This document discusses challenges in conceptualizing MOOCs for vulnerable learner groups. It notes that most MOOC participants have higher education degrees and come from countries with high human development indices. Lower completion rates are seen for those from low HDI countries. While MOOCs provide opportunities, they may not be a good alternative to traditional courses. The document advocates for inclusion strategies to reach socially excluded groups and ensure MOOCs give voice to local knowledge. It addresses tensions like digital divides, informal vs formal learning, local vs global knowledge, and post-colonial North-South dynamics. The document concludes more needs to be done to ensure inclusion and success for vulnerable learners beyond top-down collaborations.
UDL implementation in higher education during the COVID crisisFrederic Fovet
Abstract: After a decade of advocacy across North American campuses, it can be fairly asserted that Universal Design for Learning (UDL) is finally having an impact on the inclusion of students with Disabilities across campuses. It is helping shift instructors and departments away from medical model approaches to students with Disabilities, and facilitating the adoption of the social model of disability in classroom practices.
In 2020, however, the COVID pandemic forced campus closures and an overnight shift to online instruction and assessment across the world. Many have argued that this pivot has helped increase awareness of accessibility and has developed inclusive design as a mindset among instructors. Equally numerous are researchers and practitioners who feel that the pandemic has weakened institutions’ commitment to inclusion, made accessible learning more difficult to achieve, and generally hindered the development of UDL in Higher Education.
This interactive session will lead the audience in assessing to what extent each of these assertions might be true, and how campuses can draw important lessons from these experiences, in relation to UDL implementation.
The presentation draws from multiple interactive workshops which have been offered to UDL advocates and faculty throughout the pandemic. It presents the analysis of phenomenological data gathered throughout these professional development sessions.
Frederic Fovet Keynote at the Perfect Blend Conference - Vancouver School BoardFrederic Fovet
Most schools around the world have been forced to launch extensive online and blended practices as the COVID pandemic precipitated the sector towards closure. This has been an unprecedented conjuncture for discovery, experimentation and exploration. As schools and teachers prepare for a post-pandemic landscape, it is also important nevertheless to acknowledge that the lessons learnt from these two years of forced change were not optimal. First, much of the work done online in the K-12 sector was not fully inclusive or designed for the full spectrum of diverse learners. Second, the blended and online practices that have emerged have generally been seen as poor substitutes, with teachers seeking to return to face to face urgently rather than reflectively integrating in their everyday teaching the rich pedagogical opportunities the blended formats have offered a glimpse of. The presentation will explore how Universal Design for Learning can be an immediately pertinent and effective framework, offering hands on tools, for teachers to capitalize on their pandemic experiences to transform their in-class practices, with the help of technology and a blended mindset.
Addressing the needs of diverse learners in online and blended learning with ...Frederic Fovet
There has been growing but sporadic interest around Universal Design for Learning across the post-secondary sector in most jurisdictions over the last decade. This, in itself is encouraging and there is no doubt that the notion that inclusion must be achieved through proactive inclusive design rather than through retrofitting and accommodations is finally gaining in popularity and visibility.
UDL work, however, has long entertained an ambivalent and complex relationship with the rest of the scholarship on technology, blended learning and online learning. While the overlap between the UDL literature and these other bodies of practice is prima facie obvious and rich, in the field it has been somewhat difficult strategically to get buy-in for UDL from the practitioners and researchers traditionally involved in technology rich pedagogy.
The COVID pandemic and the pivot to online teaching and learning have shaken this status quo and offered unprecedented opportunities to demonstrate and showcase the relevance of UDL when it comes to systemically addressing learner diversity in online and blended pedagogy.
The pandemic, however, has also further muddied the waters, and disrupted many of the relationships between stakeholders in academia. The disruption has been such that it becomes challenging at times to foresee what lessons have been learnt from the pandemic and what new practices are likely to emerge from the COVID crisis. The presentation will examine what the future of UDL implementation within the growth of online and blended learning might look like in this disrupted and quickly changing landscape. It will invite participants to engage in lucid assessments of the opportunities and challenges the post-pandemic era gives rise to in this area.
Frederic Fovet Presentatin at the UDL and Inclusive Practice Symposium: Reach...Frederic Fovet
Post-secondary campuses are attracting an increasingly diverse student population. This must be celebrated as it means that the post-secondary classroom is also increasingly representative of the population at large; it means as well that all students are confronted with diversity in their campus experience and learn to embrace it; the internationalization of post-secondary institutions furthermore leads to greater opportunities to develop global citizenship.
This diversity of the student population, however, is not always perceived by faculty as easy or seamless to address proactively. As a result, students’ expectations can often clash with current teaching and learning practices that have not changed as fast as the composition of the student body has done. This leads to friction. It is not just students with disabilities that are experiencing barriers in their learning; International students, second language learners, culturally diverse and racialized students, first generation students, Indigenous students, and non-traditional learners all report experiencing similar barriers in their learning in the post-secondary classroom. Together, these students often represent a majority on our campuses - a majority that does not feel learning is designed for their needs.
It is becoming urgent therefore to find ways of eroding this friction. The solutions must address the needs of diverse learners proactively, but also support faculty as they rethink their classroom practices. These solutions must be sustainable, user-friendly, cost-effective, and powerful; they must guarantee a rapid change in our teaching and learning landscape, uphold the standards of post-secondary education, and ensure the creation of genuinely inclusive provisions.
The session will explore how Universal Design for Learning is uniquely positioned as a framework to address these pressing needs. The session will be interactive and seek to empower participants with a firm mastery of the UDL principles, to offer them practical examples of their use in the classroom, and to guide them as they begin their journey with implementation.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
UDL implementation in higher education during the COVID crisisFrederic Fovet
Abstract: After a decade of advocacy across North American campuses, it can be fairly asserted that Universal Design for Learning (UDL) is finally having an impact on the inclusion of students with Disabilities across campuses. It is helping shift instructors and departments away from medical model approaches to students with Disabilities, and facilitating the adoption of the social model of disability in classroom practices.
In 2020, however, the COVID pandemic forced campus closures and an overnight shift to online instruction and assessment across the world. Many have argued that this pivot has helped increase awareness of accessibility and has developed inclusive design as a mindset among instructors. Equally numerous are researchers and practitioners who feel that the pandemic has weakened institutions’ commitment to inclusion, made accessible learning more difficult to achieve, and generally hindered the development of UDL in Higher Education.
This interactive session will lead the audience in assessing to what extent each of these assertions might be true, and how campuses can draw important lessons from these experiences, in relation to UDL implementation.
The presentation draws from multiple interactive workshops which have been offered to UDL advocates and faculty throughout the pandemic. It presents the analysis of phenomenological data gathered throughout these professional development sessions.
Frederic Fovet Keynote at the Perfect Blend Conference - Vancouver School BoardFrederic Fovet
Most schools around the world have been forced to launch extensive online and blended practices as the COVID pandemic precipitated the sector towards closure. This has been an unprecedented conjuncture for discovery, experimentation and exploration. As schools and teachers prepare for a post-pandemic landscape, it is also important nevertheless to acknowledge that the lessons learnt from these two years of forced change were not optimal. First, much of the work done online in the K-12 sector was not fully inclusive or designed for the full spectrum of diverse learners. Second, the blended and online practices that have emerged have generally been seen as poor substitutes, with teachers seeking to return to face to face urgently rather than reflectively integrating in their everyday teaching the rich pedagogical opportunities the blended formats have offered a glimpse of. The presentation will explore how Universal Design for Learning can be an immediately pertinent and effective framework, offering hands on tools, for teachers to capitalize on their pandemic experiences to transform their in-class practices, with the help of technology and a blended mindset.
Addressing the needs of diverse learners in online and blended learning with ...Frederic Fovet
There has been growing but sporadic interest around Universal Design for Learning across the post-secondary sector in most jurisdictions over the last decade. This, in itself is encouraging and there is no doubt that the notion that inclusion must be achieved through proactive inclusive design rather than through retrofitting and accommodations is finally gaining in popularity and visibility.
UDL work, however, has long entertained an ambivalent and complex relationship with the rest of the scholarship on technology, blended learning and online learning. While the overlap between the UDL literature and these other bodies of practice is prima facie obvious and rich, in the field it has been somewhat difficult strategically to get buy-in for UDL from the practitioners and researchers traditionally involved in technology rich pedagogy.
The COVID pandemic and the pivot to online teaching and learning have shaken this status quo and offered unprecedented opportunities to demonstrate and showcase the relevance of UDL when it comes to systemically addressing learner diversity in online and blended pedagogy.
The pandemic, however, has also further muddied the waters, and disrupted many of the relationships between stakeholders in academia. The disruption has been such that it becomes challenging at times to foresee what lessons have been learnt from the pandemic and what new practices are likely to emerge from the COVID crisis. The presentation will examine what the future of UDL implementation within the growth of online and blended learning might look like in this disrupted and quickly changing landscape. It will invite participants to engage in lucid assessments of the opportunities and challenges the post-pandemic era gives rise to in this area.
Frederic Fovet Presentatin at the UDL and Inclusive Practice Symposium: Reach...Frederic Fovet
Post-secondary campuses are attracting an increasingly diverse student population. This must be celebrated as it means that the post-secondary classroom is also increasingly representative of the population at large; it means as well that all students are confronted with diversity in their campus experience and learn to embrace it; the internationalization of post-secondary institutions furthermore leads to greater opportunities to develop global citizenship.
This diversity of the student population, however, is not always perceived by faculty as easy or seamless to address proactively. As a result, students’ expectations can often clash with current teaching and learning practices that have not changed as fast as the composition of the student body has done. This leads to friction. It is not just students with disabilities that are experiencing barriers in their learning; International students, second language learners, culturally diverse and racialized students, first generation students, Indigenous students, and non-traditional learners all report experiencing similar barriers in their learning in the post-secondary classroom. Together, these students often represent a majority on our campuses - a majority that does not feel learning is designed for their needs.
It is becoming urgent therefore to find ways of eroding this friction. The solutions must address the needs of diverse learners proactively, but also support faculty as they rethink their classroom practices. These solutions must be sustainable, user-friendly, cost-effective, and powerful; they must guarantee a rapid change in our teaching and learning landscape, uphold the standards of post-secondary education, and ensure the creation of genuinely inclusive provisions.
The session will explore how Universal Design for Learning is uniquely positioned as a framework to address these pressing needs. The session will be interactive and seek to empower participants with a firm mastery of the UDL principles, to offer them practical examples of their use in the classroom, and to guide them as they begin their journey with implementation.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
From microcredits to MOOCs: the hidden costs of scaling innovation
In this keynote, Professor Debbie Holley will explore some of the influential innovations designed to scale and share education. However, these and other initiatives have not yet fulfilled their full potential of transformational change. How can we respond, individually and collectively to the compelling need for education?
From curiosity to systemic implementation: Making UDL buy-in a strategic inst...Frederic Fovet
There has been growing but sporadic interest around Universal Design for Learning across the post-secondary sector in most jurisdictions over the last decade. This, in itself is encouraging and there is no doubt that the notion that inclusion must be achieved through proactive inclusive design rather than through retrofitting and accommodations is finally gaining in popularity and visibility. While many of the initiatives seeking to implement UDL are effective and credible, these are usually led by individual instructors or small communities of practice. As such, they represent powerful illustrations of UDL in action but they fail to tackle the complexity of how systemic implementation can be achieved across institutions. This presentation will offer an ecological view of the numerous factors that come into play when institutions consider campus-wide UDL implementation, and will prepare participants to proactively prepare for this complexity. It is undeniable that the COVID pandemic and the pivot to online teaching and learning have further muddied the waters, and the presentation will seek to explore what specific post-pandemic UDL efforts are now necessary.
Keynote Presentation at the IT Sligo UDL Conference Frederic Fovet may 26Frederic Fovet
While there have been bold developments in the use of Universal Design for Learning (UDL) in the post-secondary sector over the last ten years on both sides of the Atlantic, much of these efforts have focused on showcasing the pedagogical benefits of its implementation. This discourse has remained a little naïve when it comes to management of change and organizational leadership. In the worst case scenarios, naivety has given way to actual clumsiness, which has been counter-productive in getting buy-in from faculty.
This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
Keynote Presentation Universell Norway May 25 Frederic Fovet
Keynote presentation at the Nasjonalt webinar om inkluderende læringsmiljø - Unoversell, Norway
Exploring the need for sustainable ‘whole campus’ approaches to the Inclusion of diverse learners
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
From microcredits to MOOCs: the hidden costs of scaling innovation
In this keynote, Professor Debbie Holley will explore some of the influential innovations designed to scale and share education. However, these and other initiatives have not yet fulfilled their full potential of transformational change. How can we respond, individually and collectively to the compelling need for education?
From curiosity to systemic implementation: Making UDL buy-in a strategic inst...Frederic Fovet
There has been growing but sporadic interest around Universal Design for Learning across the post-secondary sector in most jurisdictions over the last decade. This, in itself is encouraging and there is no doubt that the notion that inclusion must be achieved through proactive inclusive design rather than through retrofitting and accommodations is finally gaining in popularity and visibility. While many of the initiatives seeking to implement UDL are effective and credible, these are usually led by individual instructors or small communities of practice. As such, they represent powerful illustrations of UDL in action but they fail to tackle the complexity of how systemic implementation can be achieved across institutions. This presentation will offer an ecological view of the numerous factors that come into play when institutions consider campus-wide UDL implementation, and will prepare participants to proactively prepare for this complexity. It is undeniable that the COVID pandemic and the pivot to online teaching and learning have further muddied the waters, and the presentation will seek to explore what specific post-pandemic UDL efforts are now necessary.
Keynote Presentation at the IT Sligo UDL Conference Frederic Fovet may 26Frederic Fovet
While there have been bold developments in the use of Universal Design for Learning (UDL) in the post-secondary sector over the last ten years on both sides of the Atlantic, much of these efforts have focused on showcasing the pedagogical benefits of its implementation. This discourse has remained a little naïve when it comes to management of change and organizational leadership. In the worst case scenarios, naivety has given way to actual clumsiness, which has been counter-productive in getting buy-in from faculty.
This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
Keynote Presentation Universell Norway May 25 Frederic Fovet
Keynote presentation at the Nasjonalt webinar om inkluderende læringsmiljø - Unoversell, Norway
Exploring the need for sustainable ‘whole campus’ approaches to the Inclusion of diverse learners
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
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
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
How to Deploy & Support a Universal Design for Learning Strategy w/TTS Technology within D2L's Learning Environment. Readspeaker with Michal Hughes. St. Catharines, Ontario. November 18, 2016.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
An interesting (and extremely text-heavy) profile of some of the biggest names in educational theory and reform. Some original thoughts thrown in. If you are looking for a quick read, look elsewhere. But if you want to find out a lot about the various problems and possibilities in our educational system, this might be your cup of tea.
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxInge de Waard
This presentation shares the steps that EIT InnoEnergy teachers have taken to get up to speed with AI. The presentation shares use cases, tools, pedagogical options to embed AI in courses, and tools regarding assessments. The presentation was given at Online Educa Berlin 2023.
Keynote AI assessment tools: online exams and tools.pptxInge de Waard
This keynote gives an overview of why and how AI tools for assessment purposes can be used. One part of the presentation covers AI-based Proctoring Systems, another part moves closer into AI tools for assessments, and a last part looks at university guidelines, ethical considerations, some pedagogical options to embed AI tools for students while they work on projects, and some AI tool resources.
Sharing share the toolkit that was made by Stella Lee, PhD. in alignment with the InnoEnergy teachers' needs and requests. Explore the toolkit and try out some of the curated tools per teacher area (administration, research, teaching & learning). And feel free to share resources, or add questions related to #AI topics and join the AI for teachers community on LinkedIN (https://www.linkedin.com/groups/12892003/ )
This 20 slide presentation, starts with an overview of AI, showing some AI tools, and sharing examples of AI for education options. The learning outcome of this presentation is to provide AUW students an insight into AI and how they can use it within their courses. By including short examples, it makes it easier to embed AI interactions into their courses.
OEB CoP November 2022 overview ppt.pptxInge de Waard
Short overview of pedagogical approaches (moonshot approach, Case method, Challenge Based Learning) used at EIT InnoEnergy to enhance Community of Practitioners across students, teachers, business, start-ups ... across the EIT CommUnity. How these learning approaches lead up to a stronger Community of Practitioners between Master students, Teachers, Businesses, Policy Makers and other stakeholders.
2021 KTH SoTL keynote on Learning SpacesInge de Waard
Learning spaces become ever more important if we want to stay on top of the need to re/upskill people. The learning space of a university now coincides with professional learning spaces and personal learning spaces. Which learning spaces are there, and which actions do we need to take to increase the effect of learning spaces on the necessary learning? Have a look.
A conceptual framework for learners self directing their learningInge de Waard
5 slides sharing information on the chapter I wrote for the book "Emerging Technologies and Pedagogies in the Curriculum. It also refers to an early Ethics in AI slide deck, expressing the need and urgency of making AI effects transparent.
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Building the Skills Engine: our dreams realise the futureInge de Waard
These are the slides from a talk I gave at Online Educa Berlin 2019. The talk focuses on the skills engine, an AI engine (Natural Language Processing) that is
Learners self-directing their learning in MOOCs #Ectel2019Inge de Waard
Informal learning in MOOCs is under-investigated. In this presentation we share how adult learners self-direct their learning when engaging in FutureLearn MOOCs. Five areas influence self-directed learning: individual characteristics, technical and media elements, individual & social learning, structuring learning and context. This study also identified two inhibitors or enablers of learning: intrinsic motivation and personal learning goals, where these two factors increase or decrease the dynamics in the five areas of SDL.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...Inge de Waard
This brief ppt gives an idea of the Skills 3.0 or DEAP project that I am currently co-working on (me for the educational part) together with my other great InnoEnergy colleagues. The project combines the emergence of skills and competencies identified through a Human Resource oriented AI (screening industry road maps), analyzing engineering resumes and answering the resulting skills gap to an adaptive learning path by reusing learning elements in an 'intelligent way’.
MOOCs and personal learning: reality or myth?Inge de Waard
This keynote was given during the TISLID18 conference in Ghent, Belgium. The talk focuses on two informal learning cases involving MOOC learners, and ends with questioning the personal learning myth that accompanies MOOCs.
Cost and time efficient dynamic learning defInge de Waard
Four practical options to enhance learner interaction in blended classes, cost efficient use of content, and ensuring teachers are used for their knowledge expertise by using flipped lectures.
Instructional Design Variation matrix - work in progressInge de Waard
Een Nederlandstalige presentatie over het concept (met voorbeelden) van de Instructional Design Variation matrix die momenteel wordt geschreven. Gegeven tijdens een van de break-out sessies bij LearningTechDay in Gents.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
possible solutions to include vulnerable learners in MOOC
1. Challenges for conceptualising
EU MOOC for vulnerable learner
groups
Inge de Waard (Belgium/UK), Michael Sean
Gallagher (Korea/UK), Ronda Zelezny-Green
(US/UK/Kenya), Laura Czerniewicz (South
Africa), Stephen Downes (Canada), Agnes
Kukulska-Hulme (UK) , Julie Willems (Australia)
2. Full paper with extended references and
argumentation can be found here:
eMOOCs2014 full paper on the topic
3. MOOC = education for all?
What is said What is done
Heard during #eMOOCs2014:
• 79,8 % MOOC participants bachelor’s degree or higher
(Christensen, 2013) from Tharindu Liyanagunawardena.
• Low human development index (HDI) biggest factor on completion
rates and ranking of the learner experience => lower score for low
HDI - Matthieu Cisel
• “MOOCs are good support material. However they do not offer a
good alternative for ex-cathedra courses” – this affects sole online
learners and their education (opening speech Patrick Aebischer)
• Social change coming from MOOC gets highlighted, but exceptions
• 2iE taxi brousse African MOOC
• UNx => unemployed transform to entrepreneural
• MOOC integrated in local (African) course
4. share YOUR ideas
• Share thoughts via @ignatia
• Or mail ingedewaard@gmail.com for future
cooperation/collaboration on papers on the
subject
MOOC is not the educational solution,
change & inclusion are
5. OpenupEd 8 foci
• Openness to learners (learner needs)
• Spectrum of diversity (language, culture)
• Digital openness
• Learner centered approach
• Independent learning
• Media-supported interaction
• Recognition options
• Quality focus
See more on the slidedeck from Darco Jansen and Fred
Muller
Visit the OpenupEd portal here.
6. OpenupEd MOOC portal
What is meant by cultural and linguistic
diversity, openness… if vulnerable groups such
as migrants come into the picture?
What must WE address?
7. Potentially vulnerable learners
Groups established by Include-Ed: women, young
people, migrants, cultural groups (e.g. Roma) and
people with disabilities … but MOOC also attract
virtual migrant learners (residing in other parts of
the world and potentially vulnerable)
9. Digital and Social exclusion(s)
Digital divide (age, gender, ethnic
clustering, financial
conditions, work insecurity, social
insecurity…)
Solution? Reaching social
inclusion by planning a
consciously inclusive education
from early on, and by embedding
inclusive strategies for all
vulnerable groups. Giving all
groups an active, knowledgeable
voice.
10. Increasing diversity of learner groups
Non-participation in adult and lifelong
learning is deeply entrenched in
‘trajectories’ based on
class, gender, generation, ethnicity and
geography, established at an early age.
• Solution? Digital literacies/skills that
accompany MOOC participation need
to be taught and made measurable
(indicators) to track the reach of
MOOCs among
migrants, women, youth, specific
cultures and disabled learners from all
backgrounds.
11. Formal and informal learning
The more informal the nature of the
online learning activity, the more the
factors beyond involuntary
exclusion, become important.
Solution? A MOOC can have
informality embedded in its format.
(let course foci come from learners:
effectively dealing with
unemployment challenges, how to reenter the job market, etc.).
12. Local versus global
The tension between local and global
regions is increased as digital
communication has become a global
reality. This glocalisation of education
risks perpetuating the status quo of
existing power relations between
regions.
• Solution? In order to avoid the
disappearance of local knowledge and
cultures, special attention needs to
be given to both the experts as well
as the citizens with vulnerable from
those regions and language groups, as
well as specific vulnerable cultures.
13. North – South postcolonial tensions
Education in society always reflects
the values of the dominant political
ideology. A new postcolonial
tension.
• Solution? Reflect on new courses
initiatives, special care in the
design and implementation of
MOOCs, to mitigate these
potential effects.
14. Closed versus Open Educational
Resources (OER)
OER can, and does include full
courses, textbooks, streaming
videos, exams, software, and any other
materials or techniques supporting learning
(OER Foundation, 2011, p. 1). But what people
think others need is not always that content
which is really needed. Content is contextual.
• Solution? Open educational resources
(OERs) allow for the greatest possible use
and reuse in the MOOC context due to
their availability and adaptation while
ensuring quality (e.g. translation, changes
toward authentic context).
15. Digital identity
Identity negotiation and its relationship to societal power and status relations is also
clearly implicated in the phenomenon of ‘stereotype threat’, it can seriously
undercut the achievement of immigrant and minority students
• Solution? In order to avoid alienating learners from vulnerable groups, a diversity
in identities should be provided in the examples accompanying MOOC content.
Course content and activity that promotes a diversity of identity should be
encouraged. Pre-course design check for actors in course.
16. Learner access, ubiquity and success
Low participation rates have
implications for social and economic
development, especially given poor
completion rates in education.
Access, ubiquity is important.
• Solution? The most pressing result
needed is success (by whichever
definition) in order to safeguard the
vulnerable groups from the
downward spiral towards exclusion.
17. A lot is done => collaborations, but per
course inclusion needs to be ensured
But top-driven collaboration does not ensure
societal wide inclusion. True learner
participation needs to be ensured, enabling all
citizens to keep themselves out of the pitfalls of
the knowledge society (e.g. poverty, exclusion).
For the people by the people + the personal is
political
18. Share, discuss, contact now
or later, with pleasure
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Slideshare (ppt): http://www.slideshare.net/ignatia
linkedIn: http://www.linkedin.com/in/ingedewaard
Publications/presentations:
http://www.ingedewaard.net/pubconsulpres.htm
Academia.edu:
https://open.academia.edu/IgnatiaIngedeWaard
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