This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
A presentation exploring the place of Massive Open Online Courses (MOOCs) in a Higher Education context by Laura Czerniewicz and Sukaina Walji from the Centre for Innovation in Learning and Teaching, University of Cape Town. Presented at Stellenbosch University Auxin Seminar.
Intl ACAC Webinar Wednesday Using MOOCs for Counselors & StudentsOACACcom
Massive open online courses (MOOCs) provide free, accessible, expertise to anyone with an internet connection, but how can MOOCs really help you and your students? This webinar for secondary school counselors will detail practical ways in which you can use MOOCs to enhance your counseling program and how your students can use MOOCs to their benefit. You will hear from secondary school counselors about how they are currently using MOOCs at their schools, as well as a representative from Coursera, one of the major MOOC providers, who will share information about trends and platform updates relevant to secondary schools. The webinar will also briefly explore how MOOCs in the application are being viewed by admission offices. In the end, you will have practical examples of ways to use the free resources that MOOCs present.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
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.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
Conferencia a cargo de Ben Sowter, jefe de la Unidad de Investigación de QS.
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...University of Waterloo
2012 has been described at "The Year of the MOOC." This presentation describes where MOOCs came from and why they have drawn hundreds of media stories and commentaries and controversies and, more importantly, millions of investor dollars and claims that MOOCs represent "the future of education." Larger issues are at play—beyond high enrollment numbers in online classes—issues related to technological promise and education, views of students as consumers and of teachers as service providers, the rising price of tuition and shrinking public support of education, all embedded in a culture of entitlement challenged by unprecedented economic austerity. MOOCs, therefore, are as interesting for what they teach us about where we are technologically as they are for what they tell us about the value of education in our democratic society.
The Present and Future of Alternative Digital CredentialsGary Matkin
Presentation begins with a review of the ICDE report on “The Present and Future of ADCs.” The presentation also will provide an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
Career Services for New Generations of UCI Students and EmployersGary Matkin
Presentation describes the importance of the 60-Year Curriculum and the issuance of Alternative Digital Credentials as students move toward graduation to enter the world of work.
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
This presentation reviews the ICDE report on “The Present and Future of ADCs.” It also provides an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
We start with a list of recommendations that reveal the overarching purpose of the report, which encourages and provides guidance to ICDE member institutions who are considering, or have already adopted, ADCs.
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
Presented at the UPCEA 2019 Annual Conference.
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
This seminar series is intended to explore new technology and trends in continuing education.
It is consistent with our 2016 strategic priorities (see document).The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development.This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. Making Sense of Free, Massive
Education: Disruptive, Natural
Evolution, Savior
GARY W. MATKIN, PH.D., DEAN
CONTINUING EDUCATION, DISTANCE LEARNING AND SUMMER SESSION
UNIVERSITY OF CALIFORNIA, IRVINE
ONLINE EDUCA BERLIN
PART OF “MOOCS EXAMINED” PANEL
NOVEMBER 29, 2012
2. FOR MORE INFORMATION
slideshare.net/garymatkin/oeb2012
To contact Gary Matkin, email
kstam@uci.edu or call (949) 824 -5525
3. Summary of Converging Themes
The growing supply of OCW and OER
The world-wide drive to lower the cost of
higher education while maintaining quality
4. Summary of Emerging Themes
Improving teaching and learning through
online delivery
Concentration on competency-based
assessments
The rise of “adaptive learning”
The creation of viable and sustained
learning communities
5. By 2025, 98 million graduates of
secondary education WILL NOT be
able to attend college
6. Imagine a World in Which
everyone
could learn
anything
anywhere
anytime
for
free
7. The Growth and Development of
Open Education Channels
1. Early Repositories 3. Utilities
Merlot YouTube
Connexions iTunes
Subject-matter based 4. Open Textbooks
2. OpenCourseWare
MIT
OCWC
UCI
8. The Growth and Development of
Open Education Channels
Open Repositories
Merlot: 38,000 learning objects
Connexions: 17,000 learning objects, 2 million visits per
month
OpenCourseWare
MIT: 2,100 courses, 1 million visits per month
OCW Consortium: 25,000 courses, 250 + institutional
members
UC Irvine OCW: 90 courses, 300 video lectures, 1,700
learning objects
9. The Growth and Development of
Open Education Channels
Utilities
YouTube EDU: 700,000 video lectures
iTunes U: 500,000 video lectures
Open Text Books
11. March 2011 Stanford’s Sebastian Thrun attends Ted talk by Salmon
Kahn
July 2011 Thrun and Norwig announce the Stanford AI course
October 2011 New York Times front page article on the AI course
enrollments
December Udacity and MITx launched
2011
January 2012 Kohler and Ng of Stanford launch Coursera with $16
million in VC funds
May 2012 MIT and Harvard announce edX with $60 million in start up
funding
July 2012 Coursera has 16 universities and 100 courses
August 2012 Coursera hits 1 million students
September Coursera expands to 33 institutions offering 200 courses
2012
November Coursera announces its partnership with ACE
2012
14. Coursera was launched on April 18, 2012
Coursera has raised over $16 million in funding
33 University Partners, 1.7 million followers,
200 courses
No solid business plan developed
Uses cohort model
Wants to present the “world‟s best courses”
Admits only elite universities: “top 50”
15. Coursera Partners
Stanford University University of Maryland, College Park
University of Michigan University of Melbourne
University of Pennsylvania University of Pittsburgh
Princeton University Vanderbilt University
Berklee College of Music Wesleyan University
California Institute of Technology
Brown University
Duke University
Columbia University
École Polytechnique Fédérale de
Emory University
Lausanne
Hebrew University of Jerusalem
Georgia Institute of Technology
The Hong Kong University of Johns Hopkins University
Science and Technology
Rice University
Mount Sinai School of Medicine University of California, San Francisco
Ohio State University University of Edinburgh
The University of British University of Illinois at Urbana-
Columbia Champaign
University of California, Irvine University of Toronto
University of Florida University of Virginia
University of London University of Washington
International Programmes
16. How Does Coursera Plan to Make
Money in the Future?
Certifications
Offering "Secure Assessments”
Employee Recruiting
Employee or University Screening
Tutoring or Manual Grading
Corporate/University Enterprise Model
Sponsorships
Selling Courses to Community Colleges
Charging Tuition
17. The Unstated Monetization Models
Advertising
Selling student data/personal information
Selling ancillary materials
18. UCI’s Coursera Student Survey Data
UCI‟s report is based on 11,194 survey
responses received during the period
9/19/12 – 10/5/12
During this same period, nearly 34,000
enrollments were generated across 7 courses
Indications:
Nearly 6 in 10 students registering for UCI
classes on Coursera are from outside the
United States
19. I selected this course because it was
developed by the University of…
I'm curious about what it's like to
take an online course
This class relates to my current
employment or career
I want to earn a credential to add to
Slightly more than 1/2 of students
my resume/CV
state they selected their classes
This subject is relevant to my
because they expect it to be
academic field of study
This enjoyable; nearly the same number
class relates to my future career
plans
also state the course they selected
I think this course will be fun and
relates to their current or future
enjoyable
career plans
0% 20% 40% 60%
20. Launched April 2o12
800,000 students in 16 Open Courses
Not a cohort model, Start Class at any Time, Self-Paced
Courses Categorized by
Beginning, Intermediate, Advanced
Upon completing a course, students receive a certificate
of completion indicating their level of
achievement, signed by the instructors, at no cost.
50,000 certificates of completion issued as of October
2012
Not yet institutionally-sponsored
21. The Udacity Model: Plans for
Monetizing
Plans to monetize its “students‟ skills”
Udacity will help with job placement by
selling student leads to recruiters
Final exams are proctored for a fee
Further plans for certification options would
include a "secured online examination" as a
less expensive alternative to the in-person
proctored exams
22. Founded May 2012
Harvard and MIT are founding partners with
$60 million in backing
Currently offers HarvardX, MITx and
BerkeleyX classes online for free
Beginning in Summer 2013, edX will also offer
UTx (University of Texas) classes online for free
The UT System is making a $5 million
investment in the edX platform
More than 150,000 students from over 160
countries registered for Circuits and Electronics
23. More About edX
Certificates of completion will be issued by
edX under the name of the underlying "X
University" from where the course
originated, i.e. HarvardX, MITx or
BerkeleyX
The certificates for courses completed in Fall
2012 will be free
There are plans to charge a modest fee for
certificates in the future
24. Coursera and ACE
Coursera‟s Partnership with ACE will allow the
evaluation/assessment of learning and credit
recommendations for about five of its courses
Learners can receive an ACE transcript
These credits can, at the discretion of the accepting
institution, be accepted toward a degree
Over 2,000 of the nation‟s some 4,600 colleges and
universities already accept ACE-generated credits
For the first time, a nationally recognized academic
credit “bank” is available to students of OCW
25. Predictions About Effects of MOOCs on
Higher Education: The MACRO Level
MOOCs will:
1. Help higher education institutions, especially
the elite institutions, embrace online education
in all its forms, including in classroom-based
instruction
2. Rapidly advance the creation and use of open
educational resources (OER)
3. Increase the use of transfer credits in the
achieving of degrees
4. Help lower the cost of higher education
26. Predictions About Effects of MOOCs on
Higher Education: The MACRO Level
MOOCs will:
5. Be an important factor in the use of new
instructional technology by all institutions to
improve teaching and learning
6. Promote peer to peer interactions and the learning
associated with them and speed the development of
viable online learning communities
7. Speed the value, legitimacy, and use of degree-
alternative certifications in both personal and
employment-related learning projects
8. Promote the use of competency-based assessments
for degree and non-degree education
27. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
1. Continue to proliferate as will the “channels” and
the number of institutions engaged in them, to
become a permanent feature of the higher
education landscape
2. Content will be the most significant driver of
MOOC enrollments (what do I want to know?)
3. Elite universities will engage in MOOCs for
reputational and revenue generating reasons
4. Second and third tier institutions will engage in
MOOCs to reduce costs and improve quality
28. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
5. The average enrollment size of MOOCs will decline
as MOOCs proliferate
6. MOOC channels, and institutional contributors will
specialize along subject matter lines
7. All LMS technologies will incorporate functions
and utilities to serve MOOCs
8. MOOC technology, channels, and institutions will
continue to add service features for the
learner, some of which will be free and some of
which will require the payment of a fee
29. Predictions About Effects of MOOCs on
Higher Education: The MICRO Level
MOOCs will:
9. The „monetization” strategies of MOOC channels
will soon become obvious and will feature learning
assessment, advertising, data selling, and
associated services (tutoring, the sale of
supplemental learning materials, the tying of
learning assessments to degrees and employment
opportunities)
10. Universities will receive enough revenue to cause
them to continue to supply content
11. All universities will become more flexible in
accepting non-traditional learning assessments for
transfer credit
30. Elements for Successfully Implementing
Online and Open Education on Your Campus
Flexible staff willing to make changes
An inventory/history of open content
Technical infrastructure
People and skill sets
Institutional credibility
Administrative structure
Money to invest
OER and OCW National and International contacts
Technical capacity
Responsible resource allocation planning
32. The Institutional Case for OCW
Serve current students (supports teaching and learning)
Attract new students
Support faculty in both course authoring and delivery
Facilitate accountability and aid continuous improvement
Advance institutional recognition and reputation
Support the public service role of institutions
Disseminate the results of research and thereby attract research
funding
Serve as a repository for a wide range of digital assets
Serve learning communities of all types
Enhance international service and reputation
Serves as a mechanism for fundraising
Serves as the basis for revenue generation (MOOCs)
Editor's Notes
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
To download presentation, visit SlideShare at slideshare.net/garymatkin/oeb2012
The recent wide-scale publicity surrounding MOOCs emphasizes the power of two themes in higher education that are converging in the U.S. and around the world—the growing stock of OCW and OER and the drive to reduce the cost of high quality degree-based education.
These converging themes of increasing open education and the drive for low cost degrees have created some other themes that are now emerging and becoming more clear in their substance and their impact. First, the technology associated with online and Internet-based teaching and learning is developing at a rapid rate and gives promise of dramatically improving teaching and learning. An increase in pedagogic efficiency, particularly as it is expressed in providing students with more control over their learning environments, leads to a focus on how learning is assessed and how those assessments verify the achievement of specific competencies in students. Key to increased learner control is the notion of “adaptive learning” wherein student learning is assessed, diagnosed, and then customized for the individual student allowing the student to master the material at his/her own pace and in a variety of learning modes. As the store of open materials grow, the quality of this material increases, and faculty and institutions that recognize that quality will benefit from it as they incorporate it, at a low cost, into their own programs. Finally, the kind of student-to-instructor and student-to-student interaction available in classroom based education will find an analog in online education, with formal and informal learning communities created and sustained by mutual interest and common educational goals.
UNESCO and the OECD project that by 2025 almost one billion people who could benefit from higher education will not be able to with the current system of higher education.
It is this crisis that inspires the vision of those of us in the OCW and OER movements and now is spreading to policy makers, governments, NGOs, foundations, and the general public.
The growing supply of OER has created a mass with a gravitational pull—this huge asset cannot be ignored any longer. It is too big and has so many high quality learning pathways available for free that traditional higher education institutions have to take notice and begin to use it to reduce the cost of higher education.
OER and OCW have been growing rapidly since the 1990s beginning with the creation of several open “learning object” repositories. The movement was spurred in 2001 by MIT with its goal to create an open version of all of its courses. MIT led other institutions into the movement and initiated the creation of the OpenCourseWare Consortium. Soon after, open “utilities” such as YouTube and iTunesU offered easy paths to the expression of open education through video capture and other new technology. And, again in a drive to reduce the cost of education, the open textbook movement was created.
OER and OCW have been growing rapidly since the 1990s beginning with the creation of several open “learning object” repositories. The movement was spurred in 2001 by MIT with its goal to create an open version of all of its courses. MIT led other institutions into the movement and initiated the creation of the OpenCourseWare Consortium. Soon after, open “utilities” such as YouTube and iTunesU offered easy paths to the expression of open education through video capture and other new technology. And, again in a drive to reduce the cost of education, the open textbook movement was created.
The rise of MOOCs has been astoundingly rapid and influential.
MOOCs was started with Stanford in July 2011. Within one year, many of the top universities in the country and theworld were offering MOOCs through one or more start-up entities, and millions of students had signed up for the free courses.
A Stanford course in AI offered by two Stanford professors started things. These courses caught the attention of venture capitalists hoping to find another Facebook.
Venture capital seeded a number of start-ups with Coursera, Udacity and edX among the leaders.
Coursera is a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. Coursera envisions a future where the top universities are educating not only thousands of students, but millions. Its technology enables professors to teach tens or hundreds of thousands of students.
By mid September 2012, Coursera had agreements with 33 top universities from around the world, including 7 universities outside of the U.S.
The possible “monetization” schemes as listed in the Coursera contract with its university partners are listed here. Of these nine possibilities only the first two are in immediate prospect.
Not listed in the Coursera contract but clearly under consideration and in prospect are these possible ways of making money.
An early indication about why students are taking Coursera courses came from a survey of the first UCI sign ups. UCI’s 7 Coursera courses produced about 11,000 survey results.
Slightly more than 1/2 of students state they selected their classes because they expect it to be enjoyable; nearly the same number also state the course they selected relates to their current or future career plans.
Udacity believes that university-level education can be both high quality and low cost. Using the economics of the Internet, we've connected some of the greatest teachers to hundreds of thousands of students in almost every country on Earth. Udacity was founded by three roboticists who believed much of the educational value of their university classes could be offered online for very low cost. A few weeks later, over 160,000 students in more than 190 countries enrolled in our first class, "Introduction to Artificial Intelligence." The class was twice profiled by the New York Times and also by other news media.
Like Coursera, Udacity sees certification as a path to “monetization.”
EdX is a not-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology that features learning designed specifically for interactive study via the web. Based on a long history of collaboration and their shared educational missions, the founders are creating a new online-learning experience with online courses that reflect their disciplinary breadth. Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning–both on-campus and worldwide. Anant Agarwal, former Director of MIT's Computer Science and Artificial Intelligence Laboratory, serves as the first president of edX. EdX's goals combine the desire to reach out to students of all ages, means, and nations, and to deliver these teachings from a faculty who reflect the diversity of its audience. EdX is based in Cambridge, Massachusetts and is governed by MIT and Harvard.Unlike the other start-up entities, edX has a plan by which the participating partners will offer learning assessments and the recognition of learning achievements with certificates from MITX, StanfordX, HarvardX and so on. The linking of these high level “brands” with learning assessments of a non-traditional kind is a major step toward the linking of open education with degree credit.
The linking of open education with transcripted academic credit took a major leap forward with the November 19, 2012 Coursera/ACEannouncementthat ACE was considering supplying learning assessments (tests) for students who had taken a free Coursera course and wanted degree credit for learning achievement. For the first time a national academic credit “bank” would accept credits toward degrees which could be accepted by any institution in the U.S. (and overseas).
To be successful in this rapidly changing environment, higher education institutions have to create the institutional will and the resources needed to be responsible contributors to open education and the lowering of the cost of education. Here is a list of the elements comprising institutional will.
To download presentation, please visit SlideShare at http://www.slideshare.net/garymaktin/oeb2012
MOOCs have added one more institutional benefit for producing high quality OCW, but the benefits of openness have been evident for many years. These benefits form an imperative in which all major universities must both produce and use OCW and OER to remain competitive.