This document summarizes a presentation on open educational resources (OERs) and massive open online courses (MOOCs) in the UK and Wales contexts. It discusses various initiatives and reports related to OERs/MOOCs in higher education. The presentation notes debates around the potential opportunities and threats of OERs/MOOCs, as well as recommendations from a Welsh government report to leverage open online learning to widen access to education. Key issues identified include developing business models and accrediting MOOC learning.
CCCOER May Monthly Advisory Meeting. Presenters were Cheryl Knight, Instructional Designer at Tri-C Cuyahoga Community College and Richard Sebastien, Director of Teaching and Learning Technologies at Virginia Community College System.
OER Wales Cymru Update - Glyndwr University 11 March 2015Deborah Baff
This document provides an overview of Debbie Baff's work promoting open educational resources (OER) in Wales. The goals of her project are to promote OER to improve teaching and learning outcomes, enhance partnerships through collaboration, involve students as co-creators, and develop materials in Welsh. Key activities include maintaining a showcase portal of best OERs in Wales, running a student survival MOOC with students as co-creators, supporting a network of OER champions, and organizing the annual OER15 conference on open educational practice. Upcoming work focuses on impact research, developing open courses, and embedding open practice across various educational settings in Wales.
The document discusses the Helix Media Library (HML) at York St John University. It provides details about the university such as having around 7,000 students and 650 staff across 4 faculties. The HML was piloted in 2012-2013 and upgraded to allow access via user accounts. It currently contains over 1,300 audio and video clips uploaded by around 1,200 users. Examples of content include lecture recordings, student presentations and videos created using iPad apps. Developments to the HML are discussed along with wishes for future improvements.
WHELF: sharing to collaborate & innovateCLICLibraries
Talk on WHELF presented by Emma Adamson, Director of Learning Services, University of South Wales (WHELF vice-chair) at the CLIC@10: Celebrating collaboration event held on 9th February 2016 at Cardiff and Vale College.
The document announces the EURASIA International Higher Education Summit to be held in Istanbul from February 17-19, 2016. The summit will bring together higher education institutions and organizations from around the world to discuss internationalization, exchange opportunities, and challenges in higher education. It will feature panel discussions, seminars by prominent speakers in the field of international education, and roundtable discussions on topics like internationalization strategies and recruiting international students. Attendees will include representatives from universities, language schools, and other education organizations who want to collaborate and share best practices for internationalizing higher education in Eurasia.
CCCOER May Monthly Advisory Meeting. Presenters were Cheryl Knight, Instructional Designer at Tri-C Cuyahoga Community College and Richard Sebastien, Director of Teaching and Learning Technologies at Virginia Community College System.
OER Wales Cymru Update - Glyndwr University 11 March 2015Deborah Baff
This document provides an overview of Debbie Baff's work promoting open educational resources (OER) in Wales. The goals of her project are to promote OER to improve teaching and learning outcomes, enhance partnerships through collaboration, involve students as co-creators, and develop materials in Welsh. Key activities include maintaining a showcase portal of best OERs in Wales, running a student survival MOOC with students as co-creators, supporting a network of OER champions, and organizing the annual OER15 conference on open educational practice. Upcoming work focuses on impact research, developing open courses, and embedding open practice across various educational settings in Wales.
The document discusses the Helix Media Library (HML) at York St John University. It provides details about the university such as having around 7,000 students and 650 staff across 4 faculties. The HML was piloted in 2012-2013 and upgraded to allow access via user accounts. It currently contains over 1,300 audio and video clips uploaded by around 1,200 users. Examples of content include lecture recordings, student presentations and videos created using iPad apps. Developments to the HML are discussed along with wishes for future improvements.
WHELF: sharing to collaborate & innovateCLICLibraries
Talk on WHELF presented by Emma Adamson, Director of Learning Services, University of South Wales (WHELF vice-chair) at the CLIC@10: Celebrating collaboration event held on 9th February 2016 at Cardiff and Vale College.
The document announces the EURASIA International Higher Education Summit to be held in Istanbul from February 17-19, 2016. The summit will bring together higher education institutions and organizations from around the world to discuss internationalization, exchange opportunities, and challenges in higher education. It will feature panel discussions, seminars by prominent speakers in the field of international education, and roundtable discussions on topics like internationalization strategies and recruiting international students. Attendees will include representatives from universities, language schools, and other education organizations who want to collaborate and share best practices for internationalizing higher education in Eurasia.
Forums and Twitter are the most popular digital platforms used by teachers, with TESConnect being the largest online community for teachers. Several teaching unions and their websites attract thousands of visitors each month. While some teachers blog or are active on Twitter, Facebook is generally not used by teachers for professional purposes.
Slides to support a workshop at a University of Suffolk teaching and learning day on 14 December 2016. The workshop looked at challenges involved in sourcing digital resources for learning and teaching, and discussed the role that OER might play. We also looked briefly at the Jisc resource and app store, in beta at December 2016.
A MOOC (massive open online course) is an online course designed for unlimited participation and open access via the web. MOOCs provide traditional course materials like filmed lectures and readings, as well as interactive user forums to support community interactions among students, professors, and teaching assistants. While MOOCs saw significant growth starting in 2012, completion rates remain low, between 3-9%, with many students dropping out. Providers are experimenting with methodology like smaller course components and competency-based learning to improve completion rates.
OOFHEC2017 How to build a MOOC on a budget and why.Brian Mulligan
MOOCs have been described as having the potential to make education much more accessible to many who previously could not afford it. However, the production costs that have been reported in the past have led many to suggest that they cannot be financially sustainable (Hollands and Devayani, 2014). If so, MOOCs will not emerge in topics with more narrow appeal such as in specialized topics or in minority languages (Woruba and Abedin, 2015). This presentation will give an overview of the Erasmus+ funded Locomotion Project which between 2015 and 2017 built and delivered the MOOCs4all MOOC; “Making MOOCs on a Budget”, to disseminate techniques on how to cheaply build an open course. It will also discuss the relatively modest uptake of the MOOC and barriers, other than cost, inhibiting the creation of MOOCs and invite contributions from the audience on how these can be overcome.
The document outlines the agenda for a conference on maximizing the effectiveness of virtual worlds in teaching and learning. The agenda includes sessions on who virtual worlds are best suited for, policy issues around using them for learning, and technical characteristics that impact their use. Breaks are scheduled between sessions for tea, coffee, and a Q&A period. An overview provides additional context on the sponsoring organization JISC CETIS and its role in supporting eLearning standards and special interest groups.
Eportfolio Ireland – Snapshots of eportfolio in practice to support employabi...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and was presented by Lisa Donaldson, Karen Buckley, Orna Farrell and Tom Farrelly.
This document discusses open educational resources (OER) and the University of Edinburgh's support of OER. It defines OER as teaching, learning, and research materials that can be freely accessed, used, adapted, and distributed. The document outlines the benefits of OER such as ensuring long-term access to resources, diversifying curricula, improving digital skills, and engaging students in co-creating materials. It also summarizes the University of Edinburgh's vision and policy for promoting OER to enhance students' learning experiences and share the outputs of open research.
This document provides information about student support services at UCLan Cyprus. It summarizes the high levels of student satisfaction with learning resources and tutor support. It encourages students to contact student support via email, Facebook, or in person to receive help with issues like disabilities, study skills, finances, travel and more. The university is committed to inclusion and providing accommodations for students with disabilities.
This document discusses MOOCs and open educational resources. It defines MOOCs as online courses with large-scale participation that adopt open practices. It outlines the evolving MOOC landscape including different types of MOOCs from various providers. The document also discusses design principles for MOOCs, potential pros and cons, and ideas around the disaggregation of education using open online resources. It advocates that open educational resources can help combat social exclusion by providing free, accessible education for all.
Partnerships: Here, There and Everywhere - Mark Toolesherif user group
This document discusses partnerships at Nottingham Trent University and SCONUL. It notes that Nottingham Trent University has 3+1 campuses, 24.1k students, and 3.1k staff. It partners with various groups like the NHS, schools, and small-to-medium enterprises. SCONUL is a network of 180 academic and national libraries with a vision of leadership for UK and Irish libraries. The document argues that partnerships will be fundamental to 21st century universities and will grow in both number and complexity, becoming more fluid over time. It presents a vision for a national digital library through partnerships to make academic content available anywhere to all UK higher education users.
EdTech Europe 2015 [Track 2]: Sir John DanielEdTech Europe
This document discusses the rise of online learning and MOOCs. It begins by asking why distance learning has expanded access to postsecondary education significantly but has done little for secondary students deprived of education. It then defines MOOCs as Massive Open Online Courses. It discusses the trend towards openness in software, research, and educational resources. It outlines the Paris Declaration which encourages open licensing of educational materials produced with public funds. It notes that while early MOOCs had low completion rates, more students are now taking regular online courses than MOOCs. It presents models showing the hype cycle and technology adoption life cycle for online learning and argues that MOOCs have helped bridge the gap for mainstream adoption of online education.
Makerspaces for creative engagement, outreach and pathwaysKim Flintoff
The document discusses makerspaces, which bring people together to collaborate, make things, and innovate. Makerspaces promote deep learning through experiential and phenomenon-based learning. They can be used for cross-curricular or interdisciplinary learning. Examples of how makerspaces have been used for outreach and pathways with schools and communities are provided.
This document discusses the development of MOOCs (massive open online courses) for tourism and hospitality curriculum. It provides examples of existing tourism and hospitality MOOCs from universities like MIT, University of California-Irvine, and University of Southern Queensland. It also outlines some business models for MOOCs, including non-profit consortia like edX.org and for-profit consortia like Coursera.org. The document lists online resources for eTourism education and provides links to the eTourism Wiki and eTourism Curriculum.
MA2014 What benefits me, benefits us: A plan for museum mentorships and struc...lauramiles
This document outlines a plan for structured volunteer placements and mentorships in museums. It discusses how volunteering, if not planned properly, risks being unsustainable. It recommends establishing structure, resources, accountability and ongoing support to create high-quality, rewarding experiences for both volunteers and museums. Such programs can benefit individuals, museums, students, and diverse community groups. Proper succession planning is important as expectations of volunteers change across generations. Resources on implementing effective volunteer programs are available from Museums Australia.
Nicolaus Copernicus (1473-1543) was a Polish astronomer who is considered the founder of modern astronomy. He was the first to propose that the Earth and other planets revolve around the sun (heliocentrism), rather than the Earth being the center of the universe. Copernicus received a good education after his father died, studying mathematics and law at multiple universities in Italy. Though his work was not published until after his death, Copernicus made major contributions to science through establishing the heliocentric model of the solar system.
Forums and Twitter are the most popular digital platforms used by teachers, with TESConnect being the largest online community for teachers. Several teaching unions and their websites attract thousands of visitors each month. While some teachers blog or are active on Twitter, Facebook is generally not used by teachers for professional purposes.
Slides to support a workshop at a University of Suffolk teaching and learning day on 14 December 2016. The workshop looked at challenges involved in sourcing digital resources for learning and teaching, and discussed the role that OER might play. We also looked briefly at the Jisc resource and app store, in beta at December 2016.
A MOOC (massive open online course) is an online course designed for unlimited participation and open access via the web. MOOCs provide traditional course materials like filmed lectures and readings, as well as interactive user forums to support community interactions among students, professors, and teaching assistants. While MOOCs saw significant growth starting in 2012, completion rates remain low, between 3-9%, with many students dropping out. Providers are experimenting with methodology like smaller course components and competency-based learning to improve completion rates.
OOFHEC2017 How to build a MOOC on a budget and why.Brian Mulligan
MOOCs have been described as having the potential to make education much more accessible to many who previously could not afford it. However, the production costs that have been reported in the past have led many to suggest that they cannot be financially sustainable (Hollands and Devayani, 2014). If so, MOOCs will not emerge in topics with more narrow appeal such as in specialized topics or in minority languages (Woruba and Abedin, 2015). This presentation will give an overview of the Erasmus+ funded Locomotion Project which between 2015 and 2017 built and delivered the MOOCs4all MOOC; “Making MOOCs on a Budget”, to disseminate techniques on how to cheaply build an open course. It will also discuss the relatively modest uptake of the MOOC and barriers, other than cost, inhibiting the creation of MOOCs and invite contributions from the audience on how these can be overcome.
The document outlines the agenda for a conference on maximizing the effectiveness of virtual worlds in teaching and learning. The agenda includes sessions on who virtual worlds are best suited for, policy issues around using them for learning, and technical characteristics that impact their use. Breaks are scheduled between sessions for tea, coffee, and a Q&A period. An overview provides additional context on the sponsoring organization JISC CETIS and its role in supporting eLearning standards and special interest groups.
Eportfolio Ireland – Snapshots of eportfolio in practice to support employabi...ePortfolios Australia
This presentation was part of the August 2020 webinar entitled: Employability, employers, and eportfolios and was presented by Lisa Donaldson, Karen Buckley, Orna Farrell and Tom Farrelly.
This document discusses open educational resources (OER) and the University of Edinburgh's support of OER. It defines OER as teaching, learning, and research materials that can be freely accessed, used, adapted, and distributed. The document outlines the benefits of OER such as ensuring long-term access to resources, diversifying curricula, improving digital skills, and engaging students in co-creating materials. It also summarizes the University of Edinburgh's vision and policy for promoting OER to enhance students' learning experiences and share the outputs of open research.
This document provides information about student support services at UCLan Cyprus. It summarizes the high levels of student satisfaction with learning resources and tutor support. It encourages students to contact student support via email, Facebook, or in person to receive help with issues like disabilities, study skills, finances, travel and more. The university is committed to inclusion and providing accommodations for students with disabilities.
This document discusses MOOCs and open educational resources. It defines MOOCs as online courses with large-scale participation that adopt open practices. It outlines the evolving MOOC landscape including different types of MOOCs from various providers. The document also discusses design principles for MOOCs, potential pros and cons, and ideas around the disaggregation of education using open online resources. It advocates that open educational resources can help combat social exclusion by providing free, accessible education for all.
Partnerships: Here, There and Everywhere - Mark Toolesherif user group
This document discusses partnerships at Nottingham Trent University and SCONUL. It notes that Nottingham Trent University has 3+1 campuses, 24.1k students, and 3.1k staff. It partners with various groups like the NHS, schools, and small-to-medium enterprises. SCONUL is a network of 180 academic and national libraries with a vision of leadership for UK and Irish libraries. The document argues that partnerships will be fundamental to 21st century universities and will grow in both number and complexity, becoming more fluid over time. It presents a vision for a national digital library through partnerships to make academic content available anywhere to all UK higher education users.
EdTech Europe 2015 [Track 2]: Sir John DanielEdTech Europe
This document discusses the rise of online learning and MOOCs. It begins by asking why distance learning has expanded access to postsecondary education significantly but has done little for secondary students deprived of education. It then defines MOOCs as Massive Open Online Courses. It discusses the trend towards openness in software, research, and educational resources. It outlines the Paris Declaration which encourages open licensing of educational materials produced with public funds. It notes that while early MOOCs had low completion rates, more students are now taking regular online courses than MOOCs. It presents models showing the hype cycle and technology adoption life cycle for online learning and argues that MOOCs have helped bridge the gap for mainstream adoption of online education.
Makerspaces for creative engagement, outreach and pathwaysKim Flintoff
The document discusses makerspaces, which bring people together to collaborate, make things, and innovate. Makerspaces promote deep learning through experiential and phenomenon-based learning. They can be used for cross-curricular or interdisciplinary learning. Examples of how makerspaces have been used for outreach and pathways with schools and communities are provided.
This document discusses the development of MOOCs (massive open online courses) for tourism and hospitality curriculum. It provides examples of existing tourism and hospitality MOOCs from universities like MIT, University of California-Irvine, and University of Southern Queensland. It also outlines some business models for MOOCs, including non-profit consortia like edX.org and for-profit consortia like Coursera.org. The document lists online resources for eTourism education and provides links to the eTourism Wiki and eTourism Curriculum.
MA2014 What benefits me, benefits us: A plan for museum mentorships and struc...lauramiles
This document outlines a plan for structured volunteer placements and mentorships in museums. It discusses how volunteering, if not planned properly, risks being unsustainable. It recommends establishing structure, resources, accountability and ongoing support to create high-quality, rewarding experiences for both volunteers and museums. Such programs can benefit individuals, museums, students, and diverse community groups. Proper succession planning is important as expectations of volunteers change across generations. Resources on implementing effective volunteer programs are available from Museums Australia.
Nicolaus Copernicus (1473-1543) was a Polish astronomer who is considered the founder of modern astronomy. He was the first to propose that the Earth and other planets revolve around the sun (heliocentrism), rather than the Earth being the center of the universe. Copernicus received a good education after his father died, studying mathematics and law at multiple universities in Italy. Though his work was not published until after his death, Copernicus made major contributions to science through establishing the heliocentric model of the solar system.
Nicolaus Copernicus (1473-1543) was a Polish astronomer who is considered the founder of modern astronomy. He was the first to propose that the Earth and other planets revolve around the sun (heliocentrism), rather than the Earth being the center of the universe. Copernicus received a good education after his father died, studying mathematics and law at multiple universities in Italy. Though his work was not published until after his death, Copernicus made major contributions to science through establishing the heliocentric model of the solar system.
Nicolaus Copernicus (1473-1543) was a Polish astronomer who is considered the founder of modern astronomy. He was the first to propose that the Earth and other planets revolve around the sun (heliocentrism), rather than the Earth being the center of the universe. Copernicus received a good education after his father died, studying mathematics and law at multiple universities in Italy. His greatest accomplishment was publishing his theory of heliocentrism in 1543, shortly before his death.
This document discusses connected learning and the connected society. It talks about how communication technologies now allow virtually all of humanity's information to be stored and accessible instantly to anyone on Earth. This has led to the rise of smart mobs and personal learning networks where people from anywhere can cooperate and anyone can be an author. Tools like blogs, wikis and social media allow for user generated content creation. Citizen journalism has emerged where individuals can contribute information. Services like Wikipedia, Gapminder, and websites allowing access to politicians aim to make information more accessible and undermine preconceptions. The document encourages investigating how reliable various online services are and how quality is governed. It also provides guidance on planning a project to create a collaborative online space for learning
Nicolaus Copernicus (1473-1543) was a Polish astronomer who is considered the founder of modern astronomy. He was the first to propose that the Earth and other planets revolve around the sun (heliocentrism), rather than the Earth being the center of the universe. Copernicus received a good education after his father died, studying mathematics and law at multiple universities in Italy. Though his work was not published until after his death, Copernicus made major contributions to science through establishing the heliocentric model of the solar system.
This document discusses connected learning and the connected society. It begins by listing topics like connected learning and network literacy. It then discusses the connected society and global citizenship. Some key points made are that information is now widely available through digital technologies and people can interact with and learn from this information. Smart mobs can emerge when communication technologies amplify human cooperation. Personal learning networks allow people to learn from those they know and trust regardless of status or location. Many tools now exist for creating and sharing user generated content, like blogs, wikis and social media. Services like Wikipedia, Gapminder and citizen journalism sites allow people to generate and share information to educate others and influence decision making. Choosing appropriate online tools and activities and engaging participants
Nicolaus Copernicus (1473-1543) was a Polish astronomer who is considered the founder of modern astronomy. He was the first to propose that the Earth and other planets revolve around the sun (heliocentrism), rather than the Earth being the center of the universe. Copernicus received a good education after his father died, studying mathematics and law and visiting several universities in Italy. His greatest accomplishment was publishing his theory of heliocentrism in 1543, shortly before his death.
BluSky is a national full-service restoration contractor that specializes in cleanup and reconstruction following disasters. They provide restoration services for fire, water, mold, asbestos, and storm damage. BluSky has 10 regions across the US for rapid response. They are an award-winning company with certified technicians and the latest equipment and technologies for restoration of structures and contents.
This one-page document provides no text and is simply titled "May 2014". Based on the title and lack of any other information, the entire document appears to be communicating that the month referenced is May of an unspecified year. No other meaningful details can be discerned from the extremely limited information presented.
This document discusses connected learning and the connected society. It talks about how communication technologies now allow virtually all of humanity's information to be stored and accessible instantly to almost anyone on Earth. This has led to the rise of smart mobs and personal learning networks where people from anywhere can cooperate and anyone can be an author. Tools like blogs, wikis and social media allow for user generated content. Citizen journalists now contribute news and information through tools like Wikipedia, YouTube and Flickr. Services like Gapminder, Write to Them and They Work For You make government data more accessible and allow citizens to engage with politicians. Overall connectivity is changing how people learn and participate in society on a global level.
This document discusses connected learning and the connected society. It talks about how communication technologies now allow virtually all of humanity's information to be stored and accessible instantly to anyone on Earth. This has led to the rise of smart mobs and personal learning networks where people from anywhere can cooperate and anyone can be an author. It also discusses various tools for user generated content like Wikipedia, blogs, and social media. Finally, it discusses how citizen journalists and services like Wikipedia, Gapminder, and websites allowing access to politicians can support citizenship.
This document appears to be contact information for Studio Melenka, a photography studio owned by Owen Melenka located in Calgary, Canada. It provides the studio name, owner's name, name of a 2014 photography project, contact information including the studio address, email addresses and phone numbers.
Nicolaus Copernicus (1473-1543) was a Polish astronomer who is considered the founder of modern astronomy. He was the first to propose that the Earth and other planets revolve around the sun (heliocentrism), rather than the Earth being the center of the universe. Copernicus received a good education after his father died, studying mathematics and law at multiple universities in Italy. His greatest accomplishment was publishing his theory of heliocentrism in 1543, shortly before his death.
This presentation provides an overview of the latest trends in open education, including assessment and credentials, new initiatives and policy overviews and offers preliminary results from the ongoing research projects: 1. OCWC User Feedback Survey and 2. FGV Online.
The Distance Travelled: Reflections on open education policy in the UK since...Lorna Campbell
The document discusses open education policy in the UK since the Cape Town Declaration. It provides background on the Year of Open initiative and various anniversaries and events related to open educational resources (OER) including the 2nd World OER Congress. It then lists various OER initiatives and organizations in the UK, Scotland, and Europe. It concludes by outlining some remaining challenges to mainstreaming OER including awareness, benefits convincing institutions, licensing confusion, and lack of access in some areas.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
The view from Scotland: What can Germany learn from OER initiatives in the UK?Lorna Campbell
This presentation introduces a range of contrasting initiatives that have aimed to promote open education policy and practice in Scotland, England and Wales over the last five years. These include the UKOER Programme, Open Scotland, OER Wales, the Welsh Open Education Declaration of Intent, the Scottish Open Education Declaration and the Opening Educational Practice in Scotland project. The paper will reflect on the different approaches taken by these initiatives and ask what Germany can learn from the experiences of open education practitioners in the UK.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
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
Credit and Collaboration in MOOCs: Where are we now?tbirdcymru
This presentation provides examples of collaboration and credit opportunities with MOOCs from around the world. It discusses scenarios where universities collaborate on developing and offering shared MOOCs, increasing enrollment for both, and how MOOCs can help non-traditional students earn credit to apply for degrees. Examples highlighted include collaborations between multiple institutions on FutureLearn courses and an online master's program partnership between Georgia Tech, Udacity, and AT&T.
This document discusses open educational resources (OER), which are freely available teaching and learning materials online that can be used and reused by instructors, students, and self-learners. It outlines some examples of OER and initiatives by organizations like MIT, the Open University, and JISC. It also discusses potential benefits of OER like reducing costs and increasing access to education, as well as challenges like technical support, quality assurance, and copyright issues that institutions need to address when implementing OER programs. The document promotes a new OER sharing service for colleges in Scotland called Open Scot that will make resources more accessible and encourage sharing under Creative Commons licensing.
Presentation about how Open Education Consortium advances openness in education around the world. Presentation was made at OER: Impact and Outcomes Conference, 8-9 December 2014, Paris, France (http://www.college-etudesmondiales.org/fr/content/conf-open-educational-resources-impact-outcomes)
This document discusses the impacts of MOOCs on teaching and learning beyond just the MOOC experience. It provides examples of how instructors have changed their approach in both MOOCs and traditional courses by improving materials and activities, assessments of student learning, and new pedagogies. The workshop then explores specific impacts at the University of Aberdeen, including academics improving skills like media and presentation skills, and rethinking course structures and designs. It also discusses driving more open approaches and facilitating sharing of teaching materials and practices.
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
The document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs). It notes that worldwide participation in higher education is projected to grow significantly by 2025, necessitating new approaches. OER and MOOCs can help increase the effectiveness and equity of education by improving access and lowering costs. The document provides an overview of the development of OER, MOOCs, and related open education initiatives. It also discusses some of the opportunities and challenges of open education approaches.
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
Presentation for the Workshop "Opening Up Education", March 13, 2015, Timisoara Romania, part of Open education Week 2015
http://elearning.upt.ro/workshop-opening-up-education/n-32-70-185/d
The document discusses open educational resources (OER) and the potential for UCL to develop an OER program and repository. It provides an overview of OER, definitions, examples of OER programs internationally, drivers and challenges. It summarizes the UKOER pilot program and lessons learned. It describes UCL's existing involvement in OER through the Virtual Dutch initiative and an early modern Low Countries history course. It compares arguments for open access to research to potential arguments for a UCL OER policy and repository.
The Open Education Research Hub has established itself as a leader in open education research since 2012 through building knowledge networks, conducting and disseminating research, and innovating with open approaches. Some of its accomplishments include developing the OER World Map and Survey Data Explorer, publishing reports on OER evidence and data, and winning awards such as the ACE Open Research Award in 2014. It aims to strengthen the global OER community through connecting researchers and practitioners.
ColegauCymru CollegesWales HE in FE 120413Lis Parcell
This document provides an update on opportunities for enhancing learning through technology from ColegauCymru / CollegesWales HE in FE Network. It discusses the reshaping of Jisc, a Welsh government digital learning group, and a Jisc Advance iTunes U project. There is an increased focus on open educational resources and MOOCs. Opportunities discussed include developing digital literacy through various programs and events focused on the open educational landscape and online learning. The document asks for experiences using social media to engage HE students and provides Jisc resources on the topic.
Open Education, Open Educational Resources and Massive Open Online Courses. ...Carmen Holotescu
This document discusses open education, open educational resources (OERs), and massive open online courses (MOOCs) in Romania. It provides context and definitions for key terms, and outlines several national and institutional initiatives related to OERs and MOOCs in Romania. It describes projects focused on OERs, MOOCs, and integrating MOOCs into formal education. It also discusses drivers and barriers to OER/MOOC development and adoption in Romania. Overall the document aims to provide an overview of Romanian initiatives in the open education space.
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
Similar to MOOCs & OERs UK and Wales contexts & inititiatives (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
4. Title of presentation 00/00/2013 4
LiYuan and Stephen Powell (2013): ‘MOOCs and Open Education: Implications for
Higher Education’. http://publications.cetis.ac.uk/2013/667
14. What does it mean?
• The end of Higher Education as we know it?
• A disruptive force on our current pedagogies?
• An opportunity to widen participation?
14
16. “The traditional university is being unbundled.
Some will need to specialise in teaching alone
– and move away from the traditional lecture
to the multi-faced teaching possibilities now
available:
• the elite university
• the mass university
• the niche university
• the local university
• the lifelong learning mechanism.”
18. April
16, 2014 |
slide 18
“I am concerned that the computer scientists
seem to be taking over online education. Ivy
League MOOCs are being driven mainly by
computer scientists, not educators. Politicians
are looking to computer science to automate
learning in order to save money”.
http://www.tonybates.ca/2014/04/15/time-to-retire-from-online-
learning/#sthash.S9eWnZiM.dpuf
19. April
16, 2014 |
slide 19
“The burning issues for MOOCs are the
exploration of a viable business model and the
accreditation of MOOC learning.”
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf
29. Title of presentation 00/00/2013 29
“AsVice-Chancellors representing universities inWales, we are
committed to:
Promoting and using OER to widen access to higher education
for non-traditional learners, to contribute to social inclusion and
engage the rich diversity of the learner inWales and across the
world.”
http://www.hew.ac.uk/wales-signs-declaration-of-intent-to-lead-the-way-on-the-use-of-online-education-resources/
30. On the horizon….
• Online gateway: www.oerwales.ac.uk
• Champions Network
• A short MOOC (sMOOC) called ‘Student Survival’
• A series of workshops acrossWales
• OER15 in Cardiff
31. Title of presentation 00/00/2013 31
http://wales.gov.uk/about/cabinet/cabinetstatements/2013/onlinedigitallearning/?lang=en
32. Terms of reference (Online Digital Learning
Working Group)
• Potential competitive threat
• Potential opportunities
• AreWelsh HEIs working together?
• Can we improve outreach, or make efficiencies?
32
35. “TheWorking Group took a balanced view of
the significance of MOOCs. Its members
could find no evidence that they were likely to
overturn established higher education practice
or sweep away existing institutions, as
predicted by their more excited advocates.
On the other hand the advent of high quality
online courses and resources, available easily
to anyone, free and world-wide, is clearly
significant”
Andrew Green
April 2014
36. Open & Online: Recommendations
• Widening access to higher education to those with low participation
backgrounds
• Developing skills for the workplace and theWelsh economy
• DevelopingWelsh language skills for employment
• Reviewing institutional policies, monitoring developments and exploiting
opportunities
• Strengthening institutional reputation and brand
• Improving the skills of higher education staff
• Licensing and sharing open educational resources
http://wales.gov.uk/topics/educationandskills/publications/reports/report-of-the-online-digital-learning-group/?lang=en
37. References
All the references in this presentation may be found here:
https://pinboard.in/u:paulbrichardson/t:%23bangor14/
37
This is just to unpack the acronyms. I am not comfortable with either of these, for reasons which will emerge during this talk…
The global pictureThink global act localhttp://upload.wikimedia.org/wikipedia/commons/9/97/The_Earth_seen_from_Apollo_17.jpg
It’s easy to get the impression that MOOCs emerged out of thin air in about 2012. This slide shows that they have a relationship with earlier developments, especially OERs. These relationships may also help us to understand the future: will OERs still be around when MOOCs have been forgotten?. OCW (pre-existing)OpenLearn (pre-existing)Jorum (mostly from Jisc projects?)These are specifically educational.(this removes e.g. Wikipedia from the discussion without necessarily reaching a judgement of the value of that resources.
! What is massive? Would ‘scalable’ be better? ‘Open’ has all kinds of meanings (e.g. the ‘Open University’). Most importantly, does it mean that teachers/learners may adapt and re-use material? Online is probably the least controversial. But does it mean that learners need to be online to learn, or can they download materials/activities? Courses are also hard to define…About the author: (My name is Mathieu Plourde, and I am the Project Leader, LMS, within IT Academic Technology Services at the University of Delaware. I am also enrolled in the Ed.D. in Educational Leadership (curriculum and technology). This site is my personal blog. It is intended for me to reflect on my learning and share knowledge nuggets of interest.http://mathplourde.wordpress.com/about/ (
An example of a C-MOOC. The authors are widely attributed with ‘inventing’ the idea, two or three years before this one. ‘PLENK’ is about Personal Learning Environments Networks and Knowledge.
This diagram is out of date in its details. It also focuses on developments in the USA, and ignores cMOOCs. However, it shows the extent and scale of the financial interest in this area. Figure 2: ‘Major Players in the MOOC Universe’. Source: The Chronicle of Higher Education (2013)Chronicle of Higher Education (2013) Major Players in the MOOC Universe. http://chronicle.com/article/The-Major-Players-in-the-MOOC/138817/ (Accessed 09/05/13).
Future Learn
How has it all panned out?...Having been wowed by the sheer scale of the MOOCs, researchers have started to apply some of the conventional metrics . Let’s look at some of those.,…Image in public domain: http://en.wikipedia.org/wiki/File:Panning_on_the_Mokelumne.jpg
Massive Open Online Courses (MOOCs) have the potential to enable free university-level education on an enormous scale. A concern often raised about MOOCs is that although thousands enrol for courses, a very small proportion actually complete the course. The release of information about enrolment and completion rates from MOOCs appears to be ad hoc at the moment - that is, official statistics are not published for every course. This data visualisation draws together information about enrolment numbers and completion rates from across online news stories and blogs.
Group led by Sir Michael Barber (Pearson) predict dire consequences for HEIs, and recommend a major strategic re-think. Image: http://www.pearson.com/michael-barber.html Report: http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-education-and-the-revolution-ahead
Some influential thinkers in this area believe that it has all been hyped up….Image:http://cogdogblog.com/2012/07/17/mooc-hysertia/MOOC Hysteria by CogDogBlog, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
For a balanced view, I can recommend that you read this report from BIS., which was published last Autmumn. These tow issuesare potential show-stoppers.
ProjectsWhy wasn’t Wales involved?In some ways it doesn’t matter, the outputs are open…But it is also about building capacity to ‘do’ open (I will return to this argument…)http://oersynthesis.jiscinvolve.org/wp/category/ukoer-phase-3/
Scotland has an informal model, led by a loose coalition of influential players from CETIS, Jisc, Scotland’s Colleges, etc.
Y PorthThe main aim of the ColegCymraeg Cenedlaethol4is to increase, developand broaden the range of Welsh medium study opportunities at universities in Wales. Online learning is a key part of its agenda. ‘Y Porth’5, acollaborative e-learning platform launched by the Coleg in 2009, hosts an extensive pool of Welsh medium electronic materials on a wide range of academic fields.The
The CADARN Group8, supported by HEFCW, is currently building a webportal to showcase, promote and facilitate technology-enhanced learning, and to support access to bilingual learning. Aberystwyth University is co-ordinating the partnership, which includes staff from Bangor University, Glynd ˆwr University, Gr ˆ wpLlandrilloMenai, and the Open University in Wales.
Higher Education Wales initiative. Expert Group Led by Clive Mulholland, and including Lis Parcell from RSC Wales. Aside from the declaration , we are awaiting concrete outcomes from this group.
Upcoming developments…Although it’s still early days, the coming months willwitness a host of exciting developments as the ethos of‘Open Education’ become firmly embedded within ourhigher education culture. These include:• The launch of a comprehensive and allencompassingonline gateway that will providea platform for our universities’ Open EducationalResources to the world. Visit www.oerwales.ac.ukfor further developments• The development of a Champions Network ofindividuals throughout our universities, who will betasked with increasing awareness, engagement andbest practice• Creation of our first ever sMOOC(a shorter versionof a Massive Open Online Course) called ‘StudentSurvival’, which will deal with the many intricacies ofsettling into university life• The hosting of a series of workshops aimed atteaching staff all over Wales to help them developtheir own OER practice.
the potential competitive threat posed by global technology-based developments to the higher education sector in Wales;the potential opportunities afforded by technological development for the Welsh higher education sector at a time of constrained public expenditure;to what extent the Welsh higher education sector is working collectively to bring economies of scale to maximise the opportunities afforded; andto what extent technological development may provide a platform to increase participation in part-time and full-time higher education, again in a period of constrained public spending. http://wales.gov.uk/about/cabinet/cabinetstatements/2013/onlinedigitallearning/?lang=en
To the Minister:1 Widening access to higher education to those with low participation backgroundsFund the development of O&O resources for use in schools and colleges, with the aim of raising aspirations of learners from low participation backgrounds.Investigate the use of Hwb as a host for the O&O resources developed, with the intention of establishing a central repository where all schools and colleges may access these resources.Extend the work of the Open University OpenLearn Champions project to cover the whole of Wales via the Reaching Wider Partnerships.Liaise with NIACE DysguCymru, AgoredCymru, and others to align O&O resource production with the needs of adult learners pursuing agreed progression routes, including CQFW.2 Developing skills for the workplace and the Welsh economyDevelop a strategy, working with other agencies, to raise awareness of the potential for online learning to support economic development.Use the Welsh Government’s sector panels to foster dialogue between stakeholders (including educational providers and employers) in order to identify opportunities to develop skills using online resources.Examine how online learning should be integrated into the approach for programmes funded through the European Social Fund.3 Developing Welsh language skills for employmentDevelop a Welsh language skills MOOC at higher education level so that students and work-based learners can develop their professional Welsh language skills and potentially seek certification for those skills.To the higher education institutions:4 Reviewing institutional policies, monitoring developments and exploiting opportunitiesAgree what the institution’s overall approach to open and online resources should be, monitor external O&O developments, and exploit opportunities to produce and use resources.5 Strengthening institutional reputation and brandExploit open and online resources in appropriate circumstances to showcase the quality of learning opportunities.To the Minister and the higher education institutions:6 Improving the skills of higher education staff Institutions should provide academic staff with the skills and support they need to make most effective use of open and online approaches to learning.HEFCW should continue to contribute to the costs of Jisc’s programme on open and online resources and take advantage of Jisc’s expertise.7 Licensing and sharing open educational resourcesThe Welsh Government should encourage the systematic adoption of open licensing for open educational resources produced by HEIs in WalesWhere possible staff and institutions should release open educational resources using an appropriate Creative Commons licence.Institutions should make open educational resources widely available, including via the Jorum repository.