ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: Open University UK
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
OERs and MOOCs – the Romanian experience Diana Andone
OERs and MOOCs – the Romanian experience paper, authors Radu Vasiu, Diana Andone, presented at International Conference on Web & Open Access to Learning, 24-27 November 2014, Dubai, UEA.
Using Open Educational Resources (OER) provides opportunities for collaboration both in the classroom and beyond. Started in 2008 and gathering momentum over the past two years, now an online phenomenon, MOOCs (Massive Open Online Courses) reunite different perspectives over a globalized online learning. The paper analyses the use of OER and MOOCs in different study cases in Romanian universities. Several OER initiatives resulted from the over 1000 academia involved in the DidaTec lifelong learning and training for higher education teachers in the technical sciences and engineering field as a training course for university professors in 12 universities, within the aim of improving the use of ICT in higher education. Four universities from Romania started a Romanian MOOC environment, the UniCampus, which provides free access to valuable education in Romanian language, presented by well-known professors. The evaluation and quality assurance challenges of the Unicampus are mainly due to the restrictive educational setting in Romania. Two study cases on blending MOOCs in traditional higher education courses at undergraduate and Master level are also analysed from the impact on students’ motivation. Integrating MOOCs in blended learning empower students with new abilities and requires a new and open teacher model.
Career day 2014 at Queens Vocational and Technical HSKristen T
I had the wonderful opportunity to give a talk on Career Day at Queens Vocational and Technical HS this past Friday (6/6/14), these are the slides that I used. I also posted some resources for the students here: http://www.protopage.com/ktreglia#Untitled/Career_Day_2014
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
Integrating MOOCs in Traditional Higher Education- eMOOCs15Diana Andone
Presentation at the eMOOCs 2015 Conference in Mons, Belgium 18-20 May 2015
Integrating MOOCs in Traditional Higher Education, by Dr. Diana Andone
Dr. Andrei Ternauciuc, Vlad Mihaescu, Prof.dr. Radu Vasiu
Politehnica University of Timisoara, Romania
This paper presents concepts and experiences on integrating MOOCS into traditional higher education in Romania. Three study cases on integrating MOOCs in courses at undergraduate and Master level present and discuss the opportunities in different pedagogical concepts as flipped classroom. These activities require the acquisition of new skills by students and teachers. Advantages and limitations on using this educational model from concepts to management and technology indicate the challenges that lay ahead of educators who are willing to include MOOCs in their everyday teaching activities.
Slides used during presentation given at Faculty Technology Day 5/22/12. Resources will be posted to a tab on my protopage:
http://www.protopage.com/ktreglia#Untitled/Mobile_Apps_in_Education
Presentation for the Analysis of Societies: Transformation, technology and education panel, Near East University, 18 May, 2020.
https://www.youtube.com/watch?v=lNN6rQjTI0s
Innovation in Education Tools and methods for successAndreas Meiszner
On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.
OERs and MOOCs – the Romanian experience Diana Andone
OERs and MOOCs – the Romanian experience paper, authors Radu Vasiu, Diana Andone, presented at International Conference on Web & Open Access to Learning, 24-27 November 2014, Dubai, UEA.
Using Open Educational Resources (OER) provides opportunities for collaboration both in the classroom and beyond. Started in 2008 and gathering momentum over the past two years, now an online phenomenon, MOOCs (Massive Open Online Courses) reunite different perspectives over a globalized online learning. The paper analyses the use of OER and MOOCs in different study cases in Romanian universities. Several OER initiatives resulted from the over 1000 academia involved in the DidaTec lifelong learning and training for higher education teachers in the technical sciences and engineering field as a training course for university professors in 12 universities, within the aim of improving the use of ICT in higher education. Four universities from Romania started a Romanian MOOC environment, the UniCampus, which provides free access to valuable education in Romanian language, presented by well-known professors. The evaluation and quality assurance challenges of the Unicampus are mainly due to the restrictive educational setting in Romania. Two study cases on blending MOOCs in traditional higher education courses at undergraduate and Master level are also analysed from the impact on students’ motivation. Integrating MOOCs in blended learning empower students with new abilities and requires a new and open teacher model.
Career day 2014 at Queens Vocational and Technical HSKristen T
I had the wonderful opportunity to give a talk on Career Day at Queens Vocational and Technical HS this past Friday (6/6/14), these are the slides that I used. I also posted some resources for the students here: http://www.protopage.com/ktreglia#Untitled/Career_Day_2014
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
Integrating MOOCs in Traditional Higher Education- eMOOCs15Diana Andone
Presentation at the eMOOCs 2015 Conference in Mons, Belgium 18-20 May 2015
Integrating MOOCs in Traditional Higher Education, by Dr. Diana Andone
Dr. Andrei Ternauciuc, Vlad Mihaescu, Prof.dr. Radu Vasiu
Politehnica University of Timisoara, Romania
This paper presents concepts and experiences on integrating MOOCS into traditional higher education in Romania. Three study cases on integrating MOOCs in courses at undergraduate and Master level present and discuss the opportunities in different pedagogical concepts as flipped classroom. These activities require the acquisition of new skills by students and teachers. Advantages and limitations on using this educational model from concepts to management and technology indicate the challenges that lay ahead of educators who are willing to include MOOCs in their everyday teaching activities.
Slides used during presentation given at Faculty Technology Day 5/22/12. Resources will be posted to a tab on my protopage:
http://www.protopage.com/ktreglia#Untitled/Mobile_Apps_in_Education
Presentation for the Analysis of Societies: Transformation, technology and education panel, Near East University, 18 May, 2020.
https://www.youtube.com/watch?v=lNN6rQjTI0s
Innovation in Education Tools and methods for successAndreas Meiszner
On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.
Innovation in Education: Tools and methods for success (Session 2)Andreas Meiszner
Innovation in Education
Tools and methods for success
Session 2: Tools and techniques
Joint Pearson and ELIG workshop at the Escola Superior de Educação do Porto.
We looked at the data. Here’s a breakdown of some key statistics about the nation’s incoming presidents’ addresses, how long they spoke, how well, and more.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/emoji
OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...IJITE
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
development of deeper knowledge and competences. The structure of Lilac OERs will be presented as a
practical example of how the potential of technologies to support learning can be embedded in online
contexts.
Beyond the Open Educational Resource move – towards Open and Participatory Le...Andreas Meiszner
Internet version of the presentation prepared for the
FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008
Authors: Sandra Schaffert, Guntram Geser.
In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
On the way towards Personal Learning Environments: Seven crucial aspectseLearning Papers
Authors: Sandra Schaffert, Wolf Hilzensauer.
The practice of learning and teaching is not pre-determined, but always related to the tools and systems used in the process. The development and rising success of social software applications such as weblogs and wikis and so-called Personal Learning Environments (PLE) changes, enables and challenges learning with the Internet.
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.
Nine DBA students at thesis stage attended a non-credit bearing residency arranged in June 2017 at the University of Liverpool UK and led by Doctoral Tutors engaged through the Doctorate Hub. We all, including the tutors, stayed in self-contained units at BridgeStreet Liverpool One. This accommodation worked well, allowing us to stay together in the same complex […] The agenda was full, covering four days of structuring the DBA thesis, presenting our intended thesis and current status of progress with group feedback, understanding the expectations of the thesis, group exercises around our thesis projects, exploring action research, analytical software, data analysis and findings. We then considered how to present these in our thesis, and had one-on-one discussions with the Doctoral Tutors: Dr Nii Amoo and Dr Andreas Meiszner. Day four saw Dr Ana Faria join us to cover viva voce, research plan and the research instrument, and an open discussion on progressing to attaining our DBA qualification. This was rounded out with support available post- residency offered by the Doctorate Hub team. […] Of an evening we all participated in various meals and socialised at local restaurants and in sharing meals in designated units to contain costs. The opportunity to forge deep network connections and discuss our respective thesis and scholar-practitioner journeys were well worth the effort and expense to attend. The cohort has been in regular contact since as we each continue the progress of our thesis.
The research problem statement is one of the first steps in developing a Doctoral Thesis proposal. It is the starting point of the research process. Identifiable aspects of a research problem include something is broken, it has a cause and effect relationship, and there are initial observations and evidence mentioned. Developing a research problem statement from an identified problem isn’t easy but is an essential step in the thesis proposal process. To assist in the what and how, the Doctorate Hub team has been putting together this slideshow.
Re-Configuring Value Networks and Competition in Industrialized, Emerging and...Andreas Meiszner
Purpose of this Lecture
Aim: To provide an introduction to Value
Networks in Digital Times.
Learning Outcome:
(1) Understand how ICT is impacting Value Networks.
(2) Ability to assess the re-configura8on options of a given sector / industry.
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
As part of the Learning@Work Exploratorium Lab that is run by the European Learning Industry Group (ELIG) within the FP7 funded HoTEL research project we have been running a joint ELIG / Pearson interactive Learnshop that aimed at critically reflecting on how to innovate in a profoundly changing education ecosystem.
A key focus on this Learnshop had been to further advance on the question of how the Pearson efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’
This document provides an overview on the Learnshop structure and might be of use to those that intend to organize similar activities.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: EFQUEL
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 1
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Live Online Note Pad available at: https://etherpad.mozilla.org/ucvAgSF2e6
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 2
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Business and Sustainability Models in Open Education: Concepts and Examples i...Andreas Meiszner
As will be discussed within this report, OE services are not limited to learner assessment and certification against fees. The possible OE value chain that the unbundling of the traditional formal education package and the institutional detachment of education in theory do withhold is still to be explored.
Open Education Ecosystems, learning analytics and supportive software system ...Andreas Meiszner
At present there is a clear absence of technical solutions that would allow for education design and provision across technologies. Even in the case of supportive licensing for underlying open educational resources, and the access opportunity to educational communities, the disconnection of the respective technical solutions and environments has turned out so far to be a serious challenge. As a matter of fact current technological solutions are typically not designed or intended to allow for education across higher education institutions, nor to allow all type of learners to learn at any institution of their choice, nor to engage with students from such institutions, nor to obtain support from such institutions. Commercial approaches like Amazon for the retail sector or Sourceforge for developer community do provide some insights on how Open Education Ecosystems might be perceived. Amazon and Sourceforge both offer examples that bring together competing commercial enterprises within their environments, which in the traditional formal higher education domain does not exist. Thus there is the need to advance knowledge in such new forms of collaboration in the education sector and to contribute towards specifications that emerging Open Education Ecosystems would need to meet.
This updated version includes – inter alia – a new chapter focusing on the Key Challenges of Open Education (Chapter 5). This chapter draws on findings from the EU funded openED and openSE projects, and on findings from a 2011 survey carried out by the European Learning Industry Group (ELIG). The book is also available for download from the UNU-MERIT website at http://www.merit.unu.edu/archive/docs/hl/201111_The_Why_And_How_Of_Open_Education_v_1_5.pdf
‘The Why and How of Open Education‘ - Session Two: Service organization, busi...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives” 15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
‘The Why and How of Open Education‘ - Session One: Service Concepts and Pr...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
The Why and How of Open Education: The Service Perspective.Andreas Meiszner
The Why and How of Open Education: The Service Perspective.
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
The Why and How of Open Education: Concepts and PracticesAndreas Meiszner
The Why and How of Open Education: Concepts and Practices
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
The Why and How of Open Education Workshop.
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
1.
Joint
ELIG
Pearson
Online
Educa
Berlin
Learnshop
How
to
Guide
Innovation
in
a
Changing
Education
Ecosystem
Friday
6th
December
2013
-‐
11:45
-‐
13:30
This
interactive
Learnshop
aims
critically
to
reflect
how
to
innovate
in
a
profoundly
changing
education
ecosystem.
What
are
the
opportunities
for
innovation
within
emerging
lifelong
and
life-‐wide
multi-‐stakeholder
and
multi-‐sided
ecosystems?
The
subsequent
case
information
will
form
the
base
within
the
Learnshop
to
examine
the
case
through
the
lens
of
a
rigorous
and
structured
framework,
the
Pearson
Efficacy
Framework,
as
a
tool
to
engender
learning-‐focused
behaviours
when
assessing
and
evaluating
prospective
innovations.
Facilitators
Andreas
Meiszner
European
Learning
Industry
Group
(ELIG),
The
Netherlands
Elmar
Husmann
European
Learning
Industry
Group
(ELIG),
Germany
Kelwyn
Looi
Analyst,
Office
of
the
Chief
Education
Advisor,
Pearson,
UK
Vaithegi
Vasanthakumar
Associate,
Office
of
the
Chief
Education
Advisor,
Pearson,
UK
Fadi
Khalek
Adam
Black
Contacts:
Kelwyn
Looi
VP-‐Higher
Ed
&
Voc
Learning
Solutions,
Pearson
Education
EMA
Chief
Learning
Technologies
Office,
Pearson
ELT;
SVP
Efficacy
and
Global
Scale
of
English
Products,
Pearson
English,
UK
(kelwyn.looi@pearson.com)
Andreas
Meiszner
(andreas.meiszner@elig.org)
2.
3.
HoTEL
OEB
Case
Study
Template
General
Information
Name
of
Case
:
Case
Website:
Contact
information
Name
&
Surname:
Institution
or
Company:
Email:
Stage
of
Development:
“OpenLearn”;
The
Open
University
UK
http://www.open.edu/openlearn/
Note
–
the
following
case
is
an
extract
from
a
case
study
featured
at
https://joinup.ec.europa.eu/system/files/doc/IDABC%20OSOR%20casestudy%20
OpenUniversity.pdf
Andreas
Meiszner
ELIG
andreas.meiszner@elig.org
Commercialised
Case
Information
1.
Background
&
introduction
Briefly
describe
the
nature
of
the
case
By
2005
the
OU
had
a
variety
of
online
services,
which
helped
the
students
in
their
distance
learning
process
and
the
university
in
evaluating
and
communicating
with
them.
The
problems
in
2005
however
were
that
many
of
these
online
services
were
outdated,
offered
little
modularity,
and
were
not
centralized,
which
made
it
increasingly
difficult
for
students
and
teaching
staff
to
find
their
way
around
the
OU's
online
platform.
It
was
therefore
necessary
for
the
university
to
address
these
issues,
and
to
provide
a
solid
and
functional
online
platform,
as
the
Internet
gradually
moved
in
the
centre
of
their
daily
operations.
More
or
less
simultaneously
The
William
and
Flora
Hewlett
Foundation
wanted
to
fund
an
educational
entity
that
would
investigate
open
learning
platforms
and
to
provide
open
educational
resources
through
it.
For
the
Hewlett
Foundation
the
OU
was
the
right
institution
for
such
a
project,
and
the
OU
itself
was
very
interested
in
this
development.
The
Hewlett
Foundation
thus
funded
the
OpenLearn
project
for
a
period
of
two
years,
after
which
the
OpenLearn
platform
went
online,
offering
a
very
extensive
catalogue
of
learning
content.
The
OpenLearn
project
itself
was
not
directly
linked
to
the
OU's
development
of
the
Moodle
based
VLE,
but
the
teams
worked
together
closely,
as
the
OpenLearn
platform
is
also
running
on
Moodle.
The
two
projects
can
be
understood
as
the
development
of
two
platforms:
one
for
the
University,
where
students
and
teaching
staff
can
log
in
and
participate
in
courses
and
discussions,
and
one
that
is
open
to
the
public,
where
anyone
can
access
course
material
and
learn
independently.
HoTEL
|
page
1
4. Evaluation
Questionnaire
HoTEL
events
2.
Conception
and
progress
to
date
How
did
the
case
come
about,
what
progress
has
it
made
to
date,
and
what
are
plans
for
the
future?
The
development
of
the
Moodle
based
OU
internal
VLE
was
funded
by
the
University's
internal
resources,
meanwhile
for
the
OpenLearn
initiative
the
William
and
Flora
Hewlett
Foundation
provided
a
generous
contribution
to
the
budget
that
also
benefitted
the
underlying
Moodle
VLE
customization.
Together
the
two
projects
had
a
dedicated
budget
of
roughly
£
5
million
for
the
development
of
the
two
VLEs,
which
covered
research,
the
development
of
the
platform,
change
management
and
anything
else
that
was
necessary
in
order
to
have
a
functioning
system.
About
£
2
million
of
this
budget
was
contributed
by
the
Hewlett
Foundation,
which
represented
the
part
of
the
budget
dedicated
to
the
technical
and
media
aspects
of
the
OpenLearn
project.
The
total
number
of
people
that
was
working
on
both
of
the
projects
combined
at
times
reached
about
thirty
full
time
employees,
which
included
about
twelve
developers
and
a
lot
of
the
general
staff
from
the
University.
The
teams
had
clearly
dedicated
tasks:
for
the
investigation
of
the
Moodle
deployment,
several
sub
groups
were
formed,
which
did
extensive
research
on
the
needs
and
risks
of
such
a
deployment.
The
team
working
on
OpenLearn
worked
separately,
although
both
teams
had
frequent
exchange
of
ideas
and
experiences
until
the
official
completion
of
the
two
projects
in
July
2008.
Future
plans
(expressed
by
2009)
In
the
future
the
OU
will
continue
to
work
on
improving
Moodle,
and
integrating
previous
systems
into
their
Moodle
VLE.
As
user
created
content
and
participation
on
Internet
platforms
is
escalating
as
part
of
the
so-‐called
Web
2.0,
the
OU
is
trying
to
find
ways
to
incorporate
this
in
their
online
platform.
The
University
hopes
to
engage
in
a
variety
of
Web
2.0
communities
as
they
see
the
potential
of
these
for
future
learning
and
communication
spaces.
Given
that
students
are
increasingly
used
to
participating
actively
in
the
social
networks
of
the
Internet,
in
whatever
form
this
may
be,
the
OU
is
seeking
to
integrate
this
in
their
work.
As
universities
and
other
institutions
are
still
experimenting
with
this
and
as
that
there
is
constant
change
of
social
platforms,
the
OU
is
not
yet
decided
on
what
format
they
want
to
employ,
but
the
topic
is
certainly
very
interesting
for
the
future.
With
the
dramatic
spread
of
smart
phones
and
hand-‐held
computers,
the
OU
is
also
thinking
of
ways
to
incorporate
these
technologies
into
their
communication
and
information
strategy.
With
regard
to
the
OpenLearn
platform,
there
has
been
a
continuous
investigation
of
the
consequences
of
open
learning
models,
and
their
value
to
learners
outside
the
University.
Together
with
a
team
of
researchers
from
various
universities,
they
are
developing
ways
to
analyse
the
impact
of
open
education
by
employing
methods
on
analytics.
2
page
|
HoTEL
5.
HoTEL
OEB
Case
Study
Template
3.
Outcomes
&
value
proposition
What
are
the
intended
outcomes
&
value
proposition
of
the
case
with
regards
to
enhancing
learning
and
education?
The
introduction
of
Moodle
was
a
very
ambitious,
well
funded,
and
highly
structured
programme.
Given
that
distance
communication
is
at
the
core
of
the
OU's
method
of
operation
this
very
structured
approach
appears
absolutely
necessary
to
ensure
that
the
system
would
reliably
do
what
it
needed
to
do.
With
regard
to
the
choice
of
an
Open
Source
environment
for
their
VLE,
the
University
had
tried
different
systems,
of
which
Moodle
simply
appeared
as
the
best
choice
for
the
OU.
Admittedly
the
system
still
required
a
large
number
of
modifications,
improvements,
and
additions,
but
today
the
system
fulfils
the
OU's
requirements
and
provides
a
working
Virtual
Learning
Environment
that
is
scalable,
robust
and
feature
rich
and
that
is
being
used
increasingly
in
the
courses.
Even
though
some
people
would
have
liked
to
see
a
dedicated
commercial
support
partner
in
this
process,
the
team
in
charge
of
the
VLE
quickly
realized
that
the
best
source
of
expertise
is
freely
reachable
through
the
Moodle
community.
The
invaluable
feedback
that
they
get
for
code
contributions
in
the
form
of
new
developments
or
enhancements,
through
bug
reports
and
discussions
has
become
essential
to
the
work
on
the
OU's
VLE.
The
altruistic
approach
clearly
is
a
welcome
addition
to
this,
as
not
only
the
OU
can
benefit
from
this
large
project,
but
also
any
other
Moodle
users
world
wide.
The
reasons
for
this
give-‐and-‐take
relationship
are
thus
of
a
mutual
benefit,
which
is
an
important
backbone
of
the
Moodle
community.
The
same
has
been
argued
to
be
true
for
the
content
side
at
OpenLearn,
where
giving
back
to
the
community
and
sharing
content
was
a
motivation
that
made
the
project
interesting
for
most
people
involved.
In
addition
to
these
altruistic
motivations,
the
OU
also
sees
a
clear
pragmatic
benefit
in
the
sharing
of
code
and
content.
The
OpenLearn
platform
attracts
many
visitors
from
outside
the
University.
This
in
turn
can
translate
in
students
that
register
for
courses
at
the
University,
given
that
it
may
spark
the
interest
of
new
students.
Thus
it
has
been
a
success
operating
openly
for
the
University
itself,
it
has
helped
its
image,
[and]
it
has
helped
public
access.
According
to
estimations
the
team
has
made,
the
number
of
students
that
registered
at
the
OU
through
the
OpenLearn
platform
is
roughly
11000
since
the
publication
of
the
platform
and
end
of
2008.
Operating
openly
consequently
brings
financial
benefits
as
well,
while
giving
the
rest
of
the
world
content
and
developments.
HoTEL
|
page
3
6. Evaluation
Questionnaire
HoTEL
events
4.
Measures
of
achievements
and
success
What
are
the
intended
(or
already
implemented)
measures
of
achievements
and
success
through
the
case
life
cycle?
This
could
include
the
data
that
you
will
collect,
examples
of
research
activity
etc.
The
OU
identified
a
number
of
barriers
to
which
solutions
had
to
be
found,
such
as:
1.
Lack
of
awareness:
Especially
in
organisations
relied
heavily
on
a
print-‐based
approach
for
the
communication
and
distribution
of
their
learning
material,
moving
the
focus
on
an
Internet-‐based
approach
might
be
a
challenge.
It
is
therefore
essential
to
communicate
the
advantages
of
these
working
methods
and
to
give
clear
instructions
on
how
to
use
them.
2.
Lack
of
incentives:
Although
the
senior
levels
at
the
OU
advice
academic
staff
to
include
more
e-‐
learning
methods
in
their
work,
and
produce
their
content
around
online
platforms,
some
members
of
staff
are
still
reluctant
to
do
so.
Given
that
a
students
and
internal
resources
are
increasingly
centred
around
e-‐learning
platforms
(i.e.
the
VLE),
academic
staff
is
pressured
into
using
these
methods
increasingly
as
well.
In
this
process,
once
again,
it
is
important
to
communicate
new
working
methods
and
give
clear
assistance
where
needed.
3.
Concern
to
avoid
alienating
students:
There
is
the
concern
that
relying
heavily
on
e-‐learning
methods
might
exclude
some
students
from
participating
in
courses,
as
Internet
access
is
still
not
comparable
to
access
water.
The
OU
however
sees
that
it
should
rather
focus
on
leading
in
new
technologies
than
bowing
down
to
decreasing
trends.
Already
in
the
1970s
and
1980s
the
OU
has
faced
similar
discussion
with
the
introduction
of
television-‐based
learning
methods,
which
have
diminished
quickly
with
the
spread
of
TVs
and
audio
cassettes.
4.
Risk
aversion:
There
is
justified
concern
within
the
OU
that
using
a
system
which
is
under
development
might
be
a
risk,
seeing
that
it
might
be
unreliable
or
that
functionalities
and
user
interface
might
change.
The
VLE
development
team
however
made
sure
that
the
first
version
deployed
was
stable
and
that
only
improvements
would
be
added
to
the
system
in
the
future.
Basic
functions,
user
interface,
and
access
system
would
remain
the
same,
and
issues
with
the
stability
of
the
system
were
tackled
in
advance.
Of
course,
there
might
be
a
problem
here
and
there
with
the
system,
but
this
can
happen
to
any
other
finished
system
as
well,
which
might
be
less
modular
or
flexible,
making
it
harder
to
find
a
solution.
4
page
|
HoTEL
7.
HoTEL
OEB
Case
Study
Template
5.
Impact
What
is
the
envisioned
impact
of
the
case,
in
particular
on
the
wider
education
community
and
the
changing
education
ecosystem?
The
deployment
of
Moodle
and
the
free
release
of
learning
material
as
part
of
the
OpenLearn
project
at
the
Open
University
gives
a
fair
indication
of
how
paradigms
in
the
educational
sectors
are
changing.
From
a
technical
perspective,
the
choice
of
Moodle
as
the
OU's
VLE
shows
how
Open
Source
products
can
be
well
capable
of
competing
with
proprietary
solutions.
It
was
and
is
seen
as
the
best
available
solution
that
would
meet
the
OU's
demands
on
stability,
flexibility,
scalability,
and
also
very
important:
support.
Compared
to
commercial
software
deployments,
Moodle
does
not
rely
on
one
support
partner,
but
features
a
community
of
users
world
wide.
With
more
than
2,5
million
registered
courses
and
roughly
28
million
users,
this
is
a
substantial
source
of
feedback
and
information,
which
is
invaluable
to
the
work
of
the
OU.
By
contributing
to
this
community
with
their
own
developments,
they
create
a
win-‐win
situation,
as
their
tools
improve
with
all
the
feedback
and
assistance,
and
all
others
users
benefit
from
the
additional
functionalities
added
by
the
OU.
From
a
social
perspective,
the
OpenLearn
project
also
shows
potential
new
ways
on
how
open
educational
resources,
such
as
learning
materials,
might
be
produced
and
shared
within
free
and
open
collaborative
environments.
With
OpenLearn,
the
OU
has
made
an
important
step
in
making
content
freely
available
for
learners
outside
the
realm
of
the
University,
who
might
not
be
able
to
access
quality
learning
material
otherwise.
And
besides
the
benefits
for
all
learners
that
access
the
content
for
free,
the
OU
benefits
with
regard
to
the
positive
image
attached
to
sharing
content.
With
regard
to
change
management,
the
OU's
case
shows
that
the
real
costs
of
introducing
a
new
system
do
not
trace
back
only
to
software
licenses,
development
work
or
hardware
acquisitions,
but
also
to
the
change
management.
The
OU's
case
confirms
once
again
that
old
habits
have
to
be
broken
and
resistance
to
be
overcome,
which
in
the
case
of
the
OU
was
done
as
a
step-‐by-‐step
approach,
with
guidance
of
every
step
that
helped
fundamentally
in
creating
acceptance
and
understanding.
Clearly,
relying
heavily
on
the
Internet
and
sharing
the
content
of
whole
courses
might
be
new
and
strange
to
people
that
were
used
to
traditional
ways
of
communication
and
dissemination
models.
With
regard
to
the
OU,
one
might
argue
that
it
is
acting
as
a
forerunner
of
general
trends,
which
are
by-‐
products
of
the
Internet,
and
which
have
the
potential
to
change
traditional
education
systems
for
the
benefit
of
the
greater
society.
Projects
such
as
OpenLearn
underline
this
idea,
and
it
is
to
see
if
these
effects
will
actually
change
the
learning
environment
in
the
future.
HoTEL
|
page
5
8. Evaluation
Questionnaire
HoTEL
events
Context
The
HOTEL
(Holistic
Approach
to
Technology
Enhanced
Learning)
project
originates
from
the
observation
that
most
of
the
TEL
research
so
far
has
concentrated
mainly
on
the
development
of
ad
hoc
technologies
for
learning,
failing
to
capture
both
the
potential
adoption
of
emerging
technologies
not
originally
designed
for
learning
in
education
and
training
environments
and
the
innovative
use
that
is
made
of
technologies
in
non-‐formal
and
informal
ways
of
learning
and
the
extent
to
which
this
could
be
transferred
/
adapted
to
formal
learning
environments.
This
is
believed
by
the
Consortium
to
provide
a
misleading
and
fragmented
picture
of
the
extent
to
which
new
forms
of
using
technologies
(already
mainstreamed
and/or
successfully
piloted
and/or
emerging)
support
learning.
Innovative
practices
in
the
use
of
technologies
for
learning
(especially
in
non-‐formal
and
informal
learning
environments)
are
often
not
sufficiently
considered
by
research
whereas
bottom-‐up
innovation
is
playing
an
increasingly
important
role
in
the
field
of
TEL,
which
might
lead
to
new
theories
for
learning.
On
the
other
hand,
there
is
a
need
to
verify
the
impact
of
existing
learning
theories
on
TEL
practices
to
determine
whether
this
has
led
/
is
leading
to
innovation.
Furthermore,
the
lack
of
a
holistic
approach
in
TEL
as
described
above
puts
at
risk
the
effectiveness
and
mainstreaming
of
new
ways
of
using
ICT
for
learning
purposes:
too
often
the
timespan
between
the
identification
of
technologies
that
have
a
potential
for
learning,
the
theoretical
analysis
of
pedagogical
implications,
the
piloting
of
such
technologies
and
their
adoption
(first
at
small
scale
and
then
mainstreamed)
is
so
long
that
the
technology
itself
becomes
out-‐dated
compared
to
the
changing
environment
and
learning
needs.
Pearson’s
Efficacy
Framework
would
be
tested
as
a
[e.g.
stand-‐alone]
means
to
support
the
different
stakeholders
to
innovate
in
TEL
/
education.
ELIG
and
Pearson
have
been
working
together
to
design
a
learnshop
that
would
foster
the
hands-‐on
experience
of
using
the
efficacy
framework
with
test
cases
of
technological
innovations
in
order
to
examine:
i.
Whether
new
innovations
necessarily
support
learning
enhancement
ii.
The
impact
of
existing
learning
theories
on
TEL
practices
to
determine
whether
this
has
led
/
is
leading
to
innovation
Objectives
of
the
Learnshop
1. For
attendees
the
learnshop
would
provide
the
opportunity:
a. To
acquaint
themselves
with
the
efficacy
framework
as
a
tool
to
engender
learning-‐
focused
behaviours
when
assessing
and
evaluating
prospective
innovations
b. To
be
involved
at
the
input
phase
of
the
project,
allowing
for
feedback
provided
on
evaluating
the
efficacy
framework
as
a
support
model
to
be
incorporated
into
future
iterative
decisions
of
the
holistic
model
6
page
|
HoTEL
9.
HoTEL
OEB
Case
Study
Template
c. To
examine
their
own
‘case’
(or
a
sample
case)
through
the
lens
of
a
rigorous
and
structured
framework,
providing
the
participant
key
takeaways
at
both
the
transversal
and
individual
case
level
HoTEL
|
page
7