The document discusses Massive Open Online Courses (MOOCs) and their potential use for professional development. It defines MOOCs as online courses that are massive in scale, open to all, and delivered through online platforms. The document explores how MOOCs can provide access to high-quality academic content and democratize education. It also provides guidance on finding relevant MOOCs, integrating them into leadership programs, and creating your own MOOC to address specific learning needs.
Presentation by Blazenka Divjak, University of Zagreb, Croatia for the European Distance Learning Week's third day webinar on "Evolving Open Education: life beyond MOOCs" - 9 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p6ax1hqjijs/
GAME ON! Integrating Games and Simulations in the Classroom Brian Housand
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
GAME ON! Integrating Games and Simulations in the Classroom
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What's Trending in Talent and Learning for 2016?Skillsoft
Skillsoft took a look at the top trends that will impact talent and learning efforts in 2016. For a number of reasons, it's a pivotal time for the HR industry to make its move. However, the landscape of work is changing fast and the most adept pace-setters will adapt to take advantage of the top trends. At the same time, companies need to be cautious of industry trends that may be overhyped. This infographic provides a balanced view of practices that will keep your talent and learning strategy moving in the right direction.
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Learner profiling beyond the MOOC platformClaudia Hauff
Conference presenation at Learning With MOOCs III on October 6, 2016. The results are also described in an ACM WebScience 2016 paper: http://dl.acm.org/citation.cfm?doid=2908131.2908145
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
Presentation by Blazenka Divjak, University of Zagreb, Croatia for the European Distance Learning Week's third day webinar on "Evolving Open Education: life beyond MOOCs" - 9 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p6ax1hqjijs/
GAME ON! Integrating Games and Simulations in the Classroom Brian Housand
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
GAME ON! Integrating Games and Simulations in the Classroom
It is estimated that by the time that today’s youth enters adulthood that they will have played an average of 10,000 hours of video games. By playing games, research suggests that they have developed abilities related to creativity, collaboration, and critical thinking. Come explore the history of games and simulations in the classroom and investigate ways that current games and simulations in digital and non-digital formats can be meaningfully and purposefully integrated into your learning environment.
What's Trending in Talent and Learning for 2016?Skillsoft
Skillsoft took a look at the top trends that will impact talent and learning efforts in 2016. For a number of reasons, it's a pivotal time for the HR industry to make its move. However, the landscape of work is changing fast and the most adept pace-setters will adapt to take advantage of the top trends. At the same time, companies need to be cautious of industry trends that may be overhyped. This infographic provides a balanced view of practices that will keep your talent and learning strategy moving in the right direction.
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Learner profiling beyond the MOOC platformClaudia Hauff
Conference presenation at Learning With MOOCs III on October 6, 2016. The results are also described in an ACM WebScience 2016 paper: http://dl.acm.org/citation.cfm?doid=2908131.2908145
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
Given at SIM University Faculty Learning Day (July 25 - 28, 2012)
Most courses are implicitly built upon a system of minimizing point losses, thereby placing an emphasis on what students do NOT know. Envision a system that instead puts the focus on demonstrated mastery of what students DO know. This presentation will share a positive point accrual system that has evolved into a very successful pedagogical approach adopted in various-sized classrooms. It is a particularly effective approach for very large classrooms (1000+) where individual student needs and scheduling can make a one-size-fits-all syllabus very impractical. This presentation shares a broad range of ideas for student demonstrations of mastery and work with participants to explore how this approach can be adapted to their particular domain and course characteristics.
Join Steve Swink, Training Specialist for GP Strategies, during a 20-minute webinar where he will highlight some of the most current thinking around Massive Open Online Courses (MOOCs), a topic receiving much attention in both the academic and corporate worlds. Steve will discuss:
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- Pros and cons of the various flavors of MOOCs
- Ways MOOCs can be leveraged in a corporate environment
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- Questions and thoughts from the audience
Instructional design in massive open online course (moocs)Eisa Rezaei
Instructional Design in Massive Open Online Course (MOOCs)
Dr. Eisa rezaei
PhD in Educational Technology
Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran
EisaRezaei.ir rezaeiphd@gmail.com
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MOOCs Overview from Seka Edu Conference Warsaw 4 June 2014
1. Perry TimmsPerry TimmsPerry TimmsPerry Timms
MOOCs - creating a socialised, onlineMOOCs - creating a socialised, onlineMOOCs - creating a socialised, onlineMOOCs - creating a socialised, online
programme of digital learningprogramme of digital learningprogramme of digital learningprogramme of digital learning
2. – Explore the world of MOOCsExplore the world of MOOCsExplore the world of MOOCsExplore the world of MOOCs
– Understand how we might use them asUnderstand how we might use them asUnderstand how we might use them asUnderstand how we might use them as
people development professionalspeople development professionalspeople development professionalspeople development professionals
– Understand how to create your ownUnderstand how to create your ownUnderstand how to create your ownUnderstand how to create your own
MOOCMOOCMOOCMOOC
In this session we will...In this session we will...In this session we will...In this session we will...
3. What are MOOCs?What are MOOCs?What are MOOCs?What are MOOCs?
– MassiveMassiveMassiveMassive
– OpenOpenOpenOpen
– OnlineOnlineOnlineOnline
– CoursesCoursesCoursesCourses
4. Photo by Lanzen - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/32565486@N00 Created with Haiku Deck
5. What are MOOCs?What are MOOCs?What are MOOCs?What are MOOCs?
– MassiveMassiveMassiveMassive
• not short e-learning modulesnot short e-learning modulesnot short e-learning modulesnot short e-learning modules
– 20 hours compared to 20 minutes of study20 hours compared to 20 minutes of study20 hours compared to 20 minutes of study20 hours compared to 20 minutes of study
• built from quality academic content largely atbuilt from quality academic content largely atbuilt from quality academic content largely atbuilt from quality academic content largely at
degree-leveldegree-leveldegree-leveldegree-level
• utilising existing digitised content fromutilising existing digitised content fromutilising existing digitised content fromutilising existing digitised content from
academic curriculaacademic curriculaacademic curriculaacademic curricula
• potential to reach 1000s of studentspotential to reach 1000s of studentspotential to reach 1000s of studentspotential to reach 1000s of students
6. Photo by mfajardo - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/77674133@N00 Created with Haiku Deck
7. What are MOOCs?What are MOOCs?What are MOOCs?What are MOOCs?
– OpenOpenOpenOpen
• not restrictive to qualifying criterianot restrictive to qualifying criterianot restrictive to qualifying criterianot restrictive to qualifying criteria
• a democratisation of educationa democratisation of educationa democratisation of educationa democratisation of education
– many MOOCs are entirely freemany MOOCs are entirely freemany MOOCs are entirely freemany MOOCs are entirely free
• anyone from anywhere can enrolanyone from anywhere can enrolanyone from anywhere can enrolanyone from anywhere can enrol
• not restricted by a timetablenot restricted by a timetablenot restricted by a timetablenot restricted by a timetable
• collaborative where possiblecollaborative where possiblecollaborative where possiblecollaborative where possible
– user cohorts; chats, threads, wikis and hangoutsuser cohorts; chats, threads, wikis and hangoutsuser cohorts; chats, threads, wikis and hangoutsuser cohorts; chats, threads, wikis and hangouts
8. Photo by Robert S. Donovan - Creative Commons Attribution License https://www.flickr.com/photos/10687935@N04 Created with Haiku Deck
9. What are MOOCs?What are MOOCs?What are MOOCs?What are MOOCs?
– OnlineOnlineOnlineOnline
• delivered through internet connectivitydelivered through internet connectivitydelivered through internet connectivitydelivered through internet connectivity
• digitised contentdigitised contentdigitised contentdigitised content
• er, that's iter, that's iter, that's iter, that's it
10. Photo by Jonathan Pobre - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/55779593@N00 Created with Haiku Deck
11. What are MOOCs?What are MOOCs?What are MOOCs?What are MOOCs?
– CoursesCoursesCoursesCourses
• built from existing academic studybuilt from existing academic studybuilt from existing academic studybuilt from existing academic study
programmes delivered in person on higherprogrammes delivered in person on higherprogrammes delivered in person on higherprogrammes delivered in person on higher
education campuseseducation campuseseducation campuseseducation campuses
• Structured with pathways to learning andStructured with pathways to learning andStructured with pathways to learning andStructured with pathways to learning and
outcomes for stagesoutcomes for stagesoutcomes for stagesoutcomes for stages
• Delivered by a tutor - digitallyDelivered by a tutor - digitallyDelivered by a tutor - digitallyDelivered by a tutor - digitally
• Tested by (optional) examinations at the endTested by (optional) examinations at the endTested by (optional) examinations at the endTested by (optional) examinations at the end
• Can include cohorts and study groups whoCan include cohorts and study groups whoCan include cohorts and study groups whoCan include cohorts and study groups who
connect virtuallyconnect virtuallyconnect virtuallyconnect virtually
12. How do we use MOOCs?How do we use MOOCs?How do we use MOOCs?How do we use MOOCs?
– Starting point 1 - have a learning needStarting point 1 - have a learning needStarting point 1 - have a learning needStarting point 1 - have a learning need
• search the providers' databasessearch the providers' databasessearch the providers' databasessearch the providers' databases
• use internet search enginesuse internet search enginesuse internet search enginesuse internet search engines
• search the social websearch the social websearch the social websearch the social web
– find MOOC users/communities and talk to themfind MOOC users/communities and talk to themfind MOOC users/communities and talk to themfind MOOC users/communities and talk to them
– Starting point 2 - be stimulated by availabilityStarting point 2 - be stimulated by availabilityStarting point 2 - be stimulated by availabilityStarting point 2 - be stimulated by availability
• search the providers' databases and use searchsearch the providers' databases and use searchsearch the providers' databases and use searchsearch the providers' databases and use search
engines to "browse"engines to "browse"engines to "browse"engines to "browse"
13.
14.
15.
16.
17.
18.
19.
20.
21. Using MOOCsUsing MOOCsUsing MOOCsUsing MOOCs
– Consider them an alternative to expensiveConsider them an alternative to expensiveConsider them an alternative to expensiveConsider them an alternative to expensive
business school residential coursesbusiness school residential coursesbusiness school residential coursesbusiness school residential courses
– Integrate them into (especially)Integrate them into (especially)Integrate them into (especially)Integrate them into (especially)
leadership development programmesleadership development programmesleadership development programmesleadership development programmes
– Allow learners to stress-test their abilitiesAllow learners to stress-test their abilitiesAllow learners to stress-test their abilitiesAllow learners to stress-test their abilities
in a no (or low) cost, flexible mannerin a no (or low) cost, flexible mannerin a no (or low) cost, flexible mannerin a no (or low) cost, flexible manner
– Access to high-end learning otherwiseAccess to high-end learning otherwiseAccess to high-end learning otherwiseAccess to high-end learning otherwise
inaccessibleinaccessibleinaccessibleinaccessible
22. Building your own MOOCBuilding your own MOOCBuilding your own MOOCBuilding your own MOOC
– Start with the learning needStart with the learning needStart with the learning needStart with the learning need
• What will your own MOOC deliver?What will your own MOOC deliver?What will your own MOOC deliver?What will your own MOOC deliver?
– Ask why a MOOC for this need?Ask why a MOOC for this need?Ask why a MOOC for this need?Ask why a MOOC for this need?
• benefits of scale, cost, reach, formatbenefits of scale, cost, reach, formatbenefits of scale, cost, reach, formatbenefits of scale, cost, reach, format
– Decide on a platformDecide on a platformDecide on a platformDecide on a platform
• need for secure but communal accessneed for secure but communal accessneed for secure but communal accessneed for secure but communal access
• a repository for lessons, materials, learnera repository for lessons, materials, learnera repository for lessons, materials, learnera repository for lessons, materials, learner
sharing and tracking progresssharing and tracking progresssharing and tracking progresssharing and tracking progress
23. Building your own MOOCBuilding your own MOOCBuilding your own MOOCBuilding your own MOOC
– Use a team/agile/sprint method forUse a team/agile/sprint method forUse a team/agile/sprint method forUse a team/agile/sprint method for
developmentdevelopmentdevelopmentdevelopment
• quick, iterative, creative, test as you goquick, iterative, creative, test as you goquick, iterative, creative, test as you goquick, iterative, creative, test as you go
– Involve people in design who have MOOCInvolve people in design who have MOOCInvolve people in design who have MOOCInvolve people in design who have MOOC
experience as a learnerexperience as a learnerexperience as a learnerexperience as a learner
– Create a beta MOOC or MOOC StudioCreate a beta MOOC or MOOC StudioCreate a beta MOOC or MOOC StudioCreate a beta MOOC or MOOC Studio
• for project tracking, creating and sharingfor project tracking, creating and sharingfor project tracking, creating and sharingfor project tracking, creating and sharing
24.
25. MOOCs +/-MOOCs +/-MOOCs +/-MOOCs +/-
+ Accessible and largely free+ Accessible and largely free+ Accessible and largely free+ Accessible and largely free
+ Great content from outstanding+ Great content from outstanding+ Great content from outstanding+ Great content from outstanding
professors and academic institutionprofessors and academic institutionprofessors and academic institutionprofessors and academic institution
+ Can dabble and easily alter courses+ Can dabble and easily alter courses+ Can dabble and easily alter courses+ Can dabble and easily alter courses
- Overwhelming choice- Overwhelming choice- Overwhelming choice- Overwhelming choice
- High drop outs (easy come/easy go)- High drop outs (easy come/easy go)- High drop outs (easy come/easy go)- High drop outs (easy come/easy go)
- Some doubt credibility- Some doubt credibility- Some doubt credibility- Some doubt credibility
26. In summaryIn summaryIn summaryIn summary
– MOOCsMOOCsMOOCsMOOCs
• disrupting and democratising educationdisrupting and democratising educationdisrupting and democratising educationdisrupting and democratising education
• not a replacement for degree studys anot a replacement for degree studys anot a replacement for degree studys anot a replacement for degree studys a
supplementsupplementsupplementsupplement
• good way to deploy high quality learninggood way to deploy high quality learninggood way to deploy high quality learninggood way to deploy high quality learning
content in corporate developmentcontent in corporate developmentcontent in corporate developmentcontent in corporate development
• you can create your own MOOC...you can create your own MOOC...you can create your own MOOC...you can create your own MOOC...