This document discusses the use of mobile devices to increase access to MOOCs through a "MobiMOOC" approach. It summarizes key findings from a MobiMOOC course that had over 1250 learners from around the world. The results showed that mobile access led to more learner interactions and reflections. Some challenges included ensuring digital literacy and a user-friendly mobile learning environment. Core factors for success included clear timelines, communication guidelines, and motivating facilitators. The document provides contact information for the author to discuss MOOC designs further.
Merging social media, mobile learning, MOOC optionsInge de Waard
Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.
The Evolution & Impact of Massive Open Online Courses - Final Oral Presentati...Rolin Moe
These slides accompany the final oral presentation for the research project "The Evolution & Impact of Massive Open Online Courses," a project done in partial fulfillment of the Doctorate of Education in Learning Technologies at Pepperdine University. This research will
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
Eleonora Pantò - Using Social Media effectively in your MOOCEUmoocs
Social media can be really useful for MOOC providers for two different but related reasons. The first is that social media channels provide vitally important ways to attract participants to the MOOC, highlighting the content and purpose of the MOOC to a wide variety of potentially interested participants. The second is that during the MOOC they can provide familiar channels for interaction and can be used as a way to really engage with large numbers of users. Join this webinar to hear more about how you can use social media successfully in your MOOC.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
mLearning and MOOCs as an optimal training environmentInge de Waard
This presentation merges the benefits from mobile learning and MOOCs. The presentation was given during one of ADL Interagency Mobile Learning Webinars on 16 July 2013.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
Merging social media, mobile learning, MOOC optionsInge de Waard
Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.
The Evolution & Impact of Massive Open Online Courses - Final Oral Presentati...Rolin Moe
These slides accompany the final oral presentation for the research project "The Evolution & Impact of Massive Open Online Courses," a project done in partial fulfillment of the Doctorate of Education in Learning Technologies at Pepperdine University. This research will
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
Eleonora Pantò - Using Social Media effectively in your MOOCEUmoocs
Social media can be really useful for MOOC providers for two different but related reasons. The first is that social media channels provide vitally important ways to attract participants to the MOOC, highlighting the content and purpose of the MOOC to a wide variety of potentially interested participants. The second is that during the MOOC they can provide familiar channels for interaction and can be used as a way to really engage with large numbers of users. Join this webinar to hear more about how you can use social media successfully in your MOOC.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
mLearning and MOOCs as an optimal training environmentInge de Waard
This presentation merges the benefits from mobile learning and MOOCs. The presentation was given during one of ADL Interagency Mobile Learning Webinars on 16 July 2013.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Impact of mobile access on learner interactions in a mooc method and findingsInge de Waard
This presentations zooms in on the impact of mobile access on learner interactions in MOOCs. It briefly touches the rationale, the methodology of the research and it offers a link to the final thesis, as well as to follow up research looking at self-directed learning.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxInge de Waard
This presentation shares the steps that EIT InnoEnergy teachers have taken to get up to speed with AI. The presentation shares use cases, tools, pedagogical options to embed AI in courses, and tools regarding assessments. The presentation was given at Online Educa Berlin 2023.
Keynote AI assessment tools: online exams and tools.pptxInge de Waard
This keynote gives an overview of why and how AI tools for assessment purposes can be used. One part of the presentation covers AI-based Proctoring Systems, another part moves closer into AI tools for assessments, and a last part looks at university guidelines, ethical considerations, some pedagogical options to embed AI tools for students while they work on projects, and some AI tool resources.
Sharing share the toolkit that was made by Stella Lee, PhD. in alignment with the InnoEnergy teachers' needs and requests. Explore the toolkit and try out some of the curated tools per teacher area (administration, research, teaching & learning). And feel free to share resources, or add questions related to #AI topics and join the AI for teachers community on LinkedIN (https://www.linkedin.com/groups/12892003/ )
This 20 slide presentation, starts with an overview of AI, showing some AI tools, and sharing examples of AI for education options. The learning outcome of this presentation is to provide AUW students an insight into AI and how they can use it within their courses. By including short examples, it makes it easier to embed AI interactions into their courses.
OEB CoP November 2022 overview ppt.pptxInge de Waard
Short overview of pedagogical approaches (moonshot approach, Case method, Challenge Based Learning) used at EIT InnoEnergy to enhance Community of Practitioners across students, teachers, business, start-ups ... across the EIT CommUnity. How these learning approaches lead up to a stronger Community of Practitioners between Master students, Teachers, Businesses, Policy Makers and other stakeholders.
2021 KTH SoTL keynote on Learning SpacesInge de Waard
Learning spaces become ever more important if we want to stay on top of the need to re/upskill people. The learning space of a university now coincides with professional learning spaces and personal learning spaces. Which learning spaces are there, and which actions do we need to take to increase the effect of learning spaces on the necessary learning? Have a look.
A conceptual framework for learners self directing their learningInge de Waard
5 slides sharing information on the chapter I wrote for the book "Emerging Technologies and Pedagogies in the Curriculum. It also refers to an early Ethics in AI slide deck, expressing the need and urgency of making AI effects transparent.
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Building the Skills Engine: our dreams realise the futureInge de Waard
These are the slides from a talk I gave at Online Educa Berlin 2019. The talk focuses on the skills engine, an AI engine (Natural Language Processing) that is
Learners self-directing their learning in MOOCs #Ectel2019Inge de Waard
Informal learning in MOOCs is under-investigated. In this presentation we share how adult learners self-direct their learning when engaging in FutureLearn MOOCs. Five areas influence self-directed learning: individual characteristics, technical and media elements, individual & social learning, structuring learning and context. This study also identified two inhibitors or enablers of learning: intrinsic motivation and personal learning goals, where these two factors increase or decrease the dynamics in the five areas of SDL.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...Inge de Waard
This brief ppt gives an idea of the Skills 3.0 or DEAP project that I am currently co-working on (me for the educational part) together with my other great InnoEnergy colleagues. The project combines the emergence of skills and competencies identified through a Human Resource oriented AI (screening industry road maps), analyzing engineering resumes and answering the resulting skills gap to an adaptive learning path by reusing learning elements in an 'intelligent way’.
MOOCs and personal learning: reality or myth?Inge de Waard
This keynote was given during the TISLID18 conference in Ghent, Belgium. The talk focuses on two informal learning cases involving MOOC learners, and ends with questioning the personal learning myth that accompanies MOOCs.
Cost and time efficient dynamic learning defInge de Waard
Four practical options to enhance learner interaction in blended classes, cost efficient use of content, and ensuring teachers are used for their knowledge expertise by using flipped lectures.
Instructional Design Variation matrix - work in progressInge de Waard
Een Nederlandstalige presentatie over het concept (met voorbeelden) van de Instructional Design Variation matrix die momenteel wordt geschreven. Gegeven tijdens een van de break-out sessies bij LearningTechDay in Gents.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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
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.
1. MobiMOOC: using a mobile MOOC
to increase educational quality for a
diversity of learners through
dialogue and ubiquity
Inge Ignatia de Waard
2. MOOC: hype and fact
Lots of discussions on MOOC
• MOOC will change (higher) education ... or not
• Higher Ed business models are questioned
• Sustainability?
• Teacher implications....
MOOC is a Massive Open Online Course, using innovative
educational technologies and which can be followed all over
the world.
3. Contemporary MOOCs: 2 main types
cMOOC xMOOC
First MOOC format to be developed MOOC format on the rise at Universities
More connectivist learning oriented: More behaviorist learning oriented:
George Siemens Burrhus Frederic Skinner
Based on dialogue and networking Based on student/content transfer
More informal (participant input & More formal (behaviorist approach: easier
content production), open badges for assessment and accreditation)
Network building, trust in collaboration Less networking, trust in content and
institution
Ad Hoc learner space: Learning Quilt Fixed LMS: Coursera, Udacity, Canvas.net,
Social media rich Social media used
Expert learning, Community of Personal accreditation, lifelong learning
Practitioners (CoP), lifelong learning for basics, personal knowledge increase,
high knowledge workers starting from basic information.
Room for emergence More stick to the plan
High drop out, free in most cases
What do you need? iMOOC?
4. Ubiquitous factor?
Most MOOCs aren’t designed with mobiles in
mind, which builds a digital gap for worldwide
learner access.
6. MobiMOOC = mobile MOOC lab
• Using course spaces build for mobile (researching differences)
• Different facilitator approaches (passive, active,
participatory…)
• Different course architecture (linear, branching…)
• Different learning/teaching dynamics (behaviorist => social-
constructivist/connectivist)
• Different course durations
7. About MobiMOOC
A Massive Open Online Course (MOOC) on mobile
learning (mLearning) => MobiMOOC
1250 learners, 17 facilitators, 9 weeks, 14 mLearning
topics:
2 core course spaces:
Course wiki (http://mobimooc.wikispaces.com/)
Course discussion group
https://groups.google.com/group/mobimooc2012
• MobiMOOC 2011, first run: April-May 2011
• MobiMOOC 2012, September 2012
8. Some MobiMOOC results
In the limited timeframe of 3 weeks, participants
managed to build 17 mobile learning projects on a variety
of topics all connected to their field of interest based on a
mLearning project template. One project got the
MobiMOOC award (500 USD): m-Shakti, a mLearning
project by Videhi Bhamidi to empower women in India on
the subject of violence and aggression (timely subject).
The project plan can be viewed here.
A set of videos usable as mLearning OER
An overview of how to plan mobile learning projects
A set of guidelines on setting up a scalable and durable
mLearning project (stakeholders, challenges...)
9. Research: mobile learners enter into
more interactions => more reflection
During a mixed methods research the impact of mobile access on
learner interactions was investigated to see if having a mobile
accessible course would indeed result in more learner interactions
(more reflections, leading to knowledge creation).
Results (very brief):
• Mobile users engage more frequently in learner interactions than
the non-mobile users. Additionally mobile users engage more in
follow-up messages leading to increased understanding.
• Mobile users engaged more in learner interaction, which they also
find of more importance. Self-regulated learning was more present
in mobile learners (easier to manage time and balance
work/life/family), mobile users were less dependent on time and
location to access the course.
• Ubiquity results in the learners selecting the tool they feel most
comfortable with to access the course (heightens ownership).
10. MOOCs: Appropriateness & Affinity
90% Of active participants said the MOOC format was
appropriate for their learning communities
42.5% Of active participants connected with other participants to
collaborate on projects after MobiMOOC
MOOCs: ubiquity through mobile
77.5% Accessed MobiMOOC via mobile
61.3% Location independence
56.8% Temporal independence
11. Biggest shift => human teaching factor
Challenges for
• Overall coordinators
• Helpdesk and architecture
• Topic specific facilitators / guides-on-the-side
• Learners
=> More interactions, more emergence!
12. Core factors for success
1. Ensure basic digital literacy (what tools, how to use them…)
2. Provide a userfriendly (= one button), mobile learning environment.
3. Create mobile content next to big content (users can choose content
depending on their time and context)
4. Offer content relevant ice-breakers from the start to get course
dialogue and a community feeling.
5. Provide a clear course timeline (when what learner actions are
required, where the course is heading, what content will be discussed
when…). Build in reflection time!
6. Provide clear (collaboratively written) communication guidelines
(different cultures, different language proficency) .
7. Pilot test the course and its tools prior to roll out.
And … warn all participants for information overflow and the need for them
to build self-regulated learning strategies that work for them.
Do cover the basics and … avoid course failure!
13. The coordinator & facilitators keep
everyone extra motivated
• Everyone knows her/his role and the challenges of
a MOOC (chaos, overload)
• Facilitators are guides-on-the-side
• Round up mails are provided per week
• Keeping people motivated by connecting and
keeping informed and course oriented (timeline)
• Provide guidance for self-regulated learning
• Get in touch with potential drop-outs
=> interactions are stimulated
14. Interested in MOOC designs?
Talk to me in the UNESCO corridors
or ask me here and now
15. Contact me: questions, networking…
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Publications:
http://www.ingedewaard.net/pubconsulpres.htm
Presentations: http://www.slideshare.net/ignatia
linkedIn: http://www.linkedin.com/in/ingedewaard
And feel free to talk to me right here, right now!
15
Editor's Notes
How mLearning relates to MOOCsWhen looking at mLearning and MOOCs one cannot help but see similarities in its time and space autonomy, the community that is built, and the contextualization that takes place by the fact that everyone brings their experience to the center of the learning community. Connecting is now possible across time, space and contexts. mLearning, connectivism, and its practical format the MOOC, fit these new contemporary facts.
The fact that dialogue is a core aspect of both communication and learning results in the idea that the MOOC format could also benefit other communities due to its open and human nature of constructing new knowledge as well as its very human characteristic of connecting to peers. This idea is strengthened by the fact that 90% of the participants indicated that they believe a MOOC format is appropriate for their learning communities.It also resulted in 42.5% of the participants taking the final survey indicating that they connected to other participants in order to collaborate on projects after MobiMOOC.