Neil Morris is the Director of Digital Learning at the University of Leeds. He gave a presentation on the changing landscape of higher education and the University's strategies for digital learning. Key points included increased student expectations, greater need for distinctiveness, and lack of digital skills. The presentation covered the University's blended learning strategy, policies on audio/video recordings and OERs, and plans for MOOCs and iTunes U. Student mobile device usage data was presented. The benefits of a digital learning strategy and external resources were discussed.
Blended Learning Essentials: getting started online courseNeil Morris
If you are working in further education, skills training, vocational education, workplace learning, lifelong learning or adult education, this free online course is designed to help you understand the benefits of blended learning and how to make more effective use of technology to support your learners.
Blended Learning Essentials: getting started online courseNeil Morris
If you are working in further education, skills training, vocational education, workplace learning, lifelong learning or adult education, this free online course is designed to help you understand the benefits of blended learning and how to make more effective use of technology to support your learners.
In the Hokkaido region, Japan’s second largest island, 7 public universities are pursing such an approach, having recently concluded an agreement to cooperatively develop and deliver components of liberal arts education in a way that will leverage local characters and specializations and will integrate a credit transferring system across the consortium. As part this effort, Hokkaido University, as a leading institution in the consortium, has launched a new organization called Center for Open Education as a central part of the cooperative program. In this context, Center for Open Education simultaneously make use of OER in blended and hybrid settings to improve student engagement and learning outcomes while also contributing back to the commons MOOC and the best of consortium-developed materials. From spring semester in 2014, the consortium starts credit-bearing courses using OER on flipped classroom among institutions. In this July, Hokkaido University opens MOOC on edX reusing consortium-developed materials with English translation.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
In 2014 the University of Wolverhampton opened the doors to its state-of-the-art Science Centre. The new building represented a radical change in pedagogy for teaching and learning in Science subjects at Wolverhampton. The capture and broadcasting of video was central to the new teaching philosophy and there were a number of challenges to overcome when delivering a completely new technical and pedagogical ecosystem. Evaluative research suggests that the use of capture technologies to support teaching and learning in the Science Centre has been a success; with students reporting more confidence and better understanding and staff reporting more independent students and an increase in opportunities to facilitate deeper learning. The knowledge developed through the Science Centre project will be used to inform the design of discipline specific capture installations across our campuses, where they will add the most value to the learning experience.
Mooc videos in blended learning practices laia alboLaia Albó
My presentation in Bett show 2016
Massive Open Online Courses (MOOCSs) are playing an important role in university strategy discussions since they offer new learning opportunities and can change teaching practices. Despite the overall impact of these courses in the higher education system is still unknown, there is an emerging teaching practice that considers the use of MOOC content and activities as part of formal learning courses in face-to-face universities. These practices convey diverse types of hybrid methodological combinations. These emerging scenarios are worth exploring to understand the potential and challenges of the phenomena. To contribute to this understanding, in this talk I will present our research about the use of MOOC resources (basically videos) in blended learning practices in the higher education sector
Read more: http://www.bettshow.com/Seminar/MOOC-videos-in-blended-learning-practices#ixzz4J0NB7Irb
Using digital technologies to implement distance education for incarcerated s...Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access
to resources. This article reports on four projects that incrementally build on each other, three of which are
completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
COVID-19 pandemic has impacted the educational institutions in Australia and New Zealand, thus online learning was a significant option for education to be smoothly continued. This could possibly enhance the Computer-based exams (CBEs) to be used in various courses, such as schools, universities and other training centres. As there are many educational institutions which have chosen to convert from paper test system to computer- based exam. However, adopting computer tests may lead to some difficulties for the students, which relates to technical defects and lake of computer skills of some students when they are applying the computer based exams. The purpose of the paper was to discuss online learning during Covid19 and the possibility of adopting (CBEs), then to determine negative and positive effects on the students of using computer-based exams and focus on some of suggesting solutions to the negative effects. Computer test which could cause negative effects on students due to various levels of skills to use a computer and some technical problems was examined. The design of the computer examination system requires careful planning and study from several aspects before becoming officially accepted, the computer-based exams still have a few problems which may lead to difficulties in using computer exams. Then the many benefits which could be gained by using computer-based exams, such as the student will be more independent with computer test were described. In addition, the students have access to the exams through the internet network. Finally, the effectiveness of certain strategy to solve the negative effects of computer-based exams were argued. Developing the solutions of the technical problems are required for computer test, where improving the input methods questions and corrections. It was resulted that online learning has considered as a better option during COVID-19 pandemic, and the computer exam, with adjustments, is more suitable for students.
In the Hokkaido region, Japan’s second largest island, 7 public universities are pursing such an approach, having recently concluded an agreement to cooperatively develop and deliver components of liberal arts education in a way that will leverage local characters and specializations and will integrate a credit transferring system across the consortium. As part this effort, Hokkaido University, as a leading institution in the consortium, has launched a new organization called Center for Open Education as a central part of the cooperative program. In this context, Center for Open Education simultaneously make use of OER in blended and hybrid settings to improve student engagement and learning outcomes while also contributing back to the commons MOOC and the best of consortium-developed materials. From spring semester in 2014, the consortium starts credit-bearing courses using OER on flipped classroom among institutions. In this July, Hokkaido University opens MOOC on edX reusing consortium-developed materials with English translation.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
In 2014 the University of Wolverhampton opened the doors to its state-of-the-art Science Centre. The new building represented a radical change in pedagogy for teaching and learning in Science subjects at Wolverhampton. The capture and broadcasting of video was central to the new teaching philosophy and there were a number of challenges to overcome when delivering a completely new technical and pedagogical ecosystem. Evaluative research suggests that the use of capture technologies to support teaching and learning in the Science Centre has been a success; with students reporting more confidence and better understanding and staff reporting more independent students and an increase in opportunities to facilitate deeper learning. The knowledge developed through the Science Centre project will be used to inform the design of discipline specific capture installations across our campuses, where they will add the most value to the learning experience.
Mooc videos in blended learning practices laia alboLaia Albó
My presentation in Bett show 2016
Massive Open Online Courses (MOOCSs) are playing an important role in university strategy discussions since they offer new learning opportunities and can change teaching practices. Despite the overall impact of these courses in the higher education system is still unknown, there is an emerging teaching practice that considers the use of MOOC content and activities as part of formal learning courses in face-to-face universities. These practices convey diverse types of hybrid methodological combinations. These emerging scenarios are worth exploring to understand the potential and challenges of the phenomena. To contribute to this understanding, in this talk I will present our research about the use of MOOC resources (basically videos) in blended learning practices in the higher education sector
Read more: http://www.bettshow.com/Seminar/MOOC-videos-in-blended-learning-practices#ixzz4J0NB7Irb
Using digital technologies to implement distance education for incarcerated s...Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access
to resources. This article reports on four projects that incrementally build on each other, three of which are
completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
COVID-19 pandemic has impacted the educational institutions in Australia and New Zealand, thus online learning was a significant option for education to be smoothly continued. This could possibly enhance the Computer-based exams (CBEs) to be used in various courses, such as schools, universities and other training centres. As there are many educational institutions which have chosen to convert from paper test system to computer- based exam. However, adopting computer tests may lead to some difficulties for the students, which relates to technical defects and lake of computer skills of some students when they are applying the computer based exams. The purpose of the paper was to discuss online learning during Covid19 and the possibility of adopting (CBEs), then to determine negative and positive effects on the students of using computer-based exams and focus on some of suggesting solutions to the negative effects. Computer test which could cause negative effects on students due to various levels of skills to use a computer and some technical problems was examined. The design of the computer examination system requires careful planning and study from several aspects before becoming officially accepted, the computer-based exams still have a few problems which may lead to difficulties in using computer exams. Then the many benefits which could be gained by using computer-based exams, such as the student will be more independent with computer test were described. In addition, the students have access to the exams through the internet network. Finally, the effectiveness of certain strategy to solve the negative effects of computer-based exams were argued. Developing the solutions of the technical problems are required for computer test, where improving the input methods questions and corrections. It was resulted that online learning has considered as a better option during COVID-19 pandemic, and the computer exam, with adjustments, is more suitable for students.
Chisholm Institute presentation - Neil MorrisNeil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
Illuminate Forum - Blended Learning in the VET sector - workshop - Neil MorrisNeil Morris
Blended Learning and Technology in the VET sector - workshop
Professor Neil Morris and Melanie Kyle
Workshop at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
Learning and Technology in the VET Sector Illuminate session presentation by ...Neil Morris
Blended Learning and Technology in the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
Victorian TAFE Association Neil Morris presentationNeil Morris
Creating an educational continuum involving all educational sectors – a discussion
Professor Neil Morris
T: @NeilMorrisDT
Presentation for Victorian TAFE Association, Melbourne, June 2022
Melbourne Polytechnic presentation Neil MorrisNeil Morris
Using blended learning to enhance learning, engagement and outcomes
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Melbourne Polytechnic, Melbourne, June 2022
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
The Unbundled University: Researching emerging models in an unequal landscape – ESRC/NRF funded 26 month project
Profs Neil Morris and Laura Czerniewicz from the universities of Leeds and Cape Town, respectively, are the Principal Investigators on the 26-month project ‘The Unbundled University: Researching Emerging Models in an Unequal Landscape’, from October 2016 to November 2018. Also on the team are Carlo Perrotta, Bronwen Swinnerton and Mariya Ivancheva from the University of Leeds and Alan Cliff, Sukaina Walji and Rebecca Swartz from the University of Cape Town. This project examines the profound confluence which constitutes the unbundled university – the intersection of increasingly disaggregated curricula and services, the affordances of digital technologies, the growing marketisation of the higher education sector itself and the deep inequalities which characterise both the sector and the contexts in which they are located.
Each of these aspects contributes to the complex ways in which the nature of Higher Education is itself evolving. For example, the past few years have seen the appearance of many flexible online courses and qualifications, delivered in new configurations of providers and partnerships, including by parties new to the sector. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of unbundling and rebundling, as it is playing out in the rapidly reconfiguring sphere. This project will explore how these formulations are coming into being, how opportunities are being exploited and whose interests are being served
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Session overview
• Changing landscape of Higher Education
• University strategies and policies
• Lecture capture and multimedia management
• Digital learning channel portfolio
• iTunes U and MOOCs
http://adl.ulster.ac.uk/odl/feedback
6. N=1363 (Nov 2012; Middleton and Caperon, 2013)
50% use a mobile device frequently for
research or assignments
23% use a mobile device
frequently to read e-books
86% own a smartphone
97%own a laptop.
20% own a tablet device
35% are planning to purchase a tablet
device for academic and social reasons
University of Leeds students use of mobile devices
70% likely to use a mobile device
to read articles or books online
87% use a mobile device frequently to
use a search engine
7. Mobile learning in action
Deep
learning
Multimodal
learning
Any time,
any place
8. University strategies for Digital Learning
Digital strategy for Student Education
Blended Learning Strategy
Policy on Audio and
Video Recordings for
Educational Purposes
MOOC vision and
strategy
Open Educational
Resources policy
11. Blended learning strategy
Face to
face
classes
Learning
resources
Event
capture
Interaction
collaboration
Social media
channels
Mobile
devices
Online
assessment
Research
Blended Learning Strategy
12. University position on OER
1. Staff are encouraged to make use of OERs in student education.
2. Staff are encouraged to produce and release OERs into the
community.
3. Staff are encouraged to understand and make use of Creative
Commons licences for OERs.
4. Staff are reminded to ensure all materials are copyright
compliant.
5. Students can be consumers and producers of OERs.
Available at:
http://www.leeds.ac.uk/qat/policyprocedures/OERs.pdf
13. The University’s vision for FutureLearn:
The online platform provided by Futurelearn will give the University of Leeds
the opportunity to make our inspirational, high-quality educational resources
available to any individual with access to the Internet. By raising the
University’s profile nationally and internationally, it will provide a key
recruitment tool; by setting a standard for Leeds Open Educational Resources
(OERs), it will enhance blended learning for resident students and drive the
development of innovative distance and mixed-delivery programmes.
14. Teacher as
content
provider
Teacher as
content advisor
or curator
Student
learning
Face to
face
teaching
Other
learning
materials
Other
learning
materials
Restricted
online
material
Publically
available
online
material
Learning
materialsStudent sourced
content
Student produced
content
The change nature of academic practice
16. SEC3 2014 Engaging Leeds
Engage new global
audiences with
accessible content
Showcase the University
to prospective UG / PG
students
Provide digital materials
for disadvantaged
learners
Provide additional
learning resources for
current students
Guidance on OERsBenefits of external digital learning resources
17. REC
Open desktop software and press record.
Screen, audio and video captured.
Automatic upload to system for review, edit
and approve.
Make available to
colleague, VLE or
public.
REC
Upload video to MyMediasite
from mobile devices.
Available for review, edit and
approve.
Make available to colleague,
VLE or public.
Capturing and creating content
One simple interface
Intuitive editing tools
Seamless integration
Review, Edit, Approve
One simple interface
VLE or ‘MyMediaSite’
Secure access control
VLE learning resources
Approved content automatically
displayed in VLE
Content can be
made available
from your collection
Students can upload module video
assignments directly to VLE modules via
their ‘MyMediaSite’
Other digital content
Select and make your
content available via
web browser on
‘MyMediaSite’
Review, edit and approve
One simple interface for review, edit and
approve. In VLE or via ‘MyMediaSite’.
Remove video, add content, edit material.
Publish and view
Simple publishing to
VLE, Campus YouTube,
iTunesU, YouTube and websites
Multi-platform player
Simple yet
powerful multi-
layer player works
on all common
platforms.
YouTube style platform
Bespoke University
video channel for all
learning, teaching,
research and
marketing content
iTunes U and YouTube
One simple workflow
to review, edit and
approve content for
iTunes U and YouTube
channels
* If lecturer has not opted-out of recording.
† If video camera available, and a video recording has been scheduled
THIS DOCUMENT IS FOR A STAFF AUDIENCE
Note: At this stage of the project, this diagram is indicative and for
illustration purposes only.
Learning
Teaching
Research
REC
Recording starts and
stops automatically* .
Button on the lectern can
be used to pause / stop.
Scheduled session in Central
Teaching Space
Screen, audio and video† captured.
Automatic upload to system for review, edit
and approve.
At-desk recording
Create and upload content
from a mobile device
18. The flipped classroom
At-desk recording
REC
Open desktop software and press record.
Screen, audio and video captured.
Automatic upload to system for review, edit
and approve.
Make available to
colleague, VLE or
public.
Problem-solving
Discussion
Creativity
Conceptual
understanding
Active learning
19. Digital learning channel portfolio
Guidance on OERsPromoting online learning channels
Only available to
Registered Students Available to all learners
Online Courses
Individual Learning Objects
Learning Objects complementing face-to-face provision (Blended Learning)
23. Background to MOOCs
“Massive Open Online Courses”
Massive: Access to unlimited learners from around the world;
Open: Free access to learning resources; premium services or certification may be
charged;
Online: Learning resources in a variety of formats, including video lectures,
multimedia resources, asynchronous discussion platforms (e.g. Wikis, discussion
forums) and online assignments;
Course: Structured units of learning, like a module
27. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy
SEC3 2014 Engaging Leeds
Guidance on OERs
MOOC portfolio
Delivered:
Confirmed for 2014:
30. Test score success correlates most strongly with quiz
completion, followed by videos, followed by discussion.
31.
32. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy
33. FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy
34.
35.
36.
37.
38.
39.
40. Key MOOC metrics
When Worlds Collide: Fairness
and Nature
Exploring Anatomy: the human
abdomen
An introduction to physical
actor training
Overall experience 90% 97% 93%
Recommend to a
friend
97% 98% 100%
Enrolments 5,544 8,573 3,447
Fully participating
learners
28% 16% 11%
Social learners 37% 21% 35%
Gender Female (59%)
Male 40%)
Female (73%)
Male (27%)
Female (71%)
Male (29%)
Age group
26-35 (24%)
18-25 (17%)
56-65 (17%)
18-25 (22%)
46-55 (17%)
26-35 (17%)
26-35 (26%)
46-55 (19%)
18-25 (18%)
Country of residence
UK (67%)
China (2%)
India (2%)
UK (75%)
USA (4%)
India (2%)
UK (46%)
USA (10%)
Australia (5%)
Taken an online
course before?
Yes (40%)
No (60%)
Yes (42%)
No (57%)
Yes (47%)
No (53%)
42. Post course survey data for first three MOOCs (n= When Worlds Collide: Fairness and Nature (n=241); Exploring Anatomy: the human abdomen (n=424);
Introduction to Physical Actor Training (n=83); Photo: Kabsik Park under a CC licence (flickr)
90-97% satisfied with video as a
learning tool
37-53% satisfied with
discussion as a learning tool
48-65% thought course length
was appropriate
72%spend between 30 mins and 2
hours online per visit.
78-84% thought level of
course was appropriate
77-81% thought the study
time needed for the course was appropriate
MOOC participants views on courses
86-92% satisfied with
quizzes as a learning tool
94-99% thought the educator
was engaging
45. The future of digital learning
Online accreditation
Hybrid
courses
Digital
literacy
Game-
based
learning
Personalised
learning
Integrated
tablets
Learning
analytics