To answer this, we need to consider student numbers,finance, and active learning. All three factors are relevant, but our focus in this presentation is on enhancing active learning in MOOCs. We sketch out the main options that allow us to do that.
MOOCs as New Marketing – The Intersection of Marketing and Education, Tech an...FutureM
FutureM 2013 session with speakers from IBM Research & Harvard University
Speakers:
Irene Greif
Chief Scientist for Social Learning, IBM Research
Perry Hewitt
Chief Digital Officer, Harvard University
Brands have weathered the shift from analog to digital, and from solely institutional to conversational. Now it's time to tackle the next shift -- the opportunity in lifelong learning marketing. Brands have long engaged in delivery of educational content from nitration to newborn care. What are the opportunities unique to the digital world for scale, quality, and assessment? This presentation will address ways the energy and thinking around MOOCs can expand our thinking about branded learning as a marketing competency.
Momentum mooc framework jam brief finalDiana Woolis
The document summarizes a discussion ("Jam") around critiquing a draft framework for developing Massive Open Online Courses (MOOCs). Participants provided feedback on both the macro structure of the framework and the micro details of each element. Suggestions included adding a scope statement, clarifying entry points, including questions to guide application, expanding the framework's focus beyond just higher education, emphasizing support for instructors, acknowledging the learner experience, and incorporating learning analytics. The goal was to improve the framework's usefulness for institutions in developing effective MOOCs.
This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs and noting their key features, such as being open to unlimited participants, having no formal entry requirements, and offering no credits. The brief history of MOOCs is then summarized, highlighting the first MOOC in 2008. The document then covers how MOOCs work, their advantages like expanded access, and their disadvantages like lack of interaction. Different types of MOOCs are listed. In closing, the document discusses topics the author would pursue in future MOOCs, like mathematics, to enhance students' skills and understanding.
This document is the master's thesis of Nicolas Fricke submitted on May 30th, 2014. It discusses challenges with high dropout rates in MOOCs and proposes concepts to increase user engagement and completion rates through social interaction. The thesis first provides background on online learning and MOOCs, including the openHPI platform. It then covers theories of user motivation and the role of motivation in education. The concept proposed is to increase bonding through personalized feedback to students and increase interaction by allowing user-generated content like quiz questions. The implementation of these concepts into openHPI's architecture is also discussed.
2017-08-30 EARLI MOOQ Interactive Workshop Presentation StrackeChristian M. Stracke
1. The document discusses quality frameworks for open education and MOOCs, including the MOOQ framework which provides quality indicators for designing and comparing MOOCs.
2. It emphasizes that quality is important for learning and proposes strategies like IDEAL and standards like ISO/IEC 19796-1 to help improve quality in open education.
3. Communities like ICORE and initiatives like Open Discovery Space are working to advance open education practices and improve learning quality through open collaboration.
MOOCs (Massive Open Online Courses) emerged from the open education movement. The first MOOC in 2011 had over 160,000 students from around the world. Major MOOC platforms like Coursera, edX, and Udacity now offer hundreds of free online courses from top universities. MOOCs allow open registration, publicly shared course materials, and flexible completion, but do not provide individualized instruction or academic credit standardly. They provide both opportunities and challenges for higher education.
MOOCs as New Marketing – The Intersection of Marketing and Education, Tech an...FutureM
FutureM 2013 session with speakers from IBM Research & Harvard University
Speakers:
Irene Greif
Chief Scientist for Social Learning, IBM Research
Perry Hewitt
Chief Digital Officer, Harvard University
Brands have weathered the shift from analog to digital, and from solely institutional to conversational. Now it's time to tackle the next shift -- the opportunity in lifelong learning marketing. Brands have long engaged in delivery of educational content from nitration to newborn care. What are the opportunities unique to the digital world for scale, quality, and assessment? This presentation will address ways the energy and thinking around MOOCs can expand our thinking about branded learning as a marketing competency.
Momentum mooc framework jam brief finalDiana Woolis
The document summarizes a discussion ("Jam") around critiquing a draft framework for developing Massive Open Online Courses (MOOCs). Participants provided feedback on both the macro structure of the framework and the micro details of each element. Suggestions included adding a scope statement, clarifying entry points, including questions to guide application, expanding the framework's focus beyond just higher education, emphasizing support for instructors, acknowledging the learner experience, and incorporating learning analytics. The goal was to improve the framework's usefulness for institutions in developing effective MOOCs.
This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs and noting their key features, such as being open to unlimited participants, having no formal entry requirements, and offering no credits. The brief history of MOOCs is then summarized, highlighting the first MOOC in 2008. The document then covers how MOOCs work, their advantages like expanded access, and their disadvantages like lack of interaction. Different types of MOOCs are listed. In closing, the document discusses topics the author would pursue in future MOOCs, like mathematics, to enhance students' skills and understanding.
This document is the master's thesis of Nicolas Fricke submitted on May 30th, 2014. It discusses challenges with high dropout rates in MOOCs and proposes concepts to increase user engagement and completion rates through social interaction. The thesis first provides background on online learning and MOOCs, including the openHPI platform. It then covers theories of user motivation and the role of motivation in education. The concept proposed is to increase bonding through personalized feedback to students and increase interaction by allowing user-generated content like quiz questions. The implementation of these concepts into openHPI's architecture is also discussed.
2017-08-30 EARLI MOOQ Interactive Workshop Presentation StrackeChristian M. Stracke
1. The document discusses quality frameworks for open education and MOOCs, including the MOOQ framework which provides quality indicators for designing and comparing MOOCs.
2. It emphasizes that quality is important for learning and proposes strategies like IDEAL and standards like ISO/IEC 19796-1 to help improve quality in open education.
3. Communities like ICORE and initiatives like Open Discovery Space are working to advance open education practices and improve learning quality through open collaboration.
MOOCs (Massive Open Online Courses) emerged from the open education movement. The first MOOC in 2011 had over 160,000 students from around the world. Major MOOC platforms like Coursera, edX, and Udacity now offer hundreds of free online courses from top universities. MOOCs allow open registration, publicly shared course materials, and flexible completion, but do not provide individualized instruction or academic credit standardly. They provide both opportunities and challenges for higher education.
MOOC as part of organization's learning and development strategySourabh Soni
MOOC (Massive Open Online Courses) are online courses that are open to anyone in the world and aim to reach a large number of learners using technology platforms. They offer many benefits like being open to anyone, available anywhere, and allowing learners to learn at their own pace. Organizations can leverage MOOCs as part of their learning and development strategies by using them to quickly meet initial learning needs, reduce costs compared to traditional training, and allow employees flexible 24/7 access to learning. Incorporating MOOCs can boost interest through social discussion platforms and ensure participation through formal assignment and examination requirements.
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
Towards a crowd sourced open education strategy for employment in europeEADTU
1) The document proposes creating a "MOOCAgora", a virtual marketplace where educational institutions, industries, and governments can collaborate to develop "qualification-focused MOOCs (qMOOCs)" to address skills gaps in Europe.
2) It recommends that qMOOCs incorporate problem-based learning, communities of practice, and 3D virtual environments to promote deep and experiential learning.
3) The MOOCAgora would accelerate the production of high-quality, employment-focused MOOCs through a crowd-sourced model of open innovation and multi-partner development.
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
Seven teaching and learning scenarios with MOOCsMartin Ebner
The document discusses implementing online teaching in lectures. It recommends deciding which lecture parts to include in an online course, recording those parts professionally for learning videos, and explaining the new online concept to students. The implementation phase involves discovering different teaching scenarios for online courses and developing a personal didactic concept.
This document discusses various types of open online courses including MOOCs, SPOCs, NOOCs, DOCCs, and more. It notes that while MOOCs are seen as the future of education, they still need to figure out effective pedagogical models and business models. The document then provides context on the history of distance education and compares different generations. It also shares perspectives on guided vs self-guided learning and scenarios for open higher education in 2030. Design patterns for MOOCs are presented including using external platforms to supplement limitations of MOOC platforms. The role of flexibility in MOOC design is discussed.
Towards a Crowd-sourced Open Education Strategy for Employment in Europe with Qualification-focused MOOCs
by Stylianos Mystakidis , University of Patras & University of Jyväskylä, Finland and Eleni Berki University of Tampere & University of Jyväskylä, Finland
Europe has the opportunity to utilize Open Education to train specialized workforce and boost employment by increasing MOOC quantity, speeding-up MOOC delivery and improving MOOC quality. Authors propose a crowd-sourced open mechanism called MOOCAgora for the innovative design and agile development of qMOOCs. MOOCAgora is the heart of an 8-stage business circle that impacts the job market. An identified local, national or European skills shortage is addressed in MOOCAgora through massive certified delivery of skills and competences in qMOOCs. qMOOCs are a newly proposed quality-centered format of MOOCs that focuses on skills and qualifications construction. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.
Presentation for a paper in the HOME MOOC Conference: Mapping the European MOOC territory, Porto Nov 27th 2014
The European experience with MOOCs has been growing while interest in the US has declined slightly. While the US initially led the MOOC movement, Europe has increasingly developed its own MOOC platforms and initiatives through organizations like EADTU and OpenupEd. Surveys of MOOC adoption show increasing involvement by European institutions, in contrast to decreasing adoption rates in some US surveys. However, the surveys have biases depending on the types of institutions sampled. Overall, European institutions see MOOCs as a way to increase visibility and provide flexible learning opportunities, while US institutions focus more on student recruitment. Diversity is seen as a strength of the decentralized European approach to MOOCs.
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
In this lecture, I have introduced to Massive Open Online courses. How they are conducted, how xMoocs are different from cMoocs. Also, included list of platforms which are hosting MOOC courses. Also, listed more than 1700 courses along with top 10 MOOC courses of 2017
This digital artefact has been created for the Massive Open Online Course (MOOC) E-Learning and 'Digital Cultures' from the University of Edinburgh which was delivered through www.coursera.org.
The document summarizes a study by the Joint Research Centre (JRC) on using blockchain technology for digital accreditation of learning. The study aims to identify current uses of blockchain in education, explore case studies, and propose recommendations to support open education in EU member states. Main conclusions are that blockchain applications are still emerging but have potential to disrupt student information systems. The benefits are better achieved through open implementations utilizing open standards and self-sovereign data management. The report recommends further development be a shared competence of the public and private sectors.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
This document discusses the need for a new generation of learning management systems (LMS) suited for "real" online learning with little face-to-face contact. It argues that traditional LMSs designed for classroom settings are too limited, while MOOC platforms lack organizational control. The document presents OpenU as a case study, which integrates LMS functionality, personal learning environments, and social networks on a single portal platform. It describes how OpenU's next generation LMS was built by developing additional code on top of the open source Liferay portal.
The MOOC Potential to address European Challenges in CPD and Continuous Educa...Beck Pitt
(1) The document discusses findings from the BizMOOC research project on the awareness, perceptions and use of MOOCs among businesses in Europe. It finds that while familiarity with MOOCs is still low, businesses see benefits for training and recruitment. There is interest in collaborating with universities but also unresolved issues around costs, quality and data security.
(2) Key benefits identified are saving costs on training, networking opportunities, and keeping employees' skills up to date. However, businesses also have questions around legal limitations, confidentiality, and measuring learning.
(3) The document recommends targeted awareness raising on MOOCs, addressing quality assurance, and collaborative approaches between businesses, universities and other
سال ۲۰۰۸ اولین درس آنلاین در قالب ماک ارائه گردید و در سیری که ماک داشت سال ۲۰۱۲ به عنوان سال ماک معرفی گردید. در این ارائه سعی کردیم تعریف دقیقی از ماک ارائه دهیم و چند پلتفورم براساس ماک را تحلیل کنیم و چند تحقیق در این خصوص را بررسی کردیم. آخرین مطالعه راجع به چرایی لزوم آزاد بودن ماکها میباشد...
Presentation by Francesca Amenduni, Ph.D. Student, University of Roma Tre, EDEN NAP member, at the 2019 European Distance Learning Week's third-day webinar on "Future perspective in open routes: the quality and assessment dimension?" - 13 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p8i31ynv7v28/ & https://www.youtube.com/watch?v=7yb8ekFP3ps
The OpenUpED Quality Framework in Action: How well does the “Learning to Lear...Beck Pitt
"The OpenUp Ed Quality Framework in Action: How well does the "Learning to Learn" MOOC stack up?" was presented at the BizMOOC conference "Upgrading Business Competence Globally for Today and Tomorrow" at Krakow University of Economics on 9 November 2018. See: http://bizmooc.uek.krakow.pl/?page_id=4201
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
The Emergence of MOOCs: What Does This Mean to You? Will This Market Disrupt ...Udemy for Business
The MOOC marketplace has exploded with growth over the last two years - with educational content now available in many forms from many channels. In this webinar we will overview the MOOC market and give HR and L&D managers our perspectives on the market, how to think about MOOCs and other forms of online content, and what kinds of tools and solutions are now available for corporate buyers.
Educational technology startups are continuing to grow, with more than $800 million in venture capital flowing into this sector in the last 12 months1. Who are some of the important players and how do they fit into the world of corporate training? In this webinar, Josh Bersin, Bersin by Deloitte, Deloitte Consulting LLP will highlight the market and help you understand your opportunities to leverage amazing educational content for your entire organization.
For more information, contact business@udemy.com.
MOOC as part of organization's learning and development strategySourabh Soni
MOOC (Massive Open Online Courses) are online courses that are open to anyone in the world and aim to reach a large number of learners using technology platforms. They offer many benefits like being open to anyone, available anywhere, and allowing learners to learn at their own pace. Organizations can leverage MOOCs as part of their learning and development strategies by using them to quickly meet initial learning needs, reduce costs compared to traditional training, and allow employees flexible 24/7 access to learning. Incorporating MOOCs can boost interest through social discussion platforms and ensure participation through formal assignment and examination requirements.
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
Towards a crowd sourced open education strategy for employment in europeEADTU
1) The document proposes creating a "MOOCAgora", a virtual marketplace where educational institutions, industries, and governments can collaborate to develop "qualification-focused MOOCs (qMOOCs)" to address skills gaps in Europe.
2) It recommends that qMOOCs incorporate problem-based learning, communities of practice, and 3D virtual environments to promote deep and experiential learning.
3) The MOOCAgora would accelerate the production of high-quality, employment-focused MOOCs through a crowd-sourced model of open innovation and multi-partner development.
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
Seven teaching and learning scenarios with MOOCsMartin Ebner
The document discusses implementing online teaching in lectures. It recommends deciding which lecture parts to include in an online course, recording those parts professionally for learning videos, and explaining the new online concept to students. The implementation phase involves discovering different teaching scenarios for online courses and developing a personal didactic concept.
This document discusses various types of open online courses including MOOCs, SPOCs, NOOCs, DOCCs, and more. It notes that while MOOCs are seen as the future of education, they still need to figure out effective pedagogical models and business models. The document then provides context on the history of distance education and compares different generations. It also shares perspectives on guided vs self-guided learning and scenarios for open higher education in 2030. Design patterns for MOOCs are presented including using external platforms to supplement limitations of MOOC platforms. The role of flexibility in MOOC design is discussed.
Towards a Crowd-sourced Open Education Strategy for Employment in Europe with Qualification-focused MOOCs
by Stylianos Mystakidis , University of Patras & University of Jyväskylä, Finland and Eleni Berki University of Tampere & University of Jyväskylä, Finland
Europe has the opportunity to utilize Open Education to train specialized workforce and boost employment by increasing MOOC quantity, speeding-up MOOC delivery and improving MOOC quality. Authors propose a crowd-sourced open mechanism called MOOCAgora for the innovative design and agile development of qMOOCs. MOOCAgora is the heart of an 8-stage business circle that impacts the job market. An identified local, national or European skills shortage is addressed in MOOCAgora through massive certified delivery of skills and competences in qMOOCs. qMOOCs are a newly proposed quality-centered format of MOOCs that focuses on skills and qualifications construction. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.
Presentation for a paper in the HOME MOOC Conference: Mapping the European MOOC territory, Porto Nov 27th 2014
The European experience with MOOCs has been growing while interest in the US has declined slightly. While the US initially led the MOOC movement, Europe has increasingly developed its own MOOC platforms and initiatives through organizations like EADTU and OpenupEd. Surveys of MOOC adoption show increasing involvement by European institutions, in contrast to decreasing adoption rates in some US surveys. However, the surveys have biases depending on the types of institutions sampled. Overall, European institutions see MOOCs as a way to increase visibility and provide flexible learning opportunities, while US institutions focus more on student recruitment. Diversity is seen as a strength of the decentralized European approach to MOOCs.
How MOOC learning reaches students through TPDVance Stevens
This presentation describes a course in teacher professional development that has been evolving gradually into a MOOC model. MOOCs enable participants to articulate and explore individual learning strategies. This differentiates master learners from those they are employed to teach. When learners must adapt to jobs that haven’t been invented yet, teachers must help learners become master learners; otherwise their ‘training’ only applies to known jobs.
In this lecture, I have introduced to Massive Open Online courses. How they are conducted, how xMoocs are different from cMoocs. Also, included list of platforms which are hosting MOOC courses. Also, listed more than 1700 courses along with top 10 MOOC courses of 2017
This digital artefact has been created for the Massive Open Online Course (MOOC) E-Learning and 'Digital Cultures' from the University of Edinburgh which was delivered through www.coursera.org.
The document summarizes a study by the Joint Research Centre (JRC) on using blockchain technology for digital accreditation of learning. The study aims to identify current uses of blockchain in education, explore case studies, and propose recommendations to support open education in EU member states. Main conclusions are that blockchain applications are still emerging but have potential to disrupt student information systems. The benefits are better achieved through open implementations utilizing open standards and self-sovereign data management. The report recommends further development be a shared competence of the public and private sectors.
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
This document discusses the need for a new generation of learning management systems (LMS) suited for "real" online learning with little face-to-face contact. It argues that traditional LMSs designed for classroom settings are too limited, while MOOC platforms lack organizational control. The document presents OpenU as a case study, which integrates LMS functionality, personal learning environments, and social networks on a single portal platform. It describes how OpenU's next generation LMS was built by developing additional code on top of the open source Liferay portal.
The MOOC Potential to address European Challenges in CPD and Continuous Educa...Beck Pitt
(1) The document discusses findings from the BizMOOC research project on the awareness, perceptions and use of MOOCs among businesses in Europe. It finds that while familiarity with MOOCs is still low, businesses see benefits for training and recruitment. There is interest in collaborating with universities but also unresolved issues around costs, quality and data security.
(2) Key benefits identified are saving costs on training, networking opportunities, and keeping employees' skills up to date. However, businesses also have questions around legal limitations, confidentiality, and measuring learning.
(3) The document recommends targeted awareness raising on MOOCs, addressing quality assurance, and collaborative approaches between businesses, universities and other
سال ۲۰۰۸ اولین درس آنلاین در قالب ماک ارائه گردید و در سیری که ماک داشت سال ۲۰۱۲ به عنوان سال ماک معرفی گردید. در این ارائه سعی کردیم تعریف دقیقی از ماک ارائه دهیم و چند پلتفورم براساس ماک را تحلیل کنیم و چند تحقیق در این خصوص را بررسی کردیم. آخرین مطالعه راجع به چرایی لزوم آزاد بودن ماکها میباشد...
Presentation by Francesca Amenduni, Ph.D. Student, University of Roma Tre, EDEN NAP member, at the 2019 European Distance Learning Week's third-day webinar on "Future perspective in open routes: the quality and assessment dimension?" - 13 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p8i31ynv7v28/ & https://www.youtube.com/watch?v=7yb8ekFP3ps
The OpenUpED Quality Framework in Action: How well does the “Learning to Lear...Beck Pitt
"The OpenUp Ed Quality Framework in Action: How well does the "Learning to Learn" MOOC stack up?" was presented at the BizMOOC conference "Upgrading Business Competence Globally for Today and Tomorrow" at Krakow University of Economics on 9 November 2018. See: http://bizmooc.uek.krakow.pl/?page_id=4201
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
The Emergence of MOOCs: What Does This Mean to You? Will This Market Disrupt ...Udemy for Business
The MOOC marketplace has exploded with growth over the last two years - with educational content now available in many forms from many channels. In this webinar we will overview the MOOC market and give HR and L&D managers our perspectives on the market, how to think about MOOCs and other forms of online content, and what kinds of tools and solutions are now available for corporate buyers.
Educational technology startups are continuing to grow, with more than $800 million in venture capital flowing into this sector in the last 12 months1. Who are some of the important players and how do they fit into the world of corporate training? In this webinar, Josh Bersin, Bersin by Deloitte, Deloitte Consulting LLP will highlight the market and help you understand your opportunities to leverage amazing educational content for your entire organization.
For more information, contact business@udemy.com.
This document discusses the interface between research and teaching in classical languages. It begins by citing scholars' views on Latin composition and grammar. It then covers research on linguistics approaches like generative grammar, sociolinguistics, and multilingualism applied to ancient languages. Several quotes are provided about why students struggle with Latin and how it was a language used by "lunatics." The remainder summarizes research on topics like etymology, reading, word order, functional grammar, and systemic functional grammar that have implications for how classical languages can be taught effectively. Research findings on verb forms and conditionals are discussed as examples of how linguistic research could influence pedagogy.
Open Access Resources at the Open UniversityMairLloyd
The document discusses open access Latin and Greek resources currently available from the Open University. It provides an overview of the pedagogical design principles for these resources, which include simple tasks, feedback, and clear learning outcomes. It also outlines some of the challenges in developing these resources, such as changing technology, student expectations, and pressures to create more content with fewer resources. Finally, it lists some of the Latin and Greek learning resources available and provides contact information for further details.
Should European universities enter the MOOC competition. We present the 7 different reasons to say yes. It is up to the HEI to define their strategy.
The decision is a strategic one, to be taken, at the highest level of the institution.
This document summarizes the conjugations of the second conjugation Latin verb "moneo, monere, monui, monitus" meaning "to warn". It provides the present, imperative, future, imperfect, perfect, and pluperfect tense conjugations. The key features are that the vowel in the stem is "e" and the endings change based on person and number.
Open Access: What it is and why it is required for scholarly community?Sukhdev Singh
Introduction to Open Access to scholarly literature. Problems with traditional academic publishing and impact of Internet. Definition of Open Access and models. Why Open Access is required for the scientific and scholarly community? What can bloggers do to support Open Access. Open Access status in India.
I did this presentation for faculties of Teaching and Learning Resource Center at Feng Chia University. All participants have basic understanding about open course.
Presentation for the Open University Annual Learning and Technology Conference: Learning in an Open World, which is taking place on 22 and 23 June 2010
Happily Open After: Engaging Your Students with Open Access Resources (MacEwa...Robyn Hall
Presented during Open Access Week 2012 to MacEwan University faculty in Edmonton, Alberta on October 24, 2012.
Abstract: Imagine a world where anyone anywhere can access the latest, greatest research findings for free over the Internet. For more than a decade, scholarly communities have been working to make this a reality. Attend this session and learn how to make your own work available through a variety of Open Access publishing methods. This session will also address common concerns and misconceptions about Open Access and its impacts on scholarship
Putting MOOCs to Work: How Online Education Impacts Corporate TrainingJosh Bersin
How is the MOOC (Massive Open Online Course) market impacting corporate training? This presentation reviews Bersin by Deloitte's recent research on the trends and impact of the MOOC market on corporate training, recruiting, and skills development.
OA in the Library Collection: The Challenge of Identifying and Managing Open ...NASIG
Librarians, researchers, and the general public have largely embraced the concept of open access (OA). Yet, incorporating OA resources into existing discovery and tracking systems is often a complicated process. Open access material can be delivered through a variety of publishing or archival mechanisms, creating certain challenges, particularly for those managing e-resources. Although an increasing proportion of research output is becoming open access each year, organization and discovery of these resources remains imperfect.
The debate between the relative merits of Green and Gold OA is regularly discussed in academic circles but less attention is devoted towards Hybrid OA and the challenges inherent in this model. Most major publishers offer open access through one or more of these models, but open access metadata standards seem to be lacking among these content providers. The presenters will discuss some of these challenges identified in the literature and through other mechanisms, including data gathered by NISO and an original survey. By identifying these issues, the scholarly communication community can work together to improve discovery for end users.
Chris Bulock
Electronic Resources Librarian, SIUE Lovejoy Library
Chris is an Electronic Resources Librarian and NASIG member from the St. Louis area. His research and work are focused on improving the library user's experience. Chris is the recipient of the 2012 HARRASSOWITZ Charleston Conference Scholarship.
Nathan Hosburgh
Discovery & Systems Librarian, Rollins College
Nate Hosburgh is currently the Discovery & Systems Librarian at Rollins College in Winter Park, Florida as part of a revamped Collections & Systems department that includes ILL, collection development, acquisitions, systems, and technical services. Previously, he held positions managing e-resources at Montana State University and managing interlibrary loan & document delivery at Florida Institute of Technology in Melbourne
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
This document discusses the evolution of Massive Open Online Courses (MOOCs) beyond the initial hype. It provides personal experiences taking MOOCs, highlights issues with MOOCs like engagement and assessment challenges, and how MOOCs are maturing in areas like pedagogy, accreditation, and business models. MOOCs are transitioning from early cMOOC and xMOOC models to new hybrid models to improve the learner experience and address issues like completion rates and learner motivation.
Df e rr355_-_opportunities_for_moo_cs_in_schools_finalIan Koxvold
This document summarizes research on the potential uses of Massive Open Online Courses (MOOCs) in compulsory education in the UK. It finds that while MOOCs are largely unproven for school-aged learners, teachers see potential value in using MOOCs to provide supplementary support for gifted students, exam preparation, teacher professional development, and subjects with low enrollment. The document identifies specific challenges in UK education and maps potential MOOC solutions, finding support for MOOCs that report student participation to teachers.
This document discusses the role of MOOCs (Massive Open Online Courses) in open and distance learning and the need to reconsider MOOCs. While MOOCs initially promised to revolutionize higher education, issues have emerged such as low completion rates and a lack of quality assurance. Moving forward, the document argues that MOOCs should focus on developing job skills, identifying revenue streams to ensure sustainability, segmenting markets to serve focused groups of users, and creating easy-to-use platforms with inter-institutional collaboration to improve the MOOC experience. Quality assurance frameworks also need to be integrated to address issues that have arisen in early implementations of MOOCs.
This document discusses different types of Massive Open Online Courses (MOOCs) and considerations for open education. It distinguishes between cMOOCs, which focus on connectivism and networking, and xMOOCs, which rely on multiple choice assessments. While new MOOCs allow open enrollment, they do not openly license course content by default. The document advocates for open licensing to enhance value. It also addresses challenges like developing open content, tracking participation, and serving diverse demographics. Factors like costs, benefits, incentives, and faculty participation in open courses are examined.
This paper proposes a twelve dimensional classification schema for analyzing and designing MOOCs. The schema includes dimensions such as openness, scale, diversity, use of multimedia, communication, collaboration, learning pathways, quality assurance and certification. The paper applies the schema to analyze five example MOOCs that emphasize different pedagogical approaches such as associative, cognitive, constructive, situative and connective learning. It concludes that the schema can be used to design effective MOOCs by considering each dimension and to evaluate existing MOOCs.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
This document discusses a study on the impact of MOOCs (Massive Open Online Courses) in Indian higher education. It begins by providing background on the development of MOOCs and their potential benefits, including increasing access to education. It then discusses the goals of institutions that offer MOOCs, such as increasing their reach and brand, lowering costs, and conducting research. The document also analyzes data on current MOOC users, finding they are often already educated and wealthy. It concludes by discussing how MOOCs could help address faculty shortages and improve education quality in India by providing online courses.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and traces their development from early open online courses in the 2000s to present-day commercial platforms with millions of students. The document outlines the key characteristics of MOOCs, including their open access, unlimited participation, and use of online forums to build communities. It also categorizes different types of MOOCs and discusses their benefits as well as potential downsides.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and traces their evolution from early open learning models to their current form. The document outlines the key characteristics of MOOCs, including that they are open to unlimited participation, have no formal entry requirements, and use interactive online forums. It also describes the main types of MOOCs and discusses some of the benefits and downsides of taking MOOCs.
This article originally appeared in Training & Development magazine February 2014 Vol 41 No 1, published by the Australian Institute of Training and Development.
It has been reproduced with permission from the editor.
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
This document provides an overview of Massive Open Online Courses (MOOCs). It discusses the definition and types of MOOCs, including xMOOCs and cMOOCs. The advantages of MOOCs are listed, such as their open accessibility, video-based format, opportunities for collaboration, and ability to be self-paced. Popular MOOC platforms like Coursera, edX, and Udacity are also mentioned. The document concludes with a short quiz to test the reader's understanding.
The document discusses MOOCs (Massive Open Online Courses) and their potential uses. It summarizes that MOOCs aim to provide flexible online learning for large numbers of students, but face challenges with student retention, assessment, and feedback due to their massive scale. The document also discusses different types of MOOCs, such as xMOOCs which focus on content delivery and cMOOCs which emphasize social connection and learning how to learn. It proposes using a "mini-MOOC" or OOC (Open Online Course) model to help students on placements reflect on work experiences.
How MOOCs help to enhance your skill and careerGovind Sharma
This document discusses Massive Open Online Courses (MOOCs) and how they can be used to enhance skills and careers. It defines MOOCs as online courses that are free, open to anyone with internet access, and have large enrollments of tens of thousands of students. The document outlines benefits of MOOCs like continuous learning at your own pace with rich course content from top universities. It provides examples of MOOC providers and popular courses in fields like IT, law, and finance. It also discusses challenges of MOOCs like low completion rates and issues with grading and engagement without in-person interaction.
MOOC Tales & Trends discusses the definition and history of MOOCs, including various MOOC platforms, trends in the number of learners and characteristics of typical MOOC learners. It also summarizes research on MOOCs and discusses strategies for European universities engaging with MOOCs, including DCU's ventures into MOOC development. Key challenges and opportunities discussed include ensuring quality, facilitating language learning through MOOCs, and integrating social aspects into the MOOC experience.
MOOCseum - The Confluence of Informal Learning, Modern Technology & Learning ...Rolin Moe
Presentation for Museum Computer Network 2013 conference regarding the phenomenon of Massive Open Online Courses and the potential for the model to be used and remixed in a museum setting, including what would make a MOOCseum unique from other MOOCs
Presentation at Association of MBAs (AMBA) 2014 Asia-Pacific Conference for Deans and Directors on the topic of Massive Online Open Courses (MOOC) and Technology-Enabled Education
MOOC stands for Massive Open Online Course. There are two main types of MOOCs - xMOOCs which are based on traditional university structures and cMOOCs which are based on connectivist learning models favoring collaboration. Some key advantages of MOOCs are that they have relaxed requirements, use video formats, provide accessibility to top university content, allow repetition, and are high quality, feasible, self-paced, and enable online collaboration. Popular MOOC platforms include Coursera, edX, Udacity, and FutureLearn which provide courses from universities worldwide.
1. The document discusses MOOCs (massive open online courses), describing what they are, where they came from, current initiatives, and their potential educational value.
2. It notes that while MOOCs aim to harness online social learning, there is no evidence they have achieved defined learning outcomes yet. MOOCs started as self-organized learning but may become more structured over time as established in educational systems.
3. Prominent MOOC providers like edX, Coursera, and FutureLearn are discussed. While MOOCs have potential to increase access to education, questions remain around pedagogy, sustainability, and accreditation.
This document discusses student engagement in Massive Open Online Courses (MOOCs). It explores how students engage through activities like watching lectures, taking quizzes, and participating in discussion forums. The document also analyzes lexical patterns in forum posts to understand engagement levels and proposes using a badge system to incentivize student participation and contribution. The goal is to better understand student behaviors and facilitate increased engagement and learning in MOOC platforms and courses.
This document discusses several trends in learning delivery and design, including online social learning through massive open online courses (MOOCs), learning to learn approaches like double-loop learning, using storytelling to maximize engagement, utilizing learning analytics in course design, encouraging learners to use their own mobile devices, and event-based learning. It provides examples of each trend and suggests how organizations can apply these trends, such as developing online communities, encouraging self-directed learning, commissioning customized learning content, monitoring engagement analytics, and facilitating problem-solving events for staff.
The document discusses a Roman-era mosaic from the Lod mosaic collection that is touring the UK and currently on display at Waddesdon Manor. Other mosaics and artworks mentioned are from the gardens at Waddesdon Manor, an English country house. The mosaics are from both the Roman and early Christian eras.
Writing across public and private spacesRoy Williams
This document discusses the use of blogs and social media for research and knowledge sharing. It notes that blogs and social media allow researchers to create an online presence, voice, and networks to share work. Where previously researchers had to join existing networks, blogs provide a flexible way to publish ideas online, collaborate with others, and showcase work in progress. The document provides examples of how blogs are used for narration, showcasing ideas, aggregating information, and exploring different perspectives and spaces for research.
This document discusses emergent learning in new learning ecologies. It proposes that emergent learning is characterized by being unpredictable, adaptive, and arising from frequent interaction between large numbers of people and resources, without any single person being able to monitor everything. Case studies of Wikipedia, an open university program, and "hole in the wall" learning experiments are presented as examples of emergent learning. Future research directions are outlined, such as better describing and analyzing emergent practices to create frameworks and benchmark emergent learning. Open questions are posed about the relationship between emergence and constraints, integrating emergent learning with other approaches, and whether emergence should play a role in all learning situations.
The document discusses emergent learning and learning ecologies in Web 2.0 environments. It explores the conditions that enable self-organized, emergent learning and how to integrate emergent and prescriptive learning approaches. The document presents case studies on emergent learning in Wikipedia, early childhood education, massive open online courses, a self-organizing masters course, and a "Hole in the Wall" experiment. Key findings are that emergent learning increasingly occurs whether intended or not, and that teachers and managers need to rethink provision to balance openness with constraints through monitoring, response, and supporting positive outcomes.
This document discusses integrating assessment into teaching and learning through benchmarking and mastery. It presents a pilot program using the Wileyplus platform for first year calculus and algebra courses over 18 months. Key aspects discussed include:
1) Students were able to complete the scheduled 7 hours of exams and then return for an additional 5-7 hours, indicating a shift from external grading to self-organized mastery.
2) Wileyplus provided an e-textbook, practice tests, automated exam compilation, and feedback/solutions to support formative and summative assessment over 7 tests in the semester.
3) Questions are raised around the differences between "doing" and "thinking like" a mathematician, and how
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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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!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
14. PRS on
steroids
Nested within
a MOOC
MOOCs
Massive
prescriptive
learning
Formal
Courses
Massive
emergent
learning
Hangouts
Open
research
Open
Courses
Social
Media
Open
Curricula &
Outcomes
Novices
Practitioners
Intermediate
Fixed
Curricula &
Outcomes
Interactive
Media
Prescriptive
Courses
Tasters
15. PRS on
steroids
Nested within
a MOOC
MOOCs
Massive
prescriptive
learning
Formal
Courses
Massive
emergent
learning
Hangouts
Open
research
Open
Courses
Social
Media
Open
Curricula &
Outcomes
Novices
Practitioners
Intermediate
Fixed
Curricula &
Outcomes
Interactive
Media
Research Beta’s
Prescriptive
Courses
Tasters
16. PRS on
steroids
Nested within
a MOOC
MOOCs
Massive
prescriptive
learning
Formal
Courses
Massive
emergent
learning
APL / WBLExams
Certificate of
Completion
Hangouts
Open
research
Open
Courses
Social
Media
Open
Curricula &
Outcomes
Novices
Practitioners
Intermediate
Fixed
Curricula &
Outcomes
Interactive
Media
Research Beta’s
Prescriptive
Courses
Tasters
17. PRS on
steroids
Nested within
a MOOC
MOOCs
Massive
prescriptive
learning
Formal
Courses
Massive
emergent
learning
Accreditation
APL / WBLExams
Certificate of
Completion
Hangouts
Open
research
Open
Courses
Social
Media
Open
Curricula &
Outcomes
Novices
Practitioners
Intermediate
Fixed
Curricula &
Outcomes
Interactive
Media
Research Beta’s
Prescriptive
Courses
Industry CPD Univ.
Tasters
19. Narrative …
This presentation was given at the Faculty of Technology’s Teaching and Learning Conference in
June 2013, at Portsmouth University.
Slide 1: Active Learning
MOOCs can be seen as either an opportunity or a threat. Before we answer that, we need to
think through the issues, and for that, we need to decide where to start: the numbers of
students, the money, or active learning? Ideally we should consider all three, but if we have to
choose, we should start with enhancing active learning, and that is the focus of this presentation.
Slides 2-4: Open Networks
Networking in closed peer groups has always been part of higher
education and research, ever since the beginnings of the Royal Society
in the 17th Century.
What’s new is that these peer groups, as well as teaching and learning,
are now embedded in open networks and open research. In a sense we
are all e-learners and networked learners now; the question is just how
we are we going to use it.
20. Slides 5-10 Basic Choices
MOOCs are massive, open and online. There are
two basic choices: do you want to run a massive
prescriptive learning event, in which process and
outcomes are tightly specified (and ‘closed’), or a
massive emergent learning event, in which
process and outcomes are, precisely, open and
somewhat unpredictable?
Active prescriptive learning requires interactive media, and real-time individual (or group)
feedback – e.g. using what could be called PRS (personal response systems) ‘on steroids’.
Within the limits of prescribed learning, it can deliver large numbers of students, and fixed
outcomes in a fixed curriculum. It does not require social media, although it can very usefully
be supplemented and enriched by the use of them.
Active emergent learning is open in a much broader sense. It requires extensive use of social
media and interaction between learners, but also some form of facilitation or moderation. It
can yield open, emergent learning, and even an open, emergent curriculum. It relates to, and
interacts naturally with, open research.
21. Slides 11- 15: Extended Options
Emergent learning MOOCs can be
approached in two basic ways: i) as
Hangouts (at three different levels), to
get to learn something about a topic or
a course, or people with similar
interests, without any onus on them to
complete the course, or ii) as Open
Courses, with the intension of
completing the whole course.
Prescriptive learning has implicit expectations of course completion, although this too is not a
requirement. Prescriptive courses don’t really function as hangouts, but they can function as
taster courses.
In addition, there is a useful hybrid option, combining features of Open (MOOC) Courses and
traditional HE courses (whether on-campus or on-line): ‘Nested Courses within a MOOC’. These
link a formal HE course with a broader community of interest such as the relevant professional
community for that topic or subject.
22. Slides 11- 15: Extended Options (cont.)
And there is one further variation, which is a ‘Research Beta’ Emergent learning MOOC, in
which emergent research ideas are tested and developed collaboratively. The expectation
would be that it would be a ‘serious hangout’ (yet another hybrid form), of established
practitioners, although not exclusively so.
All of these variants overlap to some extent. All MOOCs, insofar as they are ‘open’, can be
used in a variety of ways.
Slides 16-17: Accreditation
MOOCs generally offer ‘certificates of completion’ (or even ‘badges’ for micro-
components, or micro-MOOCs). These are, in themselves, of little value in traditional
accreditation terms. Because of the basic problems with online identity validation, these
have little currency in the accreditation market .
23. Slides 16-17: Accreditation (cont.)
However, there are two accreditation options: i) Examination centers have for years
been provided for distance education, and could be expanded for MOOCs, and ii)
Accreditation of Prior Learning – APL can be obtained, most effectively through
‘work-based learning’ (or ‘learning at work’) programmes, provided by several UK
Universities, such as Portsmouth. These can lead to formal University credits and,
potentially, to credits for industry and professional CPD credits.
24. And finally, there is an open research wiki on emergent
learning, including design, research and evaluation, here.