This document discusses ways that MOOCs can evolve beyond their initial form to better support students. It suggests that MOOCs could help reduce dropout rates and increase passing rates by providing more student interaction and renewed focus on teaching. Learning analytics from student data and customized learning experiences may help monitor student progress. MOOCs also serve the needs of new students by providing upskilling, career opportunities, and a better work-life balance through flexible learning.
Breaking the walls of a campus summer course for high school students with tw...Laia Albó
This presentation presents a case study paper of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students. The aim of the study is to explore the design challenges emerged from this blended learning ap-proach, the students’ learning outcomes and satisfaction with the course content as well as investigating the students’ behavior with the MOOCs once the f2f course ended. Results indicate that students learned through the course and were satisfied with the learning design. Moreover, some of them took advantage of the MOOCs once the campus course finished.
Breaking the walls of a campus summer course for high school students with tw...Laia Albó
This presentation presents a case study paper of integrating two external MOOCs in a face-to-face (f2f) summer course for high school students. The aim of the study is to explore the design challenges emerged from this blended learning ap-proach, the students’ learning outcomes and satisfaction with the course content as well as investigating the students’ behavior with the MOOCs once the f2f course ended. Results indicate that students learned through the course and were satisfied with the learning design. Moreover, some of them took advantage of the MOOCs once the campus course finished.
Presentation for the Media and Learning webinar on 15th October 2015. A recording of the webinar is available at: http://association.media-and-learning.eu/portal/resource/ml-webinar-meeting-challenges-providing-campus-wide-video-services
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
Presentation for the Media and Learning webinar on 15th October 2015. A recording of the webinar is available at: http://association.media-and-learning.eu/portal/resource/ml-webinar-meeting-challenges-providing-campus-wide-video-services
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
Model-Driven Architecture for Cloud Applications Development, A survey Editor IJCATR
Model Driven Architecture and Cloud computing are among the most important paradigms in software service engineering now a days. As cloud computing continues to gain more activities, more issues and challenges for many systems with its dynamic usage are introduced. Model Driven Architecture (MDA) approach for development and maintenance becomes an evident choice for ensuring software solutions that are robust, flexible and agile for developing applications.
This paper aims to survey and analyze the research issues and challenges that have been emerging in cloud computing applications with a focus on using Model Driven architecture (MDA) development. We discuss the open research issues and highlight future research problems.
Developers are faced with a smorgasbord of architecture activities but few models telling them which activities to use. Alternatives include the documentation package model, which advocates a complete architectural description from many perspectives, and the evolutionary design model, which advocates no up-front architectural work.
This talk explains the risk-centric model, inspired by Attribute Driven Design (ADD), Global Analysis, and the Spiral model. In the risk-centric model, risks are central, so developers: (1) prioritize the risks they face, (2) choose appropriate architecture techniques to mitigate those risks, and (3) re-evaluate remaining risks. It encourages “just enough” architecture by guiding developers to a prioritized subset of architecture activities. It makes explicit the mappings between risks and corresponding architecture techniques.
Like ADD and Global Analysis, and unlike the Spiral model, the risk-centric model is not a full software development process and can instead be used inside a process such as XP or RUP.
Attribute Driven Styles: The Good, the Bad, and the Unknown (SassConf 2015 Di...Jonathan Cutrell
Attributes provide us with a high amount of flexibility that we have largely ignored. In this discussion, we'll explore how attributes may help create a more flexible, maintainable, and intentional way of building stylesheets.
This presentation describe the importance of trade-off between software architecture quality attribute (NFR). Explain about Performance, Security, Availability and Scalability in depth and other in briefly.
Presented on tech talk @ DFN Technology.
Software Architecture: Principles, Patterns and PracticesGanesh Samarthyam
Are you a developer or designer aspiring to become an architect? Do you want to learn about the architecture of open source applications? Do you want to learn software architecture through case studies and examples? If you have answered “yes” to any of these questions, this presentation is certainly for you. This presentation will introduce you to key topics in software architecture including architectural principles, constraints, non-functional requirements (NFRs), architectural styles and design patterns, viewpoints and perspectives, and architecture tools. A special feature of this workshop: it covers examples and case studies from open source applications. What’s more, you’ll also get exposed to some free or open source tools used by practicing software architects.
Contents overview:
* Introduction to SA
* Overview of design principles, patterns and architectural styles
* Realising quality requirements (NFRs)
* Case studies: Architecture of well-known open source applications
* Tools: Free or open source tools for software architects
* Must to read books on software architecture
(Presented in OSI Days workshop in Bangalore on 19th Nov 2015).
Flipping the classroom at the University of QueenslandCarl Reidsema
This is a presentation given at NTU in Singapore on the Flipped Classroom innovation in first year engineering at the University of Queensland in Australia
Engaging minds, capturing learning: Next generation tools to support active l...John Couperthwaite
Presentation at Online Educa, Berlin, 6th Dec 2019.
When you teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? This session will introduce the next generation of classroom technologies and reveal how they are impacting on engagement and learning. The approach offers a flexible pedagogical platform for instructors to extend their teaching and training, whilst providing timely feedback on how learners are progressing. By also including powerful engagement metrics to capture learning interactions, instructors and senior managers can analyse the effectiveness of teaching formats, of class engagement, and individual learner behaviours. Pedagogical studies confirm that this can have a significant impact on critical learning outcomes, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). Moving to ‘learning capture’ mindset thus offers new opportunities for educators to empower learners before, during and after class.
Instructional design in massive open online course (moocs)Eisa Rezaei
Instructional Design in Massive Open Online Course (MOOCs)
Dr. Eisa rezaei
PhD in Educational Technology
Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir rezaeiphd@gmail.com
Presentation at Association of MBAs (AMBA) 2014 Asia-Pacific Conference for Deans and Directors on the topic of Massive Online Open Courses (MOOC) and Technology-Enabled Education
Politecnico di Milano has started an initiative to innovate PoliMi’s teaching activities and techniques.
The Dipartimento di Elettronica, Informazione e Bioingegneria (DEIB) has started to work on this initiative and we are pleased to share with you the result of this, the so called “PEoPLe@DEIB: Politecnico Experiences on Passionate Learning” initiative.
The PEoPLE@DEIB goal is to present several courses, competitions and events that will make focus on some aspects of the engineering world – and not only – in a way of presenting these topics that is different from the one you experienced during your academic career in Politecnico.
These events will be scheduled and proposed in a way that will not impact the normal academic activities, and that is one of the reasons why we included “Passionate” in our slogan, they will be held in the late afternoon, in the evening and during the weekends. Don’t worry, it is extra work – it’s true – but it is only on a voluntary basis; you will decide what to attend to and whether to do it. You will get extra credits for the courses/activities that you decide to attend and these will be listed in your diploma supplement when you graduate.
We do have the perception that a close connection between research and education has to be pursued to properly prepare our students. Research and education is perceived as a dichotomy. It has often been hard to couple them in a productive and virtuous cycle but we do believe that Research can obtain great benefits from Teaching and the other way around and this basic principle is at the basis of all the PEoPLE@DEIB activities. In particular, involving young students in research activities will heavily increase the creative and brainstorming phase of a research group. Students are not yet constrained in a research framework and they are not scared by the idea of trying and failing to see their ideas coming reality through their work. On the contrary, from an educative point of view, giving the students the chance to be involved in real projects will mean giving them the chance to experience real design and development challenges and by guiding them during the design and development we can, in a maieutic way, teach them how to approach real life projects.
In such a context it is necessary to provide the students with an environment where they can work and experiment a motivating experience and this is exactly what we are doing with the PEoPLe@DEIB initiative.
We strongly believe that students are terrific, they are young, but that just means that they need to be properly trained and helped in understanding that failures are part of the learning process. Without trying, you are not going to fail, but without trying you cannot learn new things, you can not achieve greatness!
PEoPLE@DEIB is working towards this objectives, trying to make students more self-confident.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
35. "We'll recognize Nanodegree
credentials for a range of our
software jobs, and we plan to
offer internships to as many as
100 high-performing graduates "
- AT&T 2014 Annual Report
48. *This work is licensed under Creative Commons Attribution Non Commercial 3.0.
Analyse
what we
have and
need.
Business
challenge
Learning
challenge
Decide on a
strategy
Characterize
the audience
Create a high
level design
Learning plan
Measurement
plan
Create a
detailed
design
Implement
infrastructure
Develop or
buy content
Create course
activities
Launch & run
the program
Review
feedback
Iterate and
adapt
Learning Design Process
Use technology to correct the exam in programming.
Use technology to improve the quality of teaching and to improve the learning experience.
MORE STUDENTS - COST - QUALITY
400 institutes created MOOCs
Competition
Quality
Bridge the gap between research in education and applying the research results.
How many of us read research papers from educational science?
Discover in real-time which teaching methods work best.
Infographic:
https://datafloq.com/read/big-data-improve-education-infographic/393
<p><strong>Please include attribution to CollegeStats.org with this graphic.</strong><br /><br />
<a href="http://collegestats.org/2013/01/how-can-data-mining-analytics-enhance-education/"><img src="https://s3.amazonaws.com/infographics/Data-Mining-Analytics-Education-800.png" alt="How Can Data Mining & Analytics Enhance Education?" width="500" border="0" /></a></p>
Learning analytics are an inherent part of digital learning environments. They provide us real-time insight in the activities of students but can also give us valuable feedback about the quality of the courseware. Compared with traditional learning we can use the analogy of th tip of the iceberg:
In traditional lecture based courses, we will typically do some tests during a semester, followed by an exam at the end of the year and maybe the QA dept will organise a student feedback report. All these measurements only take a snapshot and provide very uncomplete information about the learning progres: the tip of the icebergs Example: an exam based on 20 multiple choice question for a 3 ECTS course can never be a good or representative indication of the knowledge acquired by the learner.
In digital learning we can measure and track continuously the learning activities and progress of each learner and compare it with peers, previous classes, other univertisities …etc. This gives us an :over-complete” information: the part of the iceberg under the surface.
The challenge of learning analytics and learning data residers in the analysis and the decision support that we can draw from all that data.
Flipped classroom cannot be deployed efficiently without real-time insight in the learner activities and progress.
If some students come to class unprepared, this has multiple negative side-effects:
f2f time will be inefficient.
If the teachers repeats the material that was online during the classroom session, the ones that prespared their work will never prepare again in the future.
If a teacher expects that students have prepared material for an online interactive session, a workshop or a classroom session, there needs to be a way of knowing what the student has done or not done. Learning analytics offer a way to get insight and to steer the workflow that is connected to a learning path.
Example: if a students has not watched a video the day prior to the classroom session were there will be a group discussion about the video, the system can detect this in the learning records and sends out automatically a gentle reminder.
The most basic and often first usage of learning analytics is for status and progress monitoring.
This can be used in combination with a messaging system to steer the workflow and the learning path.
e.g.: send a notification to students if a deadline is approaching
The next level of application is for grading or handing out (nano-)certificates and badges. This already requires a carefull design of the learning analytics:
What will we measure (activities)
Which learner actions do we need to measure.
How can we make sure that the data is accurate and authentic?
- …
Application that are still in the domain of research and innovation are the usage of learning analytics for the customisation and personalisation of courseware and learning paths.
If we collect learning data of a person throughout his entire “learning” career, we can offer him or her a personalised learning path that takes into account previous learning experiences, professional experience and the “half-life” time of knowledge.
Example: we could send a learner a message that it would be a good idea to upgrade their knowledge in a particular domain of their professional activities and propose a set of “knolwdge nudgets” .
Learning happens anywhere and in a number of different environments combining formal with unformal learning. In order to assess the knowledge level achieved by a learner we need to have data of all these learning moments. xAPI and Tincan are designed to do this.
Feedback and measurement loop – typical “engineering” process applied to learning.
XAPI is open standard that allow to create a loose coupling between the different learning environments and kearning tools. The data is collected in a central learning repository or LRS. (learning record store). From the LRS the data can be shared with other learning repositories or it can be used to create dashboards and run reports.
User View
We produce enormous volumes of new knowledge but how do we exchange it?
Knowledge generation is faster then universities can krank out new courses.
The formal education system is no longer capable of meeting the educational needs of a high tech innovation driven ecosystems.
1) Fast knowledge transfer ; faster then universities can crank out courses
2) Upskilling and live long learning
Nanodegrees
In 2014, we took a new approach to better deliver on our mission. Talking to countless employers convinced us to create a new type of a university, a university by industry, a university built by Silicon Valley. One that:
teaches the skills that industry employers need today.
delivers credentials endorsed by employers.
provides education at a fraction of the cost and time of traditional schools.
We partnered with industry giants: AT&T, Google, Cloudera, Facebook, Salesforce, and others. Together, we created a new type of credentials: nanodegrees.
We are a generic university – we cover all the disciplines: why don’t we put them at work to create excellence in education?
Education is the profession with the highest societal impact.
Education is the most multidisciplinary profession in the world
Kat uit de boom kijken … = See which way the wind blows (ENG)
Surf Nederland:
2012: 7 piootprojecten
University of Glasgow published research related to the quality of 76 MOOCs.
The "Peer Reviewed Assignment" application provides an online solution for peer reviewed student assignments. In the context of “assessment for learning”, validated research has shown that peer assessments are not only a powerful tool to evaluate students, but even more so they can be used to increase students’ learning ability. As a series of higher degree cognitive processes are activated via peer interaction, both assessee and assessor tend to fastly gain new insights and experience.
Workflow automation
Reduce teacher workload
Manage deadlines and reminders
Assign peer review roles
Collect student solutions and feedback
Send out feedback comments
Learning analytics
Analyze student activity in context
Monitor student progress
Enable in-depth learning advice