This document discusses distance learning and provides information about the Open University. It notes that distance learning allows students to learn remotely without face-to-face contact with lecturers. It then provides details about the Open University, including that it was the world's first successful distance teaching university and had a radical open admissions policy. It offers information on how the Open University works, its course production process, student and alumni statistics, research achievements, and digital learning resources.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have implemented OpenCourseWare (OCW) initiatives and OER(Open Educational Resources) development to share their learning materials on the web. In addition, some universities provide free Massive Open Online Course (MOOC) with large-scale interactive participation and open access on the Internet. This keynote evaluates the status of the Open Education movement and its dissemination in higher education. It reviews the growth of MOOC movement, activities of MOOC providers and consortiums, introduction MOOC to university education as well as the possible impact on higher education. In addition, this keynote introduces current open educational practices in Hokkaido region, utilizing OER across campuses to improve student outcomes.
Presentation from Centre for Distance Education RIDE conference (19 October 2012).
Niall Winters, London Knowledge Lab, Institute of Education.
Mobile phones, including smartphones, are becoming ubiquitous even in resource poor countries. Their size and portability make them ideal for many clinical applications, but there are as yet very few mobile phone applications specifically designed for medical education. This project involves the design and implementation of a mobile knowledge sharing application in nurse education in Kenya. This application, MyNCP (or “My Nursing Care Plan”), developed using HTML5, allows trainee nurses working in remote areas to collect data and helps them in making diagnoses. This data can be recorded and/or shared with tutors and fellow trainees. E-learning materials can be made available to the students through the phones, and nursing tutors can use the submitted data and plans to tailor their support and develop further resources. Initial evaluation of the tool has shown it to have been implemented successfully.
Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: ...Enna Ayub
How Taylor’s University deployed its MOOC implementation campus-wide.
Share the pedagogy framework contains a plan on developing a sustaining momentum of academic’s participation for MOOCs.
Reflects on the content development process:
1.Training
2.Challenges
3.Best Practices
4.Way Forward
Video files shared are not uploaded.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
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
A presentation delivered by IPPOSI CEO, Derick Mitchell at a conference organised by the Clinical Research Facility, St. James's Hospital, Dublin, May 2018
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have implemented OpenCourseWare (OCW) initiatives and OER(Open Educational Resources) development to share their learning materials on the web. In addition, some universities provide free Massive Open Online Course (MOOC) with large-scale interactive participation and open access on the Internet. This keynote evaluates the status of the Open Education movement and its dissemination in higher education. It reviews the growth of MOOC movement, activities of MOOC providers and consortiums, introduction MOOC to university education as well as the possible impact on higher education. In addition, this keynote introduces current open educational practices in Hokkaido region, utilizing OER across campuses to improve student outcomes.
Presentation from Centre for Distance Education RIDE conference (19 October 2012).
Niall Winters, London Knowledge Lab, Institute of Education.
Mobile phones, including smartphones, are becoming ubiquitous even in resource poor countries. Their size and portability make them ideal for many clinical applications, but there are as yet very few mobile phone applications specifically designed for medical education. This project involves the design and implementation of a mobile knowledge sharing application in nurse education in Kenya. This application, MyNCP (or “My Nursing Care Plan”), developed using HTML5, allows trainee nurses working in remote areas to collect data and helps them in making diagnoses. This data can be recorded and/or shared with tutors and fellow trainees. E-learning materials can be made available to the students through the phones, and nursing tutors can use the submitted data and plans to tailor their support and develop further resources. Initial evaluation of the tool has shown it to have been implemented successfully.
Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: ...Enna Ayub
How Taylor’s University deployed its MOOC implementation campus-wide.
Share the pedagogy framework contains a plan on developing a sustaining momentum of academic’s participation for MOOCs.
Reflects on the content development process:
1.Training
2.Challenges
3.Best Practices
4.Way Forward
Video files shared are not uploaded.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
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
A presentation delivered by IPPOSI CEO, Derick Mitchell at a conference organised by the Clinical Research Facility, St. James's Hospital, Dublin, May 2018
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Come definire un programma di blogger outreach in 3 passi:
1. Preparazione
2. Engagement
3. Ongoing
Come un Brand può creare una relazione duratura e profittevole con i blogger
Come selezionare le piattaforme di social media listening, quali sono le caratteristiche principali, quali sono le soluzioni internazionali più valide e performanti, Estratto della presentazione tenuta da Leonardo Bellini al Master SNID
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
Make the difference - at the UNESCO IITE Conference 2014icdeslides
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Universal Access to Knowledge through Quality Learningicdeslides
Plenary presentation at ICT in Education Conference, Qingdao, China 23 - 25 May 2015. Follow up of the Incheon Declaration. Education 2030: Equitable and inclusive quality education and lifelong learning for all by 2030.
Transforming lives through education.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
The Role of Teachers, Students and Institutions on OERicdeslides
On 19 September, ICDE was invited to take part in a panel plenary session, discussing the role of Teachers, Students and Institutions on OER. The scope for the discussion was to give recommendations for actions to mainstream OER in education systems worldwide from the perspective of the key stakeholder groups in education.
On 29 January 2015, Leicester City Council, in partnership with De Montfort University, held a free day conference for schools focusing on finding, using, creating and sharing Open Educational Resources (OER). The event builds on the council’s recently released OER guidance and resources, which can be downloaded from http://schools.leicester.gov.uk/openeducation
The conference opened with panel presentations and a Q& A session. Marieke Guy discusses the international context of OER and open education communities.
Ocwc2014 policies-bacsich final and refsPaul Bacsich
This presentation responds to the challenge of developing policies for OER uptake in the higher education sector of a given country, with particular reference to the smaller countries of the European Union (countries with no more than around 10 million people). It takes a case study approach, reviewing how the POERUP project (Policies for OER Uptake, part-funded by the Lifelong Learning Programme of the EU) is developing policies for three smaller countries: Ireland (an EU member state) and Wales and Scotland (two semi-autonomous regions of the United Kingdom, fully autonomous in educational terms). The inclusion of Wales and Scotland also throws light on the challenge of developing policies for federal countries where higher education is developed to the province/state level.
Factors that seem to be of particular relevance to smaller states include:
1. less money for extensive research and policy analysis
2. more influence of regional and isolated areas
3. easier decision-making, at least in theory
4. issues of lack of economies of scale, in particular if the national language is state-specific
5. greater interest in collaboration with some nearby states on educational issues
6. a smaller set of institutions, causing issues with generating or maintaining institutional diversity of mission unless the process is managed
7. potentially greater danger of dominance by private sector interests
8. potentially large edge effects of student flows from nearby states, potentially made worse if funding and regulatory regimes are attractive to incomers.
The analysis includes studying the interplay between the recommendations produced by international policy work relating to OER and the national policy context (which in some cases makes no mention of OER, in others makes considerable mention but not always correlated with or aware of international issues).
The starting point within POERUP is the document "Policy advice for universities" of which release 1 is currently available, but which is being updated in the light of comments and incoming data. This reviews recent international policy (e.g. COL, UNESCO); EU policies (including Bologna, Europe 2020, Recognition and validation of non-formal and informal learning, European higher education in the world, and most recently, Opening Up Education), relevant to OER and consolidated evidence from a variety of national contexts, to make a set of (currently) 18 recommendations designed not only to foster OER but also the changes in higher education that OER is foreseen as helping to foster - such as more flexible accreditation, encouragement of a wider community to take part in higher education, and a vision of higher education focussed more on competences and skills gained and less on duration of study. See Policies at EU-level for OER uptake in universities - http://www.scribd.com/doc/169430544/Policies-at-EU-level-for-OER-uptake-in-universities
4. • “Distance learning is a way of learning remotely without being in regular
face-to-face contact with a lecturer in the classroom”
• IT IS NOT ELEARNING
1
What is distance learning?
22. The Open University
“The Open University was the world’s first successful distance teaching
university, founded on the belief that communications technology could bring
high quality degree-level learning to people who had not had the opportunity
to attend traditional campus universities.”
• Right from the start the OU adopted a radical open admissions policy, while
attaining the highest standards of scholarship. It was a model which proved
extremely popular with the public.
• When the OU accepted its first students in 1971, 25,000 people enrolled and
20,000 registered on a course – at a time when the total student population
in the UK was only about 130,000.
23. How it works?
“The Open University was the world’s first successful distance teaching
university, founded on the belief that communications technology could bring
high quality degree-level learning to people who had not had the opportunity
to attend traditional campus universities.”
• Right from the start the OU adopted a radical open admissions policy, while
attaining the highest standards of scholarship. It was a model which proved
extremely popular with the public.
• When the OU accepted its first students in 1971, 25,000 people enrolled and
20,000 registered on a course – at a time when the total student population
in the UK was only about 130,000.
24. How it works?
• “The OU teaches through its own unique method of distance learning, called
‘supported open learning’, which is:
• Flexible – students work where and when they choose to fit in with jobs,
families and other commitments
• All-inclusive – students get all the high quality materials they need to study
• Supportive – personal tutors provide academic expertise, guidance and
feedback and run group tutorials; and specialist advisers are on hand to help
with other aspects of OU study
• Social – students get together at tutorials, day schools and informal study
groups; and through online conferencing, study networks and course forums
25. How it works?
Course production
• Our modules are developed by multi-disciplinary course teams comprising:
• Academics, educational technologists and media specialists contributing
pedagogic and technical expertise
• Respected academics from other universities working alongside OU
colleagues
• External examiners
• This model has helped to build the University's reputation for innovation,
rigour and quality and has been adopted by distance teaching institutions
worldwide.
26. Overview
• 187,338 students – biggest University in the UK and Ireland
• 91% satisfaction rate
• 5,000 staff and 6,000 Associate lecturers
• Over 73% of OU students work full or part-time during their studies
• The average age of new undergraduate OU students is 29
• 9% of our new students are over 50
• We are the largest provider of higher education for people with disabilities:
27. Overview
• We offer 408 undergraduate modules, 162 postgraduate modules, 15
overseas versions and 15 curriculum partnerships
• 12,717 OU students are studying at postgraduate level
• 22,722 OU MBA graduates active in 91 countries
• 80% of FTSE 100 companies have sponsored staff on OU courses
• 77% of our students are studying to increase their career or employment
prospects
• 30,000 employers including RTE, Pfizer, Boston Scientific, Aer Lingus, Gas
Networks Ireland, Houses of the Oireachtas, AWAS have used the OU to
develop their staff
28. Overview
• In April 2012 the OU became the first university in Europe to reach more
than one million subscriptions through the new iTunes U App (launched in
January 2012).
• The OU’s extensive material on iTunes U has had 66 million downloads by
nearly 10 million visitors (February 2014).
• OpenLearn, a free learning resources website from the OU, has had 23
million visits since its launch in 2006. The site averages 400,000 unique
visitors a month and has around 11,000 hours of learning materials including
8,000 hours taken from our undergraduate and postgraduate modules.
• The OU is YouTube EDU’s largest UK university channel with 1,600 videos
that have received 21 million views by 10.8 million visitors (February 2014)
29. Overview
• In the UK’s last Research Assessment Exercise (RAE 2008) The Open University
was ranked in the top third of UK higher education institutions
• 50% of OU research was assessed in the RAE as internationally excellent or
above, with 14% being world leading
• In 2012/13 the OU attracted more than £14.7m in research grants and contracts
• Around 26,000 research publications are recorded on Open Research Online
(ORO), one of the largest and fastest-growing research collections in the UK. 25%
of these are Open Access
• Since July 2008, there have been more than 2.2 million downloads of Open
Access content from ORO
• ORO ranks 6th among UK HEIs, and 49th in the world, in terms of deposits and
activity (Ranking Web of Repositories)
Boards.ie
Culture – classroom is excepted
Distance learning viewed with suspicion
Nokia,
Life changing learning
- struggled to convince recruiters that my teaching background provided key transferable skills such as people management, time management, planning, organisation, team-building and presentation skills.
commercial edge
supplemented my studies with part time teaching, promotions work and working in the accounts department for an emerging games development c
structured approach to graduate recruitment and built relationships with key internal and external stakeholders company. This experience helped develop work ready skills while gaining my business qualification.
John Teeling Cooley, Eamon & Brian Fallon Daft and now The Jourmal.ie – Havok – games development technologies Digital Hub Thomas Street