This document discusses MOOCs (Massive Open Online Courses) and UCI's involvement with them. It begins by providing background on how MOOCs emerged from a combination of open educational resources and a push for lower-cost higher education. It then outlines UCI's open education initiatives and role in several MOOCs to increase the university's exposure, attract students, and further its strategic goals around innovation in learning. The document also explores opportunities for large-scale learning research using MOOC platforms but notes challenges around data ownership and privacy.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
The document summarizes a presentation given by Gary Matkin and Carin Nuernberg about lessons learned from offering MOOCs through Coursera. Some key points:
- UCI and Berklee College of Music partnered with Coursera to offer existing and new online courses for free to a global audience. Courses saw high enrollment numbers.
- Factors in course selection included being well-developed online courses and popular subject areas. Faculty adapted courses to the Coursera platform and monitored discussions.
- Students enrolled for skills development, academic preparation, and personal enrichment. Engagement was increased through social elements and peer support.
- Lessons included the importance of high quality content and
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
The document summarizes a presentation given by Gary Matkin and Carin Nuernberg about lessons learned from offering MOOCs through Coursera. Some key points:
- UCI and Berklee College of Music partnered with Coursera to offer existing and new online courses for free to a global audience. Courses saw high enrollment numbers.
- Factors in course selection included being well-developed online courses and popular subject areas. Faculty adapted courses to the Coursera platform and monitored discussions.
- Students enrolled for skills development, academic preparation, and personal enrichment. Engagement was increased through social elements and peer support.
- Lessons included the importance of high quality content and
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
MOOCs have helped reveal biases towards degree-oriented education and will help provide answers about evaluating non-degree learning. Non-degree learning is often referred to negatively as "non-credit", "non-degree", or "soft", but institutions of higher education have a legitimate role in non-degree education. MOOCs are shifting from traditional university-level courses to being more modular, targeted sequences aimed at a variety of education levels with the goals of engagement and income generation rather than just visibility.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
This document summarizes a presentation about how MOOCs can benefit higher education. The presentation discusses the growth of open educational resources and MOOCs, including early repositories, open courseware initiatives, and new MOOC platforms like Coursera, edX, and Udacity. It predicts that MOOCs will proliferate, advance the use of open resources, and increase the acceptance of alternative credentials. MOOCs may help lower costs but platforms will likely monetize through fees for certifications, proctored exams, career services, and selling user data. Universities can benefit from MOOCs by embracing open education, improving teaching, and enhancing their reputation.
MOOCs and the Impact on Higher EducationGary Matkin
This document discusses the future of education and the opportunities and threats presented by new learning technologies. Key points include:
1. Technologies like Wikipedia, Google, iTunes, YouTube have commodified content and communication, which are essential to education.
2. This commodification both threatens traditional universities but also provides huge opportunities if they embrace new models.
3. MOOCs (Massive Open Online Courses) and projects from Harvard, MIT and others donating millions show growing proliferation of accessible learning projects beyond conventional boundaries.
This document discusses research opportunities using data from massive open online courses (MOOCs). It provides an overview of MOOC participation numbers and data on the University of California, Irvine's experience offering open educational resources through online channels. Some key findings are that MOOC users tend to be well-educated, career-oriented informal learners and that data from UCI courses suggest MOOCs can help at-risk students and that online and on-campus course performance is comparable. The document concludes that addressing barriers like privacy issues is important to enable further collaborative MOOC research.
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.
The document provides a brief history and overview of Massive Open Online Courses (MOOCs). It defines MOOCs as massive, open, online courses and notes that while early MOOCs focused on connecting networks of learners, more recent MOOCs emphasize curriculum and assessment like a traditional textbook. As an example, it discusses the University of Edinburgh offering six MOOCs on the Coursera platform that have attracted over 300,000 students since 2012. It also notes a tension between individual learner-centered and curated/distributed network models of MOOCs.
Massive open online courses or MOOCs were predicted to achieve world domination and completely transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
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.
Integrating moocs into university practice Lisa Harris
This document discusses integrating MOOCs into university practice for education and research purposes. It describes a series of MOOCs created by the University of Southampton's Web Science Institute on topics like digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The document advocates that MOOCs can be used for blended learning, to gather large research samples, and should be designed from the start with clear pedagogical and research goals.
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)ProctorU
Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
CCCOER Panel on OER Degrees at OEC Global 2016Una Daly
The Community College Consortium for Open Educational Resources Panel at OEC Global 2016 featuring 4 of our members case studies on designing and implementing OER Degrees.
OECx: Building Openly Licensed MOOCs to Enhance Re-use, Interactivity, and Le...Una Daly
The Open Education Consortium (OEC) launched a pilot in 2014 to demonstrate the power of re-using openly licensed course content to develop Massive Open Online Courses (MOOCs) and revitalize and update existing OER/OCW in the process. Converting existing OCW into MOOCs offers OEC member institutions opportunities to gather information about how learners interact with the content and offers learners greater opportunities for interactivity with instructors, peers, and the content. Partnering with edX, OEC has offered member institutions the opportunity to develop MOOCs on a leading technology platform that provides different options for how learners engage in a course. Learners may choose to audit a course or sign-up for a verified certificate for a modest fee that can be used for academic or career enrichment.
Using their existing open courseware and open educational resources (OER), members have launched MOOCs that offer high-quality learning experiences with the option of a verified (fee-based) certificate available to learners throughout the world. Participating members in the pilot include the National Chiao Tung University, Tufts University, University Polytechnic of Madrid, Open University’s TESS India project, Anne Arundel Community College, and the University of Hokkaido. The courses range from the technology of energy, biology of water and health, introduction to helicopters, corporate social responsibility, teacher education, introduction to business, and the effects of radiation.
Panelist from the MOOC development team at Open University, University Polytechnic of Madrid, and University of Hokkaido will share best practices for developing and running openly licensed MOOCs. Lesson learned about developing MOOCs with OER and strategies for enhancing student engagement and interactivity will be shared.
The Open Education Consortium is a worldwide community of hundreds of higher education institutions and associated organizations committed to advancing open education and its impact on global education. We seek to instill openness as a feature of education around the world, allowing greatly expanded access to education while providing a shared body of knowledge upon which innovative and effective approaches to today’s social problems can be built.
EdX, a not-for-profit enterprise founded by Harvard University and the Massachusetts Institute of Technology in 2012, was created for students and institutions that seek to transform themselves through cutting-edge technologies, innovative pedagogy, and rigorous courses. Through our institutional partners, the xConsortium, along with other leading global members, we present the best of higher education online, offering opportunity to anyone who wants to achieve, thrive, and grow.
This document is a presentation about Massive Open Online Courses (MOOCs). It provides background on the origin and development of MOOCs through platforms like MITx, edX, Coursera and Udacity. It discusses characteristics of MOOCs like large enrollments, open access, and lack of fees or prerequisites. The presentation also covers pros and cons of MOOCs, concerns about their sustainability and future, patterns in student enrollment, and questions about their role and fit within traditional higher education. It concludes with information about Open Educational Resources and the OER Commons platform.
Week 3 presentation Salesman wiki finalvictoriahui
This document provides an overview of massive open online courses (MOOCs). It discusses the origins of MOOCs from early open courseware projects at MIT and the formation of edX, Coursera and Udacity. Key aspects of MOOCs are described such as their open enrollment, lack of fees/prerequisites and format of online video lectures. Both potential benefits and concerns about MOOCs are outlined. The document also briefly introduces OER Commons, an online library for open educational resources.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
MOOCs have helped reveal biases towards degree-oriented education and will help provide answers about evaluating non-degree learning. Non-degree learning is often referred to negatively as "non-credit", "non-degree", or "soft", but institutions of higher education have a legitimate role in non-degree education. MOOCs are shifting from traditional university-level courses to being more modular, targeted sequences aimed at a variety of education levels with the goals of engagement and income generation rather than just visibility.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
This document summarizes a presentation about how MOOCs can benefit higher education. The presentation discusses the growth of open educational resources and MOOCs, including early repositories, open courseware initiatives, and new MOOC platforms like Coursera, edX, and Udacity. It predicts that MOOCs will proliferate, advance the use of open resources, and increase the acceptance of alternative credentials. MOOCs may help lower costs but platforms will likely monetize through fees for certifications, proctored exams, career services, and selling user data. Universities can benefit from MOOCs by embracing open education, improving teaching, and enhancing their reputation.
MOOCs and the Impact on Higher EducationGary Matkin
This document discusses the future of education and the opportunities and threats presented by new learning technologies. Key points include:
1. Technologies like Wikipedia, Google, iTunes, YouTube have commodified content and communication, which are essential to education.
2. This commodification both threatens traditional universities but also provides huge opportunities if they embrace new models.
3. MOOCs (Massive Open Online Courses) and projects from Harvard, MIT and others donating millions show growing proliferation of accessible learning projects beyond conventional boundaries.
This document discusses research opportunities using data from massive open online courses (MOOCs). It provides an overview of MOOC participation numbers and data on the University of California, Irvine's experience offering open educational resources through online channels. Some key findings are that MOOC users tend to be well-educated, career-oriented informal learners and that data from UCI courses suggest MOOCs can help at-risk students and that online and on-campus course performance is comparable. The document concludes that addressing barriers like privacy issues is important to enable further collaborative MOOC research.
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.
The document provides a brief history and overview of Massive Open Online Courses (MOOCs). It defines MOOCs as massive, open, online courses and notes that while early MOOCs focused on connecting networks of learners, more recent MOOCs emphasize curriculum and assessment like a traditional textbook. As an example, it discusses the University of Edinburgh offering six MOOCs on the Coursera platform that have attracted over 300,000 students since 2012. It also notes a tension between individual learner-centered and curated/distributed network models of MOOCs.
Massive open online courses or MOOCs were predicted to achieve world domination and completely transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
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.
Integrating moocs into university practice Lisa Harris
This document discusses integrating MOOCs into university practice for education and research purposes. It describes a series of MOOCs created by the University of Southampton's Web Science Institute on topics like digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The document advocates that MOOCs can be used for blended learning, to gather large research samples, and should be designed from the start with clear pedagogical and research goals.
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)ProctorU
Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
CCCOER Panel on OER Degrees at OEC Global 2016Una Daly
The Community College Consortium for Open Educational Resources Panel at OEC Global 2016 featuring 4 of our members case studies on designing and implementing OER Degrees.
OECx: Building Openly Licensed MOOCs to Enhance Re-use, Interactivity, and Le...Una Daly
The Open Education Consortium (OEC) launched a pilot in 2014 to demonstrate the power of re-using openly licensed course content to develop Massive Open Online Courses (MOOCs) and revitalize and update existing OER/OCW in the process. Converting existing OCW into MOOCs offers OEC member institutions opportunities to gather information about how learners interact with the content and offers learners greater opportunities for interactivity with instructors, peers, and the content. Partnering with edX, OEC has offered member institutions the opportunity to develop MOOCs on a leading technology platform that provides different options for how learners engage in a course. Learners may choose to audit a course or sign-up for a verified certificate for a modest fee that can be used for academic or career enrichment.
Using their existing open courseware and open educational resources (OER), members have launched MOOCs that offer high-quality learning experiences with the option of a verified (fee-based) certificate available to learners throughout the world. Participating members in the pilot include the National Chiao Tung University, Tufts University, University Polytechnic of Madrid, Open University’s TESS India project, Anne Arundel Community College, and the University of Hokkaido. The courses range from the technology of energy, biology of water and health, introduction to helicopters, corporate social responsibility, teacher education, introduction to business, and the effects of radiation.
Panelist from the MOOC development team at Open University, University Polytechnic of Madrid, and University of Hokkaido will share best practices for developing and running openly licensed MOOCs. Lesson learned about developing MOOCs with OER and strategies for enhancing student engagement and interactivity will be shared.
The Open Education Consortium is a worldwide community of hundreds of higher education institutions and associated organizations committed to advancing open education and its impact on global education. We seek to instill openness as a feature of education around the world, allowing greatly expanded access to education while providing a shared body of knowledge upon which innovative and effective approaches to today’s social problems can be built.
EdX, a not-for-profit enterprise founded by Harvard University and the Massachusetts Institute of Technology in 2012, was created for students and institutions that seek to transform themselves through cutting-edge technologies, innovative pedagogy, and rigorous courses. Through our institutional partners, the xConsortium, along with other leading global members, we present the best of higher education online, offering opportunity to anyone who wants to achieve, thrive, and grow.
This document is a presentation about Massive Open Online Courses (MOOCs). It provides background on the origin and development of MOOCs through platforms like MITx, edX, Coursera and Udacity. It discusses characteristics of MOOCs like large enrollments, open access, and lack of fees or prerequisites. The presentation also covers pros and cons of MOOCs, concerns about their sustainability and future, patterns in student enrollment, and questions about their role and fit within traditional higher education. It concludes with information about Open Educational Resources and the OER Commons platform.
Week 3 presentation Salesman wiki finalvictoriahui
This document provides an overview of massive open online courses (MOOCs). It discusses the origins of MOOCs from early open courseware projects at MIT and the formation of edX, Coursera and Udacity. Key aspects of MOOCs are described such as their open enrollment, lack of fees/prerequisites and format of online video lectures. Both potential benefits and concerns about MOOCs are outlined. The document also briefly introduces OER Commons, an online library for open educational resources.
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
This document discusses the creation of open education at Empire State College and SUNY. It summarizes:
1. Empire State College was founded in 1971 as an "open institution" with open admissions, distance learning, and an open curriculum.
2. SUNY later launched the Open SUNY initiative in 2012 to expand online education across SUNY campuses and increase access through online courses and degree programs.
3. A key part of Open SUNY is recognizing prior learning through SUNY REAL, which assesses work and life experience for academic credit using open assessments developed by SUNY faculty.
With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have implemented OpenCourseWare (OCW) initiatives and OER(Open Educational Resources) development to share their learning materials on the web. In addition, some universities provide free Massive Open Online Course (MOOC) with large-scale interactive participation and open access on the Internet. This keynote evaluates the status of the Open Education movement and its dissemination in higher education. It reviews the growth of MOOC movement, activities of MOOC providers and consortiums, introduction MOOC to university education as well as the possible impact on higher education. In addition, this keynote introduces current open educational practices in Hokkaido region, utilizing OER across campuses to improve student outcomes.
Presentation by the Community College Consortium for Open Educational Resources Advisory Members on various aspects of OER Usage. Presenters: Andrea Henne, Barbara Illowsky, Lisa Storm, James GlapaGrookag, and
Presentation of the goals and plans for ongoing collaboration between OpenCoursesWare's Community College Consortium for OER (CCCOER) and the Open University's OER Research Hub Project
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Open Educational Resources (OER): The Landscape of the FutureBrandon Muramatsu
The phrase “open educational resource” was coined at a UNESCO forum in 2002, and OERs are “educational resources (e.g., textbooks, instructional modules, simulations, multimedia applications) that are freely available for use, reuse, adaptation, and sharing.” Such materials are generally released under a Creative Commons that supports open or nearly open use of the content. OER expand access to high quality instructional resources in formal and informal learning situations to more students and they have the potential to drive innovation to support effective teaching. OER can be endorsed, adopted, and improved by educators, resulting in instructional materials and resources that embody what the educational community sees as most valuable. Furthermore, learners can take advantage of access OER to direct their own learning.
This session will include an introduction and review of the OER movement, highlights of OER initiatives (such as MIT’s OpenCourseWare project and the Open University’s Open Learn), a summary of the elements of Creative Commons licenses, a review of open educational resources for use in discipline-specific courses, and strategies for evaluating, adopting and/or developing OERs for use in traditional and online courses. In addition, the session will include an overview of the Bridge to Success project, deliverables and impact.
Presented by Brandon Muramatsu, Jean Runyon and Patrick McAndrew to the Maryland Distance Learning Association in a webinar on November 2, 2011.
OER in Repositories and Course Management SystemsUna Daly
Happy Open Access Week 2017! Open Access Week is an international advocacy event meant to highlight the benefits of sharing scholarly and academic work. This year’s theme is “Open in order to …” At CCCOER we are celebrating Open Access Week this month with two organizations that prioritize sharing OER through digital tools.
Join us to hear about how OER repositories and Open Course Management systems can support the development and sharing of OER within colleges and regional consortiums. Our speakers will share how Affordable Learning Georgia and the California Online Education Initiative develop and maintain digital tools to share open course content and academic work.
When: Wednesday, October 25, 2017, 11:00 AM PT (2:00 PM ET)
Featured Speakers:
Jeff Gallant, Program Manager for Affordable Learning Georgia.
Barbara Illowsky, Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative (OEI)
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
This document summarizes an OPEN kick-off meeting hosted by the Washington State Board for Community and Technical Colleges (SBCTC). It provides an overview of SBCTC OPEN staff, highlights of the Washington community and technical college system, and the strategic technology plan to create a statewide suite of online learning tools. It also describes the SBCTC Open Course Library project funded by Gates Foundation to create open content for the most common courses. The document discusses lessons learned from the first phase and changes for the second phase. It also covers the transition from ANGEL to Canvas as the new learning management system and why OPEN education is important.
Intro to OER Workshop for Instructors: Berkeley City CollegeDomi Enders
The document summarizes a workshop about using Open Educational Resources (OER) at Berkeley City College. The goals of the 2015 OER pilot project are to reduce student costs, support faculty/staff, and promote adoption of OER. OER are free educational resources with some copyright permissions allowing reuse. Examples include open textbooks from OpenStax and curated resources. Initiatives like the California Open Textbook Initiative aim to increase OER use. The Open Education Consortium supports OER adoption at community colleges. Berkeley City College will provide curated OER and tools to help faculty incorporate resources into their courses.
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.
OER Workshop for Coastline College Summer InstituteUna Daly
The Who, What, Why, Where, and How of Finding and Adopting High Quality Open Educational Resources
Join us for an interactive workshop on finding and adopting high-quality open educational resources (OER). The cost of a college education continues to rise dramatically and the high price of textbooks has been identified by students as a major barrier to achieving their academic goals.
Hear from faculty in California and other states who have adopted OER to reduce costs for students and enhance teaching and learning. You’ll get a chance to test drive searching for open textbooks in popular OER repositories and gain an understanding of what makes an effective open educational resource. Finally, we’ll brainstorm how to encourage other stakeholders at your college to support successful OER adoptions.
Bring a laptop or tablet and be prepared for some fun teamwork!
Presenter: Una Daly, director Community College Consortium for Open Educational Resources.
Open Educational Resources (OERs) have received much attention in the past few years both nationally and internationally—as the innovation du jour for teaching and learning. The presenters will offer an overview of the OER landscape and participants will learn how to find and implement OERs in eLearning courses. The presenters will also discuss opportunities to participate in a Next Gen grant, "Bridge to Success (B2S)" which they received from the Bill & Melinda Gates Foundation.
Presented by Brandon Muramatsu, Patrick McAndrew, Jean Runyon, Shelley Hintz, and Kathy Warner to the Instructional Technology Council Webinar on September 20, 2011.
Can MOOCs offer useful support for students in transition? Experiences from t...Andrew Deacon
The document discusses the UCT MOOCs Project at the University of Cape Town and how MOOCs can support students in transition. It provides an overview of MOOCs and the goals of the UCT project, which included developing 12 MOOCs to support academic transitions, showcase teaching excellence, and make knowledge globally accessible. The document describes how some UCT-created MOOCs directly supported postgraduate research and writing skills, and how existing MOOCs were wrapped with additional support for postgraduate students. It concludes that while MOOCs can help scale education and understand diverse learners, students in transition still require more individual support than MOOCs can provide alone.
This document discusses MOOCs and open educational resources. It defines MOOCs as online courses with large-scale participation that adopt open practices. It outlines the evolving MOOC landscape including different types of MOOCs from various providers. The document also discusses design principles for MOOCs, potential pros and cons, and ideas around the disaggregation of education using open online resources. It advocates that open educational resources can help combat social exclusion by providing free, accessible education for all.
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.
UNESCO/COL/ICDE Chair in OER: Is open online learning sustainable?Ricardo Corai
This document discusses the sustainability of open online learning. It focuses on stimulating uptake of open educational resources (OER) through policy and evaluating successful OER communities. It highlights several OER initiatives and partnerships around the world working to build on previous efforts. The document examines issues like quality assurance and successful OER models as online learning replaces traditional modes of education delivery.
Yunnan University: Lessons Learned from the U.S. and California for Yunnan Fa...Gary Matkin
This document summarizes key differences and similarities between higher education in the United States and China from the perspective of an administrator at the University of California, Irvine. It discusses three main points:
1. Major differences between U.S. and Chinese higher education include the lack of a standardized exam like the GAOKAO in the U.S., greater student mobility and diversity of institutions in the U.S., and different sources of funding.
2. Important trends in both countries include expanding access, meeting rural needs, aligning degrees with jobs, and internationalization.
3. The concepts of a "60-year curriculum" and alternative digital credentials are important for lifelong learning and aligning education with workforce
The Present and Future of Alternative Digital CredentialsGary Matkin
Presentation begins with a review of the ICDE report on “The Present and Future of ADCs.” The presentation also will provide an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
Career Services for New Generations of UCI Students and EmployersGary Matkin
Presentation describes the importance of the 60-Year Curriculum and the issuance of Alternative Digital Credentials as students move toward graduation to enter the world of work.
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
This presentation reviews the ICDE report on “The Present and Future of ADCs.” It also provides an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
We start with a list of recommendations that reveal the overarching purpose of the report, which encourages and provides guidance to ICDE member institutions who are considering, or have already adopted, ADCs.
Digital credentials known as alternative digital credentials (ADCs) or badges provide portable verification of skills and competencies. They contain metadata about the earner's identity, the issuer, criteria used to assess competency, and can include examples of student work. Some key implementation decisions for institutions include criteria for issuing ADCs, icon design, metadata standards, and choosing an issuing platform. While ADCs can supplement transcripts and promote workforce-relevant learning, issues around proliferation and ensuring competency-based criteria require attention.
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
Presented at the UPCEA 2019 Annual Conference.
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
Operate Your CE Unit Like a Business to Stay in BusinessGary Matkin
The document discusses the inherent barriers to operating a continuing education unit like a business and staying in business. It identifies problems such as a mismatch between income generation and resource allocation, a lack of project/cost accounting and responsiveness. It then provides recommendations on how to mitigate these problems, such as using accruals and deferrals, developing separate budgeting systems, implementing activity-based costing, and creating a market-oriented culture. The document stresses the importance of recognizing and mitigating these barriers through sound financial management, marketing, and educating senior management.
This seminar series is intended to explore new technology and trends in continuing education.
It is consistent with our 2016 strategic priorities (see document).The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development.This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. MOOCs: What are
they and what is
UCI doing about
them?
Gary W. Matkin, Ph.D., Dean
Continuing Education, Distance
Learning and Summer Session
UC Irvine School of Education
Monday, October 21, 2013
slideshare.net/garymatkin/moocs
2. Objectives & format
• Establish the overall context for MOOCs – history,
current state, and future
• Describe UCI’s involvement in open education and
MOOCs
• Explain the role open education and MOOCs have
in UCI’s evolving strategy
• Describe the role MOOCs could play in learning
research
• Excite conversation and investigation
The lecture method is not dead. Ask questions as we go.
3. MOOCS Brought together 2
forces
Governing
Boards
OER
MOOCS
Stanford
Low Cost
Higher
Education
University
Legislatures
Fed. Gov’t
4. THE SUPPLY OF OER IS
HUGE AND GROWING
OCWC
OER
YOU
TUBE
iTUNESu
• 280 Members
• Over 30,000
Courses
• Over 700,000
videos on
Education channel
• Over 500,000
courses/learning
materials
5. MOOCS Brought together 2
forces
Governing
Boards
OER
MOOCS
Stanford
Low Cost
Higher
Education
University
Legislatures
Fed. Gov’t
6. PUBLIC DEMAND FOR LOWER COST
EDUCATION IS INCREASING
Average tuition in higher
education increased
27% over the last 5
years
Graduates leave college
with an average debt of
$27,000
U.S. student debt is
approaching $1 trillion,
exceeding credit card
debt
7. MOOCS Brought together 2
forces
Governing
Boards
OER
MOOCS
Stanford
Low Cost
Higher
Education
University
Legislatures
Fed. Gov’t
10. Brief history of moocs
• July 2011: Stanford, 2 courses on Artificial
Intelligence, 160K enrollments
• January 2012: Coursera, edX, Udacity
funded
• January 2013: 4+ million enrollments in
MOOCs
11. Quality, Open & Low Cost
• Quality as expressed in course design and
presentation
• Quality as expressed by top universities
involvement (innovation)
12. Dynamics
• Involvement in MOOCs became a symbol of
being ―in the game‖
• UVA
• Jump on the train
• Initial hype, concern, vs. trough of
disillusionment, but steady proliferation of
organizations and MOOCs
• Inappropriate metrics, criticizing MOOCs for
what they are not or what they might be
• Credit
13. THE CONNECTION
BETWEEN OER AND CREDIT
DISCOVER
• UCI OCW
• YouTube
EDU
• iTunesU
• Coursera
• edX
• Merlot
• Connexions
CHOOSE
LEARN
ADOPT
LEARNK
NOW DO
• Open
Course
Module
• Full Open
Course
• Full Open
Curriculum
• Preview
• Supplement
• Assess
Learning
• Certify
Learning
• Gain
Academic
Credit
• Get Job
14. What MOOCS are NOT
• Not so massive in future
• Not so open
• Not online courses
• Not threats to teaching
15. WHAT MOOCS ARE
• Threats to status quo
• High quality learning pathways
• An important form of open education
• Symbols of the learning revolution
• Opportunities for massive research
16. WHAT MOOCS WILL BE
• A standard part of higher and continuing
education
• The basis for low cost sharing of content
• Focused on non-degree seeking, targeted
audiences
• ―Hubs‖ for learning communities
18. How we got started
• Hewlett funding beginnings
• Followed MIT footsteps in creating an OCW site
(40,000 visits per month, 82 courses, new site up
soon)
• Involved in starting OCWC (Matkin & Cooperman
roles)
• Developed video capacity—filmed OpenChem
500,000 minutes per month
• Joined Coursera September 2012, January 2013
had 250,000 including 112K in personal financial
planning
19. UC Irvine is
wellrepresented in
the world of
MOOCs with six
new ones this
fall quarter,
2013, and
seven having
already finished
earlier this year
20. Why is UCI Involved?
• Adds to positive institutional exposure,
positioning
• Serves UCI students
• Attracts students
• Consistent with goals and role as leader in
learning revolution
21. Institutional exposure,
Positioning
• Why is it important to UCI
• Unknown in shadow of UCB, UCLA
• Innovation
• International competition
• Examples
• MOOC enrollments
• Awards
• TWD Coverage
23. Awards
•
September 2013: NUTN 2013 Distance Education Innovation Awards in Open
Education
•
October 2012: Internet Marketing Association Impact Award
•
April 2012: OCWC OpenCourseWare Leadership Excellence (ACE) Award
•
December 2011: OPAL Awards for Institutions
•
October 2011: Internet Marketing Association Best Website Overall Content
•
September 2011: The NUTN Distance Education Innovation Award
•
August 2011: Education-Portal.com OCW People’s Choice Award for Michael
Dennin, Professor of Physics and Astronomy, Science to Superheroes Course
•
June 2011: OCW Consortium Award for OpenCourseWare Excellence
recognizing John Crooks, lecturer, Introduction to Pitch Systems course
24. Serving uCI students
In the last 30 days, Open Chem on YouTube has received
73,000 views with 611,000 minutes watched. This year we
expect a million views with an average of 8.5 minutes
26. Why is UCI Involved?
• Consistent with our overall goal of
maintaining and increasing our lead in
learning revolution, strategic plan
• Opportunities for research
• Being ready for the learning revolution
27. Moocs and learning
research
• Potential
•
•
•
•
Large ―n’s‖, thus validation
Sharing data
A/B testing across national boundaries
Rapid sharing of innovation
28. MOOCS and Learning
Research
• Barriers
• Third party ownership of data
• PII and public relations issues
• Constraints on sharing
29. MOOCs and Learning Research
Structures of MOOC Research
• Dealing with student privacy (3 levels)
• Personally identifiable information (PII)
• Unanonymizable data
• Public forum and general course data
• Classroom and program research
• Classroom – to improve teaching
• Program – to evaluate and extract knowledge
from the whole program
30. MOOCs and Learning Research
Structures of MOOC Research
• Data Ownership
•
•
•
•
Third party owned and generated
Institutional owned and generated
Sharing institutional data with institutions
Sharing among institutions
This presentation is intended to inform members of the UCI community about UCI’s efforts and purposes in developing and offering open educational resources including MOOCs.
MOOCs brought together two forces. The first was the huge store of open education that has become available over the last ten years. The second was the intense public pressure to bring down the cost of higher education. When two Stanford professors offered the first publicly recognized MOOC in July 2011, it caught the public’s attention. This first significant MOOC joined these two forces and added the element of quality, both in the course itself and the fact that a major university of high reputation was the originator of the idea.
Over the last 13 years the supply of open educational materials has expanded to such a mass audience that it had to be taken into account by higher education.
Another growing and powerful force on higher education is the increased cost of higher education and its consequences--high student debt.
The importance of this issue was underlined by a front page article in the NY Times two days before this presentation.
The huge amount of attention focused on MOOCs is both surprising and a natural outgrowth of the OER movement.
In just 18 months, MOOCs not only amassed a huge following but brought into focus from a new angle many of the problems facing higher education today.
The addition of quality into the equation found by the large mass of OER and the pressure for lower cost education focused attention on MOOCs. The perception of quality came from two sources. First, the educational and production quality of the first MOOCs were quite high. Second, the earliest providers of MOOCs were top ranked universities.
MOOCs and the discussion around MOOCs have certain dynamics. Theearly involvement in MOOCs symbolized a university’s willingness to adopt new technology. This symbolism resonated particularly with governing boards, usually composed of business people, who generally view faculty and all university administrators as resistant to change.The huge discussion around MOOCs proceeded through the usual initial hype and now seems to be going through the trough of disillusionment. But whatever the direction of the discussionand however strong the anti-MOOC forces are, MOOCs and MOOC providers continue to proliferate. MOOCs are generally criticized for being what they are not and the metrics used to value them are inappropriate (completion rates).
The big step ahead in making the connection between OER and low cost higher education is making the connection between open content and academic credit. Many of the parts of this puzzle are on the table. There are many open “channels” for open course and curricula. These channels include YouTube, iTunesU, Coursera, Udacity, edX, and individual institutional OCW sites. There are the beginnings of ways in which these open educational resources can be used by students to gain credit. The first step is to create learning assessments that can be administered to students in order to verify that they have mastered the subject. Allied with the assessment issue is the student authentication issue—how can institutions verify that there is no cheating on the assessments. The first connections were made between individual institutions and particular sets of open material. For instance, Excelsior University is willing to provide assessments and authentication processes for open courses offered by the Saylor Foundation. Similar arrangements were made between Coursera and Antioch College and Coursera and the University of Washington. In November 2013 ACE and Coursera announced a joint experiment whereby ACE would give academic credit for five Coursera courses (2 of which are UCI courses). Thus for the first time a national “credit bank” is available for students seeking credit.
The average size of MOOCs will naturally decrease as this proliferates. MOOCs are open only to individual viewing and use. Unlike other OER,MOOCs generally cannot be downloaded, used, reused, or adopted for uses in university settings. By definition they are not full instructor-led online courses. Although this look into online courses and, as people seek credit for them, began to take on aspects of online courses. MOOCs properly are teaching tools not substitutes for teaching.
MOOCs do threaten some aspects of the status quo, but ultimately will not supplant traditional instruction. They can be very high quality learning pathways lacking only instructor input and attention. They are an important form of open education and MOOC “channels” should be added to OER sources. They symbolize, still, the kind of adaptability required of institutions which wish to keeppace with the learning revolution. And, as we will see soon, they do offer opportunities for massive research.
MOOCs will shift from degree-based courses to curricula (groups of courses) designed for non-degree seeking audiences. They will form the basis for learning communities organized in a way to popular informal book clubs.
UCI has a long history with open education beginning in 2001 with a grant from The William and Flora Hewlett Foundation to convene a national seminar on open learning repositories.
UCI followed in MIT’s footsteps in creating an OpenCourseWare web site to host all of UCI’s open courses, which now number 82 courses and receive over 500,000 visits per year. UCI was the first west coast university to join the OpenCourseWare Consortium (OCWC) and is a charter member of that organization. Gary Matkin was one of the co-founders of the consortium and served as its founding treasurer for 5 years. Larry Cooperman, UCI’s director of open learning, is an elected board member of the OCWC board and serves as its current president. With the advent of high quality and inexpensive video capture technology, UCI invested in the video capturing of the entire undergraduate chemistry major—over 700 hours of video lectures shot with two cameras resulting in edited, high definition video lectures. Since its inception in 2012, Open Chem (available on YouTube) has logged nearly 5 million minutes of attention from students around the world who are studying chemistry. UCI is also a leader in MOOCs and was one of the first 33 institutions to join the MOOC leader, Coursera, in September 2012. UCI has logged over 500,000 enrollments in its 13 MOOCs. The latest innovation is a UCI MOOC based on the popular television series, The Walking Dead (TWD) which has given 4 UCI faculty members the opportunity to illustrate their disciplines by using an artifact of popular culture to attract viewers who otherwise would not be aware of how a university-levelsubject can relate to their daily lives.
This slide lists the MOOCs UCI has offered and is current as of the first of November 2013.
A most frequently asked question of institutions which offer MOOCs is “Why are you doing this?” In UCI’s case there are several important reasons we have invested in MOOCs. As the previous slides indicate, UCI has received huge and very positive publicity for its MOOC efforts. The public relations value of providing the world with free educational materials is very hard to calculate but is in the hundreds of thousands of dollars. But even more importantly, UCI’s MOOCs and open education are serving UCI students who can view the courses (such as Open Chem) as they take the course. We have also found that our MOOCs and OCW attract students to our campus, students who already understand the educational quality of the courses they will encounter when they matriculate on our campus. Of course, this kind of public service is entirely consistent with the land grant and public university traditions of the University of California and UCI.
The favorable publicity is especially important to UCI, which is often in the shadow of its sister campuses. UCI’s innovation in learning is symbolized by the very visible attention derived from our open educational initiatives. Our reputation is especially important as we strive to be known as an international university. The examples already provided of the volumes of enrollments and visits to our MOOCs and OER is solid proof of the value add of our efforts.
This is an example, pulled from The LA Times, of the kind of PR we received as a result of our Walking Dead project.
Our leadership in the OER world is recognized frequently in the awards we receive for our efforts.
This is a screen shot of newly designed and enhanced OCW web site (http://ocw.uci.edu).
A recent survey of entering undergraduate and graduate students indicated that 12% of each category of user had viewed UCI’s open courses or video lectures before deciding to come to UCI.
We have already indicated some of the benefits of our involvement in open education, but there are more. Our involvement in open courses and MOOCs is both consistent with and symbolic of our goals for leading the learning revolution rather than retreating from it. We also see huge opportunities for the kind of learning research that will inform our faculty and the world about what is involved in improving learning in every way. Just as our involvement in the open course world readied us for the advent of MOOCs, our experience with MOOCs and with other forms of innovative learning will prepare us for the next response to innovation.
The massive nature of MOOCs will allow us to study learning on a massive scale, without the barriers of the small numbers that are often characteristic of learning research. The sharing of data can be made easier and more universal, with results of innovation traveling quickly around the world. For instance, we are now able to study how different nationalities react to the same learning treatment and we can alter learning treatments across very large groups in the A/B testing process.
However, this positive vision of valid research done on large numbers of learners, accompanied by the rapid sharing of information is challenged by some barriers. Those barriers include the fact that often data is owned by third parties, often for-profit organizations who have issues in sharing data. The misuse of learning data, particularly Personally Identifiable Information (PII) can cause threats to business models. There are legally mandated constraints on sharing data that must be addressed.
There are several structures emerging in MOOC related research. The first deals with the PII issue. Coursera has identified three “tiers’ of information. The first is PII, information which can be traced to an individual learner. There is another class of such information in which the information may inadvertently include information that could be traced back to an individual. And then there is data that the individual himself/herself has placed PII in the public domain, allowing its use. Another structure is the difference between “classroom research” which is research that can be used in real time to include what is going on in the learning process as it is being carried out and program research, research that can be used after the course is completed to improve the program orcourse for its next offering.
The final research structure applies to the ownership and the ability to share data. The data may be generated and owned by a third party to the research (Coursera, for instance), or it may be owned by the institution that is actually doing the research (for instance survey data from surveys Coursera allows the institution to conduct and own). The sharing structure can be institution to institution or it can be one institution to many.
The path that MOOC related learning research will take is in the “work out” stage. We must be alert to both the potential of such research and to the barriers that will inhibit us from realizing the full and perhaps greatest benefit of MOOCs.