2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Presentation of Anka Mulder at the OCWC Symposium on Open Education in Florianopolis, Brazil about the global trends in Open Education. Date: 30 October 2012
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations. OPEN uNIVERSITY
Kuidas siduda õppetööd ja hariduslikke disainiuuringuid?Hans Põldoja
This document summarizes Hans Põldoja's lecture on connecting learning activities and educational design research. Some key points:
- Põldoja discusses using learner-centered methods and openness as principles for connecting learning and research.
- He presents examples of blog-based online courses and their format, which includes a course blog, student personal blogs, and the use of Web 2.0 tools. Assignments are posted on the course blog and student homework on their personal blogs.
- Benefits of using blogs in learning include improving student self-expression, supporting peer collaboration, providing feedback opportunities, and motivating students. Challenges include fragmented discussions across blogs and a lack of management tools
The document provides policy guidelines for mobile learning from the United Nations Educational, Scientific and Cultural Organization (UNESCO). It defines mobile learning as using mobile technologies like mobile phones and tablets to access information for education. It outlines the unique benefits of mobile learning, such as expanding access to education, facilitating personalized learning, and enabling learning anywhere anytime. The guidelines provide 10 policy recommendations for countries to leverage mobile technologies and advance progress towards Education for All, including creating policies for mobile learning, training teachers, ensuring access and connectivity, and promoting safe and responsible use of mobile devices.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Presentation of Anka Mulder at the OCWC Symposium on Open Education in Florianopolis, Brazil about the global trends in Open Education. Date: 30 October 2012
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations. OPEN uNIVERSITY
Kuidas siduda õppetööd ja hariduslikke disainiuuringuid?Hans Põldoja
This document summarizes Hans Põldoja's lecture on connecting learning activities and educational design research. Some key points:
- Põldoja discusses using learner-centered methods and openness as principles for connecting learning and research.
- He presents examples of blog-based online courses and their format, which includes a course blog, student personal blogs, and the use of Web 2.0 tools. Assignments are posted on the course blog and student homework on their personal blogs.
- Benefits of using blogs in learning include improving student self-expression, supporting peer collaboration, providing feedback opportunities, and motivating students. Challenges include fragmented discussions across blogs and a lack of management tools
The document provides policy guidelines for mobile learning from the United Nations Educational, Scientific and Cultural Organization (UNESCO). It defines mobile learning as using mobile technologies like mobile phones and tablets to access information for education. It outlines the unique benefits of mobile learning, such as expanding access to education, facilitating personalized learning, and enabling learning anywhere anytime. The guidelines provide 10 policy recommendations for countries to leverage mobile technologies and advance progress towards Education for All, including creating policies for mobile learning, training teachers, ensuring access and connectivity, and promoting safe and responsible use of mobile devices.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
The document discusses the open educational resources (OER) movement and open courseware (OCW) initiatives. It describes how OCW began with MIT seeking to share educational materials online to advance knowledge worldwide. As other institutions realized the benefits of open sharing, the OCW movement grew globally. The OCW Consortium now includes around 100 institutions that have shared over 8,600 courses to support formal and informal learning worldwide.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
“For most of the 20th century, lectures provided an efficient way to transfer knowledge, but in an era with a perfect video-delivery platform — one that serves up billions of YouTube views and millions of TED (technology, entertainment, design) Talks — why would anyone waste precious class time on a lecture?,” write Associate Medical School dean, Charles Prober and business professor, Chip Heath, in The New England Journal of Medicine.
Open Educational Resources (OER) have the potential to become a major provider of education according to the presentation. Governments and universities need to take action to promote OER by developing optimal policy frameworks, implementing OER strategies, and conducting research on OER effectiveness and quality. While OER offer benefits like increased access, cost savings, and innovation, challenges remain regarding issues like language, connectivity, copyright, and sustainability. Massive open online courses (MOOCs) have further accelerated discussion around open education.
A brief review of critical approaches to Open EducationSara Mörtsell
This is a brief review of a special issue of Learning, Media and Technology on Critical approaches to Open Education from 2015.
Presented at https://www.nera2019.com/
This document provides a summary of the key points discussed during the author's attachment at the Commonwealth of Learning (COL). It outlines COL's focus on open educational resources (OER) and distance learning. It also describes several areas COL is working on, including technology-enabled learning, education accessibility, teacher education, and supporting the Pacific Centre for Open and Flexible Learning for Development. The methodology involved conversations with COL education specialists covering topics like OER, their importance in the Pacific, and the value of collaboration. The outcomes emphasized establishing an OER unit in the author's country with clear objectives and defined roles for limited staff.
E107 Open Education Practice and Potential: Session 2Brandon Muramatsu
This document provides an overview of the EDUC E-107 Spring 2011 course. It includes logistics, expectations for student participation and collaboration, and a schedule of upcoming topics and guest speakers. Students introduced themselves and shared their interests in open education. Upcoming discussions will focus on the history of open education and defining its key aspects. The document outlines Assignment 2 which asks students to define open education and discuss characteristics of 21st century learning.
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
1. The document discusses openness as an alternative model to disruption in higher education. It argues that open practice is not about disrupting higher education, but providing an alternative cooperative model.
2. It outlines Martin Weller's personal journey with open education, tracing the evolution of open universities, online learning, open educational resources, open educational practices, MOOCs, and more.
3. Open education is presented as a model that emphasizes cooperation, focuses on problems, is learner-centric, supports educators, and promotes social justice - providing a better fit for education than the disruptive narrative.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Research Cases about Open Educational Practices – Open Educational Resources ...Elena Maria Mallmann
This document summarizes research about open educational practices at Universidade Aberta in Portugal and Universidade Federal de Santa Maria in Brazil. It describes the educational contexts and numbers of students in both countries. It then outlines three strategies used in the research: 1) Participating in a MOOC to understand how they work, 2) Creating open educational resources for a course, and 3) Developing open resources for teacher training. Examples of the open resources created are provided, such as a wiki about multitasking that was revised and expanded by students.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
Harmonising Universitas Terbuka’s OER Platform: Increasing Access and Sharing Capability
Daryono, Prasetyo Dimas
#oersymposium2014 S3K Cheryl Hodgkinson Williams Pat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Keynote: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams
The document discusses the open educational resources (OER) movement and open courseware (OCW) initiatives. It describes how OCW began with MIT seeking to share educational materials online to advance knowledge worldwide. As other institutions realized the benefits of open sharing, the OCW movement grew globally. The OCW Consortium now includes around 100 institutions that have shared over 8,600 courses to support formal and informal learning worldwide.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
“For most of the 20th century, lectures provided an efficient way to transfer knowledge, but in an era with a perfect video-delivery platform — one that serves up billions of YouTube views and millions of TED (technology, entertainment, design) Talks — why would anyone waste precious class time on a lecture?,” write Associate Medical School dean, Charles Prober and business professor, Chip Heath, in The New England Journal of Medicine.
Open Educational Resources (OER) have the potential to become a major provider of education according to the presentation. Governments and universities need to take action to promote OER by developing optimal policy frameworks, implementing OER strategies, and conducting research on OER effectiveness and quality. While OER offer benefits like increased access, cost savings, and innovation, challenges remain regarding issues like language, connectivity, copyright, and sustainability. Massive open online courses (MOOCs) have further accelerated discussion around open education.
A brief review of critical approaches to Open EducationSara Mörtsell
This is a brief review of a special issue of Learning, Media and Technology on Critical approaches to Open Education from 2015.
Presented at https://www.nera2019.com/
This document provides a summary of the key points discussed during the author's attachment at the Commonwealth of Learning (COL). It outlines COL's focus on open educational resources (OER) and distance learning. It also describes several areas COL is working on, including technology-enabled learning, education accessibility, teacher education, and supporting the Pacific Centre for Open and Flexible Learning for Development. The methodology involved conversations with COL education specialists covering topics like OER, their importance in the Pacific, and the value of collaboration. The outcomes emphasized establishing an OER unit in the author's country with clear objectives and defined roles for limited staff.
E107 Open Education Practice and Potential: Session 2Brandon Muramatsu
This document provides an overview of the EDUC E-107 Spring 2011 course. It includes logistics, expectations for student participation and collaboration, and a schedule of upcoming topics and guest speakers. Students introduced themselves and shared their interests in open education. Upcoming discussions will focus on the history of open education and defining its key aspects. The document outlines Assignment 2 which asks students to define open education and discuss characteristics of 21st century learning.
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
1. The document discusses openness as an alternative model to disruption in higher education. It argues that open practice is not about disrupting higher education, but providing an alternative cooperative model.
2. It outlines Martin Weller's personal journey with open education, tracing the evolution of open universities, online learning, open educational resources, open educational practices, MOOCs, and more.
3. Open education is presented as a model that emphasizes cooperation, focuses on problems, is learner-centric, supports educators, and promotes social justice - providing a better fit for education than the disruptive narrative.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Research Cases about Open Educational Practices – Open Educational Resources ...Elena Maria Mallmann
This document summarizes research about open educational practices at Universidade Aberta in Portugal and Universidade Federal de Santa Maria in Brazil. It describes the educational contexts and numbers of students in both countries. It then outlines three strategies used in the research: 1) Participating in a MOOC to understand how they work, 2) Creating open educational resources for a course, and 3) Developing open resources for teacher training. Examples of the open resources created are provided, such as a wiki about multitasking that was revised and expanded by students.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
Harmonising Universitas Terbuka’s OER Platform: Increasing Access and Sharing Capability
Daryono, Prasetyo Dimas
#oersymposium2014 S3K Cheryl Hodgkinson Williams Pat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Keynote: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams
The document summarizes the difficulties facing Malaysians due to rising costs of living and inflation. It argues that the Malaysian government has failed to protect citizens and cut essential subsidies, instead prioritizing saving itself. While many Malaysians struggle financially, the government wastes money on luxuries. The document urges Malaysians to vote wisely in the next election to change a government that has mismanaged the economy for 20 years.
This document discusses experiences with developing and delivering open educational resource (OER)-based courses and massive open online courses (MOOCs) at Wawasan Open University. It outlines the process of developing OER course materials, delivering the courses, revising materials based on feedback, and designing OER-based MOOCs. Recommendations are provided to increase openness of OER through greater reuse, revision, remixing and redistribution of materials.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Keynote: Institutional Frameworks for Quality Assurance of OER
Prof. V.S. Prasad
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
OUJ MOOC Platform: A Case Study of Japanese MOOC Platform
Tsuneo Yamada
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 2: Impact
How Do Hong Kong Teachers Like to Use Open Textbooks?
Kin Sun Yuen, Kam Cheong Li
Case studies on OER based e-learning-CEMCA, 2014Pat Toh
This document provides a summary of a case study on the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. The Open University of Sri Lanka established its Faculty of Education in 2003 to offer professional development programs for teachers and educators. This case study focuses on how the faculty built capacity among its academic staff to incorporate OER into its Master of Arts in Teacher Education program, specifically a course called "Teacher Educator as an Educational Technologist".
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
OER Movement: Quality Concern and Challenges
Manas Ranjan Panigrahi
This document discusses different types of personal documentation such as logs, diaries, and journals. It provides details on what each type entails:
- Logs focus on factual information and are used to record objective occurrences and data. Diaries are more personal and interpretive, including one's thoughts and feelings about events.
- Journals can include elements of both logs and diaries by combining objective and subjective dimensions. Journal writers engage in dialogue to analyze experiences from multiple perspectives over time.
- Keeping a journal regularly through reflective writing can provide benefits like increased self-awareness, understanding of one's behaviors and roles, and a holistic view of experiences and circumstances over time. It facilitates reflection on life events and
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
OER in Non-English-speaking Countries: Challenges and Opportunities
Knyazeva Svetlana, Tumanov Alexander
This document discusses introducing information and communication technology (ICT) into an open and distance learning program at the University of Mumbai. It outlines a pilot study from 2011-2012 where ICT was offered as an optional course for a Master of Arts in Education program. Over 200 students opted to take the ICT course. The paper proposes using peer tutoring and learning designs like discovery, ideation, experimentation, and evaluation to teach ICT skills through a case study approach. The goal is to help teachers gain practical ICT knowledge since the subject is now compulsory in Indian schools.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Creating OER for Teacher Education
Sook Jhee Yoon, Kean Wah Lee
Asia is transforming rapidly into a middle-income region with a knowledge-based economy. This presents both challenges and opportunities for collaboration in education development and open educational resources (OER). Key challenges include widening inequality, demographic trends like population aging, and the need to improve skills and lifelong learning. However, Asia also has advantages like a history with open and distance education and leading cross-border collaboration. There are opportunities to shift the focus of OER from content development to utilization, and for collaboration at different levels and sectors depending on dynamics. The evolving political economy of education in Asia transforming Asia could also present opportunities for expanded OER collaboration.
#oersymposium2014 S4 P1 Sanjay Jasola and Ramesh C SharmaPat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
OER: Disruptive Innovative Solution to the Challenges of Education
M M Pant, Madhulika Kaushik, Sanjay Jasola, Ramesh C Sharma
For Research methodology Module 3
Title: Primary and Secondary Sources
Learning Objective: Students will be able to distinguish between primary and secondary sources and will be able to use them appropriately in their research.
Creator: Jen Klaudinyi
Date of Creation: 08/09
Last Updated: 09/09
Target Audience: Early undergraduate students
Copyright: cc-by-nc-sa
Keywords: primary, secondary, sources, information literacy, tutorial, captivate
This study aims to examine students' use of open educational resources (OER) via learning management systems and identify the factors that influence their behavioral intention to use OER. It will employ the Unified Theory of Acceptance and Use of Technology (UTAUT) model to measure how performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and habit impact students' behavioral intention and actual use of OER. The research will involve surveying undergraduate students at University of Malaya about their OER usage via the university's learning management system.
Redefining Literacy in the Emerging Digital SocietyPat Toh
The document discusses the increasing role of digital technologies and online media in India. It notes that India ranked 83rd in networked readiness in 2014. Several graphics show statistics on India's growing internet and mobile phone usage. The rapid growth of available information online is discussed, including the impact of big data and learning analytics. The document also outlines seven major communications revolutions, including the printing press, radio, television, computers, internet, and mobile phones. It emphasizes that digital literacy skills are changing to adapt to new forms of online communication and conversation.
The document discusses open educational resources (OER) and massive open online courses (MOOCs). It defines OER as educational materials that can be freely used and adapted, including resources like textbooks, videos, and simulations. Benefits of OER include universal access to learning and cost savings for students. Issues include quality control and copyright/licensing. MOOCs are free online courses available to unlimited participants worldwide. They have increased access to education but have low completion rates and lack interaction. The document explores these topics through definitions, examples, advantages, and challenges.
Presentation at the EDEN 2014 conference. Open learning with an open culture of sharing
-success factors. The theme of the confernce was From Education to Employment and Meaningful Worl with ICT
This presentation discusses new learning paradigms and technologies. It begins by noting that the future is unpredictable and students today may not realize how much their professional lives will change. It then discusses trends like the technological singularity, increasing connectivity through devices and the internet of things, and how information abundance has replaced scarcity. The presentation advocates preparing students for this unknown future by focusing on skills like social skills, creativity, and lifelong learning rather than only transmitting knowledge. It also promotes active, collaborative, and constructionist approaches to learning over passive absorption of knowledge.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Open education and MOOCs: a quick assessment from late 2013Bryan Alexander
Very brief talk on open education and MOOCs, for the
Midwestern Higher Education Compact's 9th Annual Policy Summit:
http://www.mhec.org/events/9th-annual-policy-summit
This document summarizes a collaborative publication project on open education. It includes:
- A hardcover book and free online distribution with 30 chapters by 38 leaders on open education initiatives and their future visions.
- The book explores how to advance teaching and learning through open content, tools and knowledge sharing while addressing challenges like making tacit knowledge visible and useful to others.
- It aims to identify the value of open education, factors to help initiatives grow, and how knowledge can be effectively shared to improve education quality.
This document is Terry Anderson's CV presented as a Wordle tag cloud. It discusses Anderson's views on distance education, including that education must improve quality and appeal while empowering student control. It advocates boundless access to open educational resources, connections, and learning opportunities using technologies like open courses and open access journals. However, it notes opportunities also exist to waste time or harm privacy, and boundaries may be needed to manage information and guide productive use. Overall, the document emphasizes embracing open, online opportunities to improve and reform education through open scholarship and networks.
This document provides an overview of open education and creative commons licenses. It begins by discussing some issues with copyright law, including long duration of copyright and limited reuse options. It then introduces Creative Commons licenses and describes the types of licenses available. The document explains how works can be marked with licenses and provides examples of Creative Commons icons. It also discusses open educational resources and the open education movement. Examples of open educational resources repositories and collections are provided. The document emphasizes that teachers, authors and organizations should share educational materials using open licenses to allow reuse and adaptation. It recommends that governments and institutions prioritize and support open education.
OpenEducation 2030 keynote at EADTU ParisYves Punie
The document discusses potential scenarios for open education in 2030 based on foresight work done by the Institute for Prospective Technological Studies. Four main scenarios for higher education in 2030 are presented based on two key tensions: the learning context (guided vs self-guided) and learning goals (externally set vs learner initiated). The scenarios include the Guided Journey, Guided Discovery, Self-Guided Journey, and Self-Guided Discovery. Each scenario outlines the potential key roles of higher education institutions and differences in where, when, what, and how learning would take place.
E-õppe ja avatud hariduse lahendused Tallinna ÜlikoolisHans Põldoja
The document discusses open educational tools and resources at Tallinn University. It begins by defining open education and how the concept has evolved over time. It then outlines some of the open learning environments used at Tallinn University, including blogs and WordPress sites for course content, YouTube videos, and GitHub for collaborative coding projects. The document also addresses challenges in designing open online courses, such as building community and providing feedback. Overall, it presents Tallinn University's approach to open education and how open learning environments can increase accessibility and collaboration.
OER in and as MOOCs: impact on Educators’ practices in African-developed high...ROER4D
Presentation for OER15, Cardiff, 14 April 2014. OER in and as MOOCs: impact on Educators’ practices in African-developed higher education courses.
This is a ROER4D Impact Study (sub-project 10.3). The impact studies are researching In what ways, and under what circumstances can OER adoption impact upon the increasing demand for accessible, relevant, high-quality, and affordable education in the Global South?
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
This document discusses different types of personal documentation: logs, diaries, and journals. Logs focus on factual information and objective recordings of events. Diaries are more personal and interpretive, focusing on thoughts and feelings about experiences. Journals combine elements of both logs and diaries by objectively documenting experiences while also reflecting on subjective interpretations and allowing for dialogue between objective and subjective views over time. Keeping a research journal documents ideas, evidence, and analytical notes throughout a project to aid in formative and summative analysis.
Professional Development Programme on OER-based e-learningPat Toh
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Concepts and Measurements
Mehwish Waheed, Kiran Kaur
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Quality Assurance Standards for e-ASEM OER Open and Distance Learning
Tae Rim Lee, Insung Jung
This document summarizes the validation of quality assurance criteria for open educational resources (OER) using the TIPS framework. It conducted three waves of surveys with OER experts, groups, and teachers to evaluate 65 criteria. Using content validity ratio analysis, it validated 38 criteria with an overall content validity index over 0.80, indicating the criteria are essential for evaluating OER quality. The validation process and results provide a framework for creating and evaluating high quality OER.
This document discusses heutagogy, standards-based open educational resources (OER), and the Learnival social learning environment. Heutagogy focuses on self-determined learning and learner autonomy. Completion rates for massive open online courses are typically low due to lack of motivation and perseverance from learners. Learnival is presented as a platform to help learners become more autonomous through learning how to read effectively, remember information, and perform well on assessments. It also allows sharing of standards-based OER content through features like Google Hangouts and by displaying ePUB format resources that can be accessed on mobile devices. The focus on heutagogical learning and use of standards helps enhance the open education movement.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Designing a University Fundamental Course as an Open Courseware
Zoraini Wati Abas, Hatim Gazali, Mohammad Rinaldi
This document presents a case study on the shifting conceptions of faculty members at the Open University of Sri Lanka regarding open educational resources (OER) and open educational practices (OEP) after participating in a project to redesign teacher education courses using OER and ICT. Through concept mapping exercises at different stages, the study found that participants developed a deeper understanding of OER/OEP concepts over time as evidenced by their maps becoming more complex. Interviews revealed participants faced challenges with time and skills but benefited from capacity building and new knowledge and skills in searching, evaluating and integrating OER into course design.
The document summarizes a study on readiness for open educational resources (OER) in Hong Kong. It finds that while Hong Kong has well-developed technology infrastructure, tertiary students have limited awareness and experience using OER. Most are only familiar with Wikipedia. There is a lack of instructional and institutional support for OER, hindering the development of students' readiness. Readiness is also inadequate among other education stakeholders like teachers. The study concludes overall OER environment in Hong Kong remains at an early stage of development.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 2: Impact
Keynote: The impact of OER in the education and training sector in India: from content to an inclusive learning ecosystem
Professor M. M. Pant
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
OER in Non-English-speaking Countries: Challenges and Opportunities
Knyazeva Svetlana, Tumanov Alexander
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
STOU Open Educational Resources for Lifelong Learning
Vipa Jaroenpuntaruk
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
#oersymposium2014 S4K Prof. Iiyoshi
1. Toru Iiyoshi, Ph.D.
Director & Professor
Center for the Promotion of Excellence in Higher Education
(CPEHE)
Kyoto University
Spurring Open Educational Innovation for the
Sustainable Advancement of Learning and Teaching
2nd Regional Symposium on Open Educational Resources, Wawasan Open University, Penang, June 26, 2014
1
“The rocket worked perfectly except for landing on the wrong planet.”
-Wernher von Braun
Where do we want to go with innovation?
Biographical Film (1960)
2
2. With the proliferation of open education (including OER),
what do you think will happen to the number of:
1.Students
2.Universities
3.Courses
4.Instructors
Kick-Off Questions
The same educational innovation could lead us to
different futures of higher education...
3
Open Education As Educational Innovation
4
5. 9
From a traditional lecture course to student-centered collaborative learning
TEAL (Technology Enable Active Learning)
The Gallery of Teaching and Learning - KEEP Case Studies: Transferring Knowledge and Experience
10
6. Educational Innovation Is Not Built in A Day!
At M.I.T., Large Lectures Are Going the Way of the Blackboard - NYTimes.com
MIT TechTV – Perspectives of TEAL
MIT TechTV – Perspectives of TEAL
11
MOOC 8.01x = Best Remix of 8.01 + 8.01T
Educational innovation cannot be built in a day!
12
7. A Collaborative Publication Project
How can we advance teaching and learning
by taking full advantage of open
education?
A hardcover book + free online distribution
with Creative Commons
30 chapters by 38 prominent leaders and
visionaries (Foreword by John Seely Brown)
Lessons learned and visions of the future
from: OKI, IMS, CNI, Sakai, Moodle,
ETUDES, iCampus, VUE, Mellon Foundation,
OCW, Connexions, OLI, MERLOT,
OpenLearn, SOFIA, Creative Commons,
LAMS, Hewlett Foundation, CASTL, VKP,
ISSOTL, Open University, Educause,
Carnegie Foundation, and more
Carnegie Foundation s Book on
Open Education (August 2008, MIT Press)http://mitpress.mit.edu
Search: opening up education
13
Identify the educational value proposition and
implications of open education initiatives
Help illuminate the micro and macro factors that would
move these initiatives from their current stage to their
golden state
Explore, as a community of practice and reflection, how
we can effectively share educational innovations,
pedagogical experience, and knowledge to continuously
improve the quality of education
Opening Up Education:
A Collaborative Publication Project
14
9. MIT OpenCourseWare
Provide free, searchable,
access to MIT’s course
materials for educators,
students, and self-learners
around the world.
Over 2,000 courses (including
graduate courses) in 2010
17
These are also great educational
materials for learning EGAP
(English for Academic Purposes)
18
10. OCW-Based Academic English Listening Skills Builder
(By courtesy of Profs. Akira Tajino & Sachi Takahashi @ Kyoto U.)
19
Global OpenCourseWare Consortium
Over 250 universities and projects around the world have already joined OCWC.
20
11. E → O → C: Where Are We?
E-decade: 1990‘s
e-Commerce, e-Business, e-Publishing, e-Learning
Gopher (1991), WWW (1991), Mosaic (1993), XML (1996), WebCT &
Blackboard (1997), etc.
O-decade: 2000’s
Opensource, Open System, Open Standards, Open Access, Open
Education, Open Research, Open Innovation
WEB 2.0, Wikipedia, YouTube, Blogs, OpenCourseWare, iTunes U, etc.
“Liberation Technology” (J. M. Unsworth, 2004)
C-decade: 2010’s
Collaboration, Collectivity, Communities, Commons, Cloud Computing
Social Networking Service (SNS), Twitter, Social Learning, Meta
University, MOOCs
21
Open
Practice
Open
Technology
Open
Content
Open
Knowledge
Open Education: Three Components
+1
22
12. MOOC Wars? Coursera vs. edX
“Battle Royale” by
“Teaching Star” Professors?
A Big Shift Happening?
Organizations (Universities)
Individuals (Professors)
Should OER also include Human Resources? (from yesterday’s discussion)
23
World-Wide Rapid Spread of MOOC (for What?)
24
13. Open Badges
Certificates
25
8 Things You Should Know About MOOCs
1. The overwhelming majority of MOOC students are male
2. MOOCs attract students who already have college
degrees
3. The median age of MOOC participants is 24
4. One-third of MOOC participants are from North America
5. Nearly half of registrants never engage with any of the
content
6. European view the most course content
7. Students with a doctorate viewed more course material
8. Serial students are the most engaged
(J. Newman & S. Oh, 2014)On Chronicle of Higher Education
So What???
26
18. What assessment and evaluation methods need to
be developed and employed to measure various
aspects of creativity meaningfully?
Prof. Uesugi DOES NOT like
multiple-choice questions!
35
36
20. 39
The best student will be considered as a strong
candidate for the MEXT (Ministry of Education)
fellowship.
Top five students will be invited to the Kyoto
University’s campus to experience the campus life
(including participating in Prof. Uesugi’s and other
classes).
Best TA Award will be granted to some select students
who have helped other students voluntarily.
KyotoUx 001: Three Special Rewards for Learners
(Announced at the press conference on Nov. 1, 2013)
40
21. PakistanMalaysia
Vietnam
Yaemen
U.S.A.
Phillipine
Latvia
Peru
England
Nigeria
Serbia
Canada
41
Reflections, Ideas and Thoughts
Ownership of learning
Teaching -> Learning -> Teaching
Peer Instruction vs. Peer Assessment
Reborn technology-enabled teachers/students
Diversity & multiple perspectives (e.g.“criss-crossed
landscape”)
Anatomy of teaching and learning
Learning how to learn to solve new problems
Collective capability vs. individual capability
(prisoner’s dilemma, halo effect?)
42
22. 43
Making MOOCs Reusable with CC
Building upon the OER & OpenCourseWare tradition and assets!
44
24. What is the 21st Century education about?
creativity
cultural awareness
problem solving
innovation
civic engagement
communication
productivity
collaboration
accountability
exploration
initiative
responsibility
leadership
Today, teachers must be
innovators
mentors
entrepreneurs
motivators
illuminators
catalysts
, and learners must be
teachers
researchers
synthesizers
innovators
explorers
?
47
Having Students Create MOOCs
(10:11am, June 26, 2014)
48
25. MOOC Creation for Everybody! (just like )
49
Rise of Massive Student Teaching Online
50
28. (Tim Brown, IDEO)
Multiple
Perspectives &
Communication
Skills
Domain
Expertise
& Skills
Open
Education
55
Seamless Integration of
Working and Learning in
the Openly Networked Society
56
29. Structural change of higher education system:
Pipeline → Network (knowledge & people)
RE-EXAMINING:
the notion of “The University as a physical space”
the entity of “The University as a business organization”
“college/university faculty” as a profession
the roles of “faculty (as teachers) vs. students (as
learners)”
the traditional view of “higher education = degrees”
the traditional view of “society vs. higher education”
Paradigm Shift in Higher Education
How can OER play out innovatively
in this rapidly changing HE landscape?
Data & Learning
Analytics
57
What kind of mechanisms do we need to devise to harvest,
accumulate, and distribute locally created educational
assets, pedagogical innovations, and wisdom of practice in
a way that can be reused effectively in different local
contexts? (e.g., “Education Concierge”)
To foster the spawning and sharing of new ideas and models
for innovative learning and teaching, what conditions need
to be created through the collectivity culture?
How can we create a vast network of educational
knowledge-bases that inspires and helps to inform future
efforts?
Build the Commons through
the Collectivity Culture
Opening Up Education: Recommendation #5
58
30. Scholarship of Teaching and Learning
• Making teaching practice visible and public
• Solicit it critical review
• Learn from and build on each other’s work
59
Cultural & Institutional Change is Needed
Practice Good Better Best
Community Communal Collaborative Competitive
Value Product Process Product
60
31. Practice Good Better Best
Community Communal Collaborative Competitive
Value Product Process Product
Cultural & Institutional Change is Needed
BEST is the worst enemy of BETTER...
61
Level 1: Course Content Exchange
Level 2: Course Content Collaboration
Level 3: Course Content Co-Innovation
Level 4: Knowledge Co-Creation
Level 5: Collaborative Learning Connection
Towards Collaborative Knowledge Production:
Opening Up the Universities
- Tapscott, D. & Williams, A.G. (2010). Innovating the
21st-Century University, EDUCAUSE Review.
62
32. Sharing Empirical Knowledge Is Not Easy!
Knowledge usually entails a knower. Where people treat information as
independent and more-or-less self sufficient, they seem more inclined to
associate knowledge with someone.
Given this personal attachment, knowledge appears harder to detach
than information. It is hard to pick up and hard to transfer (you might
expect, for example, someone to send you or point you to the
information they have, but not to the knowledge they have).
One reason knowledge may be so hard to give and receive is that
knowledge seems to require more by way of assimilation. Knowledge is
something we digest rather than merely hold. It entails the knower's
understanding and some degree of commitment.
- Brown, J.S. & Duguid, P. (2000)
Open
Knowledge
63
Pedagogical Knowledge
Content Knowledge
Pedagogical Content Knowledge
Dimensions of Teaching and Learning Knowledge
(Lee S. Shulman)
Tacit Knowledge Explicit Knowledge
Local Knowledge Global Knowledge
64
33. Pedagogies
Knowledge of T&L is COMPLEX
Learners
Instructors
Educational
Resources
Educational
Tools
Aptitude-Treatment Interaction (ATI)
Task, Trait, and Treatment
Interaction (TTTI)
65
Assessm
ent
Data
Student WorkExamples
Key
Findings
Course
Syllabus
Project
Report
To examine, select and organize teaching and learning objects
and transform them into visually appealing and intellectually
engaging knowledge representation is a daunting task.
66
34. How can we facilitate community inquiry and discourse,
making diverse pedagogical know-how visible and
transferable in intellectually engaging and rewarding
ways?
How can we help educators and educational institutions
build their intellectual and technical capacity to create
and share quality educational knowledge, and transform
“tacit knowledge” into “commonly usable knowledge”?
Make Practice and Knowledge
Visible and Shareable
67
Instructors Instructors
Learners Learners
Triple-Play of Knowledge Sharing in Open Education
Open
Technology
Open
Content
68
35. Open
Technology
Open
Content
Instructors Instructors
Learners Learners
Practical knowledge
of creating & using
tools & resources
Triple-Play of Knowledge Sharing in Open Education
69
Open
Technology
Open
Content
Instructors Instructors
Learners Learners
Practical knowledge
of using & improving
tools & resources
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
Eric H. Chudler, Ph.D., University of Washington, Seattle, WA
E-mail: chudler@u.washington.edu
Motivation
Neuroscience is a rapidly changing
field and access to educational
material about the brain and
nervous system is limited.
Neuroscience for Kids is a resource
that provides students and
teachers with interactive on-line material and
hands-on, off-line activities for learning about the
anatomy and physiology of the nervous system.
Background
Neuroscience for Kids has been
developed for students and
teachers at all levels, although
most of the material is designed
for middle school students and teachers. The site is
intended to be used as a supplement to class
instruction. Students and teachers explore at their
own pace as they learn about many neuroscience
topics including brain structure and function,
neurological disorders, the senses and drug effects.
Impact of Use on Teaching and
Learning
To evaluate the effectiveness of
Neuroscience for Kids on student
attitudes toward science and
neuroscience content knowledge,
the entire web site was distributed
via CD to 52 teachers (approximately 3,794 middle
school students) across the country. Each teacher
was provided with a maximum of 5 CDs per class.
Student content knowledge of neuroscience
concepts improved after use of the resource, but
student attitudes toward science remained
unchanged.
Learning Activities
Neuroscience for Kids is available
24 hours a day, 7 days a week. It
can be used at school, home or the
library...anywhere with access to
the Internet. The resource can be used to:
Research- users can find basic information about
neuroanatomy, neurophysiology, the senses, sleep,
mental and neurological illness, the effect of drugs
on the brain, neuroscience methods, blood supply,
language, and more.
Experiment and Interact- users can view on-line
activities and demonstrations (e.g., visual illusions),
locate ideas for science fair projects and ask
neuroscientists questions.
Explore- all pages include extensive links to other
resources on the WWW.
Play- on-line and off-line games, demonstrations
and quizzes permit users to learn in an entertaining
environment. Students and teachers can also send
free postcards by e-mail or request a monthly,
electronic newsletter.
Print- worksheets, bookmarks, coloring books,
puzzles, stationery, greeting cards, games, quizzes
can be printed and used off-line.
Plan- teachers have access to lesson plans and
materials that can be used inside or outside of
class.
Ask-a group of scientists in the Neuroscientist
Network is ready to answer your questions about
the nervous system.
Tips for Teaching
Students and teachers can work
through the Neuroscience for Kids
material at their own pace. If
visitors are interested in basic
information about the functions of
the brain, they can begin with the
link to "Explore the Nervous System." To reinforce
concepts related to neuroanatomy and
neurophysiology, students and teachers can select
from many hands-on activities in "Experiments and
Activities." Links to other Internet web sites and
resources for further exploration about the nervous
system are also provided. Visitors can sign up to
receive the monthly, electronic "Neuroscience for
Kids Newsletter."
Explore the Nervous System
Experiments and Activities
Neuroscience for Kids Newsletter
Reflections
Neuroscience for Kids is a
collaborative effort between
neuroscientists and K-12
educators. Neuroscientists bring the
content knowledge to the project
while educators are aware of the
best practices that make learning enjoyable. It is
through this type of partnership that exemplary
Internet resources can be developed for students
and teachers.
This electronic portfolio was created using the KML Snapshot Tool™, a part of the KEEP Toolkit™,
developed at the Knowledge Media Lab of The Carnegie Foundation for the Advancement of Teaching.
Terms of Use - Privacy Policy
Triple-Play of Knowledge Sharing in Open Education
70
36. Open
Technology
Open
Content
Instructors Instructors
Learners Learners
Practical knowledge
of using tools &
resources
Triple-Play of Knowledge Sharing in Open Education
71
Instructors Instructors
Learners Learners
Triple-Play of Knowledge Sharing in Open Education
Open
Knowledge
Practical knowledge of using
tools and resources
Practical knowledge of
creating & using tools &
resources
Practical knowledge of using
& improving tools &
resources
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
Eric H. Chudler, Ph.D., University of Washington, Seattle, WA
E-mail: chudler@u.washington.edu
Motivation
Neuroscience is a rapidly changing
field and access to educational
material about the brain and
nervous system is limited.
Neuroscience for Kids is a resource
that provides students and
teachers with interactive on-line material and
hands-on, off-line activities for learning about the
anatomy and physiology of the nervous system.
Background
Neuroscience for Kids has been
developed for students and
teachers at all levels, although
most of the material is designed
for middle school students and teachers. The site is
intended to be used as a supplement to class
instruction. Students and teachers explore at their
own pace as they learn about many neuroscience
topics including brain structure and function,
neurological disorders, the senses and drug effects.
Impact of Use on Teaching and
Learning
To evaluate the effectiveness of
Neuroscience for Kids on student
attitudes toward science and
neuroscience content knowledge,
the entire web site was distributed
via CD to 52 teachers (approximately 3,794 middle
school students) across the country. Each teacher
was provided with a maximum of 5 CDs per class.
Student content knowledge of neuroscience
concepts improved after use of the resource, but
student attitudes toward science remained
unchanged.
Learning Activities
Neuroscience for Kids is available
24 hours a day, 7 days a week. It
can be used at school, home or the
library...anywhere with access to
the Internet. The resource can be used to:
Research- users can find basic information about
neuroanatomy, neurophysiology, the senses, sleep,
mental and neurological illness, the effect of drugs
on the brain, neuroscience methods, blood supply,
language, and more.
Experiment and Interact- users can view on-line
activities and demonstrations (e.g., visual illusions),
locate ideas for science fair projects and ask
neuroscientists questions.
Explore- all pages include extensive links to other
resources on the WWW.
Play- on-line and off-line games, demonstrations
and quizzes permit users to learn in an entertaining
environment. Students and teachers can also send
free postcards by e-mail or request a monthly,
electronic newsletter.
Print- worksheets, bookmarks, coloring books,
puzzles, stationery, greeting cards, games, quizzes
can be printed and used off-line.
Plan- teachers have access to lesson plans and
materials that can be used inside or outside of
class.
Ask-a group of scientists in the Neuroscientist
Network is ready to answer your questions about
the nervous system.
Tips for Teaching
Students and teachers can work
through the Neuroscience for Kids
material at their own pace. If
visitors are interested in basic
information about the functions of
the brain, they can begin with the
link to "Explore the Nervous System." To reinforce
concepts related to neuroanatomy and
neurophysiology, students and teachers can select
from many hands-on activities in "Experiments and
Activities." Links to other Internet web sites and
resources for further exploration about the nervous
system are also provided. Visitors can sign up to
receive the monthly, electronic "Neuroscience for
Kids Newsletter."
Explore the Nervous System
Experiments and Activities
Neuroscience for Kids Newsletter
Reflections
Neuroscience for Kids is a
collaborative effort between
neuroscientists and K-12
educators. Neuroscientists bring the
content knowledge to the project
while educators are aware of the
best practices that make learning enjoyable. It is
through this type of partnership that exemplary
Internet resources can be developed for students
and teachers.
This electronic portfolio was created using the KML Snapshot Tool™, a part of the KEEP Toolkit™,
developed at the Knowledge Media Lab of The Carnegie Foundation for the Advancement of Teaching.
Terms of Use - Privacy Policy
Spinning a Circle of Opening
Up, Evolving, and Deepening
Teaching and Learning
Open
Technology
Open
Content
72
37. A Circle of Knowledge Building and Sharing
(Iiyoshi & Richardson, 2008)
73
by Carnegie Foundation s Knowledge Media Lab (1999-2008)
74
38. Transforming Introductory Physics Courses:
From a Large Lecture Classroom to a Student-Centered Active Learning Space
John W. Belcher, Peter Dourmashkin, David Litster, and Judy Yehudit Dori
Massachusetts Institute of Technology Department of Physics
MIT Center for Educational Computing Initiatives
Studio Physics is a new format for freshman physics education at MIT that is designed to help students develop much better intuition about, and conceptual models of, physical
phenomena. The format is centered on an active learning approach - that is, a highly collaborative, hands-on environment, with extensive use of networked laptops and desktop
experiments.
What is the focus of your investigation?
The motivation for moving to a different mode of
teaching introductory physics courses was threefold.
First, the traditional lecture and recitation format
for teaching the mechanics and electromagnetism
courses at MIT has traditionally had a 40-50%
attendance rate, even with good lecturers, and a
10% or higher failure rate. Second, a range of
educational innovations in teaching freshman
physics has demonstrated that any pedagogy using
interactive-engagement methods results in higher
learning gains than the traditional lecture format.
Finally, unlike many educational institutions in the
US and around the world, the mainline introductory
physics courses at MIT have not included a
laboratory component for over three decades.
Experiments were something we felt were crucial
for understanding, and something we were anxious
to re-introduce.
The objective of the TEAL project is to transform
the way physics is taught to large physics classes at
MIT in order to decrease failure rates and increase
students conceptual understanding, as well as
maintaining their quantitative problem solving skills.
Visualization technology can be used to support
meaningful learning by enabling the presentation of
spatial and dynamic images, which portray
relationships between complex concepts. This is
especially important in electromagnetism, where the
concepts are hard to grasp and visualize.
Supported by the d'Arbeloff Fund for Excellence in
Education
Also supported by the MIT/Microsoft iCampus Alliance
Physics 8.02T course web site
What resources / references have you found
helpful?
"Studio Physics" loosely denotes a format instituted
in 1994 at Rensselaer Polytechnic Institute by
Professor Jack Wilson. This pedagogy has been
modified and elaborated on at a number of other
universities, notably in North Carolina State
University's Scale-Up program, under Professor
Robert Beichner. Our approach is most similar to
the NCSU Program.
The Scale-Up Project at NCSU
Fig. 1 Undergraduate physics students in the d但rbeloff
Studio Classroom.
What was your approach and what tools were
constructed to facilitate the students'
understanding of the subject matter?
The TEAL project is centered on an active learning
approach, aimed at helping students visualize,
develop better ntuition about, and conceptual
models of electromagnetic phenomena. Taught in a
specially designed classroom with extensive use of
networked laptops, this collaborative, hands-on
approach merges lectures, recitations, and desktop
laboratory experience in a media-rich environment.
In the TEAL classroom, nine students sit together at
round tables (Fig. 1), with a total of thirteen tables.
Five hours of class per week is broken into two,
two-hour sessions and a one-hour problem-solving
session led by graduate student teaching assistants.
The students are exposed to a mixture of
presentations, desktop experiments, web-based
assignments, and collaborative exercises. The
desktop experiments and computer-aided analysis
of experimental data provide the students with
direct experience of various electromagnetic
phenomena.
TEAL also incorporates advanced two- and three
dimensional visualizations, that employ Java
applets, ShockWave visualizations, and 3ds max
animations to allow students to gain insight into the
way in which fields transmit forces by watching how
the motion of objects evolve in time in response to
those forces. The animations allow the students to
intuitively relate the forces transmitted by
electromagnetic fields to more tangible forces.
As an example of one of our visualizations, Figure 2
shows the output of an applet that allows students
to explore visually the structor of vector fields. The
vector field in this case has an x-component give by
sin(y*y) and a y-component given by cos(x*x).
Fig. 2 David Rush's entry for the Weird Fields Contest
Spring 2004 Weird Fields Contest As Reported In
Wired.Com
What results have emerged?
The TEAL Project has had a robust assessment and
evaluation effort underway since its inception. This
effort is led by Professor Judy Yehudit Dori, a
faculty member in the Department of Education in
Technology and Science at the Technion. We use a
variety of assessment techniques, including the
traditional in-class exams, focus groups,
questionnaires, and pre and post testing. Our pre
and post tests consists of 20 multiple choice
questions covering basic concepts in
electromagnetism. Some of these questions are
taken from standardized tests that have been
developed and used at other institutions, and some
of these questions were developed at MIT.
Figure 3 shows the results of the pre and post
testing for Spring 2003 8.02. The results are given
for three categories of student scores: High,
Intermediate, and Low. This separation allows us to
gauge the effectiveness of instruction across the
range of student backgrounds; the separation is
made using the student score on the pre-test. The
difference between the pre and post scores is a
measure of the effectiveness of instruction.
To summarize those results, the learning gains in
TEAL Spring 2003 by standard measures are about
twice those in the traditional lecture/recitation
format across the entire range of student
backgrounds. In particular, we compared our results
in TEAL to the standard MIT lecture/recitaiton
format taught in Spring 2002. The fact that
interactive-engagement teaching methods produce
about twice the average normalized learning gains
when compared to traditional instruction replicates
the results of many studies obtained at other
universities, including Harvard.
More about TEAL and its assessment and evaluation
Fig. 3 Comparison of student scores on pre/post tests
for Spring 2003
This electronic portfolio was created using the KML Snapshot Tool™, a part of the KEEP Toolkit™,
developed at the Knowledge Media Lab of The Carnegie Foundation for the Advancement of Teaching.
Terms of Use - Privacy Policy
MIT OpenCourseWare MERLOT
Effectively share the pedagogical content knowledge and experience in
creating and using educational resources and make it useful to others
Carnegie Mellon
Open Learning Initiative
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
Eric H. Chudler, Ph.D., University of Washington, Seattle, WA
E-mail: chudler@u.washington.edu
Motivation
Neuroscience is a rapidly changing
field and access to educational
material about the brain and
nervous system is limited.
Neuroscience for Kids is a resource
that provides students and
teachers with interactive on-line material and
hands-on, off-line activities for learning about the
anatomy and physiology of the nervous system.
Background
Neuroscience for Kids has been
developed for students and
teachers at all levels, although
most of the material is designed
for middle school students and teachers. The site is
intended to be used as a supplement to class
instruction. Students and teachers explore at their
own pace as they learn about many neuroscience
topics including brain structure and function,
neurological disorders, the senses and drug effects.
Impact of Use on Teaching and
Learning
To evaluate the effectiveness of
Neuroscience for Kids on student
attitudes toward science and
neuroscience content knowledge,
the entire web site was distributed
via CD to 52 teachers (approximately 3,794 middle
school students) across the country. Each teacher
was provided with a maximum of 5 CDs per class.
Student content knowledge of neuroscience
concepts improved after use of the resource, but
student attitudes toward science remained
unchanged.
Learning Activities
Neuroscience for Kids is available
24 hours a day, 7 days a week. It
can be used at school, home or the
library...anywhere with access to
the Internet. The resource can be used to:
Research- users can find basic information about
neuroanatomy, neurophysiology, the senses, sleep,
mental and neurological illness, the effect of drugs
on the brain, neuroscience methods, blood supply,
language, and more.
Experiment and Interact- users can view on-line
activities and demonstrations (e.g., visual illusions),
locate ideas for science fair projects and ask
neuroscientists questions.
Explore- all pages include extensive links to other
resources on the WWW.
Play- on-line and off-line games, demonstrations
and quizzes permit users to learn in an entertaining
environment. Students and teachers can also send
free postcards by e-mail or request a monthly,
electronic newsletter.
Print- worksheets, bookmarks, coloring books,
puzzles, stationery, greeting cards, games, quizzes
can be printed and used off-line.
Plan- teachers have access to lesson plans and
materials that can be used inside or outside of
class.
Ask-a group of scientists in the Neuroscientist
Network is ready to answer your questions about
the nervous system.
Tips for Teaching
Students and teachers can work
through the Neuroscience for Kids
material at their own pace. If
visitors are interested in basic
information about the functions of
the brain, they can begin with the
link to "Explore the Nervous System." To reinforce
concepts related to neuroanatomy and
neurophysiology, students and teachers can select
from many hands-on activities in "Experiments and
Activities." Links to other Internet web sites and
resources for further exploration about the nervous
system are also provided. Visitors can sign up to
receive the monthly, electronic "Neuroscience for
Kids Newsletter."
Explore the Nervous System
Experiments and Activities
Neuroscience for Kids Newsletter
Reflections
Neuroscience for Kids is a
collaborative effort between
neuroscientists and K-12
educators. Neuroscientists bring the
content knowledge to the project
while educators are aware of the
best practices that make learning enjoyable. It is
through this type of partnership that exemplary
Internet resources can be developed for students
and teachers.
This electronic portfolio was created using the KML Snapshot Tool™, a part of the KEEP Toolkit™,
developed at the Knowledge Media Lab of The Carnegie Foundation for the Advancement of Teaching.
Terms of Use - Privacy Policy
Open
Content
75
by MIT s Office of Educational Innovation and Technology (2008-)
76
39. 77
MOST: Mutual Online System for Teaching & Learning
Available for All the Universities and Faculty
Members in Japan
https://most-keep.jp(by CPEHE@Kyoto U)
78
41. Open
Technology
Open
Content
Open
Knowledge
Towards Systemic Advancement of Education
and Sppuring Educational Innovation
By openly sharing educational tools, resources and
practical knowledge of effective teaching and learning, we
can anticipate three dramatic improvements over time:
1. Increased quality of tools and resources
2. More effective use of them
3. Greater individual and collective pedagogical knowledge
81
What kind of mechanisms do we need to devise to harvest,
accumulate, and distribute locally created educational
assets, pedagogical innovations, and wisdom of practice in
a way that can be reused effectively in different local
contexts? (e.g., “Education Concierge”)
To foster the spawning and sharing of new ideas and models
for innovative learning and teaching, what conditions need
to be created through the collectivity culture?
How can we create a vast network of educational
knowledge-bases that inspires and helps to inform future
efforts?
Build the Commons through
the Collectivity Culture
Slide PDF available for download at: http://goo.gl/jOwtBw
82