This document provides an introduction to Unit 3 of an online course on open education. The unit will explore applications of open education in academia and industry. It will examine how open education is used in teaching, how open access is changing research dissemination, and how industry utilizes open education. Case studies will illustrate uses in K-12, higher education, and the community. Students will learn outcomes, assess their initial knowledge, and complete activities and a final quiz. The unit aims to develop understanding of current and future applications of open education.
On Using Learning Analytics to Track the Activity of Interactive MOOC VideosMohammad Khalil
J. Wachtler, M. Khalil, B. Taraghi, and M. Ebner. “On Using Learning Analytics to Track the Activity of Interactive MOOC videos”. In Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, Scotland, 2016, pp.8–17.
On Using Learning Analytics to Track the Activity of Interactive MOOC VideosMohammad Khalil
J. Wachtler, M. Khalil, B. Taraghi, and M. Ebner. “On Using Learning Analytics to Track the Activity of Interactive MOOC videos”. In Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning, Edinburgh, Scotland, 2016, pp.8–17.
Define massive open online course: results from systematic review of 84 publi...Jingjing Lin
This presentation introduces a recent study of me. It reviews a total of 84 publications between 2008 and 2016 and provides a new definition of massive open online course.
A few slides to describe what Inspiring Science Education is all about, and what participating schools will gain access to.
For more information see: tinyurl.com/inspiringscience and inspiringscience.eu
Co-presentation with Dr. Kevin Oliver at #AECT18: In this presentation, the researcher outlines how educational data mining techniques were used to analyze discussion forum posts from six HarvardX MOOCs. In the analysis of 57,650 discussion posts, no evidence was found that self-paced students had higher average cognitive processing scores than those in instructor-paced courses; there was some evidence that self-paced students wrote longer (in terms of word count) posts, and strong evidence that longer posts feature higher levels of cognitive processing.
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
Define massive open online course: results from systematic review of 84 publi...Jingjing Lin
This presentation introduces a recent study of me. It reviews a total of 84 publications between 2008 and 2016 and provides a new definition of massive open online course.
A few slides to describe what Inspiring Science Education is all about, and what participating schools will gain access to.
For more information see: tinyurl.com/inspiringscience and inspiringscience.eu
Co-presentation with Dr. Kevin Oliver at #AECT18: In this presentation, the researcher outlines how educational data mining techniques were used to analyze discussion forum posts from six HarvardX MOOCs. In the analysis of 57,650 discussion posts, no evidence was found that self-paced students had higher average cognitive processing scores than those in instructor-paced courses; there was some evidence that self-paced students wrote longer (in terms of word count) posts, and strong evidence that longer posts feature higher levels of cognitive processing.
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
edX MOOC organization about Open Education and OERs repositoriesv3Manuel Castro
eMadrid presentations on OERs, on November 24th, 2018, regarding the presentation of the 1st MOOC prepared and presented by the IEEE Education Society, inside IEEEx and edX
20160412 IEEE EDUCON Open Education Keynote Christian M. StrackeChristian M. Stracke
Open Education for Smart Education: Open educational policies, strategies and access for all - Keynote at IEEE EDUCON 2016 in Abu Dhabi by Dr. Christian M. Stracke (OUNL)
This presentation was delivered at the ROER4D (Research in Open Education Resources for Development) workshop in Banff, Canada, 20th April 2015.
This study is part of a series of studies conducted by ROER4D researchers in the global South.
Youngsup Kim, board member of the OCW Consortium and Igor Lesko, membership services coordinator present on the future of OCW at the Asia OCW Meeting in Taipei.
The Future of OCW discussed in a presentation at the Asia OCW Meeting in Taipei. Youngsup Kim, board member of the OCWC and Igor Lesko, membership services coordinator co-present
Presentation made for the IEEE Engineering Education Conference (EDUCON) 2010, Madrid (Spain). This presentation provides an overview of the predictions given by the Horizon Reports, analyzing technology trends and flows. Also, the presentation shows the results of a survey conducted among participants on EDUCON 2010 about the most important technologies for engineering
Dentro de esta comunicación se analizará el estado del arte de la Tecnología Educativa y su aplicación en la Enseñanza de la Ingeniería, dado el papel cada vez mayor que juega al tecnología dentro de los procesos de enseñanza-aprendizaje.
En los últimos diez años se ha vivido una evolución impresionante del uso de las tecnologías dentro del proceso de aprendizaje, así como el uso de las comunicaciones e Internet. Existen diversas fuentes que se dedican al análisis de la evolución de la tecnología y el impacto en al enseñanza, por ejemplo el informe anual de Horizon, contemplando desde su óptica la evolución previsible de la misma y agrupándola en una serie de áreas y objetivos temporales.
Se analizará en esta contribución el impacto de las tecnologías incluidas en este tipo de informes, así como otras que no se recogen en ellos (y desde nuestro punto de vista si deberían recogerse allí). Y se estudiará al tendencia desde el principio del siglo XXI y las previsiones para los siguientes años.
More from Universidad Nacional de Educación a Distancia (19)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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 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.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. EDUCATION SOCIETY
http://ieee-edusociety.org/
Subunit – 3.1 Introduction
Unit 3 – Applications to Academia and Industry
MOOC – Foundations to Open Education and OERs repositories
Slide 2 of 5
• Provide an overview of how open education is
applied in practice in industry and education
• Develop an understanding of open access and
its impact on research
• Explore how open education will develop and be
used in the future
Module aims
3. EDUCATION SOCIETY
http://ieee-edusociety.org/
Subunit – 3.1 Introduction
Unit 3 – Applications to Academia and Industry
MOOC – Foundations to Open Education and OERs repositories
Slide 3 of 5
Module 3 Organisation
Pretest (5 questions to assess initial knowledge level)
3.1 Introduction to this Section
3.2 Teaching through Open Education (Becky Strachan)
Powerpoint + Reading + Research activity
3.3 Research and Open Access (David Young/Ellen Cole)
Powerpoint/Video + Reading + Research activity
3.4 Industry and Open Education (Becky Strachan)
Powerpoint + Reading + Research activity
3.5 The Future
Powerpoint/Video + Reading + Research activity
Final module Quiz (10 questions)
4. EDUCATION SOCIETY
http://ieee-edusociety.org/
Subunit – 3.1 Introduction
Unit 3 – Applications to Academia and Industry
MOOC – Foundations to Open Education and OERs repositories
Slide 4 of 5
• You will learn how open education is being used
in schools, further and higher education through
the use of case studies.
• You will be able to describe open access and
how it is being used to disseminate research
• You will understand how industry and the wider
community are using open education in practice.
• You will explore the future applications and
directions for open education
What will you learn?