The document discusses the realities of personalized learning in MOOCs compared to initial promises and myths. It summarizes research on informal learning in MOOCs through student learning logs and interviews. Key findings include that intrinsic motivation and personal learning goals allowed some personalization, but MOOC content and format limited this. While MOOCs increased access to knowledge, certification did not necessarily lead to economic gains. Standardized pedagogy contrasted promises of flexibility. Overall, MOOCs prioritized certain languages, cultures, and STEM topics over diversity and local needs. The narrative of MOOC success promoted standardized conformity over personalized learning.
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/
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
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/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
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/
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
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/
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
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/
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
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/
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/
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
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/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
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/
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
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/
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
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/
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
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/
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
Topic Modeling for Learning Analytics Researchers LAK15 TutorialVitomir Kovanovic
Slides from the introductory tutorial to topic modeling with R and LSA, pLSA and LDA algorithms organized at LAK15 conference in Poughkeepsie, NY March 17, 2015
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
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/
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
2016-08-16 High Quality Education for All through Open Education - Keynote at the International Lensky Education Forum in Yakutsk, Sibiria by Christian M. Stracke (OUNL)
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.
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
Topic Modeling for Learning Analytics Researchers LAK15 TutorialVitomir Kovanovic
Slides from the introductory tutorial to topic modeling with R and LSA, pLSA and LDA algorithms organized at LAK15 conference in Poughkeepsie, NY March 17, 2015
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
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/
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
2016-08-16 High Quality Education for All through Open Education - Keynote at the International Lensky Education Forum in Yakutsk, Sibiria by Christian M. Stracke (OUNL)
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.
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
Presentation for my EDDE 801 course (Athabasca University EdD program) on MOOCs. Covers a brief history of MOOCs, an initial taxonomy of issues around MOOCs and the taxonomy applied (briefly) to the Greek Open Course effort (ca. 2014)
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
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/
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxInge de Waard
This presentation shares the steps that EIT InnoEnergy teachers have taken to get up to speed with AI. The presentation shares use cases, tools, pedagogical options to embed AI in courses, and tools regarding assessments. The presentation was given at Online Educa Berlin 2023.
Keynote AI assessment tools: online exams and tools.pptxInge de Waard
This keynote gives an overview of why and how AI tools for assessment purposes can be used. One part of the presentation covers AI-based Proctoring Systems, another part moves closer into AI tools for assessments, and a last part looks at university guidelines, ethical considerations, some pedagogical options to embed AI tools for students while they work on projects, and some AI tool resources.
Sharing share the toolkit that was made by Stella Lee, PhD. in alignment with the InnoEnergy teachers' needs and requests. Explore the toolkit and try out some of the curated tools per teacher area (administration, research, teaching & learning). And feel free to share resources, or add questions related to #AI topics and join the AI for teachers community on LinkedIN (https://www.linkedin.com/groups/12892003/ )
This 20 slide presentation, starts with an overview of AI, showing some AI tools, and sharing examples of AI for education options. The learning outcome of this presentation is to provide AUW students an insight into AI and how they can use it within their courses. By including short examples, it makes it easier to embed AI interactions into their courses.
OEB CoP November 2022 overview ppt.pptxInge de Waard
Short overview of pedagogical approaches (moonshot approach, Case method, Challenge Based Learning) used at EIT InnoEnergy to enhance Community of Practitioners across students, teachers, business, start-ups ... across the EIT CommUnity. How these learning approaches lead up to a stronger Community of Practitioners between Master students, Teachers, Businesses, Policy Makers and other stakeholders.
2021 KTH SoTL keynote on Learning SpacesInge de Waard
Learning spaces become ever more important if we want to stay on top of the need to re/upskill people. The learning space of a university now coincides with professional learning spaces and personal learning spaces. Which learning spaces are there, and which actions do we need to take to increase the effect of learning spaces on the necessary learning? Have a look.
A conceptual framework for learners self directing their learningInge de Waard
5 slides sharing information on the chapter I wrote for the book "Emerging Technologies and Pedagogies in the Curriculum. It also refers to an early Ethics in AI slide deck, expressing the need and urgency of making AI effects transparent.
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Building the Skills Engine: our dreams realise the futureInge de Waard
These are the slides from a talk I gave at Online Educa Berlin 2019. The talk focuses on the skills engine, an AI engine (Natural Language Processing) that is
Learners self-directing their learning in MOOCs #Ectel2019Inge de Waard
Informal learning in MOOCs is under-investigated. In this presentation we share how adult learners self-direct their learning when engaging in FutureLearn MOOCs. Five areas influence self-directed learning: individual characteristics, technical and media elements, individual & social learning, structuring learning and context. This study also identified two inhibitors or enablers of learning: intrinsic motivation and personal learning goals, where these two factors increase or decrease the dynamics in the five areas of SDL.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...Inge de Waard
This brief ppt gives an idea of the Skills 3.0 or DEAP project that I am currently co-working on (me for the educational part) together with my other great InnoEnergy colleagues. The project combines the emergence of skills and competencies identified through a Human Resource oriented AI (screening industry road maps), analyzing engineering resumes and answering the resulting skills gap to an adaptive learning path by reusing learning elements in an 'intelligent way’.
Cost and time efficient dynamic learning defInge de Waard
Four practical options to enhance learner interaction in blended classes, cost efficient use of content, and ensuring teachers are used for their knowledge expertise by using flipped lectures.
Instructional Design Variation matrix - work in progressInge de Waard
Een Nederlandstalige presentatie over het concept (met voorbeelden) van de Instructional Design Variation matrix die momenteel wordt geschreven. Gegeven tijdens een van de break-out sessies bij LearningTechDay in Gents.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. UDHR standing on
shoulders of giants:
Juan Luis Vives
• Schools should not be for profit
• Organic pedagogy
(Juan Luis Vives, 1492, Valencia,
Spain – 1540, Brugge, Belgium)
4. Bozkurt, A., Keskin, N. O., & de Waard, I. (2016). Research Trends in Massive Open
Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open
Praxis, 8(3), 203-221. link here
CCK -
2008
AI-MOOC
– 2011
MOOC
galore -
2018
MobiMOOC
(mobile learning)
5. MOOC = promise of
education for all
• Daphne Koller (a.o.) promising
Education for all (North & South).
• A source of (quality) curated, topic
specific content for passionate people
6. Highlighting MOOC
success stories
• Battushig Myanganbayar, the boy
genius of Ulan Bator, Mongolia
(engineering)
• Jack Andraka 15y boy creating a cheap,
paper-based biomarker for pancreatic
cancer
7. Inevitably
questions arose
What is the learning impact
of MOOCs on young
learners?
How do adult learners self-
direct their learning in
MOOCs?
8. Part 1: MOOC – CLIL
project
• Content and Language Integrated
Learning (English and French)
• Massive Open Online Courses
de Waard, I. & Demeulenaere, C. (2017). The MOOC-
CLIL project: using MOOCs to increase language, and
social and online learning skills for 5th grade K-12
students. In Q. Kan & S. Bax (Eds), Beyond the language
classroom: researching MOOCS and other innovations.
Research-publishing.net. (link)
9. GUSCO school –
Kortrijk, Belgium
• Academic year 2015 – 2016
• Three classes in ‘vrije ruimte’ (free
space): 2 English groups, 1 French
group
• 2 hours per week
10. Participants
• 3 Teachers (language
teachers)
• 42 Flemish – Dutch speaking
students (aged 16 – 17 y)
• Academic qualifications:
human sciences, Latin &
sciences/mathematics…
• Optional course
video impressions
12. Three main project parts
• GroupMOOC: introducing MOOC elements, platforms, interactions…
• EigenMOOC (OwnMOOC): students choose MOOCs.
• Evaluation & production: evaluate the whole process and build an
intro for next year’s students
Classical progress => personal progress
GroupMOOC
EigenMOOC
(OwnMOOC)
Evaluate &
Produce
13. Evaluation
instruments in class
• Adapted Scale for Attitudes
and skills Measuring (SAM)
scale – used by teachers
• Weekly logbook – used by
students
14. Student logging in action:
I did the course DemoX, in this course I learned
how to use edX. I found it rather easy questions
but it was a handy way of learning how to use
edX. I now understand how to use the website.
The English was sometimes hard to understand
but I used an online dictionary to help me
understand the words. I think it’s a good idea to
use the forum because then you can discuss your
problems with the others. They can find ways to
help you if you don’t understand things.
15. Following student progress outside of class
Self-regulated questionnaire view here: monitoring self-esteem, motivation,
digital literacy
16. Findings: Language learning
100% dramatic increase in language confidence
Intrinsic
motivation (73%)
Extrinsic
motivation
(27%)
“Intrinsic motivation, which refers to doing something because it is inherently interesting or
enjoyable, and extrinsic motivation, which refers to doing something because it leads to a
separable outcome” (Ryan & Deci, 2000, p. 55).
17. Help seeking
Survey learning topics Results 1st survey Results 2nd survey
Help seeking (any) 71% 60%
Help seeking from teacher 75% 59%
Help seeking from peers 61% 83%
21. Suggestions from students
• Unclear language complexity: e.g. Gunning fog index or Flesch-Kincaid
readability tests to provide insight.
• Supporting texts can be too difficult to comprehend. It demotivates
(picture nearingzero Nick Kim)
22. Informal learning =>
Living a fearless life
ἀταραξία (ataraxia,) is a Greek philosophy
term used to describe a lucid state of robust
equanimity
Ἐπίκουρος (Epicurus; 341–270 BC) believed
that what he called "pleasure" (ἡδονή) was the
greatest good, but that the way to attain such
pleasure was to live modestly, to gain
knowledge of the workings of the world, and
to limit one's desires
wikipedia
23. Part 2: Informal learning
in MOOCs – learner
perspectives
de Waard, I. (2017). Self-Directed Learning of
Experienced Adult Online Learners Enrolled in
FutureLearn MOOCs (Doctoral dissertation, The
Open University). Link
24. What comprises the informal learning journey of
experienced, adult online learners engaging in
individual and/or social self-directed learning
using any device to follow a FutureLearn MOOC?
• Which individual characteristics influence the learning experience?
• What are the technical and media elements influencing the learning
experience?
• How does individual and social learning affect the participants’
learning?
• Which actions (if any) did the learners undertake to organise their
learning?
25. How do learners self-direct their
informal learning in MOOCs?
Never been an study from the ground up
looking at informal learning in MOOCs,
FutureLearn courses
35. Conceptual framework
Motivation, personal traits
(perseverance, self-confidence,
emotional language)
Personal learning goals,
planning, taking notes
Social learning,
individual learning actions,
social learning actions
36. Conceptual framework
Motivation, personal traits
(perseverance, self-confidence,
emotional language)
Devices used,
FutureLearn elements,
new tools
Personal learning goals,
planning, taking notes
Social learning,
individual learning actions,
social learning actions
37. Conceptual framework
Motivation, personal traits
(perseverance, self-confidence,
emotional language)
Contextualizing context,
proximity to context,
peers in context
Personal learning goals,
planning, taking notes
Social learning,
individual learning actions,
social learning actions
Devices used,
FutureLearn elements,
new tools
38. How much
personalization is possible
in this framework?
Intrinsic motivation & personal
learning goals allowed
Capacity to validate learning
MOOC content mostly formal
39. Part 3 - Informal learning vs personalized learning
Juxtaposing personal learning conclusions to the reality of MOOCs.
Deze foto van Onbekende auteur is gelicentieerd onder CC BY-NC
40. Is personal learning high on the
agenda of MOOC providers?
Let’s take a closer look!
47. Personal learning utopia,
or are we misled?
Language diversity
But content similarity – collaborations
between platforms
(MOOC platforms 2018 - 57 platforms, 23 countries)
(Pieter Bruegel de Oude (1563) – Kunsthistorisches
Museum Vienna, Austria)
49. 1 - Restricting courses: university
courses with low enrollment
being questioned (Belgium)
Suggested by national organization of
entrepreneurs (VOKA).
http://www.standaard.be/cnt/dmf201
80516_03515309
Bachelor and master programs should
be stopped if they are not profitable….
Unless, it is a high profile corporate
course.
50. 1 - Restricting courses: university
courses with low enrollment
being questioned (Belgium)
Suggested by national organization of
entrepreneurs (VOKA).
http://www.standaard.be/cnt/dmf201
80516_03515309
Bachelor and master programs should
be stopped if they are not profitable….
Unless, it is a high profile corporate
course.
A
51. Latin courses in secondary
school questioned?
• Historical references
• Cultural relevance (in language, law,
biology…)
• History repeats itself
• Standing on the shoulders of giants.
Lucius Annaeus Seneca, 4 BC – AD 65
52. 2 - Promoting a singular pedagogy
(1 to many) as ‘quality education’
Mentorship? Diversity?
X-MOOC standard
Un-MOOC
Distributed
knowledge -
connectivism
Expert
selected one
direction
53. 3 - Selling personal training as personal
learning
MOOC
SPOCS &
Workshops
101
mentorship
54. 4 - Personal
learning =>
personal gain?
MOOC certification ≠ degree:
wages do not increase.
55. 5 - Supporting only
the ‘best’
No learner care (dyslexia,
dyscalculia…)
Fragile minority groups (privacy,
language…)
56. Universal Declaration of Human Rights
Article 26.
(2) Education shall be directed to the full development of the human
personality and to the strengthening of respect for human rights and
fundamental freedoms. It shall promote understanding, tolerance and friendship
among all nations, racial or religious groups, and shall further the activities of the
United Nations for the maintenance of peace.
57. Highlighting MOOC
success stories
• Battushig Myanganbayar, the boy
genius of Ulan Bator, Mongolia
(engineering)
• Jack Andraka 15y boy creating a cheap,
paper-based biomarker for pancreatic
cancer
58. MOOC Utopia crushed?
The fall of Icarus - Pieter
Bruegel de Oude - Royal
Museum of Fine Arts, Brussels,
Belgium.
59. MOOC Utopia crushed?
No! TISLID is here!
The Fall of Icarus - Pieter
Bruegel de Oude - Royal
Museum of Fine Arts, Brussels,
Belgium.
60. Why should we indulge
in a lifetime of informal,
personal learning?
61. Que sçay-je?
Quand je me joue à ma chatte, qui
sçait si elle passe son temps de
moy plus que je ne fay d’elle ?
[When I play with my cat who
knows if I am not a pastime to her
more than she is to me?] – Michel
de Montaigne (1533-1592)
(Book II, chap. 12, p. 401)
62. Education for all
How can we ensure MOOCs will increasingly be used to ensure
personal learning?
63. How can we ensure MOOCs will increasingly be used to ensure
personal learning & education for all?
64. References
• MOOC – CLIL project: https://www.academia.edu/33433115/The_MOOC-
CLIL_project_using_MOOCs_to_increase_language_social_and_online_learning_skills_for_5_th_
grade_K-12_students
• Full thesis informal SDL in FutureLearn courses: https://www.academia.edu/28760942/Self-
Directed_Learning_of_Experienced_Adult_Online_Learners_Enrolled_in_FutureLearn_MOOCs
• Research instruments:
https://www.academia.edu/9703990/Research_instruments_Learning_logs_questions_for_resea
rching_Self-
Directed_Learning_in_experienced_online_learners_engaged_in_FutureLearn_courses
• SAM scale:
https://drive.google.com/file/d/0B2GekloYrdFQU18zbDhubE8tcDg/view
• MOOC – CLIL self-regulated learning questionnaire:
https://drive.google.com/file/d/0B2GekloYrdFQS0N3TGdtUnJCNmM/view
• Gunning fog index: https://en.wikipedia.org/wiki/Gunning_fog_index
• Flesch Kincaid readability test:
https://en.wikipedia.org/wiki/Flesch%E2%80%93Kincaid_readability_tests
66. The reality of Personalized learning
• MOOC content and language options are limited in scope
• Learners only pick the cherries they want from the vast content cake.
• Education (philosopher add here) seeks to enlighten citizens, but do MOOCs enlighten the group, our society
as a whole? (the yes (more of us have an encyclopedia of knowledge at hand) and no’s (only those into
knowledge fields benefit)).
• Certification and degrees: tendency to formalized training. But with MOOC certificates the learner
her/himself does not get higher wages, economic difference from Bachelor’s/Master certification/degree.
• MOOC format is now almost standardized, strange enough standardization in formal education is
questioned. Standardisation in terms of limited variance in pedagogy.
• MOOCs answer call for modularity and quicker content dissemination, but pedagogy is rigid (in current
standard).This goes against the idea of personalization, but dwells in the realm of conformity. The narrative
of success is that of conformity to as corporate success is the idea that is propagated most in terms of
promoting MOOCs.
• Power universities, using Power languages.
• The outcomes are Northern outcomes, not how to function better in a Southern hemisphere infrastructure.
67. Notes to self:
• A talk is a narrative, a story.
• Make your point early in (think script) and then keep referring to it
• Add philosophical angle
• Can you use cultural symbolic capital as pictures?
• Let the audience build the meaning. No sermon!
• Use the notes to write up one of the possible narratives (allows you
to check cohesion and continuity.
68. General frame – main idea: a lot has changed
in education the last 10 years
• New Utopia in EdTech: first the promise of MOOCs, the promise of a
new, more learned society (citizens), now clearly emerging agenda’s:
education is failing corporate needs, STEM is great… STEAM is greater,
colonization of higher ed and professional learning by high-finance
Universities (English speaking universities) – for the West. An internal
colonization of the West.
• Utopia: the promise: the Tower of Babel (painting) – understanding
each others languages will take us closer to god. In reality: language
funnel turned upside down (small languages, even dialects are lost in
just 2 generations).
69. • Setting and main narrative theme (3 slides / thoughts)
• MOOC-CLIL
• SDL informal learning MOOCs (validation of the learning by the
learner)
• Promise and reality of personalized learning
• Conclusion
70. Further reference
• Practical instruments used:
https://drive.google.com/folderview?id=0B2GekloYrdFQdWtTQWp0Z
GpxSmc&usp=sharing
71.
72.
73. Why should all of this
matter to me? To us?
Personal learning is part of
education for all.
Editor's Notes
Promoting games as a means of instruction
On a side note: AI course got more then 100.000 learners interested, and now AI is a fad. In a timeframe of seven years.
The showcase learners are useful for the overall narrative, even the overall goal = molding citizens to fit corporate needs.
During the interviews all the students reported a dramatic increase in daring to speak either French or English, referring to language proficiency and motivation: “the best thing about the course is that I dare to express myself, without being scared” (ST2). This was substantiated by feedback from the teachers based on the students’ active language use within the classroom. The students emphasized the importance of speaking another language for 2 hours straight every week, and immersing themselves in topics with a vocabulary related to their own interests. All students felt that they used language more proficiently and authentically. They found the vocabulary they picked up also enriched regular language classes.
The English MOOC-CLIL students saw English as a major asset: “it is a global language” (ST13). 83% of students found they were now capable of expressing themselves autonomously in English or French. Participants reported that the MOOC media design allowed them to slow down videos, read transcripts of the content and select those media that they preferred (e.g. video or texts). However, some of the MOOC content was too complex to fully understand which was at times demotivating.
During the interviews, students indicated they were relying on the teacher’s knowledge to get started: “the teacher gave us links to online language dictionaries which were very useful” (ST9), but that after the first few weeks they only needed the teachers’ help for specific MOOC task descriptions.
The interviews revealed enthusiasm for peer learning and connecting with global peers: “someone actually liked a comment I wrote in the discussion threads!” (ST35). This was supported by the results from the questionnaires where 68% gained knowledge by interacting with peers. The participants also indicated that social learning extended to learning to communicate respectfully, plan learning (sharing expertise with classmates), and improve critical thinking through discussions with classmates.
The survey questions on critical thinking revealed that 63% of the students carefully considered what they were learning: “I now understand that I need to reflect on the content that is provided and whether this seems to be real or fake” (ST26). Students also trusted content coming from those MOOCs coming across as professional (good language use, comprehensible content). Online empathy (i.e. awareness of staying respectful in online discussions) rose from 93% to 100%, as students understood the language factor of potentially misunderstanding others (see Table 3).
The students became more critically aware of how content was delivered - language and content wise - which made them select more qualitatively strong MOOCs. More students
felt the benefit of planning their learning: “MOOCs give an overview of the material in
advance… it makes it easier to learn ahead of time as I know what is coming up and when”
By the end of the EigenMOOC phase, 72% of the students had independently started to follow a MOOC in their spare time. As the students were enthusiastic and showed an increase in their language skills (based on the SAM scale feedback), the school decided to deploy this approach in the years to come, increasing the number of students that could choose this type of class. At the start of the 2016 – 2017 academic year, 82 students enrolled in MOOC-CLIL.
Epicurus believed that what he called "pleasure" (ἡδονή) was the greatest good, but that the way to attain such pleasure was to live modestly, to gain knowledge of the workings of the world, and to limit one's desires
Epicurus (/ˌɛpɪˈkjʊərəs/;[2] Greek: Ἐπίκουρος, Epíkouros, "ally, comrade"; 341–270 BC) was an a
Looking at the learning from a more formal perspective: assignments, quizzes, going through all the content.
Willingness of course coordinators
Available courses
Diversity in courses
Informal learning is just that… it does not have to happen, and all the participants were free to keep writing up learning logs or simply abandon them.
In order to investigate this question, I looked for MOOC organisers who were willing to have me investigate the learning as perceived by the MOOC learners subscribing for the MOOCs. To get some diversity, I choose three MOOCs: one more professionally oriented, one more family oriented, and one on economy and complexity.
Individual characteristics
• Motivation: choosing a course, personal and/or professional reasons
for completing learning episode (any length), edutainment
• Personal traits influencing the learning process: perseverance, self-confidence,
emotional language describing learning
Technical & media elements affecting learning
• Devices used for learning
• FutureLearn course & media elements
• Learning new tools provided in FL-course
Individual and social learning
Individual learning actions
• Social learning: connecting and sharing: looking for answers (help-seeking) versus
experience sharing, differences per course
• Different social learning actions per course: choosing who to interact with,
reflective actions, cohort learning, language
Organising learning
• Personal goal setting: range of personal learning goals, selecting content,
curated content benefit, building on personal learning actions
• Planning: available time, time investment in social learning, keeping notes
• Taking notes
Context
• Contextualizing content
• Proximity to context as motivator
• Peers and context
Individual characteristics
• Motivation: choosing a course, personal and/or professional reasons
for completing learning episode (any length), edutainment
• Personal traits influencing the learning process: perseverance, self-confidence,
emotional language describing learning
Technical & media elements affecting learning
• Devices used for learning
• FutureLearn course & media elements
• Learning new tools provided in FL-course
Individual and social learning
Individual learning actions
• Social learning: connecting and sharing: looking for answers (help-seeking) versus
experience sharing, differences per course
• Different social learning actions per course: choosing who to interact with,
reflective actions, cohort learning, language
Organising learning
• Personal goal setting: range of personal learning goals, selecting content,
curated content benefit, building on personal learning actions
• Planning: available time, time investment in social learning, keeping notes
• Taking notes
Context
• Contextualizing content
• Proximity to context as motivator
• Peers and context
Individual characteristics
• Motivation: choosing a course, personal and/or professional reasons
for completing learning episode (any length), edutainment
• Personal traits influencing the learning process: perseverance, self-confidence,
emotional language describing learning
Technical & media elements affecting learning
• Devices used for learning
• FutureLearn course & media elements
• Learning new tools provided in FL-course
Individual and social learning
Individual learning actions
• Social learning: connecting and sharing: looking for answers (help-seeking) versus
experience sharing, differences per course
• Different social learning actions per course: choosing who to interact with,
reflective actions, cohort learning, language
Organising learning
• Personal goal setting: range of personal learning goals, selecting content,
curated content benefit, building on personal learning actions
• Planning: available time, time investment in social learning, keeping notes
• Taking notes
Context
• Contextualizing content
• Proximity to context as motivator
• Peers and context
Individual characteristics
• Motivation: choosing a course, personal and/or professional reasons
for completing learning episode (any length), edutainment
• Personal traits influencing the learning process: perseverance, self-confidence,
emotional language describing learning
Technical & media elements affecting learning
• Devices used for learning
• FutureLearn course & media elements
• Learning new tools provided in FL-course
Individual and social learning
Individual learning actions
• Social learning: connecting and sharing: looking for answers (help-seeking) versus
experience sharing, differences per course
• Different social learning actions per course: choosing who to interact with,
reflective actions, cohort learning, language
Organising learning
• Personal goal setting: range of personal learning goals, selecting content,
curated content benefit, building on personal learning actions
• Planning: available time, time investment in social learning, keeping notes
• Taking notes
Context
• Contextualizing content
• Proximity to context as motivator
• Peers and context
Individual characteristics
• Motivation: choosing a course, personal and/or professional reasons
for completing learning episode (any length), edutainment
• Personal traits influencing the learning process: perseverance, self-confidence,
emotional language describing learning
Technical & media elements affecting learning
• Devices used for learning
• FutureLearn course & media elements
• Learning new tools provided in FL-course
Individual and social learning
Individual learning actions
• Social learning: connecting and sharing: looking for answers (help-seeking) versus
experience sharing, differences per course
• Different social learning actions per course: choosing who to interact with,
reflective actions, cohort learning, language
Organising learning
• Personal goal setting: range of personal learning goals, selecting content,
curated content benefit, building on personal learning actions
• Planning: available time, time investment in social learning, keeping notes
• Taking notes
Context
• Contextualizing content
• Proximity to context as motivator
• Peers and context
Individual characteristics
• Motivation: choosing a course, personal and/or professional reasons
for completing learning episode (any length), edutainment
• Personal traits influencing the learning process: perseverance, self-confidence,
emotional language describing learning
Technical & media elements affecting learning
• Devices used for learning
• FutureLearn course & media elements
• Learning new tools provided in FL-course
Individual and social learning
Individual learning actions
• Social learning: connecting and sharing: looking for answers (help-seeking) versus
experience sharing, differences per course
• Different social learning actions per course: choosing who to interact with,
reflective actions, cohort learning, language
Organising learning
• Personal goal setting: range of personal learning goals, selecting content,
curated content benefit, building on personal learning actions
• Planning: available time, time investment in social learning, keeping notes
• Taking notes
Context
• Contextualizing content
• Proximity to context as motivator
• Peers and context
Picture http://www.csq.org.au/getattachment/17680702-3184-4571-958a-565f4b29d8e8/Researchers-predict-prefabrication-will-transform
We only create a well guarded realm of realities, in which learning can take place. Each citizen uses their personal trades, capacities and preferences… in this corral of content.
But if intrinsic motivation is the driving force, and we organize any or every type of learning we do according to our personal learning goals … then what does this mean in terms of the offering we have?
MOOCs are a selection of knowledge in particular field. The content is curated, the pedagogy used during the course is depending on the pedagogical insights of the MOOC organizer, and their comfort zone, and level of understanding of online learning.
Choosing their own MOOC
Choosing what they will learn and when
Choosing to engage into conversations with others (social learning) or not
Choosing which technology – media to use
Following their intrinsic motivation to pursue personal learning goals
From the MOOC-CLIL project, I could see that informal learning provides a lot of benefits.
Looking at a variety of MOOC providers, a pattern emerges: they all point to professional advancement and link it to personal learning.
Jordan
Restricting courses
Promoting a singular pedagogy (1 to many) as ‘quality education’
Selling personal training as personal learning
Personal learning, not personal gain
Supporting only the best
It allows modularity, scalability. Modularity is good, but it does not add up to a certified degree, hence no monetary benefit is assured. Scalability threatens teacher presence, of course many leaders say that does not add up, as teachers can then take on ‘the much more important role of mentors’ … but policies are rarely in support of mentorship (not non-STEM).
Find Icarus …
The promise of a new dawn (personalized learning, new instruction)
5 alarming tendencies => brain-drain, learning poverty
Find Icarus …
The promise of a new dawn (personalized learning, new instruction)
5 alarming tendencies => brain-drain, learning poverty
One famous filosopher turned his back on a successful carreer in order to learn, pleeing to God that he would grant him extra years to learn.
which he had set on a personal medallion together with the Greek word epokhe [I hold back, or I reserve judgment], and on a pair of scales to remind himself of the potential equality of strength of two opposing arguments.
Montaigne held a high office, he was mayor of … and his family owned a big corporation.
In a way, he could choose to go on. But when he was 37 ………… years old, he preyed to god that God would permit him to learn.
And however prestigious his professional, political work was … he is now known for his philosophical work and Essays. He introduced the essay as a form of critical thinking and to describe personal learning.
This was an exploratory research, so trying to avoid assumptions.