First pass analysis of the results of the market research survey conducted as part of the OCTEL project -- Open Course in Technology Enhanced Learning -- http://octel.alt.ac.uk
Education and New Technologies - a Proposal from AUGE to the WorldManuel Castro
New professional student modular activities from CRECe New Technologies in Education area from AUGE / OCU collaborative work with UNED presented at the Edunine 2017 conference in Santos, Brazil
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
How are MOOCs Disrupting the Educational Landscape? Hugh Davis
Massive Open Online Courses (MOOCs) are the latest disruption to traditional educational patterns. Instead of asking students to pay for the courses Universities are giving them away free. This implies that Universities are changing business models and some critics suggest that these new business models will be the death of traditional Universities. Furthermore, educational experts are criticising MOOCs for limited pedagogy and enormous drop-out rates. Many commentators suggest that MOOCs are now passing the peak of inflated expectations on the new technologies hype cycle, and will soon be history. This talk takes a more optimistic middle path, suggesting that Universities that are agile can go with the flow of the disruption (or avalanche?) to the educational benefit of their students, both on campus and at distance. MOOCs are encouraging teachers to take a fresh look at the benefits of blended learning activities, social learning and peer support. At the same time University administrations are revising their financial models for supporting learning and curriculum development. This talk will look at some of the latest trends in the way MOOCs are starting to change educational practice. The educational landscape is being disrupted, but maybe for the better.
The project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Dutch Ministry of OC&W in order to promote online education.
Until 31.12.2016 this project will develop multipurpose online content and create flexible learning paths in Responsible Innovation (RI) for different target groups:
- Our on-campus engineering students.
- Professionals (engineers/designers/architects and decision makers/executives).
This presentation gives an update on the progress so far.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Education and New Technologies - a Proposal from AUGE to the WorldManuel Castro
New professional student modular activities from CRECe New Technologies in Education area from AUGE / OCU collaborative work with UNED presented at the Edunine 2017 conference in Santos, Brazil
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
How are MOOCs Disrupting the Educational Landscape? Hugh Davis
Massive Open Online Courses (MOOCs) are the latest disruption to traditional educational patterns. Instead of asking students to pay for the courses Universities are giving them away free. This implies that Universities are changing business models and some critics suggest that these new business models will be the death of traditional Universities. Furthermore, educational experts are criticising MOOCs for limited pedagogy and enormous drop-out rates. Many commentators suggest that MOOCs are now passing the peak of inflated expectations on the new technologies hype cycle, and will soon be history. This talk takes a more optimistic middle path, suggesting that Universities that are agile can go with the flow of the disruption (or avalanche?) to the educational benefit of their students, both on campus and at distance. MOOCs are encouraging teachers to take a fresh look at the benefits of blended learning activities, social learning and peer support. At the same time University administrations are revising their financial models for supporting learning and curriculum development. This talk will look at some of the latest trends in the way MOOCs are starting to change educational practice. The educational landscape is being disrupted, but maybe for the better.
The project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Dutch Ministry of OC&W in order to promote online education.
Until 31.12.2016 this project will develop multipurpose online content and create flexible learning paths in Responsible Innovation (RI) for different target groups:
- Our on-campus engineering students.
- Professionals (engineers/designers/architects and decision makers/executives).
This presentation gives an update on the progress so far.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Business and Sustainability Models in Open Education: Concepts and Examples i...Andreas Meiszner
As will be discussed within this report, OE services are not limited to learner assessment and certification against fees. The possible OE value chain that the unbundling of the traditional formal education package and the institutional detachment of education in theory do withhold is still to be explored.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
Open Education & Open Educational Services (short)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Short version for European Learning Industry Group meeting (Cambrige, 13 – 14 September 2010)
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The CEW is a not-for-profit organization based in Winnipeg, Manitoba that designs and delivers digital learning solutions to support workforce skills development. This presentation will share CEW's experiences in combining traditional learning theory with emerging technologies to develop innovative resources.
Hear more about the journey of designing adaptive and mobile learning solutions, including 3D Virtual Reality environments for training in the trades.
Take Aways for attendees:
An improved understanding of the complexities of blended learning
Greater appreciation of the life cycle of designing and developing learning technologies
Lessons learned
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
Business and Sustainability Models in Open Education: Concepts and Examples i...Andreas Meiszner
As will be discussed within this report, OE services are not limited to learner assessment and certification against fees. The possible OE value chain that the unbundling of the traditional formal education package and the institutional detachment of education in theory do withhold is still to be explored.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
Open Education & Open Educational Services (short)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Short version for European Learning Industry Group meeting (Cambrige, 13 – 14 September 2010)
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The CEW is a not-for-profit organization based in Winnipeg, Manitoba that designs and delivers digital learning solutions to support workforce skills development. This presentation will share CEW's experiences in combining traditional learning theory with emerging technologies to develop innovative resources.
Hear more about the journey of designing adaptive and mobile learning solutions, including 3D Virtual Reality environments for training in the trades.
Take Aways for attendees:
An improved understanding of the complexities of blended learning
Greater appreciation of the life cycle of designing and developing learning technologies
Lessons learned
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This project concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development. This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to open education (policy development, approach /priorities and planning) .
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
he project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Ministry of OC&W in order to promote online education.This presentation gives and update on the progress.
The presentation gives an overview of how the HOTEL (Holistic Approach to Technology Enhanced Learning) project intends to develop and test an Innovation Support Model which will help research projects in TEL/e-learning reach sustainability / commercialisation.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Converting to Open Resource Texts - American Honors Faculty Conference 2016American Honors
By Ann Gerrity, Kilgore College
Instructor - Speech
Co-presenter: Shital Chheda
American Honors Instructional Designer
Visit facultyconference.americanhonors.org
Similar to OCTEL market research survey results (20)
"MOOC on a Shoestring" ODLAA presentation 2013 10-31David Jennings
Presentation to a webinar of the Open Distance Learning Association of Australia. There's an MP4 recording of this presentation and two others at https://sas.elluminate.com/site/external/playback/artifact?psid=2013-10-30.1257.M.DC6A1EF286808F12D18EB8598CC79A.vcr&aid=57170. More details of the ODLAA 2013 webinar series at http://www.odlaa.org/index.php?option=com_content&view=article&id=82&Itemid=109.
Presented at the Be Bettr conference on hacking education, London, 2011-01-14
For the newspaper mentioned at the end of the presentation, see http://goo.gl/PIKpw
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Purpose
✦ Understand the market demand for the OCTEL
course before starting development to enable
resources to be planned
✦ Enable the course to be properly sized and
resourced
3. Background
✦ Announced on 22 October via ALT, HEA, JISC &
closed 7 November
✦ 140 responses of which 136 (97%) were
complete*
✦ 22% had participated in a MOOC before
✦ estimate over ¾ in uk (based on email addresses)
✦ Median time to complete was 4 min 59 sec
* one of these was not submitted via SurveyMethods so does not feature in automatically generated
aggregate charts but it has been considered in the analysis
http://octel.alt.ac.uk
5. What other objectives would you like
the course to address?
✦ Context
✦ Models, theories and history of TEL (mapping the future and learning
from the past)!
✦ Evidencing practice, research methods etc.
✦ Putting information into place in easy to understand format for our
students to get comfortable with technology enhanced learning.
✦ Digital Literacies
✦ Some theory that looks at the complexities of the status and importance
of Digital Literacies for diff groups, i.e. students institution teaching
teams. Also a look at the diversity of technology across diff spaces
http://octel.alt.ac.uk
6. Other objectives: metrics for managing
TEL
✦ Measuring success of TEL
✦ Identify how we can get managers to see the
financial benefit from investing in e-learning
during the current economic climate.
✦ How to carry out evaluation of TEL innovations/
implementation
✦ Methods for effective evaluations of TEL
✦ Fit for purpose methods of evaluating benefits of
new methods
http://octel.alt.ac.uk
7. Other objectives: pedagogy
✦ Key info on latest pedagogical theories
✦ Modes of learning: collaborative, independent, ODL, blended, teaching
practice etc
✦ Understand underpinning learning theories
✦ Principles of Pedagogy in the context of enhanced Learning (TEL), How to
plan, contexualise and implement TEL Innovations
✦ I think the interface between TEL and instructional design is neglected and
needs more emphasis
✦ The issues covered need to keep in mind the practicalities of teaching. The
risk with technology is that it is presented by enthusiasts whose life revolves
around this stuff. Mine does not, but I welcome pointers and guidance for
how I can improve the learner experience using technology strategically.
✦ Use technology to enhance student engagement
http://octel.alt.ac.uk
8. Other objectives: assessment
✦ Appropriate assessment methods and along with
that feedback (timeliness of and effectiveness) —
useful to emphasise the role technology can play
in these areas
✦ Technology for assessment purposes
✦ Benefits of ePortfolios
http://octel.alt.ac.uk
9. Other objectives: platforms
✦ Integration of mobile devices (tablets in particular) in curriculum, lectures
and seminars
✦ Uses and benefits of mobile technologies
✦ Share information on the use of a variety of mobile devices and
applications.
✦ Mobile learning especially tablets.
✦ Awareness of how to combine different technologies so that they work
together to facilitate/support learning.
✦ Use of of various software tools to create e-learning
✦ Managing support for TEL, central, hub and spoke etc
✦ How technological advancement change and keep changing the design and
how to keep pace with it
http://octel.alt.ac.uk
10. Other objectives: troubleshooting
✦ Coping with technical difficulties encountered
using online technologies
✦ Issues around equipment failure and strategies to
deal with it. I would see both these as raising the
awareness rather than an in depth training on
them
✦ Strategies to troubleshoot most common issues
with online learners
http://octel.alt.ac.uk
11. Other objectives: hygiene factors
✦ Appreciation of ethical concerns such as author
rights, use of image, privacy
✦ Guidance on use of materials in an OER sense
✦ Issues around copyright, IPR, DDA, etc
✦ Copyright and intellectual property… many
academics do not exhibit correct understanding of
copyright e.g., the widespread misbelief that using
something for educational purposes automatically
makes it copyright-free or fair use.
http://octel.alt.ac.uk
13. What other topics and areas would
you like the course to cover?
✦ Pedagogy & designing learner experience
✦ Some ideas on theory, research and how to engage with and contribute
to these areas of TEL
✦ Work-based learning, Peer learning, Community support
✦ Designing learning activities to support face to face teaching in blended
delivery
✦ Peer and group work
http://octel.alt.ac.uk
14. Other topics: practical planning and
implementation
✦ I consider myself and advanced practitioner and I’m developing a course
like this myself. I’m interested in an advanced version of this course
demonstrating practice at the top end
✦ Online programme strategy and planning innovative learning design
✦ Maybe how to avoid technology overload for students and course design.
i.e. just because we can, should we? How much is enough?
✦ Again, I don’t want to ‘learn’ about them. I want to jointly create new
understandings in public.
✦ Saving time. Productivity, efficiency in using tools especially the
abominable VLEs. I am in favour of NOT using VLEs. Then what do you
need to measure and how can this be done without incurring huge time
burdens?
http://octel.alt.ac.uk
15. Other topics: broader context &
research
✦ Digital literacy, safeguarding, managing online identities, feedback (not just
assessment)
✦ Digital literacies / net smart aspects
✦ Availability of free resources
✦ Learners as producers e.g. digital video, e-portfolios i.e. technology &
creativity
✦ Using tech to research learning
✦ Providing evidence of the need for tech and evaluating tech-in-use
http://octel.alt.ac.uk
16. Other topics: learner support
✦ Supporting groups in HE other than students — admin,
research communities, short-lived social groups etc —
all still learning!
✦ Technology Enhanced Learning in Smart Classrooms
✦ Bridging the gap between institutional support and the
aims of all the above [topics]
✦ Enabling co-creation of learning. I think Learner Voice
models are more likely to check satisfaction with existing
delivery models. Co-creation is about more collaborative
learning
http://octel.alt.ac.uk
18. Surprise: people prepared to do the
questionnaire are interested in the area
84% would like to be notified when course registration opens
http://octel.alt.ac.uk
20. Other reasons for not taking part
✦ It would be a question of time, reward and outcomes. Even on clear
modules with credit making time to study like this is VERY hard to do.
✦ It depends on timings
✦ It is unlikely I shall be teaching myself, but I am concerned about the likely
needs of those who might be teaching online, following the findings of our
[project name] project
✦ I would only participate to see if there was anything in the way you were
teaching it not directly to learn from the course
✦ Not enough time and I know a reasonable amount. I might be interested in
dipping in, but I don't think it would take more than an hour or so to get the
best bits out of this type of programme.
✦ I have several MOOC I would like to join but do not have time at the
moment
http://octel.alt.ac.uk
22. Other roles
✦ HE teacher by any other name 2
✦ Other teacher (6th form, primary, community) 3
✦ Head of department or manager 3
✦ Learning technologist (various levels) 7
✦ Other paradidactic (consultant, agency, CPD) 7
✦ Other (designer, joker) 3
http://octel.alt.ac.uk
23. Experience of other MOOCs
✦ xMOOCs*
✦ Coursera, Udacity, Google Powersearch, Blackboard Exemplary Course
Design, Curtis Bonk’s Instructional Ideas & Technology Tools
✦ cMOOCs
✦ Siemens/Downes (Change11, LAK12)
✦ Others
✦ Program for Online Teaching certificate, Stanford’sDesigning a New
Learning Environment
* admittedly not the most sophisticated of classifications
http://octel.alt.ac.uk