The document discusses how universities can work in more open ways by learning lessons from open education initiatives like MOOCs, OER, and crowdsourcing. It outlines four types of innovation - inter-organizational, intra-organizational, user-driven, and collective. Case studies are presented in three clusters: open education, industry partnerships, and crowdsourcing. The document concludes that opening up ideas and knowledge can generate innovation through external collaboration if universities adopt a shared culture of openness, partnerships, and intellectual property processes.
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
"Spanish and Latin American OpenCourseWare repositories in Higher Education: A study of the development of OCW websites in Spanish and proposals for improvement"
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
"Spanish and Latin American OpenCourseWare repositories in Higher Education: A study of the development of OCW websites in Spanish and proposals for improvement"
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
Making the case for OER and joining OERu to senior management by adopting a presentation from the http://www.ocwconsortium.org/en/community/toolkit/makingthecase
Open Educational Resources - experiences from Great Britain and Internationally. First presented to a Swedish audience in Stockholm February 2010 by Patrick McAndrew.
CC-BY
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
On completion of this workshop you will be able to:
1) Identify and evaluate MOOCs for your professional development
2) Develop a general strategy for participating in MOOCs effectively
3) Identify key characteristics between cMOOCs and xMOOCs
This presentation was from a talk I gave at the International Association of Technology, Education and Development conference in Valencia, Spain in 2010.
Activity level Learning Design representations to enhance curriculum designAndrew Brasher
This exploratory study builds on existing approaches in using Learning Design representations in order to enhance curriculum design processes. Our lightning presentation reports on the first stage of the project, which aims to develop and test paper and software-based tools. These tools are envisaged to enable teams to design students’ learning journeys in detail, at activity level, with clear links to assessment and learning outcomes. In the lightning presentation we will showcase a first draft of the prototype tools, and discuss the strategies developed in order to iteratively design and evaluate these tools.
Designing and evaluating incidental learningAndrew Brasher
Presented at the CALRG Annual Conference, June 2015. http://www.open.ac.uk/research-groups/calrg/conferences/annual-conference
Abstract
Over the past three years we have been developing a framework intended to facilitate both the occurrence and evaluation of incidental learning. This work has been part of the MASELTOV project, supported by the European Commission, eInclusion programme FP7-ICT-7. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
The goal of the Incidental Learning Framework is to facilitate the creation of technology rich learning opportunities which emanate from incidental learning i.e. learning that is spontaneous and unplanned. As a design tool its use should encourage links and triggers to structured and reflective learning to back up and deepen learning that happens incidentally. The framework is a descriptive mechanism that enhances analysis and evaluation of incidental learning, and a generative tool to support discussions around software system design. It facilitates the communication of learning design ideas both visually and textually.
Initial work was presented at the CALRG conference in 2012, and the framework has been under development since that time (Brasher et al., 2012, Gaved et al., 2013, Kukulska-Hulme et al., in press). Development of the framework has included expert evaluation, and changes in response to data acquired from field trials of a mobile app intended to support language and cultural learning. In this paper we describe the development, use and evaluation of the framework to date, and reflect on lessons learnt.
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
Making the case for OER and joining OERu to senior management by adopting a presentation from the http://www.ocwconsortium.org/en/community/toolkit/makingthecase
Open Educational Resources - experiences from Great Britain and Internationally. First presented to a Swedish audience in Stockholm February 2010 by Patrick McAndrew.
CC-BY
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
On completion of this workshop you will be able to:
1) Identify and evaluate MOOCs for your professional development
2) Develop a general strategy for participating in MOOCs effectively
3) Identify key characteristics between cMOOCs and xMOOCs
This presentation was from a talk I gave at the International Association of Technology, Education and Development conference in Valencia, Spain in 2010.
Activity level Learning Design representations to enhance curriculum designAndrew Brasher
This exploratory study builds on existing approaches in using Learning Design representations in order to enhance curriculum design processes. Our lightning presentation reports on the first stage of the project, which aims to develop and test paper and software-based tools. These tools are envisaged to enable teams to design students’ learning journeys in detail, at activity level, with clear links to assessment and learning outcomes. In the lightning presentation we will showcase a first draft of the prototype tools, and discuss the strategies developed in order to iteratively design and evaluate these tools.
Designing and evaluating incidental learningAndrew Brasher
Presented at the CALRG Annual Conference, June 2015. http://www.open.ac.uk/research-groups/calrg/conferences/annual-conference
Abstract
Over the past three years we have been developing a framework intended to facilitate both the occurrence and evaluation of incidental learning. This work has been part of the MASELTOV project, supported by the European Commission, eInclusion programme FP7-ICT-7. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
The goal of the Incidental Learning Framework is to facilitate the creation of technology rich learning opportunities which emanate from incidental learning i.e. learning that is spontaneous and unplanned. As a design tool its use should encourage links and triggers to structured and reflective learning to back up and deepen learning that happens incidentally. The framework is a descriptive mechanism that enhances analysis and evaluation of incidental learning, and a generative tool to support discussions around software system design. It facilitates the communication of learning design ideas both visually and textually.
Initial work was presented at the CALRG conference in 2012, and the framework has been under development since that time (Brasher et al., 2012, Gaved et al., 2013, Kukulska-Hulme et al., in press). Development of the framework has included expert evaluation, and changes in response to data acquired from field trials of a mobile app intended to support language and cultural learning. In this paper we describe the development, use and evaluation of the framework to date, and reflect on lessons learnt.
How to design Collaborative Learning activitiesAndrew Brasher
A hands-on workshop exploring tools and techniques for designing successful online collaborative learning activities in higher education.
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the Metis Project, and it is one of three workshop structures that have been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project http://metis-project.org/.
How to design Collaborative learning activitiesAndrew Brasher
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
The workshop is being offered as part of the Metis Project (http://www.metis-project.org/), and it is one of three pilot workshops being run across different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE.
Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.
Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
A few slides to prompt Open University staff to think about how to facilitate and exploit mobile learning within OU courses. This slideshow has been put together for the OU's 'Mobile Learning Winter Festival' http://cloudworks.ac.uk/cloud/view/4967.
Note that some of the links are accessible to Open University staff only.
Social Networking for Student and Staff LearningAndrew Brasher
This slideshow describes a project aimed at working out practical teaching and learning scenarios for social bookmarking and RSS feeds
in order to get OU teachers to use these tools in their courses and student support
Funded by
The Open University Practice Based Professional Learning Centre for Excellence in Teaching and Learning: http://www.open.ac.uk/pbpl
This slideshow describes some features of CompendiumLD which can help you lay out and manage your learning designs.
It shows how you can
- Add timing information
- Drag and drop files
- Lay out maps
- Save and share designs
- Hide/show menu options
- Manage maps & designs using workspaces and the outline view
Getting Started With CompendiumLD (version 1)Andrew Brasher
This slide show describes how to get started using CompendiumLD, a tool for creating visual representations of learning activities.
Teachers and media developers go through a complex decision making process when designing new learning experiences – working towards an effective pedagogical mix, combining resources, tools, student and tutor support.
For an individual media developer or teacher, the process of creating a visual map of a learning activity clarifies their own understanding of the mix. For teams comprised of individuals focused on different aspects, a visual representation supports communication about issues that need to be resolved before the activity is delivered to students.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
1. How can universities work in the open?
Learning lessons of innovation from MOOCs, OER
and crowdsourcing environments
Josie Taylor
Andrew Brasher
Patrick McAndrew
Lut Moorthamer KU Leuven
OEII [except
where
noted]
3. Open Innovation
“Opening up institutional ideas and knowledge
assets to external parties for co-development,
in order to generate innovation, new
opportunities, harness new resources and
reach new markets.”
(JISC Business and Community Engagement)
olnet.org
4. Innovation typology
Inter organisational innovation
external collaboration
Intra-organisational innovation
employee participation
User innovation
involve „lead users‟ in development
Collective innovation
crowd-source and collective intelligence
(Innoget via JISC Business and Community Engagement)
olnet.org
5. What is needed
Shared culture and values
• Management and cultural support
• Consensus on values
• Trust and sharing
Infrastructure and capabilities
• Strategic and partnerships
• Processes and incentives
• Proven ability and clear approach to Intellectual Property
olnet.org
6. Open Open Innovation
The product is in the open
The collaboration is in the open http://p2pu.org
http://wiki.creativecommons.org/School_of_Open
olnet.org
7. Clusters
Cluster 1: Open Education, OER, OCW and MOOCs
Cluster 2: Educational innovation and knowledge
circulation with companies
Cluster 3: (social) innovation and crowdsourcing
olnet.org
8. Case studies
Cluster 1 Cluster 2
edX Acqa
P2PU Safety Engineering
Class2Go Telecom Italia
Khan Academy Cluster 3
Udacity
Medialab
OCW-EU
Escuela Popular
Coursera
MOOC EaD
OERU
olnet.org
9. Dimensions of openness
1. Open Access
2. Free online availability
3. Freedom of Pace
4. Freedom of Place
5. Freedom of Start time
6. Open source
7. Open licensing
8. Open creation
olnet.org
10. How open is open?
Case Acqa-KULeuven Eng. KULeuven
Safety Escuela Popular
Telecom ItClass2Go edX
- UNINETTUNO Coursera Medialab Prado
Udacity Khan Academy plans to[1]: OCW-EU MOOC EaD
OERU P2PU
1. Open Accessdiploma requirement
No: No: diploma requirement
YES No Yes Most[2] Yes YES Yes Yes Yes Yes Yes Yes
2. Free online availability
No No NO[1] No Yes Yes Yes YES Yes Yes Yes Yes Yes Yes
3. Freedom of Pace No
No SOME Yes No No Yes SOME Yes Yes Yes Some[3] Yes Yes
4. Freedom of Place No
No NO Yes Yes Yes Yes SOME (Audiovisual) Yes
Yes Yes Yes Yes Yes
5. Freedom of Start time
No No SOME Yes No No Some SOME Yes Yes Some Some Yes Yes
7. Open source
No No N/A No Yes Yes[4] No N/A No Some[5] Yes Yes Yes Yes
8. Open licensing No
No N/A No No Some[6] No CC-BY-SA[2] BY-NC-ND
CC CC-BY-NC-SA
Yes CC-BY--SA Yes CC-BY
9. Open creation
No No YES[3] No No No N0 YES No No No Yes No[7] No
0 0 3 3 4 4.25 4.5 5.5 6 6.5 6.5 7 7 7
1. Open Access 5. Freedom of Start time
2. Free online availability 6. Open source
3. Freedom of Pace 7. Open licensing
4. Freedom of Place 8. Open creation
olnet.org
11. How open is open?
Cluster 1 Cluster 2 Cluster 3
7
6
5
4
Openness
3
2
1
0
olnet.org
12. OER & OCW
A content collection
Anyone can add to it
Anyone can take away
Supporting wonderful activities
Loose collaboration model
But …
Can be hard to see the product
olnet.org
13. Enhance OU reputation
Extending reach
Widening participation
Experiment with courses
Accelerate technologies
Catalyst for collaboration
Research base
Recruitment of students
http://oro.open.ac.uk/17513/
15. Massively Open Online Course (MOOCs)
Meeting a clearer need
Impact on organisations
Individual opportunities
High profile
Alternative ways to join in
Challenges
Expectations and inertia
Eventual impact
olnet.org
18. Characteristics of cases in cluster 2:
• universities with formal recognition as higher education
institution
• degree programs and courses
• certificated education for achievement, certificate by
university
• face-to-face education, e-learning, blended learning
Case Acqa-KULeuven Safety Telecom Italia,
Engineering UNINETTUNO
KULeuven
Education level PG PG G
Granularity of offering C and P C and P C and P
Assessment T - summative T - summative T
Certification awarded for achievement achievement achievement
Certification awarded by university university university
Dominant didactics Instructor led Instructor led
olnet.org
19. Connecting with University networks
Interest of
companies
• Education • Focus on
• Focus on
• Alignment research +
research
with training education
needs
University University
networks networks
21. Catwalk to ready to wear
Adams, A., FitzGerald, E., and Priestnall, G. (to appear) Of Catwalk
Technologies and Boundary Creatures. Transactions on Computer-
Human Interaction
CC-BY-NC http://www.flickr.com/photos/thestylepa/6157909577/
P2PU
MITx -> edX
CC-BY-NC-SA http://www.flickr.com/photos/57340921@N03/7527822002/
olnet.org
22. Incubating openness
Harness passion: individual motivation
Build on what others have done – way to join in but also …
Be prepared to create your own approach and system
Innovate on existing objectives: reach, online, international
experience …
Be a user of the innovations not just a producer
Stay in touch – be involved
Experiment at different scales
http://www.flickr.com/photos/graibeard/4082255623
olnet.org
23. Summary
Open innovation removes barriers
If the product is open can accelerate and scale
The MOOC model shows how universities can innovate
Power of the individual
Incubation of ideas – overlap between outside and inside
Rapid communication and agile planning
olnet.org
24. Tentative recommendations
• Stimulate the use of social networks. Participation in
learning activities is enhanced if the students feel to be
part of a (virtual) community.
• Use feedback gained from open operation to improve the
next generation internal courses on a continual basis
• Universities can exploit educational technology
innovations to improve image and profile.
• Prepare ways to respond to innovation: resources to
analyse, understand and kickstart.
olnet.org
Dimensions applied as measures – subjective but informative.
THE UNED cases feature N/A as a value indicating that some of the dimensions we have picked are considered to not be applicable to all case studies. Note openness value for cluster 2 cases (the 2 on extreme LHS) are both zero.
THE UNED cases feature N/A as a value indicating that some of the dimensions we have picked are considered to not be applicable to all case studies. Note openness value for cluster 2 cases (the 2 on extreme LHS) are both zero.
Unlike, most OERs, with a MOOC you don’t get just the content, you get the promise of some form of interaction with members of an academy.
Contrast – coursera, class2go, p2pu, ocw-eu, …
Some ideas for additions to recommendations from the cross-over analysis. These are at director/rector level, but were drawn from MOOC studies:* Stimulate the use of social networks.The participation in learning activities is enhanced if the students feel to be part of a (virtual) community.( Telecom Italia/UNINETTUNO).* The MOOC platform provides a way of testing content and pedagogy with a diverse student population. A MOOC platform such as edX offers its owners the opportunity to test new course designs and implementations with real students. However, Universities need to be aware of MOOC students' expectations and the resources (e.g. personnel and tools) needed to provide both a high quality learning experience, and to evaluate the data generated through learner interactions within the MOOC platform (sources: edX, P2P MOOCs)..Recommendation: Universities should use feedback gained from MOOCs to improve the next generation of their own course provision, and do this on a continuous basis. To do this, resources must be available to evaluate the data generated through innovations such as MOOCs.* A MOOC platform owned and controlled by a University (or a group of Universities) offers that MOOC provider publicity, and the opportunity to assess the market for its offerings by direct contact with potential students (source . Recommendation: Universities can exploit some educational technology innovations as marketing opportunities. However, care needs to be taken to manage MOOC students' expectations, and .clear business cases and cost-benefit analyses are required (source Class2Go).