This document provides an overview of MOOCs and open learning. It discusses different types of MOOCs, theoretical frameworks for open learning, and 900 years of open education history. The document also examines uses of MOOCs in different learning contexts like K-12, higher education, and professional development. Benefits and limitations of MOOCs are considered. The thesis is that MOOCs are not suitable for all learners but can be effective when combined with other tools to meet the needs of diverse learners in various contexts.
This document discusses blending MOOCs into traditional post-secondary classrooms. It outlines advantages like free access to learning and increased collaboration, as well as disadvantages like lack of instruction and completion rates. Previous studies that blended MOOCs and face-to-face learning are summarized, such as requiring participation in online MOOC components for a campus course. The document proposes a blended approach combining MOOC basic content with specific face-to-face content and concludes by discussing benefits of blended MOOCs and providing an agenda for a workshop on developing blended MOOC strategies.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
2017-10-27 OEE Online Discussion Quality in Open Education StrackeChristian M. Stracke
2017-10-27 Open Education Europe portal by European Union - Online Discussion on the Quality in Open Education moderated by Christian M. Stracke from the Welten Institute of the OUNL
Lee Dunn social media benefits and challenges in learning57211801259
The document provides a critical assessment of social media tools and their benefits and challenges for education. It summarizes research that found most students use social media like Facebook and Twitter, but primarily for personal use rather than academics. Both students and staff saw potential for using social media to interact with professors and enhance classes. However, concerns with social media include privacy, time commitment, and lack of expertise. The document reviews literature finding social media can increase engagement but also presents risks if not implemented carefully. Overall, the document examines the current state of social media use in education and debates their pros and cons.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
This document discusses blending MOOCs into traditional post-secondary classrooms. It outlines advantages like free access to learning and increased collaboration, as well as disadvantages like lack of instruction and completion rates. Previous studies that blended MOOCs and face-to-face learning are summarized, such as requiring participation in online MOOC components for a campus course. The document proposes a blended approach combining MOOC basic content with specific face-to-face content and concludes by discussing benefits of blended MOOCs and providing an agenda for a workshop on developing blended MOOC strategies.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
2017-10-27 OEE Online Discussion Quality in Open Education StrackeChristian M. Stracke
2017-10-27 Open Education Europe portal by European Union - Online Discussion on the Quality in Open Education moderated by Christian M. Stracke from the Welten Institute of the OUNL
Lee Dunn social media benefits and challenges in learning57211801259
The document provides a critical assessment of social media tools and their benefits and challenges for education. It summarizes research that found most students use social media like Facebook and Twitter, but primarily for personal use rather than academics. Both students and staff saw potential for using social media to interact with professors and enhance classes. However, concerns with social media include privacy, time commitment, and lack of expertise. The document reviews literature finding social media can increase engagement but also presents risks if not implemented carefully. Overall, the document examines the current state of social media use in education and debates their pros and cons.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...eMadrid network
This document proposes two approaches for collaborative learning in MOOCs: a Social Media Learning System that supports social interaction around multimedia learning objects, and a Teaching Assistant System that extends an LMS to support collaborative learning scenarios and assessment. Both approaches aim to address the need for a flexible pedagogical model in MOOCs based on high interaction and self-motivation through collaborative learning. The approaches are discussed and evaluated in terms of design, monitoring, and assessment of collaborative learning processes in large-scale online courses.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
This keynote presentation discusses open education and improving quality in education. It begins with defining open education as innovations that open up education through open standards, resources, licensing, availability and more. The presentation notes that changes are needed in education due to globalization and the internet. Improving quality is also discussed, noting that quality cannot be defined except through adaptation to context. Methods to improve quality through open education include open policies, frameworks, competencies, communities and movements. The presentation concludes by emphasizing that open education is a vision for improving inclusive, equitable and high quality education through adaptation of open educational practices, resources, and delivery methods to benefit all learners.
Open Educational Resources and Practices in EstoniaHans Põldoja
- The document discusses open educational resources and practices in Estonia. It provides background information on Estonia's education system and key policies related to digital learning and lifelong learning.
- It describes several major open educational resource repositories in Estonia, which contain thousands of learning resources mostly under open licenses. This includes the e-Koolikott repository focused on secondary education resources.
- The document also discusses open online courses provided by Estonian universities and the use of blog-based open online courses at Tallinn University. Challenges in designing and coordinating blog-based courses are addressed.
OER: Disruptive Innovative Solution to the Challenges of EducationRamesh C. Sharma
The education sector globally is facing a lot of challenges: the challenge of numbers, of relevance, of quality, of access, of costs and of speed. The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics. However, in addition to new systems or technologies, we need a fundamental change of perspective. A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC.
The Open Educational Resources have become an important part of educational delivery. The establishment of OER University is a milestone in that direction. There are hundreds of OER repositories to allow teachers and students to use, and adopt content. Keeping in view the significance of OERs, we organized The OER MOOC with the purpose to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. We further wanted to explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers, maybe evolve a model for a classroom of 10,000 learners. In this study, we shall elaborate on our methodology, outcomes and the impact factors The OER MOOC had on the learners.
This document provides a literature review on the effectiveness of MOOCs for professional development. It discusses how early MOOCs aimed to provide college level courses to students worldwide but completion rates were low. Now, MOOCs are increasingly being used for corporate training and professional development. While some employers view MOOCs favorably, there is limited data on their quality and effectiveness for employee skills and performance gains. Some companies have partnered with MOOC providers to create degree and credential programs, but it remains unclear if MOOCs will be widely accepted as a learning tool for employee development.
Professional Development Programme on OER-based e-learningPat Toh
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
Pedagogical Design Applications in eLearning EnvironmentsRamesh C. Sharma
The document discusses pedagogical design applications in eLearning environments. It summarizes the 10th Annual Iranian conference on e-Learning and e-Teaching (ICELET2016), which addressed topics like the growth of eLearning markets in regions worldwide from 2014-2016. The document also discusses the dynamic drivers of technology, pedagogy, and content in eLearning; outlines frameworks and models for effective eLearning design; and examines considerations and key dimensions for ensuring engaging and worthwhile eLearning.
Learning innovation at scale chi 2014 workshop extended abstractJoseph Jay Williams
This workshop brings together practitioners, learning platform innovators, and researchers from various disciplines to share insights about online learning and technology. The goals are to foster knowledge sharing and collaboration between these groups in order to advance both practical innovations for online learning and scientific understanding of how people learn online. Participants will discuss topics like new research opportunities in online education, applying findings from cognitive science and learning research to improve online learning platforms, and using online platforms to conduct new learning research at scale. The workshop website will facilitate ongoing discussion and resource sharing between participants.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et alChristian M. Stracke
2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
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.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
edX MOOC organization about Open Education and OERs repositoriesv3Manuel Castro
eMadrid presentations on OERs, on November 24th, 2018, regarding the presentation of the 1st MOOC prepared and presented by the IEEE Education Society, inside IEEEx and edX
A Study on Indian Learners in MOOCs - GO-GN PresentationJanesh Sanzgiri
This presentation summarizes Janesh Sanzgiri's PhD research comparing Indian learners on global and local MOOC platforms. The research included a survey of over 2,600 learners and interviews with 30 learners. Survey findings showed NPTEL learners were more motivated by professional goals while FutureLearn learners took courses for leisure. NPTEL learners also faced more technical challenges. Interviews suggested local content was preferred when available. The research highlighted differences in Indian learners' experiences on global versus domestic MOOC platforms.
Learning Analytics in Massive Open Online Courses - PhD DefenseMohammad Khalil
This document provides an overview of Mohammad Khalil's PhD defense on learning analytics in massive open online courses (MOOCs). It introduces Khalil and his supervisor, then outlines Khalil's research motivation and questions. The methodology section describes his case study approach analyzing MOOC data. Several findings are highlighted from published papers, including on student engagement patterns in videos, forums, and clustering different student types. The conclusion discusses future directions for learning analytics and MOOCs research.
The document defines MOOCs and discusses their history and types. It notes that the first MOOC launched in 2008 focused on connectivism and connective knowledge. MOOCs are categorized into cMOOCs, which emphasize connections between concepts and ideas through technology networks, and xMOOCs, which are hosted on platforms from universities. Potential benefits include open access to knowledge and education, while challenges involve high dropout rates and issues of quality, certification, and data privacy.
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...eMadrid network
This document proposes two approaches for collaborative learning in MOOCs: a Social Media Learning System that supports social interaction around multimedia learning objects, and a Teaching Assistant System that extends an LMS to support collaborative learning scenarios and assessment. Both approaches aim to address the need for a flexible pedagogical model in MOOCs based on high interaction and self-motivation through collaborative learning. The approaches are discussed and evaluated in terms of design, monitoring, and assessment of collaborative learning processes in large-scale online courses.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
This keynote presentation discusses open education and improving quality in education. It begins with defining open education as innovations that open up education through open standards, resources, licensing, availability and more. The presentation notes that changes are needed in education due to globalization and the internet. Improving quality is also discussed, noting that quality cannot be defined except through adaptation to context. Methods to improve quality through open education include open policies, frameworks, competencies, communities and movements. The presentation concludes by emphasizing that open education is a vision for improving inclusive, equitable and high quality education through adaptation of open educational practices, resources, and delivery methods to benefit all learners.
Open Educational Resources and Practices in EstoniaHans Põldoja
- The document discusses open educational resources and practices in Estonia. It provides background information on Estonia's education system and key policies related to digital learning and lifelong learning.
- It describes several major open educational resource repositories in Estonia, which contain thousands of learning resources mostly under open licenses. This includes the e-Koolikott repository focused on secondary education resources.
- The document also discusses open online courses provided by Estonian universities and the use of blog-based open online courses at Tallinn University. Challenges in designing and coordinating blog-based courses are addressed.
OER: Disruptive Innovative Solution to the Challenges of EducationRamesh C. Sharma
The education sector globally is facing a lot of challenges: the challenge of numbers, of relevance, of quality, of access, of costs and of speed. The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics. However, in addition to new systems or technologies, we need a fundamental change of perspective. A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC.
The Open Educational Resources have become an important part of educational delivery. The establishment of OER University is a milestone in that direction. There are hundreds of OER repositories to allow teachers and students to use, and adopt content. Keeping in view the significance of OERs, we organized The OER MOOC with the purpose to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. We further wanted to explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers, maybe evolve a model for a classroom of 10,000 learners. In this study, we shall elaborate on our methodology, outcomes and the impact factors The OER MOOC had on the learners.
This document provides a literature review on the effectiveness of MOOCs for professional development. It discusses how early MOOCs aimed to provide college level courses to students worldwide but completion rates were low. Now, MOOCs are increasingly being used for corporate training and professional development. While some employers view MOOCs favorably, there is limited data on their quality and effectiveness for employee skills and performance gains. Some companies have partnered with MOOC providers to create degree and credential programs, but it remains unclear if MOOCs will be widely accepted as a learning tool for employee development.
Professional Development Programme on OER-based e-learningPat Toh
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
Pedagogical Design Applications in eLearning EnvironmentsRamesh C. Sharma
The document discusses pedagogical design applications in eLearning environments. It summarizes the 10th Annual Iranian conference on e-Learning and e-Teaching (ICELET2016), which addressed topics like the growth of eLearning markets in regions worldwide from 2014-2016. The document also discusses the dynamic drivers of technology, pedagogy, and content in eLearning; outlines frameworks and models for effective eLearning design; and examines considerations and key dimensions for ensuring engaging and worthwhile eLearning.
Learning innovation at scale chi 2014 workshop extended abstractJoseph Jay Williams
This workshop brings together practitioners, learning platform innovators, and researchers from various disciplines to share insights about online learning and technology. The goals are to foster knowledge sharing and collaboration between these groups in order to advance both practical innovations for online learning and scientific understanding of how people learn online. Participants will discuss topics like new research opportunities in online education, applying findings from cognitive science and learning research to improve online learning platforms, and using online platforms to conduct new learning research at scale. The workshop website will facilitate ongoing discussion and resource sharing between participants.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et alChristian M. Stracke
2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
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.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
edX MOOC organization about Open Education and OERs repositoriesv3Manuel Castro
eMadrid presentations on OERs, on November 24th, 2018, regarding the presentation of the 1st MOOC prepared and presented by the IEEE Education Society, inside IEEEx and edX
A Study on Indian Learners in MOOCs - GO-GN PresentationJanesh Sanzgiri
This presentation summarizes Janesh Sanzgiri's PhD research comparing Indian learners on global and local MOOC platforms. The research included a survey of over 2,600 learners and interviews with 30 learners. Survey findings showed NPTEL learners were more motivated by professional goals while FutureLearn learners took courses for leisure. NPTEL learners also faced more technical challenges. Interviews suggested local content was preferred when available. The research highlighted differences in Indian learners' experiences on global versus domestic MOOC platforms.
Learning Analytics in Massive Open Online Courses - PhD DefenseMohammad Khalil
This document provides an overview of Mohammad Khalil's PhD defense on learning analytics in massive open online courses (MOOCs). It introduces Khalil and his supervisor, then outlines Khalil's research motivation and questions. The methodology section describes his case study approach analyzing MOOC data. Several findings are highlighted from published papers, including on student engagement patterns in videos, forums, and clustering different student types. The conclusion discusses future directions for learning analytics and MOOCs research.
The document defines MOOCs and discusses their history and types. It notes that the first MOOC launched in 2008 focused on connectivism and connective knowledge. MOOCs are categorized into cMOOCs, which emphasize connections between concepts and ideas through technology networks, and xMOOCs, which are hosted on platforms from universities. Potential benefits include open access to knowledge and education, while challenges involve high dropout rates and issues of quality, certification, and data privacy.
Integrating MOOCs in Traditional Higher Education- eMOOCs15Diana Andone
This document discusses integrating Massive Open Online Courses (MOOCs) into traditional higher education. It notes that worldwide participation in higher education is expected to grow significantly by 2025. MOOCs can help address this growth by supplementing traditional courses. The document outlines several ways MOOCs have been integrated into existing university classes, such as having students participate in MOOCs and complete assessments. Student surveys found positive reactions to supplementing courses with MOOCs. MOOCs exposure increased students' interest in online learning.
This document discusses the evolution of Massive Open Online Courses (MOOCs) beyond the initial hype. It provides personal experiences taking MOOCs, highlights issues with MOOCs like engagement and assessment challenges, and how MOOCs are maturing in areas like pedagogy, accreditation, and business models. MOOCs are transitioning from early cMOOC and xMOOC models to new hybrid models to improve the learner experience and address issues like completion rates and learner motivation.
Do you love learning? Why not try a MOOC?MarianRead
As the number of MOOC learners reached 25 million, from 2012 to April 2015 across all MOOC platforms, much is known about their demographics, interaction with courses and the academic, professional and leisure benefits gained through their participation. Potential learners may consider joining the MOOC trend if they know a little more about fellow MOOC learners and about the courses and platforms. Current learners are already highly educated, mainly based in OECD countries, and motivated by their interest in learning something new. While currently only 12% of learners are over 55 years old, MOOCs offer older people an opportunity for free leisure lifelong learning, which can contribute to healthy ageing strategies, important to both individuals and society in general, particularly relevant in OECD countries given the ageing trend in population demographics. A small percentage of learners, who watch at least one video, complete the course and gain a certificate. Although representing a small percentage, in actual numbers certificate achievers are already a million learners from over 200 countries. In addition to learning something new, learners also derive academic and employment benefits, according to studies of certificate achievers. Learners who participate in MOOCs, however, face challenges in obtaining recognition from higher education institutions, employers or professional bodies for the course credential they receive. Access is another challenge MOOC learners face.
MOOCs as a Course in Graduate or Postgraduate ProgrammesSameer Babu M
Moocs Basics, Outlines, and related concepts and dimensions of MOOCs, Significance of Massive Open Online Courses (MOOCs), Its Pedagogy, Design, Various Service Providers of MOOC, Types of MOOCs, E-content Development, Designing and Evaluating MOOCs etc., are mentioned as a model syllabus
The document summarizes a study on open educational practices (OEP) in higher education. It finds that while some academic staff use OEP, many perceive risks that discourage use. Open educators share four dimensions: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. Higher education institutions should support staff capacity building in these areas through open education strategies and policies that consider individual needs alongside institutional benefits.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
MOOCs are massively open online courses that are available to anyone with internet access regardless of location. Many schools are incorporating MOOCs to supplement AP classes and benefit all students. MOOCs capitalize on connected learning principles and can help re-shape curriculum and instructional strategies by drawing on various online media. They are a great resource tool for highly motivated teachers and students and their possibilities continue to rise.
SloanC Emerging Technologies Presentation April 8humanmooc
The document summarizes research on using online tools and strategies to build community and presence in a Massive Open Online Course (MOOC) on the Community of Inquiry framework. It discusses findings that using tools like blogs, Twitter, YouTube and VoiceThread can increase social presence. Instructor presence was enhanced through video introductions, announcements and facilitating discussions. The MOOC effectively supported cognitive presence through activities that sparked curiosity and motivation. Most participants agreed the course helped them apply knowledge and appreciate different perspectives. The summary provides an overview of best practices for maintaining an active online community through communication tools and instructor facilitation.
2017-05-14 KNOU Seminar Open Education OER MOOCs Learning Analytics StrackeChristian M. Stracke
2017-05-14 Speech at KNOU Seminar - Technology-Enhanced Learning and Open Education: OER MOOCs and Learning Analytics by Christian M. Stracke from OUNL
The Human Element: An Essential Online Course ComponentWhitney Kilgore
The document summarizes research presented at the Sloan-C Emerging Technologies Conference on April 9th about using a MOOC to teach the Community of Inquiry framework. It discusses the importance of the human element and social presence in online courses. It provides information on course structure, participation rates, learner demographics, the role of the instructor, and how tools like blogs, videos and social media can enhance cognitive and social presence. The goal is to understand how to design online activities and discussions to engage learners and facilitate a community of inquiry.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Choosing Open (#GO_GN) - Openness and praxis: Using OEP in HECatherine Cronin
This summary provides the key points from the document in 3 sentences:
The document discusses open educational practices (OEP) in higher education. It explores how academic staff use OEP, their reasons for using or not using OEP, and identifies 4 dimensions shared by academic staff who do use OEP - balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. The document concludes that use of OEP is a complex, personal, and contextual issue that higher education institutions should support by building academic staff capacity in digital literacies, navigating privacy and openness, and reflecting on educator roles.
New Developments in Open Educational Practicepetecannell
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9
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MASSIVE... beacause size matters! MOOCs and Open Learning in ODL
1. MASSIVE… because size matters!
#massivelearning www.massivlearning.wordpress.com
MOOCs and Open Learning in ODL
By Kelli Buckreus, Katherine LeBlanc and Leeann Waddington
EDDE 801, Athabasca University | August 24, 2017
Image attribution: Vecteezy.com
2. Types of MOOCs & their theoretical underpinnings
Where to go with future MOOC research
MOOCs for different learning environments and contexts
Benefits and limitations of MOOCs
THESIS STATEMENT:
MOOCs are not the solution for all learning needs, but used
thoughtfully or in combination with other tools, they meet the need of
a variety of learners in multiple contexts.
3. What is Openness in Learning/Education?
Basic concept:
FREE, PUBLIC ACCESS
Four areas of openness:
• Technical characteristics
• Social characteristics
• Nature of the resources
(content)
• Systemic digital resilience
and policy
(Hylen, 2006, in Peter & Deimann, 2013, p. 8; Tschofen &
Mackness, 2012; Weller & Anderson, 2013)
Reuse
Revise
Remix
Redistribute
Open Content: The “4Rs” (Wiley, 2009):
7. Small Group Activity:
Draft a Sample Course Design
In class, break into three groups:
• Pedagogy
• Androgogy
• Heutagogy
Work together to develop a basic course design outline that incorporates open
learning and MOOC elements appropriate to your group’s assigned approach:
– Describe your targeted learning context and learner population;
– What activities and engagement elements would you include? Why?
– Where on the theoretical continuum does your course fit? Why?
– How could MOOCs be integrated into your course?
– Tweet as you go to #massivelearning
– In your work, address any questions or comments received from the external
network participants via #massivelearning
– Share your course design outline on (a sharing website; Google Docs, SlideShare,
etc.), then tweet the link to #massivelearning
10. MOOCs for Professional Development
Existing research:
• Demographics
• Completion Rates
• Learner motivations
• HR perspectives
(Littlejohn and Milligan, 2015; Milligan and Littlejohn, 2014, 2017; Olsson, 2016; Radford, et al., 2014; Tschofen & Mackness, 2012)
DEMOGRAPHICS
&
COMPLETION
RATES
HUMAN
RESOURCE
PERSPECTIVES
LEARNER
MOTIVATIONS
11. Our “Aha!” Moments
Considering how my own MOOC
‘lurking’ fits into the theoretical ‘big picture’
and may still be consistent with aspects of
connectivism.
”
“
I knew nothing about MOOCs coming into this project, other
than my own dabbling… Now I feel they could be a bridge to
higher education reform by supporting a transition to
technology integration… It let’s people play and discover.
“
”
Recognising the relevance of MOOCs
for all ages of learners, and the
potential for MOOCs for addressing
certain workforce gaps.
This slide utilizes free vector art modified from Vecteezy.com
“
”
12. References
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Andreasen, L. B., & Buhl, M. (2015, October). Understanding MOOCs through connectivist and social constructivist approaches. In
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