Presentation MOOCs - from hype to opportunity. Estonian Information Technology Foundation for Education conference, Turning point in education, 9-11 April 2014.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Join Steve Swink, Training Specialist for GP Strategies, during a 20-minute webinar where he will highlight some of the most current thinking around Massive Open Online Courses (MOOCs), a topic receiving much attention in both the academic and corporate worlds. Steve will discuss:
- Different varieties of MOOCs
- Pros and cons of the various flavors of MOOCs
- Ways MOOCs can be leveraged in a corporate environment
- Lessons to be taken from MOOCs as you grow and adapt your learning arsenal
- Questions and thoughts from the audience
Road to MOOCs (MOOCs Platforms & Pedagogy) - SWAYAMThiyagu K
Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale. This presentation slides explains the different MOOCs platforms and its pedagogical practices.
MOOCs and ICT Education: Disruptive or Merely DistractngUna Daly
MOOCs and ICT Education: Disruptive or Merely Distracting
Computer Science and IT courses were the first MOOCs (massively open online courses) from Stanford and MIT and continue to dominate the online education disruption. Less than two years in, Udacity has announced a new focus on corporate and vocational training and Coursera is partnering with the World Bank to create courses relevant to the developing world.
Although these MOOC providers keep redefining their mission, what if any lessons can ICT Educators at community colleges learn from this online education disruption?
Join us for a discussion about how community colleges might develop and utilize MOOC courses and content. Hear early outcomes from colleges that have already engaged in MOOCs and their visions for future online interaction.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Join Steve Swink, Training Specialist for GP Strategies, during a 20-minute webinar where he will highlight some of the most current thinking around Massive Open Online Courses (MOOCs), a topic receiving much attention in both the academic and corporate worlds. Steve will discuss:
- Different varieties of MOOCs
- Pros and cons of the various flavors of MOOCs
- Ways MOOCs can be leveraged in a corporate environment
- Lessons to be taken from MOOCs as you grow and adapt your learning arsenal
- Questions and thoughts from the audience
Road to MOOCs (MOOCs Platforms & Pedagogy) - SWAYAMThiyagu K
Massive Open Online Courses (MOOCs) are free online courses available for anyone to enroll. MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale. This presentation slides explains the different MOOCs platforms and its pedagogical practices.
MOOCs and ICT Education: Disruptive or Merely DistractngUna Daly
MOOCs and ICT Education: Disruptive or Merely Distracting
Computer Science and IT courses were the first MOOCs (massively open online courses) from Stanford and MIT and continue to dominate the online education disruption. Less than two years in, Udacity has announced a new focus on corporate and vocational training and Coursera is partnering with the World Bank to create courses relevant to the developing world.
Although these MOOC providers keep redefining their mission, what if any lessons can ICT Educators at community colleges learn from this online education disruption?
Join us for a discussion about how community colleges might develop and utilize MOOC courses and content. Hear early outcomes from colleges that have already engaged in MOOCs and their visions for future online interaction.
Presentation by Patricia McKellar, 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.
Community College OER Showcases: Washington’s OER Faculty Training and Lane ...Una Daly
Community College OER Showcases: Washington’s OER Faculty Training and Lane College’s OER Faculty Fellowship Program
This webinar starts at 11:00 am (PDT), 2:00 pm (EDT) and will showcase two innovative OER faculty development projects at U.S. community colleges in Washington and Oregon.
• Boyoung Chae, Program Manager of Open Education and eLearning, at the Washington State Board of Community and Technical colleges will demonstrate the public online faculty training course: “How to Use Open Educational Resources”.
• Jen Klaudinyi, Reference and Instruction Librarian, will give an overview of Lane Community College’s award winning faculty professional development initiative that incentivizes instructors to adopt OER.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
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.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Keynote Presentation for the November 27, 2014 Conference of Higher Education Online - MOOCs the European Way (HOME). The conference was also called "Mapping the European MOOC Territory."
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Massive Open Online Courses (MOOCs) & Open Source dari Perspektif KepustakawananShahril Effendi
A PowerPoint slides on the Kursus 'Massive Open Online Courses (MOOCs) & Open Source dari Perspektif Kepustakawanan' held on 25 May 2015 in Universiti Pendidikan Sultan Idris (UPSI) Library.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
A Critical Examination of MOOCs with Remarks about Mini-MOOCsCITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-spector/
13 June 2014 (Friday)
14:50 – 15:40
Keynote 3: A Critical Examination of MOOCs with Remarks about Mini-MOOCs
Speaker: Professor J. Michael SPECTOR (Visiting Professor at HKU, Professor of Learning Technologies at the University of North Texas)
Chair: Dr. Sam CHU (Deputy Director, CITE, Faculty of Education, HKU)
Presentation by Patricia McKellar, 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.
Community College OER Showcases: Washington’s OER Faculty Training and Lane ...Una Daly
Community College OER Showcases: Washington’s OER Faculty Training and Lane College’s OER Faculty Fellowship Program
This webinar starts at 11:00 am (PDT), 2:00 pm (EDT) and will showcase two innovative OER faculty development projects at U.S. community colleges in Washington and Oregon.
• Boyoung Chae, Program Manager of Open Education and eLearning, at the Washington State Board of Community and Technical colleges will demonstrate the public online faculty training course: “How to Use Open Educational Resources”.
• Jen Klaudinyi, Reference and Instruction Librarian, will give an overview of Lane Community College’s award winning faculty professional development initiative that incentivizes instructors to adopt OER.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
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.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Keynote Presentation for the November 27, 2014 Conference of Higher Education Online - MOOCs the European Way (HOME). The conference was also called "Mapping the European MOOC Territory."
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Massive Open Online Courses (MOOCs) & Open Source dari Perspektif KepustakawananShahril Effendi
A PowerPoint slides on the Kursus 'Massive Open Online Courses (MOOCs) & Open Source dari Perspektif Kepustakawanan' held on 25 May 2015 in Universiti Pendidikan Sultan Idris (UPSI) Library.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
A Critical Examination of MOOCs with Remarks about Mini-MOOCsCITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-spector/
13 June 2014 (Friday)
14:50 – 15:40
Keynote 3: A Critical Examination of MOOCs with Remarks about Mini-MOOCs
Speaker: Professor J. Michael SPECTOR (Visiting Professor at HKU, Professor of Learning Technologies at the University of North Texas)
Chair: Dr. Sam CHU (Deputy Director, CITE, Faculty of Education, HKU)
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
The Rise of Openness and Online LearningGreig Krull
Presentation at the eLearning Update Conference 22 July 2014, Emperors Palace, Johannesburg. Focuses on open educational practices and online learning.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Enabling collaborative online learning - extending the discussion.
Presentation at the Icrpe2018 conference at Allama Iqbal Open university, Islamabad, Pakistan,. 16 Feb 2018
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Understanding Open Licenses with the Remix Card GameUna Daly
Presentation given at Northern Essex Community College's on Massacuhuetts Go Open Day, June 7, 2016.
The presentation feature a Q & A about basic copyright and licensing and then an opportunity to apply the concepts by playing a card game utilizing open educational resources (content, videos, assessments, etc) to build an open course with a stated learning outcome. Thanks to Quill West, Pierce Community College District, WA for sharing her Remix Card Game.
I did this presentation for faculties of Teaching and Learning Resource Center at Feng Chia University. All participants have basic understanding about open course.
A Strategic Approach: GenAI in EducationPeter 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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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?
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!
1. How open is a MOOC?
- from hype to opportunity
CC BY-NC-ND Some rights reserved by Vitó on Flickr
2. Alastair Creelman
alastair.creelman@lnu.se
Map: Public Domain http://commons.wikimedia.org/wiki/File:2008_Europe_Political_Map_EN.jpg on Wikimedia Commons
Blogs on IT and learning
Corridor of Uncertainty (English)
Flexspan (Swedish)
Twitter: @alacre
3. Flop of 2013 – MOOCs?
CC BY-NC Some rights reserved by lewishamdreamer on Flickr
4. CC BY-SA Some rights reserved by AJC1
Extremely low completion rates
Mostly graduates
Content-based pedagogy
Not reaching new learners
5. MOOCs - not a tsunami …
CC BY-NC-SA Some rights reserved by @Doug88888 on Flickr
9. CC BY Some rights reserved by Marc_Smith
cMOOCs – learning networks
10. xMOOC
• Traditional e-learning
• Linear structure
• Lecture, quiz, test
• Automated
• Peer assessment
• Demands digital
literacy, study skills
• Mostly copyright
CC BY-NC-SA Some rights reserved by SRCrawford on Flickr
11. • Coursera – USA, 108 universities
• edX – USA, 29 universities
• Udacity - USA
• FutureLearn – UK, 27 universities
• iVersity – Germany
• OpenupEd – EU, 12 partners
• Open2Study – Australia, 7 universities
• Miríada – Spain, 28 universities
• … and many more, see www.mooc.ca
MOOCs – a global movement
CC BY Some rights reserved by Ivan McClellan Photography
13. Course
CC BY-SA Some rights reserved by Kamil Porembiński
MOOC
CC BY-SA-NC Some rights reserved by fortinbras
S Downes – Like reading a newspaper
(21 March 2014)
15. MOOC business models
• Marketing & recruitment
• Validation and examination
• Coursera “signature track”
• Franchising – MOOC as course
material
• Headhunting
• Corporate training
• You’ve seen the movie …
now do the MOOC!
CC BY-SA Some rights reserved by 401(K) 2013 on Flickr
16. The new oil …
CC BY-NC Some rights reserved by cclark395 on Flickr
17. Not all open learning is a MOOC ..
• Peer2Peer University
• OER university
• Udemy
• OpenStudy
CC BY Some rights reserved by kevin dooley
18. Layered model for education
Educational resources (shades of openness)
Courses, MOOCs, self-study
Tutoring, feedback, guidance
Validation, examination
Free
Free/pay
Pay/free
Pay
University/college Other actors
Advanced
search
Quality
criteria
19. MOOC quality – in the eye of the beholder?
CC BY-NC-SA Some rights reserved by Insight Imaging: John A Ryan Photography on Flickr
20. MOOC quality
• Know why you’re offering a MOOC
• Transparency
• Expectation management
• Scaffolding
• Opt in rather than opt out
• Short and sweet
• Flexibility
CC BY-ND Some rights reserved by Mufidah Kassalias
21. Quality framework for MOOCs in Europe
• Openness to learners
• Digital openness
• Learner-centred approach
• Independent learning
• Media-supported interaction
• Recognition options
• Quality focus
• Spectrum of diversity
22.
23. 12 MOOC dimensions
• Openness
• Scale
• Multimedia
• Communication
• Collaboration
• Learning
pathway
Ref: MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of
MOOCs, Conole G 2013
• Quality
assurance
• Reflection
• Certification
• Formal
learning
• Autonomy
• Diversity
CC BY-NC Some rights reserved by Fonk on Flickr
26. My digital footprints ...
Blogs about net learning
• Corridor of Uncertainty (English)
• Flexspan (Swedish)
• Corridor of Learning (what I’m
reading)
• Flexflow (magazine with news from
my network)
Twitter (links to articles and news)
http://twitter.com/alacre
My bookmarks
http://www.diigo.com/user/alacre
CC BY-NC Some rights reserved by Ben McDarmont Photography on Flickr