This document calls for chapters on open online learning and teaching for an upcoming book. It outlines that traditional education models are outdated and do not align with today's digital world where learners can access information from anywhere and connect globally. Massive open online courses (MOOCs) are one manifestation of this change, experimenting with open learning environments and new technologies. The book aims to present the latest research on relevant theory and practice contexts through refereed chapters. Authors are invited to submit 2-page abstracts by October 2011 on topics related to open learning such as theoretical perspectives, pedagogy, technologies, case studies, research methods, and critical reflections.
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Supportive systems for continuous and online professional developmenteLearning Papers
Authors: Nils Ove Lennart Jobring, Ingemar Svensson.
Due to the development of social media and online environments, the content and form of educational systems change. At the same time, demands on the individual professional to ensure that he or she is continually updated and employable are on the rise. In this article, we develop an alternative to established education and forms of training in the shape of a supportive system.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Slides - Leveraging institutional open practices to promote access- AVU Confe...Kathleen Ludewig Omollo
These slides are from a workshop called Leveraging Institutional Open Practices to Promote Access to Education at the African Virtual University 1st International Conference on November 20, 2013 (http://www.avu.org/1st-International-Conference-of-the-AVU-2013/pre-conference-workshops-november-20th-2013.html). The workshop was facilitated by Kathleen Ludewig Omollo and James Glapa-Grossklag. This and other materials from the workshop are available at http://tinyurl.com/levopenws-avu13. Editable versions are available at http://open.umich.edu/node/7497/. Workshop materials are copyright 2013 The Regents of the University of Michigan and College of the Canyons, shared under a CC BY license (http://creativecommons.org/licenses/by/3.0/).
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Fournier kop barcelona research ple 2010 07072010 2Rita Kop
This slidecast represents the Elluminate presentation, held online during the Barcelona PLE conference in July 2010, and will highlight the educational philosophy behind the PLE and the different dimensions of the first point of data collection, the exploration of ‘super-user’ needs for technology in their learning.
e-Information or p-Learning? PLE conference Oct09Rita Kop
Slides used for invited talk at the online conference on Personal Learning environment and Personal Learning Networks, October 2009, jointly organised by the University of Manitoba and the National Research Council Canada
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Supportive systems for continuous and online professional developmenteLearning Papers
Authors: Nils Ove Lennart Jobring, Ingemar Svensson.
Due to the development of social media and online environments, the content and form of educational systems change. At the same time, demands on the individual professional to ensure that he or she is continually updated and employable are on the rise. In this article, we develop an alternative to established education and forms of training in the shape of a supportive system.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Slides - Leveraging institutional open practices to promote access- AVU Confe...Kathleen Ludewig Omollo
These slides are from a workshop called Leveraging Institutional Open Practices to Promote Access to Education at the African Virtual University 1st International Conference on November 20, 2013 (http://www.avu.org/1st-International-Conference-of-the-AVU-2013/pre-conference-workshops-november-20th-2013.html). The workshop was facilitated by Kathleen Ludewig Omollo and James Glapa-Grossklag. This and other materials from the workshop are available at http://tinyurl.com/levopenws-avu13. Editable versions are available at http://open.umich.edu/node/7497/. Workshop materials are copyright 2013 The Regents of the University of Michigan and College of the Canyons, shared under a CC BY license (http://creativecommons.org/licenses/by/3.0/).
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Fournier kop barcelona research ple 2010 07072010 2Rita Kop
This slidecast represents the Elluminate presentation, held online during the Barcelona PLE conference in July 2010, and will highlight the educational philosophy behind the PLE and the different dimensions of the first point of data collection, the exploration of ‘super-user’ needs for technology in their learning.
e-Information or p-Learning? PLE conference Oct09Rita Kop
Slides used for invited talk at the online conference on Personal Learning environment and Personal Learning Networks, October 2009, jointly organised by the University of Manitoba and the National Research Council Canada
KopFournierCanadianInstituteDistanceEducationResearchPLERita Kop
Facilitating Quality Learning in a Personal Learning Environment through Educational Research
After speculation in the literature about the nature of possible Personal Learning Environments, research in the design and development of a PLE is now in progress. The researchers will report on the educational research involved in the National Research Council of Canada, Institute for Information Technology’s Personal Learning Environment project. This presentation will highlight important components, applications and tools in a PLE as identified through surveys of potential end users. The learner experience and the minimum set of components required to facilitate quality learning will be placed at the forefront.
This paper will introduce
connected learning, a promising approach that
uses digital media to engage young people’s
interests and instill deeper learning skills.
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
The emergence of online classes has transformed the landscape of education, offering students and educators an innovative platform to engage, collaborate, and learn in a virtual environment. With the advent of advanced technology and digital connectivity, online classes have gained prominence as a flexible and accessible mode of learning, providing individuals with the opportunity to acquire knowledge and skills from the comfort of their homes. In this blog post, we delve into the dynamic realm of online education, uncovering its benefits, challenges, and the transformative impact it has on the future of learning and personal development.
Enhanced Flexibility and Accessibility:
Online classes offer unparalleled flexibility, allowing students to customize their learning schedules and pace their educational journey according to their individual needs and preferences. With 24/7 access to course materials, interactive modules, and multimedia resources, online learning caters to diverse learning styles and accommodates the needs of working professionals, remote learners, and individuals with varying commitments and responsibilities.
Interactive Learning and Collaborative Engagement:
Virtual classrooms foster interactive learning experiences through multimedia presentations, real-time discussions, and collaborative projects, enabling students to engage with course materials and peers from diverse geographical locations. Online platforms equipped with interactive tools, video conferencing, and virtual breakout sessions promote dynamic student-teacher interactions, fostering a vibrant learning community that encourages active participation and knowledge sharing.
Personalized Learning and Self-Paced Progress:
Online classes promote personalized learning pathways, empowering students to pursue their educational goals at their own pace and convenience. Adaptive learning technologies, self-assessment modules, and personalized feedback mechanisms facilitate individualized learning experiences, enabling students to identify their strengths, address areas for improvement, and chart their academic progress in a supportive and nurturing virtual environment.
Technological Challenges and Digital Literacy:
The transition to online learning poses certain technological challenges, including internet connectivity issues, software compatibility, and digital literacy barriers that may hinder the learning experience for some students. Educators and institutions play a vital role in providing technical support, digital literacy resources, and user-friendly interfaces to ensure equitable access to online education and foster an inclusive learning environment for all.
Social Interaction and Emotional Well-Being:
While online classes offer a dynamic platform for academic engagement, they may lack the face-to-face social interactions and interpersonal connections fostered in traditional classroom settings. Students may experience feelings of isolation, disengagement,
According to the newest concepts, thanks to the Internet, our work and social life have been radically transformed, as well as have changed our instruction scheme. Technology is now a guiding principle in modern education. Do we forget about the human touch?
Moreover, this progress in technology not only puts an emotional impact on the users who directly have access to information, but also generates countless access to education around the world.
Teaching resources are now reachable virtually to everyone very often for no fee.
Does existing know-how use the human touch or education has just become a technical structure?
This presentation looks at the changing ways in which young people are using technology for playing, for communication and for learning.
It suggests that the education systems are failing to respond to new ways of learning.
The presentation goes on to propose the development of Personal Learning Environments, based largely on social software especially as a way of reflecting on informal learning.
The Latest State of Research and Netiquette.
The phenomenal growth of online education is presenting uncharted challenges for academic institutions.
A virtual learning environment can also include students and teachers “meeting” online through a synchronous web-based application. The teacher is able to present lessons through video, PowerPoint, or chatting. The students are able to talk with other students and the teacher, as well as collaborate with each other, answer questions, or pose questions. They can use the tools available through the application to virtually raise their hand, send messages, or answer questions on the screen given by the teacher or student presenter.
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Trend Watch: Digital Media and Student RetentionAliciaVirtue
Presentation identifies 8 trends in digital media that can be applied to the learning process and formal education pedagogy.
Also identified are 5 factors that positively impact student retention.
Examples of applications that use digital technologies to bolster positive retention factors are presented.
Similar to Open online courses call for papers sept11 (20)
3. Self‐formed learning support networks; human mediation in open learning
environments
Issues of complexity, flexibility, agility and resilience in open learning
Gender perspectives in open educational practice
Personalization of learning
Alternative assessment models
Critical reflections on recognizing prior learning and competences, and qualifications in
the light of open learning
The design of open learning experiences
Next‐generation open technologies
Learning in The Commons
Knowledge and information in a networked learning environment
Self‐directed leaning in an informal learning environment
Communication and semantics
Editors
George Siemens gsiemens@gmail.com
Stephen Downes Stephen.Downes@nrc‐cnrc.gc.ca
Rita Kop Frederika.Kop@nrc‐cnrc.gc.ca