The document describes an open educational framework called openSE that aims to combine formal and informal learning. It provides benefits for higher education institutions, students, free learners, open source projects, and enterprises. The framework brings together academia, students, and open source practitioners to foster participatory learning through hands-on projects. Learners can benefit from others' work and contributions in a continuous, community-driven environment outside of traditional educational settings. The openSE framework utilizes various online tools and spaces to facilitate collaboration and peer-to-peer learning through self-organized projects.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The Nordic Open Education Alliance: Global Collaborations through Open Educat...Jan Pawlowski
The presentation introduces the Nordic Open Education Alliance which aims at promoting and support the uptake of Open Educational Resources (OER) in the Nordic countries. The presentation discusses the current status in the Nordic countries and the possibilities to engage in global collaborations. How can we support OER as a tool for educators around the globe? How can we create, re-use and share OER to support global collaborations?
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The Nordic Open Education Alliance: Global Collaborations through Open Educat...Jan Pawlowski
The presentation introduces the Nordic Open Education Alliance which aims at promoting and support the uptake of Open Educational Resources (OER) in the Nordic countries. The presentation discusses the current status in the Nordic countries and the possibilities to engage in global collaborations. How can we support OER as a tool for educators around the globe? How can we create, re-use and share OER to support global collaborations?
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Open Education & Open Educational Services (short)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Short version for European Learning Industry Group meeting (Cambrige, 13 – 14 September 2010)
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
The presentation discusses quality considerations and success factors of MOOCs - a critical review of current discussions and some potentials for Asian-European collaboration
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
Presentation for the Workshop "Opening Up Education", March 13, 2015, Timisoara Romania, part of Open Education Week 2015
http://elearning.upt.ro/workshop-opening-up-education/n-32-70-185/d
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
Presentation made on esIoT 2012.
This paper provides an overview of how Internet-connected objects can lead to a social change towards energy-efficiency in areas where people inhabit (cities, buildings or homes). For this aim it is proposed the use of social networks, like Twitter, as an interaction and communication channel between smart objects and human beings. The presented work demonstrates, by means of an experiment, how an augmented everyday object, i.e. a capsule-based coffee machine, may help to reduce the unnecessary consumed energy in electric appliances. The paper opens the discussion of the promising potential of combining people and future smart everyday objects teaming up to promote a more sustainable behaviour on the planet’s behalf.
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Open Education & Open Educational Services (short)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Short version for European Learning Industry Group meeting (Cambrige, 13 – 14 September 2010)
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
The presentation discusses quality considerations and success factors of MOOCs - a critical review of current discussions and some potentials for Asian-European collaboration
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
Presentation for the Workshop "Opening Up Education", March 13, 2015, Timisoara Romania, part of Open Education Week 2015
http://elearning.upt.ro/workshop-opening-up-education/n-32-70-185/d
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
MOOCs for Opening Up Education
The role of Quality and Openness
Used at Masterclass MESI - 24 September 2014
Some slides used at ICDE-MESI Conference – panel 27 September 2014
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
Presentation made on esIoT 2012.
This paper provides an overview of how Internet-connected objects can lead to a social change towards energy-efficiency in areas where people inhabit (cities, buildings or homes). For this aim it is proposed the use of social networks, like Twitter, as an interaction and communication channel between smart objects and human beings. The presented work demonstrates, by means of an experiment, how an augmented everyday object, i.e. a capsule-based coffee machine, may help to reduce the unnecessary consumed energy in electric appliances. The paper opens the discussion of the promising potential of combining people and future smart everyday objects teaming up to promote a more sustainable behaviour on the planet’s behalf.
This is a presentation for the paper "Governance of Information Security Elements inService-Oriented Enterprise Architecture" published in the proceedings of 10th International Symposium on Pervasive Systems, Algorithms, and Networks
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
Beyond the Open Educational Resource move – towards Open and Participatory Le...Andreas Meiszner
Internet version of the presentation prepared for the
FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008
The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
During the past years there has been a growing trend within traditional education to ‘open up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge café is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong le...Andreas Meiszner
Introduction to the NetGeners.Net pilot course.
The full title of this pilot course is “NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong learning knowledge and information societies”.
A pilot course in the light of free and open education!
This course is free: free to attend without any charge, free of cost for books or other materials, free for anyone independently of prior education; and free in terms of your personal time commitment that you decide to dedicate to it (Though we would like you to spend on a minimum 2 hours per week). The only thing you will need is a PC and internet access.
Participants of this course can expect tutoring (support), but will not receive any official degree awarding certificate or credit points from the course team.
This course starts at the 17th of March, though later participation is possible. If you are interested in the course than sign up now for free to secure individual mentorship and support!
We also invite you to provide us with some initial feedback on what you think could be improved, to report bugs (means to tell us what still doesn’t work as it should), to suggest further learning projects, or to submit already existing ones to our course category.
Further information is available at:
NetGeners.Net website
Universal Design for Learning: A framework for addressing learner diversityHarvard Web Working Group
On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
«edx MOOC organization about open education and OERs repositories»eMadrid network
«Organización de MOOC en edX sobre educación en abierto y repositorios».
Seminario eMadrid a cargo de los investigadores Manuel Castro (UNED), Sergio Martín (UNED) y Edmundo Tovar (UPM)
edX MOOC organization about Open Education and OERs repositoriesv3Manuel Castro
eMadrid presentations on OERs, on November 24th, 2018, regarding the presentation of the 1st MOOC prepared and presented by the IEEE Education Society, inside IEEEx and edX
Nine DBA students at thesis stage attended a non-credit bearing residency arranged in June 2017 at the University of Liverpool UK and led by Doctoral Tutors engaged through the Doctorate Hub. We all, including the tutors, stayed in self-contained units at BridgeStreet Liverpool One. This accommodation worked well, allowing us to stay together in the same complex […] The agenda was full, covering four days of structuring the DBA thesis, presenting our intended thesis and current status of progress with group feedback, understanding the expectations of the thesis, group exercises around our thesis projects, exploring action research, analytical software, data analysis and findings. We then considered how to present these in our thesis, and had one-on-one discussions with the Doctoral Tutors: Dr Nii Amoo and Dr Andreas Meiszner. Day four saw Dr Ana Faria join us to cover viva voce, research plan and the research instrument, and an open discussion on progressing to attaining our DBA qualification. This was rounded out with support available post- residency offered by the Doctorate Hub team. […] Of an evening we all participated in various meals and socialised at local restaurants and in sharing meals in designated units to contain costs. The opportunity to forge deep network connections and discuss our respective thesis and scholar-practitioner journeys were well worth the effort and expense to attend. The cohort has been in regular contact since as we each continue the progress of our thesis.
The research problem statement is one of the first steps in developing a Doctoral Thesis proposal. It is the starting point of the research process. Identifiable aspects of a research problem include something is broken, it has a cause and effect relationship, and there are initial observations and evidence mentioned. Developing a research problem statement from an identified problem isn’t easy but is an essential step in the thesis proposal process. To assist in the what and how, the Doctorate Hub team has been putting together this slideshow.
Re-Configuring Value Networks and Competition in Industrialized, Emerging and...Andreas Meiszner
Purpose of this Lecture
Aim: To provide an introduction to Value
Networks in Digital Times.
Learning Outcome:
(1) Understand how ICT is impacting Value Networks.
(2) Ability to assess the re-configura8on options of a given sector / industry.
Innovation in Education Tools and methods for successAndreas Meiszner
On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.
Innovation in Education: Tools and methods for success (Session 2)Andreas Meiszner
Innovation in Education
Tools and methods for success
Session 2: Tools and techniques
Joint Pearson and ELIG workshop at the Escola Superior de Educação do Porto.
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
As part of the Learning@Work Exploratorium Lab that is run by the European Learning Industry Group (ELIG) within the FP7 funded HoTEL research project we have been running a joint ELIG / Pearson interactive Learnshop that aimed at critically reflecting on how to innovate in a profoundly changing education ecosystem.
A key focus on this Learnshop had been to further advance on the question of how the Pearson efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’
This document provides an overview on the Learnshop structure and might be of use to those that intend to organize similar activities.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: EFQUEL
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 1
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Live Online Note Pad available at: https://etherpad.mozilla.org/ucvAgSF2e6
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 2
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: Open University UK
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Business and Sustainability Models in Open Education: Concepts and Examples i...Andreas Meiszner
As will be discussed within this report, OE services are not limited to learner assessment and certification against fees. The possible OE value chain that the unbundling of the traditional formal education package and the institutional detachment of education in theory do withhold is still to be explored.
Open Education Ecosystems, learning analytics and supportive software system ...Andreas Meiszner
At present there is a clear absence of technical solutions that would allow for education design and provision across technologies. Even in the case of supportive licensing for underlying open educational resources, and the access opportunity to educational communities, the disconnection of the respective technical solutions and environments has turned out so far to be a serious challenge. As a matter of fact current technological solutions are typically not designed or intended to allow for education across higher education institutions, nor to allow all type of learners to learn at any institution of their choice, nor to engage with students from such institutions, nor to obtain support from such institutions. Commercial approaches like Amazon for the retail sector or Sourceforge for developer community do provide some insights on how Open Education Ecosystems might be perceived. Amazon and Sourceforge both offer examples that bring together competing commercial enterprises within their environments, which in the traditional formal higher education domain does not exist. Thus there is the need to advance knowledge in such new forms of collaboration in the education sector and to contribute towards specifications that emerging Open Education Ecosystems would need to meet.
This updated version includes – inter alia – a new chapter focusing on the Key Challenges of Open Education (Chapter 5). This chapter draws on findings from the EU funded openED and openSE projects, and on findings from a 2011 survey carried out by the European Learning Industry Group (ELIG). The book is also available for download from the UNU-MERIT website at http://www.merit.unu.edu/archive/docs/hl/201111_The_Why_And_How_Of_Open_Education_v_1_5.pdf
‘The Why and How of Open Education‘ - Session Two: Service organization, busi...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives” 15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
‘The Why and How of Open Education‘ - Session One: Service Concepts and Pr...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
Open Education: Totally pointless or a mean to modernize traditional formal e...
OpenSE Introduction
1. Pre-conference workshop, IDLELO conference
Saturday 15th of May, 2010 – Accra, Ghana
Biennial meeting of the Free Software and Open Source Foundation for Africa
(FOSSFA)
by: Andreas Meiszner, UNU-MERIT
4. openSE general objective
• To set up an Open Educational Framework for Software Engineering bringing
together academia, formally enrolled students, fellow students, free learners outside of
formal education and open source practitioners and enterprises.
• To systematically combine formal and informal learning within an unfettered
informal learning environment.
• To stimulate participatory learning experiences and foster practical ‘hands-on’
sessions where learning activities and output become a learning resource itself.
• To enable current and future learners to benefit continuously and fully from others'
achievements, regardless where these achievements have been made.
5. OpenSE: Quick Facts
• Start: October 2009
• Duration: 25 month
• Supported by: LifelongLearningProgramme, European Commission
• Number of project partner: 11 entities from 8 EU countries
• Countries represented: Austria, Finland, France, Greece, Portugal, Spain, The
Netherlands, United Kingdom
• Scope: €398.135,-
6. openSE: People behind
Project lead partner:
• Conceptual Framework, Methodology & Structure: Andreas Meiszner, UNU-MERIT – The
Netherlands
• Pilot Lead: Ioannis Stamelos, Aristotle University of Thessaloniki – Greece
• Content Framework Lead: Wouter Tebbens, Free Technology Academy – The Netherlands
• Learner Support Framework Lead: Ross Gardler, University of Oxford / OSSWatch, Research
Technology Service (RTS), Oxford University Computing Services – UK
• Technical Framework Lead: Jesus M. Gonzalez-Barahona, Universidade Rey Juan Carlos,
Departamento de Sistemas Telemáticos y Computación – Spain
• Evaluation Lead: Ruediger Glott, UNU-MERIT – The Netherlands
• Project Co-ordination: Jose Carvalho, Sociedade Portuguesa de Inovação – Portugal
Special expertise partner:
• Elmar Husmann, European Learning Industry Group (ELIG) – Austria
• Imed Hammouda, Tampere University of Technology, Department of Software Systems – Finland
• Patrick McAndrew, The Open University, Institute of Educational Technology (IET) – UK
• Olivier Ricou, EPITA, Ecole pour l'Informatique et les Techniques Avancées – France
7. Milestones
Critical Milestone
• WP 2, 3 and 4 in place for 1st pilot round January 2010
• First pilot start (proof of concept) March 2010
• Review of 1st pilot round, evaluation & as identified July 2010
• Second pilot start October 2010
• Review of 2nd pilot round, evaluation & as identified January 2011
• Third pilot start March 2011
• Review of 3rd pilot round, evaluation & as identified July 2011
9. Often formal education - even if about open source - follows the traditional educational
way that is: closed, isolated, disconnected, static, tethered, generic, made for
consumption,…
10. … isn't there a better way?
Earlier work suggests there is:
• 2008 FLOSSCom project: investigated learning in FLOSS communities and
FLOSS as a learning environment
• 2008 / 2009 AUTH pilot works on an open participatory learning ecosystem
for Computer Science Software Engineering
• Meiszner, A. (2010), ‘The Emergence of Free / Open Courses - Lessons from
the Open Source Movement’, PhD dissertation, The Open University, UK –
forthcoming
11. Learning in Open Source vs. Traditional education
Some aspects from learning in FLOSS & FLOSS as a learning ecosystem:
• ‘learning processes’ and ‘learning outcomes’ in open source projects are often
visible and become learning resources for many others,
• meanwhile in formal education they are normally ‘invisible',
• or if they are visible they are disconnected from learning materials and often
‘lost for future students',
• with no connection between cohorts of learners amongst semester, courses,
or the students’ contribution within open source projects
• with no continuity, no community, no ‘educational’ knowledge pool being in
place
QUESTION:
=> how can we overcome this?
12. A suggested hybrid educational framework
Full report available for download at:
http://www.opense.net/index.php?option=com_docman&task=doc_details&gid=93&Itemid=167
13. openSE framework – should allow for...
• A greater range of inputs – not just from the educator, but from all contributors so the
collective is the source of knowledge, not one individual
• A more personalized learning experience – learners can gather the elements of
knowledge they require – but skip what they know already.
• Greater sharing of knowledge – in higher education much of the previous input is lost,
whereas in FLOSS the dialogue, resources, and outputs remain as learning resources =>
CONTINUOUS IMPROVEMENT & EVOLUTIONARY GROWTH.
• Peer production – active engagement in producing something with a set of peers is a
powerful motivational and educational driving force.
• Real activities – engaging in legitimate activities that are not restricted to an artificial
university setting also provides valuable experience.
• Peer support – a large support network provided voluntarily by peers in a collaborative
manner nearly 24/7.
●
Open learning environment – The sum is bigger than its parts, thus there is the need of
providing new educational models and scenarios that are not limited to students formally
enrolled at a course.
●
Provide certification and assessment options alongside, to make such a place financially
sustainable, pilot new revenue models in the line of “learning for free &
certification/assessment against fees”
16. Advantages for (higher) education institutions
✔
A richer learning experience for your students
✔
The opportunity to create a learning community, which is not possible within
closed traditional educational settings
✔
To establish a learning ecosystem that is continuously improving and growing in
a natural evolutionary way
✔
To assure that subjects meet actual demands, curriculum is up to date and
courses are taught in the best way possible (double feedback loops)
✔
To work together with fellow educational institutions and open source
communities and thereby sharing the burden of developing such novel educational
provision
✔
In the long tale: To establish new revenue models, by e.g. providing free learners
outside of formal education with assessment and certification options against fees
(as said, the long tale)
17. Advantages for students & free learner outside
of formal education (1/2)
✔
Learn together with other students, free learners outside of formal education and
enthusiasts from open source projects!
✔
Learn from reviewing and studying the learning project activities, outcomes and
presentations from others – build upon what others did, this can be much easier
than starting from scratch!
✔
Collaborate and get in touch with peers and practitioners within a real life
situation!
✔
Find help!
✔
Socialize and experience learning within a joyful and interesting environment!
✔
Do something meaningful by contributing to actual open source projects, gain
repute and expertise – add an extra to your CV!
18. Advantages for students & free learner outside
of formal education (2/2)
✔
Learn how to update your skills and knowledge self-dependently within a lifelong
learning context
✔
Learn how to take full advantage of the web to support your own learning, to collaborate
with others and use the tools required to do so
✔
Be capable to find sources at the web and to critically evaluate and analyze them
✔
Be aware about available free online and desktop software solutions that facilitate
learning, knowledge exchange and collaboration
✔
Know how to find online communities, to engage in them for personal support, and to
and understands the way they function
✔
In a nutshell: To gain today's required soft skills; like to communicate, collaborate and
engage in discussions with others, defend your own work and thoughts and present them,
know how to manage a project, or how to resolve conflicts
19. Advantages for open source projects
✔
Share the burden of newbie integration to the open source world as a joint
venture of higher education institutions and open source projects, and
✔
Therefore build up a synergy of scale
✔
Identify potential contributors early
✔
Students' contribute to the open source project, and might continue doing so
beyond the course duration
✔
Help learners to learn by contributing to a given project at the same time
20. Advantages for enterprises
✔
Continuous training & certification of own workforce (as those can participate in
the open learning arrangements)
✔
Collaborative curriculum development with educational institutions to assure
that offer meets demand
✔
Opportunity to identify high skilled worker (e.g. students & free learners)
✔
New revenue opportunities through assessment & certification / collaboration
with educational institutions
✔
… and likely many more
30. About Learning Projects (1/2)
• Projects are to be assigned to or selected by the students from the beginning.
• Projects have to be small and must be easily to fulfil within the given time.
• The students should be able to complete the projects with a certain degree of study and
scaffolding from the educational material.
• Students might work in (small) groups to foster collaboration
• Every project has a strict deadline and in the case a project is passed on to a future
student the next project should be (slightly or fair) harder.
• Educational material is proposed to be studied that could consist of books, URLs, CDs,
prior solved paradigms and/or exercises or other resources. But: Less control might lead
to lower quality of learning materials. This needs to be carefully considered.
• Forums and wikis could assist to establish a cooperative and interactive environment to
facilitate the knowledge exchange between the participants.
• Students should produce clear deliverables (e.g. a project report & presentation) on a
know deadline. At this point, a peer-assessment cycle might be initialized, where every
group (or individual) reviews and comment on the work of the others.
31. About Learning Projects (1/2)
• In the case of collaborative project works a MVC (Most Valuable Contributor) might be
pinpointed. This confronts in a second level the problem of the lurkers.
• The instructor should follow all activities, avoiding to interfere, unless it is necessary,
e.g. in cases of misunderstandings, or great deviation from the educational objectives.
• Interface management is crucial in creating learning objects in an open source way. This
is to say that modularity requires that interfaces are clearly defined.
• There must be clearly formulated objectives, activities, tasks or outcomes of a learning
project, initial ones from the course team & students should explain within their project
reports on how all of those were meet by them and what they have done
38. “At the beginning it started really small, but as time went on the website and
course space grew in size.”
“More and more material was added and discussions intensified.”
“At the beginning we didn’t know each other,
but with time, our confidence and trust grew and we were able to talk more freely.
And frequently scheduled chats also helped us to know each other”
39. “We participated in a learning project named "DWTDI". During our research we have
learned how to collaborate from distance using web technologies, as two of us were in
Sweden, one in England and one in Greece.”
“Furthermore, we have learned how to merge our separate work using open source
technologies like wikis in order to introduce a common result.”
“We strongly believe that this project helped all of us to improve our ability in English and
our knowledge about the tasks that are included in the project.”
40. “I've learned a lot of things. To be honest I didn't even know what exactly copyleft
was when the project started; but I learned about it along the way and figured out
some details about copyright.”
“We liked the learning experience because it was different from formal education
and because we had the freedom to choose our tasks and project methods.”
“The "find out yourself" aspect the course provided stimulates to search and actually
learn about something, while in higher education students are mostly supposed to
read books and just learn them by heart, rendering the knowledge useless since most
things are forgotten along the way.”
41. “The learning experience was very different: learning is done - not received; more
flexible, more possibilities to choose the theme and the way how to develop it;
dynamics of the roles with no clear separation of teacher/learner.”
“We believe that the course approach had some unique features. First of all, the
group participants could totally take the responsibility of their project, content and
organisation and could make decisions about the future tasks or chats on their own.”
“We were not obliged to use the official course places to upload our stuff and we
could make decisions all together!”
42. “It's not about what I learned, but about how I learned it. The same knowledge might
be obtained through open source communities or traditional learning environments
(actually the whole learning process is identical with learning in open source in my
opinion), but in traditional learning environments it is not as interesting.”
“In formal classes you're bombed with information which you have to cope with, at
this course it was easier to do so and I think we have learnt better than in formal
education.”
43. Thanks for your attention!
Andreas Meiszner, UNU-MERIT – The Netherlands
andreasmeiszner@gmail.com
For further research on Free/Open Education see also:
www.openedworld.net