A faculty development presentation on the *basics* of MOOCs. Links to further resources provided as we went into much more discussion than the slides show. This was an active learning session, with much discussion & activity, so please don't assume the slides = 1 hr of narrated .ppt! Contact me if you would like a copy of the lesson plan.
Pe plan internațional, pe fondul unei deschideri a educației, a unor politici care sprijină pedagogiile și resursele educaționale deschise, ultimii ani au marcat o creștere exponențială în oferta de cursuri online masive deschise (Massive Open Online Courses - MOOCs).
Prezenta lucrare propune modalități în care cursurile online masive deschise pot fi integrate în educația adulților în România.
Prin analiza unor articole și studii de cercetare recente, sunt relevate proiecte din spațiul educațional nord-american și european, în care astfel de cursuri contribuie la învățarea continuă.
De asemenea, sunt prezentate inițiative românești legate de MOOC-uri.
Lucrarea își propune să răspundă la întrebări cum ar fi:
• Cum pot contribui MOOC-urile la educația adulților în țara noastră?
• Ce putem învăța din experiența altora?
• Cum poate fi evaluată calitatea și impactul acestor cursuri?
• Ce efort și competențe sunt necesare pentru dezvoltarea, derularea și facilitarea lor?
• Cine pot fi furnizorii și beneficiarii?
• Ce schimbări sunt necesare la nivelul politicilor educaționale?
A group of 90 (current count) American colleges have joined together in creating a new online application and tools that will debut this spring. This webinar will provide an overview of the new Coalition Application platform to help high school counselors better understand how this instrument should be used. Our panel discussion will include a range of perspectives and viewpoints about this new instrument and its potential impact on our work with students. We hope you will join us on April 13 for this important topic.
Pe plan internațional, pe fondul unei deschideri a educației, a unor politici care sprijină pedagogiile și resursele educaționale deschise, ultimii ani au marcat o creștere exponențială în oferta de cursuri online masive deschise (Massive Open Online Courses - MOOCs).
Prezenta lucrare propune modalități în care cursurile online masive deschise pot fi integrate în educația adulților în România.
Prin analiza unor articole și studii de cercetare recente, sunt relevate proiecte din spațiul educațional nord-american și european, în care astfel de cursuri contribuie la învățarea continuă.
De asemenea, sunt prezentate inițiative românești legate de MOOC-uri.
Lucrarea își propune să răspundă la întrebări cum ar fi:
• Cum pot contribui MOOC-urile la educația adulților în țara noastră?
• Ce putem învăța din experiența altora?
• Cum poate fi evaluată calitatea și impactul acestor cursuri?
• Ce efort și competențe sunt necesare pentru dezvoltarea, derularea și facilitarea lor?
• Cine pot fi furnizorii și beneficiarii?
• Ce schimbări sunt necesare la nivelul politicilor educaționale?
A group of 90 (current count) American colleges have joined together in creating a new online application and tools that will debut this spring. This webinar will provide an overview of the new Coalition Application platform to help high school counselors better understand how this instrument should be used. Our panel discussion will include a range of perspectives and viewpoints about this new instrument and its potential impact on our work with students. We hope you will join us on April 13 for this important topic.
A panel of university international recruitment experts discuss how one develops and implements sustainable recruitment strategies, how recruitment budgets evolve and shape with time, how a recruiter uses data and institutional priorities to maximize a budget and the key components that make up an international recruitment strategy.
Steps toward bright way will help you define your objective whether you are a student or fresh grads and make the best use of your time to achieve your goals.
A Mixed Methods Look at Self-Directed Online Learning: MOOCs, Open Educatio...cjbonk
Abstract: On April 4, 2001 (i.e., “441”), Charles Vest, then president of MIT, made an historic announcement. He set a goal of having most of his university’s courses freely available on the Web in a decade. While some thought this to be a rather bold proclamation, today more than 2,000 MIT courses are available for self-directed learners around the globe to explore, download, use, and share. Suffice to say, we are in the midst of an incredible array of changes across all sectors of education that would have been unthinkable just a decade or two ago. People in remote parts of the world are learning from well-known professors at Princeton, Rice, Harvard, and MIT; typically, without a fee. Countless millions of individuals are engaged in self-directed, informal, and solitary learning experiences with open educational resources (OER) and OpenCourseWare (OCW). At the same time, myriad others are engaged in highly collaborative and interactive learning with global peers who have signed up for a MOOC or “massive open online course.” As these learning experiments unfold, many aspects of college, and schooling in general, are being called into question. There is debate about the value or even the need for a degree. In response, this study explores the learning experiences of self-directed learners, including the common barriers, obstacles, motivations, and successes in such environments. It also explores possibilities for life change from the use of OER, OCW, and MOOCs. Data collection included subscribers of the MIT OCW initiative as well as participants of a MOOC hosted by Blackboard using CourseSites. The findings not only capture the motivational variables involved in informal and self-directed learning experiences through informal education channels, but also provide a set of stories of life change that might inspire others into MOOCs, open education, and beyond.
Towards Research 2.0: The Influence of Digital and Online Tools in Academic R...Gabriela Grosseck
The new Internet technologies have infiltrated the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc.
Today, the use of web technology has become “a legitimate activity in many areas of higher education” (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing.
The main objective of this paper is to investigate the effects of integrating diverse digital and Web 2.0 tools and resources in research and in the construction of academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing.
Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?
Taking Leadership in Mystery of MOOCs and the Mass Movement toward Open Educa...cjbonk
Back-up keynote at MOOCs and Open Education Around the World preconference symposium prior to E-Learn 2013 in Las Vegas, October 2013. (Note: this was a back-up talk in case our connection to George Siemens in Canada did not work. It almost didn't.)
What Works and What Doesn’t in Online/Hybrid TeachingPhil Hill
Hill slides lms 20160531
This workshop will present an overview of online/hybrid best practices that can promote successful learning experiences, including planning and management, teaching techniques, and assessing and evaluating students.
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
The application of open digital badging at the OU UK and its future in heDr Patrina Law
A whistlestop tour through the provision of free learning by the OU (UK), its application of digital badges to informal learners and students, and the potential of digital badges for HE transcripts and blockchain.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Measuring Online Course Design Quality with Open Resource MetricsMelissa A. Venable
TCC Worldwide Online Conference 2014 - Presentation with Amy Hilbelink. A call for attention to quality in online courses beginning with the design stage. Comparison of five open access rubrics that can be used as a framework or starting point for conversations and decision making.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
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/
A panel of university international recruitment experts discuss how one develops and implements sustainable recruitment strategies, how recruitment budgets evolve and shape with time, how a recruiter uses data and institutional priorities to maximize a budget and the key components that make up an international recruitment strategy.
Steps toward bright way will help you define your objective whether you are a student or fresh grads and make the best use of your time to achieve your goals.
A Mixed Methods Look at Self-Directed Online Learning: MOOCs, Open Educatio...cjbonk
Abstract: On April 4, 2001 (i.e., “441”), Charles Vest, then president of MIT, made an historic announcement. He set a goal of having most of his university’s courses freely available on the Web in a decade. While some thought this to be a rather bold proclamation, today more than 2,000 MIT courses are available for self-directed learners around the globe to explore, download, use, and share. Suffice to say, we are in the midst of an incredible array of changes across all sectors of education that would have been unthinkable just a decade or two ago. People in remote parts of the world are learning from well-known professors at Princeton, Rice, Harvard, and MIT; typically, without a fee. Countless millions of individuals are engaged in self-directed, informal, and solitary learning experiences with open educational resources (OER) and OpenCourseWare (OCW). At the same time, myriad others are engaged in highly collaborative and interactive learning with global peers who have signed up for a MOOC or “massive open online course.” As these learning experiments unfold, many aspects of college, and schooling in general, are being called into question. There is debate about the value or even the need for a degree. In response, this study explores the learning experiences of self-directed learners, including the common barriers, obstacles, motivations, and successes in such environments. It also explores possibilities for life change from the use of OER, OCW, and MOOCs. Data collection included subscribers of the MIT OCW initiative as well as participants of a MOOC hosted by Blackboard using CourseSites. The findings not only capture the motivational variables involved in informal and self-directed learning experiences through informal education channels, but also provide a set of stories of life change that might inspire others into MOOCs, open education, and beyond.
Towards Research 2.0: The Influence of Digital and Online Tools in Academic R...Gabriela Grosseck
The new Internet technologies have infiltrated the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc.
Today, the use of web technology has become “a legitimate activity in many areas of higher education” (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing.
The main objective of this paper is to investigate the effects of integrating diverse digital and Web 2.0 tools and resources in research and in the construction of academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing.
Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?
Taking Leadership in Mystery of MOOCs and the Mass Movement toward Open Educa...cjbonk
Back-up keynote at MOOCs and Open Education Around the World preconference symposium prior to E-Learn 2013 in Las Vegas, October 2013. (Note: this was a back-up talk in case our connection to George Siemens in Canada did not work. It almost didn't.)
What Works and What Doesn’t in Online/Hybrid TeachingPhil Hill
Hill slides lms 20160531
This workshop will present an overview of online/hybrid best practices that can promote successful learning experiences, including planning and management, teaching techniques, and assessing and evaluating students.
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
The application of open digital badging at the OU UK and its future in heDr Patrina Law
A whistlestop tour through the provision of free learning by the OU (UK), its application of digital badges to informal learners and students, and the potential of digital badges for HE transcripts and blockchain.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Measuring Online Course Design Quality with Open Resource MetricsMelissa A. Venable
TCC Worldwide Online Conference 2014 - Presentation with Amy Hilbelink. A call for attention to quality in online courses beginning with the design stage. Comparison of five open access rubrics that can be used as a framework or starting point for conversations and decision making.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
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/
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
General AI for Medical Educators April 2024Janet Corral
Learn how to consider Artificial Intelligence as augmentation, to enhance your work. In this presentation we cover augmentation, cyborgs and critically appraise examples of #AI in #MedEd. We then discuss faculty development and can #AI be an #instructionaldesinger.
AI & VR for Academy of Medical Educators.pptxJanet Corral
An interactive session on VR and AI for judicious application in medical education and clinical practice. The answer is: design well to meet your learning goals!
Developed for the University of Arizona Tucson COMPAS program, this interactive session helps junior educators align their teaching methods and assessment with their goals.
Orientation to UACOM-T MD Curriculum July 21 2020Janet Corral
Welcome MedCats 2024! Here is the overview of the shift in thinking for medical school, and for a hybrid learning year. Looking forward to the journey, together!
Creative Disruption in Medical Education: 4 ExamplesJanet Corral
Keeping educational evidence and theory at the forefront, this presentation asks health professions educators to re-imagine how health professions education might evolve while judiciously incorporating technology into clinical and classroom experiences. Focusing on competent health care providers as our graduates, we don't let tech rule - we rule tech!
Tips for higher quality large group teaching in 2020Janet Corral
Need quick tips to improve your lecture or large group teaching? This short presentation walks through examples from the science of learning and applies them to lecture structure. Be prepared - the presentation asks you to apply what you learn to your own teaching! Catch me on Twitter to let me know what you changed in your teaching world for 2020! @edtechcorral
Digital Education for Clinical EducationJanet Corral
A presentation given to University of Colorado Dept of Anesthesia Grand Rounds on April 29, 2019. Designed to be interactive and follow principles of active learning, where slides ask a question, this was a time for the audience to pause & discuss with each other what they had learned to that point, as a way of co-constructing knowledge, bringing in critical appraisal, and application of concepts to their own teaching & learning practice. Meant to reach a broad audience, only some of whom are educators, the presentation also remains at an introductory level to ensure broad applicability. Email me if you are interested in a higher level of engagement around digital education options for clinical education!
Cyborg Learners and Adopting Tech Well in Health Professions EducationJanet Corral
This invited keynote talk was given at University of Arkansas on May 1 2018 as part of their Teaching Scholars' Day. Dr. Corral challenged faculty to consider themselves as the 'hinge generation' of educational leaders who can speak to both those who advocate a traditional format for higher education, and the incoming (and current) generations who are voting with their feet away from lecture for modifications to how health professions programs offer and structure their learning experiences. The activities in the talk allow learners, faculty, and administrators space to dialog about how health professions programs might, should, and could be modified.
Adopting Educational Technology in Medical SchoolsJanet Corral
A short intro & debrief to the AAMC 2017 Panel on Adopting Educational Technology in medical schools. A basic primer for anyone looking to adopt technology in a thoughtful and effective way.
An interactive session with the Entrada Consortium that covers the basics of analytics possibilities for medical education at the learning management system, not individual user, level.
AME Education Innovation and Scholarship Symposium 5th AnniversaryJanet Corral
Celebrating the 5th Annual Education Innovation and Scholarship Symposium lead by the Academy of Medical Educators at the University of Colorado. We've had increased numbers of submissions for posters and oral presentations over our first five years, and are pleased to share 2017 was our biggest yet!
Active learning for Residency TeachingJanet Corral
Learn 3 times of the day when you can use active learning techniques for short-burst teaching encounters with small groups of residents.
For longer teaching sessions (e.g. 1 hr talk), please see other presentations on the multiple types of active learning for longer teaching sessions.
Active Learning: 3 Easy Ways for Higher Education LecturesJanet Corral
This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
How to Use Social Media at Conferences & to Build your PLNJanet Corral
An updated version of how to rock your academic presentations at conferences. This new & updated module covers the concepts of PLNs (personal learning networks) and PKM (personal knowledge management). Spacer slides also included for presenters to pause and move to live demos of using Slideshare and Prezi to upload & share academic presentations.
Top 5 things anatomy educators need to know about learning analyticsJanet Corral
Presentation to graduate students in Anatomical Sciences at the University of Colorado to prepare them for a career of higher education involving learning analytics. Concepts and tips are transferable to most other domains. Please contact author for original if you want to use in your course or class. Copyrighted under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported license.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Here a MOOC, There a MOOC....at your school a MOOC...MOOC?
1.
Dr. Janet Corral
Dr. Candace Berardinelli University of Colorado
Here a
MOOC…
..there a
MOOC…
..there a
MOOC…
..everywhere a
MOOC…
MOOC?
Photo Credit: www.farmpower.com
2. Overview
• Why
MOOCs,
and
why
now?
Trends
in
Higher
Educa:on
• Types
of
MOOCs
• Implica:ons
for
Teaching,
Learning
&
Promo:on
• Challenges
&
Opportuni:es
• Q&A
3. Trends
in
Higher
Educa:on:
Comple'on
Taken from: http://collegecompletion.chronicle.com/
4. Trends
in
Higher
Educa:on:
Demographics
Image credit: www.aetna.com
Caucasian students
represent 3 out 4 BA/BS
graduates
Average age of 18.7 at the time of
college entry
Mean
graduation
time: within
five years
Black, Latino students more
likely to be older, lower
graduation rates
Most graduates
from upper or
middle class
58%
grads are
women
6. Slide credit: Siemens, G.
http://www.slideshare.net/gsiemens/university-of-wisconsinmadison
7. Trends
in
Higher
Educa:on:
Value
Image credit: http://minnesota.publicradio.org/display/web/2010/05/24/education-and-unemployment
8. Trends
in
Higher
Educa:on:
Leveraging
Technology
Flipped
Classroom
Mobile
Learning
Cloud
Servers
Facilitated
Grading
Open
Resources
(Some) unresolved
issues:
• Bandwidth
• Technological Pedagogical
Content Knoweldge
• Digital Divide
9. Trends
in
Higher
Educa:on
Report
Year
Horizon
1
year
or
less
Horizon
2
to
3
years
Horizon
4
to
5
years
2013
MOOCs,
Tablet
Compu:ng
Games
&
Gamifica:on,
Learning
Analy:cs
3-‐D
Prin:ng,
Wearable
Technologies
2012
Mobile
Apps,
Tablet
Compu:ng
Game-‐based
Learning,
Learning
Analy:cs
Gesture-‐based
Compu:ng,
Internet
of
Things
(IOT)
2011
E-‐Books,
Mobile
Augmented
reality,
Game-‐based
Learning
Gesture-‐based
Compu:ng,
Learning
Analy:cs
2010
Mobile,
Open
Content
E-‐Books,
Simple
Augmented
Reality
Gesture-‐based
Compu:ng,
Visual
Data
Analysis
2009
Mobile,
Cloud
Compu:ng
Geo-‐everything,
Personal
Web
Seman:c-‐aware
Applica:ons,
Smart
Objects
Credit: NMC Horizon Report 2013
17. (Suggested)
Value
of
MOOCs
Efficiency
of
scale
Opens
doors
of
the
classroom
Community
of
learners
Democra:zing
educa:on
Experiment
before
enrolling
Convenience
and
affordability
18. Implica:ons
for
Learning
What
type
of
experience
will
students
have?
Credit: www.repeatingislands.com Credit: https://www.youtube.com/watch?v=eW3gMGqcZQc
cMOOC:
learn from you, each other
web/open resources
…then build resources/artifacts
reviewed by community, world
xMOOC:
learn from your videos
contact with TA
set assignments, peer graded
20. So
you
think
you
want
to
teach
via
a
MOOC…
• Time
needed
to
create
a
MOOC
• Plaaorm
may
restrict
pedagogical
choices,
evalua:on
• Interac:on
with
students
at
scale,
not
individually
• Administra:ve
Support
– TA,
:me,
funds
– Advisory
commi_ee
&
ins:tu:onal
workflow
8-10 hrs/wk
12-25 hrs/wk3-6 hrs/wk
1 hr for every 15 mins of video!
See sample reference of teaching tips in MOOCs: http://bit.ly/11r3oX2
21. Right
for
your
career?
Stardom Reputation
Connection with
students
Passion for
subject
22. Right for your career?
• MOOC would be a demonstration of curricular
innovation and leadership.
• "meritorious" vs. "excellent" would depend on
quality, creativity, impact.
So when putting the MOOC in your portfolio…
Give a detailed description of the online course --- the need it
filled, objectives, types of teaching tools, evidence of dissemination
(enrollment, etc) and impact (learning outcomes).
23. ..there a
MOOC…
What do you
see as the
advantages &
disadvantages
of MOOCs?
Photo Credit: www.farmpower.com
25. Cri:cisms
and
Challenges
Two-‐:ered
educa:on:
– Privileged
students
at
well-‐funded
ins:tu:on
get
own
professor
– Financially
stressed
ins:tu:on
where
students
watch
videos
&
interact
with
local
professor
who
is
more
like
a
TA
Credit: http://chronicle.com/article/Why-Professors-at-San-Jose/138941/
Cri:cisms
&
Challenges
26. • MOOCs
may
be
“light”
version
of
course
– 6-‐7
weeks
• Educa:on
as
an
democra:zing
force?
Cri:cisms
and
Challenges
Reference: http://bit.ly/17xihtK and http://bit.ly/11r3oX2
Cri:cisms
&
Challenges
See thoughts from:
1. http://www.tonybates.ca/2012/08/05/whats-
right-and-whats-wrong-about-coursera-style-
moocs/
2. http://chronicle.com/blogs/worldwise/a-
mooc-delusion-why-visions-to-educate-the-
world-are-absurd/32599
3. http://chronicle.com/article/Jump-Off-the-
Coursera/136307/
27. Cri:cisms
and
Challenges
Credit: http://chronicle.com/article/Why-Professors-at-San-Jose/138941/
Cri:cisms
&
Challenges
• xMOOCs
– Limited
assessments
– Limited
interac:on
with
instructor
– Group
learning
– Informa:on
vs
Comprehension,
Applica:on
28. EvaluaBon
of
MOOCs
(sa$sfac$on
surveys,
comple$on
rates)
University
of
Edinburgh
review
(6
Coursera
courses):
98% felt “got
what I wanted”
out of the
course
Length, pacing
& level was
“right”
Most students spent
2-4 hrs/wk studying
See other evaluation ideas at: http://bit.ly/VanYIF and http://stanford.io/18zOGhE and http://bit.ly/15VwJbJ
29. EvaluaBon
of
MOOCs
(anecdotal
data
from
UCSF)
Impacts
faculty
members’
teaching &
course design
Use
videos
in
their
face-‐to-‐face
classes
Be_er
alignment
of
course,
learning
objec:ves
Diversity
of
discussions,
student
self-‐policing
30. Reflection
The
challenges,
changes,
and
new
course
models
“portend
one
poten:al
future
of
higher
ed
that’s
more
collabora:ve,
social,
virtual,
and
peer-‐to-‐peer—and
where
introductory
courses
are
commodi:es
offered
free
or
close
to
free.”
Selingo,
2012