharply due to increased turnover of students from primary level (like the success obtained via Sarva Shiksha Abhiyan programme). Going virtual is one of the solutions. This concept paper looks into the aspect of increasing demand for access to education in the context of RMSA, meeting the educational needs by Open Schooling system, emerging trends in ICT use in education and proposes a framework for Virtual Open Schooling in India.
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For sermon audio, notes, slides, archives and other free resources like books, please visit our website - apcwo.org
#APCBangalore
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Professor Neil Morris
T: @NeilMorrisDT
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The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
The Potential Contribution of Open Educational Resources
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Framework for Designing MOOCs
1. A Framework for Designing an Online
Educational Service
1
With space, time, content and context ceasing to be
barriers, education is entering a new era.
Prof. Bala Iyer, Babson College
@BalaIyer
May 17, 2013
2. Seen this before?
During the 1920s and 1930s, several land-grant universities offered
extension courses and home-study courses over the radio airwaves.
During the growth of television in the 1950s, CBS, in partnership with
New York University, broadcast full college courses at 6 a.m. in
its Sunrise Semester series. The first class, a comparative literature
course, enrolled 177 for-credit students; another 120,000 people took
it without credit. (CBS cancelled Sunrise Semester in 1982)
2
3. Agenda
What is blended learning?
Stakeholders
Framework
Governance
What can companies do?
List of programs
3
4. 4
Our belief is that deep, radical and urgent transformation is
required in higher education as much as it is in school systems.
Our fear is that, perhaps as a result of complacency, caution or
anxiety, or a combination of all three, the pace of change is too
slow and the nature of change too incremental.'
5. 5
Classroom lectures has been the dominant model for
educational instruction for the last 500 years
6. 6
Education suffers from the “cost disease.” Technology
and wage increases aside, the price of education is on a
rocket course, with no levelling in sight.
7. 7
Outstanding student loans ($914b) bigger than credit card and
auto loans.
Mary Meeker's annual Internet Trends presentation 2013
8. 8
Students have 10 to 18 minutes of optimal focus during a 90 min. lecture.
Then there would come a lapse. Attention would eventually return, but falls “to three- or
four-minute [spurts].
Salman Khan
11. 11
Architects of blended learning environments have to make
many design choices to make
We explore those choices here….
12. Blended Learning
The combination of different learning delivery tools and teaching and learning models
to create rich, adaptive, and meaningful learning experiences
The integration of face-to-face and online learning to help enhance the classroom
experience and extend learning through the innovative use of information and
communications technology. Blended strategies enhance student engagement and
learning through online activities to the course curriculum, and improve effectiveness
and efficiencies by reducing lecture time.
12
Potential Aspects:
Face to Face Instruction
Online Asynchronous Discussions
Web Conferencing tools
Mobile applications
Simulations and games
Social media integration
Rich Media (audio and video)
14. Blended Learning Approach: Summary of Learnings
Benefits
Pedagogical richness (shifting from a
presentational format to active learning)
Greater access to personalized learning, to
resources and experts; Greater flexibility;
Greater accommodation for learners and
teachers of diverse backgrounds;
Increased interaction and sense of
community; and
Increased cost-effectiveness (e.g., reduced
seat time, decreased costs)
14
Source: Issues in Digital Technology in Education/Blended Learning
Challenges
Administrative challenges (lack of
awareness, policies, plans, goals, support
related to blended learning),
Re-designing courses and/or programs,
Faculty preparedness, and
Quality assurance
Critical Success Factors
-Peer to peer interaction
-Integration with workflow
-Teacher engagement
-Quality of material
-Analytics
-Social network and archives
17. Framework for Making Design Choices
Context
Educational Model
Students
Content
Community
Delivery and Learner Support
Training
Online Platform
Business Model/Revenue Model
Governance
Measurement and Evaluation: Assessment and Credentialing
17
18. Context (1): Key Themes Learned
Cultural:
Cultural attitude towards learning in the target population
Differences by learner’s age or gender
Taboos regarding learning
Cultural attitude towards the technological aspects of e-learning
Socially/culturally accepted/preferred learning styles
Regulatory Situation
Regulatory situation regarding information, communication and technology
Access to set up/obtain electronic services
Censorship in place regarding information and communication
Skills
Skill-sets to address the learning goals
Need for identification of required skills and plan for development
Plan to design, develop and deliver the solutions
Source: Implications of the Local Context in Global Distance Education
by Rye and Stokken, University of Agder, Norway] 18
“Student’s daily environments are important for helping determine how well
students perform and participate in online education”*
19. Context (2): Key Themes Learned
Material Factors
Existing learning delivery infrastructure
Desired technical environment given the stated goals
Access of target audience to technology
Relevant M&E metrics
Necessary environment/features (if any) required to address the agreed upon goals
Technical standards defined for training, design and development
Internationalization
Degree of formality/informality defining the interaction in the synchronous e-learning setup
Amount of conflict tolerable during group debates and forums
Role of personal opinion as opposed to group opinion
Role of teachers or trainers in facilitation
Preferred interface in each country (computer-human interface or human-human
interface or human-materials interface)
Cultural acceptance of use of webcam – gender differences
Gendered approach to teaching: Males teaching women?
19
Source: Issues in Internationalization of education: The case of a Danish Business School exporting a
blended learning MBA program to developing countries.
20. Educational Model: Students
Enrollment/profile
Selection process
Preferred Demographics
Language of instruction
Geographical focus
Charged Or sponsored
Participation
Four groups of participants:
those who completed most assignments,
those who audited,
those who gradually disengaged and
those who sporadically sampled.
20
Key finding: high correlation
between “completing learners” and
participation on forum pages; the
more students interacted with others
on the forum page, the better they
learned. [Lytics Lab link]
21. Educational Model: Content
Structure
Guidelines and methodologies in place for designing and developing content
Content listed in categories and subcategories
Approach to conent: Learning object (like PBS) or modular objects (FastTrack) or
videos (TEDx) or discussion boards
Single or multiple source(s) of content
Quality
Ranking of content, e.g. top selling or recent additions
Featuring content for more attention
User rated content
Expert rating content
Keyword search capability
Materials used for accreditation/certification meet professional
standards/qualifications?
Formal quality procedures, such as ISO 9001 in place
21
22. Educational Model: Content
Intellectual Property
Localization of content
Adaptation to local realities by partnering
Owner of content -- Third-party, company or user
Agreed upon and shared terms and conditions?
Decisions:
Authors using their own End User Licensing Agreement (EULA)
Platform owner dictating the EULA?
Authors using Open Source guideline
Owners charging for the content?
22
23. Educational Model: Community
Status of curated community
Status of moderator role
One large community versus indexed by cohorts
Types of networks
Developmental and/or social
Personal learning networks
Membership: Inclusion of facilitator/faculty
M&E: Community analytics
23
Two Cheers for Web U! Link
24. Educational Model: Delivery
Synchronous and/versus asynchronous
Pedagogical model as experiential, lecture, simulation, games or case-based
Content delivered face to face by partners
Blend of distance learning and Face-to-face
Use of partners
Emphasis on train the trainers (critical aspect)
24
26. Learner Support
Options for the provision of support services:
Technology and business wrap-around
Call center?
Peer to peer?
KMS/LMS
Moderated discussion boards
Trained facilitators, advisors, mentors
26
*Source: Massive open online courses as new educative practice. George Siemens. 2012
27. What is a platform?
A business platform is a set of capabilities used by multiple parties that
Has “options” value
Creates Network Effects
Has explicit Architectural Control Points
A product or service should perform at least one essential function within
what can be described as a “system of use” or solve an essential
technological problem within an industry, and
It should be easy to connect to or build upon to expand the system of use as
well as to allow new and even unintended end-uses*
27*Source: Platform Leaders by Gawer and Cusumano, MIT Sloan Management
Review, Winter 2008]
29. Online Platform: Has to support…..
Students– Enrollment, target
Development
Content
Community
Delivery
Usability
Learner support
Training
Student Assessment & credentialing
Outcomes
29
30. Platform: Usability and Development
Possibilities
Does the platform recommend content for users?
Can content can be given meta data by authors?
Can content can be piloted/previewed before using?
Can content can be sorted by reviews?
Can content can be filtered by device compatibility?
Do you provide a list of all courses subscribed by student?
Does platform provide metrics by user and by course?
Can owners check course quality?
Will users be permitted to review courses?
How long does user have access to content?
30
Development Decisions:
-Make, buy or rent?
-Single player or consortium?
-Open or closed?
31. Usability: Key Themes Learned
Student Feedback
Each course with own support forum
Opportunity for users to leave suggestions for new courses and make suggestions for
improvements
Opportunity for users to create user profiles
Ability for users to share course performance on social media
Authors
Authors to track analytics through an API
Plan for deployment/dedication of authors to countries
Profile pages for authors
Courses sorted by authors
31
32. Training: One of the most critical pieces
Teachers and Facilitators
Core curriculum
Blended learning strategies
Content provider
Content development
32
Teachers and students lack the necessary cognitive skills for
making effective use of online technologies
Pedagogical and Design Aspects of a Blended Learning Course, Karen Precel, Yoram
Eshet-Alkalai, and Yael Alberton, IRRODL, Vol. 10 No. 2 (2009)
Source
33. Measurement and Evaluation
Evaluation
Specific M&E plan
Timeline
Participants
Process for action on feedback
How do we define success?
Number of students
Mentoring relationships developed
New businesses started
Revenues increased
Level of engagement
Social network
33
34. Business Model
Revenue model
Cost structure
Key partners
Key resources
Key activities
34
35. Some Revenue Models
Information Business
Matching students with employers
Advertising
Complementary Goods
Books, discussion boards, proctoring, certification, authentic assessment, screening
Tutoring,
Licensing content to schools
Freemium
Tuition
Self-service --Renting platform as a learning management system
Production assistance – design help
Funding from foundations
Sources : How EdX Plans to Earn, and Share, Revenue From Its Free Online Courses by Steve
Kolowich, The Chronicle of Higher Education, Feb 21, 2013
What Campus Leaders Need to Know About MOOCs, An EDICAUSE educational briefing.
35
37. Costs of Blended Learning
One Time Periodic Recurring
Bandwidth & Wireless/
Wired Connectivity
Furniture
Power Access (laptop
Carts and/or wired
outlets)
Design & Implementation
Consulting Services
Initial Professional
Development/ R&D
Quality Control & Admin
Technology Devices
Headphones and
Other Accessories
Training
Licenses for Digital
Content & Tools
Licenses for HLMS
Or Other Integrated
Platform
Blended Learning
Lead/Coach
Increased IT Support or
IT Lead
Marketing/Sales
37
Source: Educational Elements: Blended Learning on a Budget Education Elements, Inc. January 2013
38. Example Cost Structure: edX
edX will collect the first $50,000 generated by a course, or
$10,000 for each recurring course. The organization and the
university partner will each get 50 percent of all revenue
beyond that threshold.
edX charges a base rate of $250,000 for each new course, plus
$50,000 for each time a course is offered for an additional term
38
39. Measurement and Evaluation
Evaluation
Specific M&E plan
Timeline
Participants
Process for action on feedback
How do we define success?
Number of students
Mentoring relationships developed
New businesses started
Revenues increased
Level of engagement
Social network
39
40. Assessment and Credentialing
Policy on assessment and/or credentialing?
Use of automated (Udacity) support
Provision of Peer to Peer assessment?
Instructor evaluation
Third party assessment?
Certificate upon completion
Possibility of badges (StackExchange)/credentialing for
tracking progress
40
41. Governance: Themes Learned
Need to be managed like any large project
A governance group represented by each stakeholder
Policies and guidelines
Principles based decision making
Key decisions must be approved by this group
The rationale for each decision must be captured
Track CSFs
Learn and publish best practices
Focus on people and process
41
42. What can companies do?
Level 1: Provide customized educational programs to
support a mission
Level 2: Develop generalized internal training programs to
train the trainers
Level 3: Provide formal educational programs to third
parties for self-service
Level 4: Work with third parties to develop educational
programs to support their mission
Level 5: participate in communities of interest that build
their own training program
42
43. Programs
Yentels - Young European Entrepreneurs E-Learning Suite - www.yentels.com/ (Europe)
Cisco Entrepreneur Institute - http://ciscoinstitute.net/ (provider is http://elientrepreneur.com/about.html) (Global)
Dubai Chamber e-Learning Program for Entrepreneurs - http://www.dubaichamber.com/news/dubai-chamber-
launches-e-learning-programme-for-entrepreneurs
MINDSET - Kaufmann Foundation Entrepreneurship Course - http://www.kauffman.org/newsroom/kauffman-
foundation-supported-online-entrepreneurship-learning-curriculum-launches-today.aspx (provider
is http://elientrepreneur.com/about.html) (Latin America, Asia)
EO [Entrepreneurs Organization] Bootcamp - http://eobootcamp.co.za/ (South Africa)
Women European Entrepreneurs e-Learning suite - http://www.wentels.com/projectYoung Entrepreneurs Program
Start Up Lab - https://theyec.org/startuplab/ (Europe)
ELFE - E-Learning for Female Entrepreneurs - http://www.iwi.hs-karlsruhe.de/entrepreneurs/ (Europe)
e-Learning for Entrepreneurs - Small Business Development Center - http://www.nhsbdc.org/e-Learning-
entrepreneurs (NH)
HP Life E-learning - http://www.life-global.org/en/LEARN-ONLINE/HP-Life-e-Learning (Global)
Black Enterprise Small Business University - sponsored by Dell!! -
http://www.blackenterprise.com/sbu/2012/03/17/sbu-2012-contest/ (US)
Afriversity, the meeting place for African Entrepreneurs - http://www.afriversity.org/ (Africa)
Turning on Mobile Learning in Africa and the Middle East (MEA)
43
44. More programs
The Yoza Cellphone Stories project in South Africa (South Africa)
The MoMath project in South Africa
WOMEN’S DIALOG AND DISTANCE LEARNING:A University in the Arab World Link
44
45. Program brief (1)
Program Market Sponsors Notes
Yentels Europe Leonardo
Programme
Free, games, knowledgebase
CEI Global Cisco, partners Franchise model
Dubai Chamber UAE Cisco CEI Online courses in English
EO South Africa GetSmarter,
Western Cape
Local Govt
Learn from entrepreneurs
WENTELS Europe Six partners Focus on women, serious games
NHSBDC NH Public service of
NH, AT&T
Courses and mentoring
45
46. Program brief (2)
Program Market Sponsors Notes
HP-LIFE 49 countries, 1.2
million trained
HP, EDC,
UNIDO, ORT
Franchise model and online
Small Business
University
Black Enterprise Dell Prize money for engagement
Afriversity Afrpreneurs Company
sponsors, partners
Crowdfunding for entrepreneurs
MoMath South Africa, 25,000
learners, 500
teachers, 172 schools
Nokia, SA Govt. Text-based 10,000 math
exercises
46