Institutional Innovation Exchange
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The document summarizes the agenda and activities for the Institutional Innovation Exchange event on 28-29 January 2010. It includes an introduction to the program managers, a card sorting activity for projects to discuss their work, and sessions on data elicitation, outputs packaging, and accessibility considerations for project outputs. Guidance is provided on key aspects of ensuring accessibility, including using TechDis accessibility guides and embedding the free TechDis toolbar on websites.
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This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from various countries. Research is continuing on how people learned in the MOOC and on differential participation patterns. The document discusses issues around MOOC design, experiences, and potential uses including accreditation, tuition, and recruitment. It considers expert participant roles and challenges for universities in developing open online courses.
MOOCs, OOCs, OOPs
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
OOCs for the rest of us
This document discusses open online courses (OOCs) as an alternative to massive open online courses (MOOCs). It argues that OOCs can better fulfill universities' social and educational missions by improving the global learner experience through open academic practices like expert participation, distributed collaboration, and flipped teaching. Developing OOCs could showcase universities' expertise, increase their reach and reputation, better serve existing clients, and attract new clients or revenue. However, MOOCs are rapidly hybridizing in various forms, and universities risk developing "cowboy economics" models that focus on monetization over education if they are not careful.
Not just moocin' about
This document summarizes an open online course (MOOC) on open academic practice delivered via a distributed open platform. Over 200 people signed up for the 6-week course, with 60 participating throughout and 14 completing the optional assessment to receive a certificate. Participants were from over 20 countries. Feedback indicated that while some found the multi-channel format challenging initially, interactions in live online classrooms helped and many found the course illuminating on topics like continuing professional development and professionalism. The document discusses open questions around openness, epistemology, distributed collaboration, academic multimedia and assessment in open online environments and implies that adopting open academic practices on open platforms can help higher education institutions become world leaders.
Philosophy and policy in higher education
This document discusses theories of learning and higher education. It begins by outlining objectives around developing a theory of theory, explaining its uses for understanding educational development, locating higher education in the context of wider societal institutions, and applying the concept of a hidden curriculum. It then discusses reflective practice and the role of formal theory versus experience. Different orientations and functions of theory are presented, including inductive/deductive, holistic/generative, and predictive/explanatory/generative/typifying/falsifiable. Institutions of society and production versus reproduction are contrasted. The hidden curriculum and critical theory are also discussed.
What is necessary and what is contingent in MOOC design
This document summarizes a MOOC on learning and teaching in higher education called FSLT12. It discusses the design of old and new MOOCs, provides an overview of FSLT12, and evaluates the course based on participant feedback. FSLT12 used a combination of platforms including WordPress and Moodle. It covered topics like the curriculum for new lecturers and open academic practice. Participants engaged in asynchronous discussions and synchronous sessions. Evaluation found the organization worked well but could be improved, and assessments created focus while exemplifying openness. Feedback suggested guidance is needed on navigating multi-platform MOOCs to support inclusive learning.
The limits of university teaching
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
Digital Literacies: Opening the Frontier
George Roberts discusses the pedagogy of e-learning. He argues that there is a pedagogy of e-learning that is grounded in two broad themes: digital literacy and open academic practice. This pedagogy aims to further openness, acknowledge multiple knowledge cultures, and promote novelty and change through alternative modes of organizing knowledge. However, digital literacy cannot be separated from other educational, social, political and economic developments, and open online academic practice poses a challenge to traditional power structures in higher education.
Academic open practice
The document discusses the role that openness can play in transforming academics' teaching and learning practices. It explores how openness through activities like listening to stories, trips, art, international classrooms, and work placements can provide a window to the world for students and new perspectives for instructors. The document also addresses potential risks of open academic practice and how participation in the #fslt12 discussion is impacting personal networks.
Welcome to FSLT12
This document provides an agenda for an online meeting to introduce participants to the First Steps into Learning and Teaching in Higher Education course. The agenda includes introductions from course leaders, an overview of the course topics and approach, and information on reflective practice. Participants will also be shown how to use the online collaboration platform and invited to join breakout rooms for discussion.
Enabling Flexible Distributed Learning (FDL) at Oxford Brookes University
The document discusses enabling flexible distributed learning (FDL) at Oxford Brookes University. It provides background on FDL, defines strategic concepts of flexibility, and discusses the Brookes context. It also covers frameworks, standards, and quality considerations for FDL. Key points addressed include widening participation, learning technology affordances, definitions of FDL, and a blended learning model.
Enabling Flexible Distributed Learning (FDL) at Oxford Brookes University
The document discusses enabling flexible distributed learning at Oxford Brookes University. It defines flexibility as educational provision delivered through means that do not require students to attend particular classes or events at particular times and locations. The university aims to provide blended learning opportunities using a variety of technologies to increase flexibility while maintaining high levels of support and developing independent learners. Quality is ensured through frameworks and standards while allowing for different pedagogical approaches.
Extending your online course
This document provides an agenda for an online course on extending online courses. It discusses using profiles to share resources, focusing the course on audiographics, distributed collaboration, social citation and other topics. Week 1 activities include discussing identity, privacy and disclosure, as well as sharing social citation practices. Participants are asked to reflect on collaboratively developing appropriate social citation practices for the course.
Personal identity Management
This document discusses managing personal identity online through tools for personal identity projects. It covers how identity is shaped by digital technologies like algorithms, data collection, and social media. Key topics discussed include weak vs strong identity constructs; identity as shaped by economic and social forces; and the concept of habitus. The document also addresses managing hybrid and multiple identities for different audiences, and tools like portfolios and mentoring systems that could help with personal identity management and professional development online.
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Transformational Learning Design for Open and Blended Learning
Transformational Learning Design for Open and Blended Learning
What is necessary and what is contingent in MOOC design
What is necessary and what is contingent in MOOC design
Enabling Flexible Distributed Learning (FDL) at Oxford Brookes University
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Enabling Flexible Distributed Learning (FDL) at Oxford Brookes University
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