Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
For a political economy of open educationRichard Hall
My presentation at Open Education: Condition Critical, 20 November 2014. See: http://www.richard-hall.org/2014/11/19/for-a-political-economy-of-open-education/
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Presentation about how Open Education Consortium advances openness in education around the world. Presentation was made at OER: Impact and Outcomes Conference, 8-9 December 2014, Paris, France (http://www.college-etudesmondiales.org/fr/content/conf-open-educational-resources-impact-outcomes)
As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
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.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
For a political economy of open educationRichard Hall
My presentation at Open Education: Condition Critical, 20 November 2014. See: http://www.richard-hall.org/2014/11/19/for-a-political-economy-of-open-education/
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Presentation about how Open Education Consortium advances openness in education around the world. Presentation was made at OER: Impact and Outcomes Conference, 8-9 December 2014, Paris, France (http://www.college-etudesmondiales.org/fr/content/conf-open-educational-resources-impact-outcomes)
As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
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.
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Student Achievement in the Digital Age: How emergent technologies can enhance...Richard Hall
1. Emergent technologies have the potential to enhance the student academic experience through increased productivity, learning analytics, open educational resources, and personalized and social learning.
2. However, the benefits of technology are not experienced equally among all students, and there are concerns that a focus on skills and employability promotes a narrow view of higher education.
3. The relationship between technology and student achievement is complex as ecosystems become more integrated and competency-based learning emerges, but issues around data governance, digital identity, privacy, and literacy must also be addressed.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The document is a speech given by Christine Scholz of ESIB - The National Unions of Students in Europe at the International Association of Universities Conference on cross-border higher education.
The speech discusses [1] ESIB's role in representing over 10 million students across Europe, [2] the rationale for ESIB drafting a policy paper on transnational education in 2002 due to changes in higher education, and [3] the challenges of quality assurance, recognition and ensuring access when providing higher education across borders.
The Open University launched its OpenLearn initiative to make some of its educational content freely available online to advance open educational resources and distance learning. Over its first 18 months, OpenLearn attracted over 2 million visitors and 60,000 registered users. Evaluation found that OpenLearn helped widen participation in higher education and provided learning opportunities for underrepresented groups. The initiative also advanced the university's technological and pedagogical research into open online education.
The document discusses policy perspectives on open educational resources (OER) and massive open online courses (MOOCs), drawing on findings from the OPAL and POERUP projects. OPAL identified practices around OER creation and repurposing, while POERUP explored how governments stimulated OER and MOOC uptake. The OPAL metromap provides a framework to help stakeholders develop visions and implementation plans for OER. POERUP collected an inventory of over 500 OER initiatives and produced 33 country reports on OER activities. Overall the document examines the emergence of OER and MOOCs and initiatives to promote their use and uptake.
This document summarizes a chapter from a book on new voices in higher education research. The chapter examines how higher education is changing in a globalized world with increased digital connectivity and mobility. It discusses how higher education must adapt to being more intercultural and support plurilingualism. Virtual tools are increasing access to education around the world. However, there are also risks like widening digital gaps. The role of universities is shifting from isolated ivory towers to more socially engaged institutions. Overall, the chapter argues higher education must evolve to support lifelong learning through connections in a global digital environment.
Understanding "Openness" in Research on Open Educational Resources: Deliberat...ROER4D
Understanding "Openness" in Research on Open Educational Resources: Deliberations of the ROER4D Project
Presentation for eLearning Africa, 10th International Conference on ICT for Development, Education & Training, Addis Ababa, Ethiopia, 20-22 May 2015
Reimagining Higher Education in the digital ageNeil Morris
Digital education is growing rapidly globally and transforming higher education. The University of Leeds supports students through campus-based, hybrid and fully online learning. It offers courses, modules and programs through various digital channels to provide a flexible experience. While online learning offers opportunities, there are also risks of inequality and exclusion if its growth is unequal. The prevalence of "unbundling" educational content is increasing partnerships between universities and private companies in higher education.
Alex. bd higher education across borders a select bibliography wIAU_Past_Conferences
This document provides a selective bibliography on the topic of higher education across borders. It is divided into 4 sections that cover general issues and trends in cross-border higher education, quality assessment and accreditation, policy frameworks and regulation, and the relationship between cross-border education and globalization/trade agreements. The bibliography includes over 30 references from 2000-2005 that represent publications from universities, organizations, and databases in the field of international higher education.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditionally, higher education was viewed as a public good but new views see it as a private good and commodity, leading universities to offer transnational programs to raise revenue. However, this can threaten quality assurance, equal access, and national higher education systems.
[3] The policy paper analyzed benefits like increased choice but also downsides like
International higher education across borders provides opportunities for both academic institutions and students through cultural exchange and globalization. However, it also faces challenges such as high costs, quality assurance between countries, and security issues. The document discusses how international education can be stimulated through various modes like distance learning or satellite campuses. While opportunities exist, issues around regulations, policies, and host country acceptance must be addressed to realize the benefits of international higher education.
- Virtual exchange (VE) allows students from different geographic locations to work together online on learning tasks developed by teachers. It aims to give more students an international experience as physical student mobility programs only reach a small percentage of students.
- Two initiatives discussed are the Erasmus+ Virtual Exchange program and the EVOLVE project. Erasmus+ Virtual Exchange expands Erasmus+ opportunities through virtual exchanges. EVOLVE aims to mainstream virtual exchange across disciplines in European higher education.
- Benefits of VE include giving students experiential and collaborative learning, developing transversal skills like intercultural competence, and offering opportunities for professional development for teachers.
This document discusses several converging trends that will transform the world, including rapid technological development, population growth and aging, climate change, and increased transparency. It argues that these trends could lead to conflicts over natural resources but also new solutions. The mobile internet of things will connect not just people but objects, potentially creating global networks of citizens and information. New tools may empower "prosumers" to direct development in a way that promotes diversity and creative networks. Overall, a new world is emerging through connectivity and new interfaces need to encourage participation from all.
Herramienta para reclutar candidatos. Tu propia cartera de candidatos, acceso directo a cualquier perfil, y guardar todas las búsquedas, notas e información generada.
La psicomotricidad ayuda a los niños y bebés a dominar su movimiento corporal de manera saludable para mejorar su relación con los demás. Ofrece beneficios como la conciencia del cuerpo, el control motor y la orientación espacial a través de ejercicios. Está recomendada para niños con problemas como la hiperactividad y se dirige a niños de 1 a 6 años a través de actividades según su edad.
This is a presentation compiled by Mihai Gutuleac, on the topic of "Debugging methods". It presents a list of useful and handy tools and error handler frameworks which will help web developers to easily find out and debug the errors and also to handle more appropriate the raised exceptions in their web applications.
From Brick to Click: What is the Future of Higher Education?Mark Brown
Professor Mark Brown presented on the future of higher education. He discussed how current images show a decline in traditional universities' market share and a rise in online learning. Past predictions underestimated technology's long term impact. The future of higher education is uncertain but it must focus on serving global connections and using new technologies to enable education for change. New online learning models should enhance educational goals rather than replace traditional structures.
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Student Achievement in the Digital Age: How emergent technologies can enhance...Richard Hall
1. Emergent technologies have the potential to enhance the student academic experience through increased productivity, learning analytics, open educational resources, and personalized and social learning.
2. However, the benefits of technology are not experienced equally among all students, and there are concerns that a focus on skills and employability promotes a narrow view of higher education.
3. The relationship between technology and student achievement is complex as ecosystems become more integrated and competency-based learning emerges, but issues around data governance, digital identity, privacy, and literacy must also be addressed.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The document is a speech given by Christine Scholz of ESIB - The National Unions of Students in Europe at the International Association of Universities Conference on cross-border higher education.
The speech discusses [1] ESIB's role in representing over 10 million students across Europe, [2] the rationale for ESIB drafting a policy paper on transnational education in 2002 due to changes in higher education, and [3] the challenges of quality assurance, recognition and ensuring access when providing higher education across borders.
The Open University launched its OpenLearn initiative to make some of its educational content freely available online to advance open educational resources and distance learning. Over its first 18 months, OpenLearn attracted over 2 million visitors and 60,000 registered users. Evaluation found that OpenLearn helped widen participation in higher education and provided learning opportunities for underrepresented groups. The initiative also advanced the university's technological and pedagogical research into open online education.
The document discusses policy perspectives on open educational resources (OER) and massive open online courses (MOOCs), drawing on findings from the OPAL and POERUP projects. OPAL identified practices around OER creation and repurposing, while POERUP explored how governments stimulated OER and MOOC uptake. The OPAL metromap provides a framework to help stakeholders develop visions and implementation plans for OER. POERUP collected an inventory of over 500 OER initiatives and produced 33 country reports on OER activities. Overall the document examines the emergence of OER and MOOCs and initiatives to promote their use and uptake.
This document summarizes a chapter from a book on new voices in higher education research. The chapter examines how higher education is changing in a globalized world with increased digital connectivity and mobility. It discusses how higher education must adapt to being more intercultural and support plurilingualism. Virtual tools are increasing access to education around the world. However, there are also risks like widening digital gaps. The role of universities is shifting from isolated ivory towers to more socially engaged institutions. Overall, the chapter argues higher education must evolve to support lifelong learning through connections in a global digital environment.
Understanding "Openness" in Research on Open Educational Resources: Deliberat...ROER4D
Understanding "Openness" in Research on Open Educational Resources: Deliberations of the ROER4D Project
Presentation for eLearning Africa, 10th International Conference on ICT for Development, Education & Training, Addis Ababa, Ethiopia, 20-22 May 2015
Reimagining Higher Education in the digital ageNeil Morris
Digital education is growing rapidly globally and transforming higher education. The University of Leeds supports students through campus-based, hybrid and fully online learning. It offers courses, modules and programs through various digital channels to provide a flexible experience. While online learning offers opportunities, there are also risks of inequality and exclusion if its growth is unequal. The prevalence of "unbundling" educational content is increasing partnerships between universities and private companies in higher education.
Alex. bd higher education across borders a select bibliography wIAU_Past_Conferences
This document provides a selective bibliography on the topic of higher education across borders. It is divided into 4 sections that cover general issues and trends in cross-border higher education, quality assessment and accreditation, policy frameworks and regulation, and the relationship between cross-border education and globalization/trade agreements. The bibliography includes over 30 references from 2000-2005 that represent publications from universities, organizations, and databases in the field of international higher education.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditionally, higher education was viewed as a public good but new views see it as a private good and commodity, leading universities to offer transnational programs to raise revenue. However, this can threaten quality assurance, equal access, and national higher education systems.
[3] The policy paper analyzed benefits like increased choice but also downsides like
International higher education across borders provides opportunities for both academic institutions and students through cultural exchange and globalization. However, it also faces challenges such as high costs, quality assurance between countries, and security issues. The document discusses how international education can be stimulated through various modes like distance learning or satellite campuses. While opportunities exist, issues around regulations, policies, and host country acceptance must be addressed to realize the benefits of international higher education.
- Virtual exchange (VE) allows students from different geographic locations to work together online on learning tasks developed by teachers. It aims to give more students an international experience as physical student mobility programs only reach a small percentage of students.
- Two initiatives discussed are the Erasmus+ Virtual Exchange program and the EVOLVE project. Erasmus+ Virtual Exchange expands Erasmus+ opportunities through virtual exchanges. EVOLVE aims to mainstream virtual exchange across disciplines in European higher education.
- Benefits of VE include giving students experiential and collaborative learning, developing transversal skills like intercultural competence, and offering opportunities for professional development for teachers.
This document discusses several converging trends that will transform the world, including rapid technological development, population growth and aging, climate change, and increased transparency. It argues that these trends could lead to conflicts over natural resources but also new solutions. The mobile internet of things will connect not just people but objects, potentially creating global networks of citizens and information. New tools may empower "prosumers" to direct development in a way that promotes diversity and creative networks. Overall, a new world is emerging through connectivity and new interfaces need to encourage participation from all.
Herramienta para reclutar candidatos. Tu propia cartera de candidatos, acceso directo a cualquier perfil, y guardar todas las búsquedas, notas e información generada.
La psicomotricidad ayuda a los niños y bebés a dominar su movimiento corporal de manera saludable para mejorar su relación con los demás. Ofrece beneficios como la conciencia del cuerpo, el control motor y la orientación espacial a través de ejercicios. Está recomendada para niños con problemas como la hiperactividad y se dirige a niños de 1 a 6 años a través de actividades según su edad.
This is a presentation compiled by Mihai Gutuleac, on the topic of "Debugging methods". It presents a list of useful and handy tools and error handler frameworks which will help web developers to easily find out and debug the errors and also to handle more appropriate the raised exceptions in their web applications.
From Brick to Click: What is the Future of Higher Education?Mark Brown
Professor Mark Brown presented on the future of higher education. He discussed how current images show a decline in traditional universities' market share and a rise in online learning. Past predictions underestimated technology's long term impact. The future of higher education is uncertain but it must focus on serving global connections and using new technologies to enable education for change. New online learning models should enhance educational goals rather than replace traditional structures.
Walking through the Valley of the Shadow of the MOOCMark Brown
This document discusses two major worldviews regarding education and technology: one that views education as a commodity and driver of economic competitiveness, and one that focuses on education as promoting social cohesion and a just society. It also examines perspectives on open learning, online learning, unbundling education into micro-credentials, and new learning pathways enabled by technology. While technology provides opportunities to open access to education, concerns are raised about growing inequality and the need to ensure technology supports education for change rather than change for its own sake.
The Wisdom of the Crowd: A Crowdsourcing Approach to Compiling a Directory of...
Similar to Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
MOOCs As Social Practice: The Political Ecology of Online LearningMark Brown
Invited opening presentation at International MOOC Conference: Where are MOOCs Going? The Future of Distance Learning. University of Naples Federico II, Naples/Capri, 25th September.
MOOCs in the Media: The Story Behind the StoryMark Brown
This document outlines the agenda for a presentation on MOOCs in the media. It begins with an introduction that discusses what is already known about media coverage of MOOCs based on prior research studies. It then focuses on analyzing the Irish story and media discourse around MOOCs in Ireland. Finally, it discusses exploring the deeper narratives and interests behind the media story on MOOCs.
Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
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.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
A Story of Hype and Hope: Breaking Free of the Technology BungyMark Brown
1. The document discusses the ongoing cycle of hype and disappointment around new educational technologies. It notes how technologies are often initially talked up but later fail to live up to expectations.
2. It also examines some of the major challenges facing higher education, such as the globalization and commodification of education driven by new technologies and business models. The gap between formal and informal learning is growing as learners access abundant online content.
3. Developing staff skills and ensuring quality as education moves online remains an ongoing challenge for universities. The conclusion calls for confronting these challenges through prudent and thoughtful planning rather than rushing headlong into unknown educational futures.
This document summarizes an experience with innovative teaching using the Emma and Federica MOOC platforms. It finds that Emma provides advanced translation and transcription services to make MOOCs available in multiple languages. Learning data is collected from student interactions and used to generate profiles. Emma allows for interactive features like virtual classrooms and annotation tools. The document concludes that new business models for MOOCs will change higher education institutions' social roles in knowledge and innovation.
The New Openness Movement: Unpacking the Hype from the HopeMark Brown
Professor Mark Brown discusses the new openness movement in education in a presentation. He notes there is confusion around what openness means as terms like open access, open source and open learning are often used interchangeably. Brown argues openness is changing lives, scholarship, teaching and educational institutions. While openness offers opportunities, it also poses challenges and costs. Different interest groups advocate openness but for different and sometimes competing reasons relating to knowledge societies, economies, education reform, and technology. Brown concludes by questioning who is defining openness, what story they are telling, and what alternative stories are missing from the dominant narrative.
This document discusses the rise of MOOCs and their potential impact and future developments. It notes that 2012 was the "year of the MOOC" with the launch of many platforms and hundreds of thousands of students enrolling in MOOC courses. It outlines key aspects of MOOCs including their pedagogical foundations in active learning, various learning environments, issues around certification and accreditation, their use as research labs, and how they are questioning universities' missions. The document predicts that in the future MOOCs will be used at every educational level, have tutoring based on artificial intelligence, full accreditation, transmedia content, impact government/industry training, self-rewarding learning, and have
This document discusses MOOCs and online learning. It begins by describing the origins of cMOOCs in 2008 and their focus on peer-constructed knowledge. It then discusses the hype around MOOCs in 2012 and questions about their business models, assessments, and abilities to recreate the campus experience. The document examines MOOCs through the lenses of disruptive innovation and the Gartner Hype Cycle. It also provides an overview of MOOC platforms and courses. Overall, the summary discusses the history and current state of MOOCs while raising questions about their future impacts and applications.
Jane Austen and the Belly of the Beast Part 2: Language and Power (2015)Wolfgang Greller
Commodification, Technology and the Open Agenda in Higher Education.
How Neoliberalism destroys the great university system and common good.
Presentation at the 4th Summit of the International Society for Information Studies (IS4IS)
The document discusses open educational resources (OER) and the Open Courseware Consortium global meeting in Hanoi, Vietnam. It outlines the need for affordable education globally and opportunities for user-centric learning models using new technologies and pedagogies. It also addresses challenges around quality, adoption rates, funding models and the role of communities in improving access to information and knowledge through OER.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Reflections on the new Openness: A Digital Revolution?Mark Brown
This document summarizes a presentation about openness in education in the digital age. It discusses key topics like the principles of openness, the significance of changing technologies, and competing drivers of change in education. The presentation outlines different perspectives in the debate around openness, including views focused on knowledge societies, reproduction, reschooling, deschooling, and reconceptualism. It concludes by reflecting on how technologies can shape society both in the short and long run.
The Great Unbundling of Higher Education: Dystopia or Utopia?Mark Brown
Paper at Expanding Horizons in Open and Distance Learning. Conference of the Open and Distance Learning Association of Australia (OLDAA), Melbourne, 6th February 2017.
‘Openness’ and ‘Open Education’ in the Global Digital Economy: An Emerging Paradigm of Social Production
Introduction
2. The Emerging Open Education Paradigm
3. The History of ‘Openness’ in Education: From the Open Classroom to OCW
4. Bergson, Popper, Soros and the Open Society
The New Paradigm of Social Production
Conclusions
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...Dr. Anjaiah Mothukuri
1. The document discusses Massive Open Online Courses (MOOCs), a recent development in distance education.
2. MOOCs are online courses that are open to unlimited participation through the internet. They provide video lectures, readings, and interactive forums to support student learning and community.
3. Prestigious universities have begun offering free MOOCs through platforms like Coursera and Udacity to expand access to education and potentially disrupt traditional higher education models. India has also launched its own MOOC platform called SWAYAM.
Similar to Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June. (20)
The document discusses digital transformation using metaphors of caterpillars becoming butterflies. It provides quotes that analogize digital transformation done correctly to a caterpillar transforming beautifully into a butterfly, but done incorrectly resulting in just a hungry caterpillar. Another quote suggests digital transformation takes a more meandering path like a butterfly's flight rather than a direct bullet path. A final quote indicates that to undergo digital transformation, one must be willing to give up their prior form or self like a caterpillar becoming a butterfly.
Game On: Rebooting Education for Future's SakeMark Brown
Invited keynote presentation at Innovative Solutions in Education: From Gamification to Artificial Intelligence. Vilnius University, Lithuania, 29th November.
The Future of Micro-credentials: Is Small Really Beautiful?Mark Brown
QA agencies are responding to micro-credentials in three main ways:
1) Many countries have no framework for micro-credentials but plan to integrate them into existing QA standards.
2) Some countries like Australia, Canada, and the UK apply existing standards to micro-credentials.
3) A few places including Malaysia, New Zealand, and Ireland have specific guidelines for micro-credential QA.
Leading institutions are responding by developing micro-credential frameworks, marketplaces, and integrating them into learning and teaching strategies. However, there are still holes like lack of course quality ratings, outcomes data, and learner support information that limit micro-credentials. Stakeholders are discussing how to strengthen quality assurance for online and cross-
National QA Guidelines for Digital Education: Crafting a Multi-layered Box of...Mark Brown
The document discusses the development of Ireland's National Quality Assurance Guidelines for Digital Education. It involved selecting existing quality literature, developing the guidelines over several years through stakeholder feedback, and emphasizing alignment with mainstream quality frameworks. Key lessons included defining quality as not dependent on delivery mode, integrating digital quality processes within institutions, and synthesizing diverse viewpoints on quality. The final guidelines were published in 2023 to provide coherence while allowing flexibility for different contexts.
Digital Education Leadership: Leading Today for Tomorrow’s World Mark Brown
This document outlines a discussion on digital education leadership. It proposes that leadership is important for navigating powerful change forces and increasing complexity in education. The discussion addresses what is known about leadership, how to develop more transformative leaders for an uncertain world, and suggestions for including in a leadership development program focused on digital education. Participants are asked to share their views on these topics.
Remixing Digital Education Playlist: Turning a New Page on Foo-Foo the SnooMark Brown
Professor Mark Brown discusses the importance of slow, thoughtful reading of professional journal articles instead of fast reading. He notes that there are over 270 journals and 146 open access journals alone, making it difficult to find time for slow reading. Brown advocates taking the time to slow read articles to allow for deeper critical reflection and new ideas. He encourages participants to consider how many articles they read last week and whether it was fast or slow reading.
Exploring the Gaps in the Quality Assurance of Micro-credentials: A Global Sc...Mark Brown
The document summarizes a global scoping review of quality assurance practices for micro-credentials. It finds that most countries have no standards for micro-credentials, though some are developing frameworks. A few countries apply existing standards. Leading institutions are developing their own guidelines around teaching, learning, and support. However, there are still quality gaps around information, ratings, careers guidance, support, and outcomes data. The presentation calls for strengthening quality assurance to support online, cross-border micro-credentials and better engaging learners in the process.
Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential troubles that could hinder plans, and decoding micro-credentials. Key points discussed include determining appropriate leadership structures and business models, calculating real costs and addressing demand, and ensuring quality assurance while limiting data gaps. The role of micro-credentials in serving larger strategic goals is also emphasized.
Untubing AI in Assessment: A Primer for Future’s SakeMark Brown
The document summarizes a presentation on AI in assessment given by Professor Mark Brown. The presentation addressed three main points: 1) Educators should avoid AI-centric thinking and own the narrative around how AI can help address existing assessment challenges; 2) Guidelines are needed for both allowing and prohibiting student use of AI tools in assessments; 3) Assessments need to be redesigned to emphasize authentic processes over products and evaluate uniquely human skills that AI cannot replicate. The presentation argued for augmenting human expertise with AI rather than automating assessments and discussed principles and actions needed to shape regulations, review practices, and support educators on the path to assessment change.
Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential issues that could hinder plans, and decoding micro-credentials. Key points covered include determining appropriate leadership structures and business models for micro-credentials, calculating true costs and addressing demand, ensuring quality assurance, and examining evidence of benefits. The role of micro-credentials in serving broader strategic goals is also highlighted.
The Magic of Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and some of the opportunities and challenges around them. It begins by defining micro-credentials and examining their potential benefits, such as increasing employability and supporting lifelong learning. However, it also notes some potential issues, such as the lack of quality assurance standards and frameworks in many countries. The document then explores how institutions can develop strategies to offer micro-credentials and some of the leadership, structures, and business models needed. It also cautions that there are bundles of trouble that could be encountered, such as failing to address costs and demand, and gaps in quality assurance. Overall, the document provides an overview of micro-credentials while highlighting both their promise and some of the pitfalls to avoid.
Quality Assurance of Micro-credentials: An International Review of Current Pr...Mark Brown
The document discusses quality assurance of micro-credentials in different countries and regions. It finds that most countries do not have specific quality standards for micro-credentials but some apply existing standards. A few places like New Zealand, Malaysia and Ireland have developed specific micro-credential guidelines. The document also discusses institutional quality assurance processes like developing strategies, implementing reviews, and providing learner support. It notes specific quality issues for online micro-credentials around organizational context, programs, and learner support. Overall, the document examines external quality assurance, institutional processes, and supports that can enhance quality assurance of micro-credentials.
Opening a New Page on Foo-Foo the Snoo: Remixing the Digital Education PlaylistMark Brown
The document discusses opening a new page on remixing the digital education playlist. It references a blog post on identifying top 10 open access journal articles for 2022 based on selection criteria and methodology. It notes 44 total authors were featured across a diverse range of journals, with some geographical gaps. It asks what the recipient's top read of 2022 was and how much slow, deep reading of literature they are able to do each month.
National QA Guidelines for Digital Education A Multi-layered Box of ChocolatesMark Brown
- The document discusses the development of national quality assurance (QA) guidelines for digital education in Ireland.
- It begins by summarizing a recent OECD study that found varying approaches to QA of digital education across countries.
- The next section describes Ireland's Quality and Qualifications Ireland ongoing process of developing specific national QA guidelines for digital education, which includes an open consultation period that recently closed.
- The document concludes by discussing how European QA standards and guidelines may need updating to better address digital education.
International Standards, Practices and Supports for the Quality Assurance of ...Mark Brown
1) The document discusses quality assurance of micro-credentials. It notes that while many countries currently lack frameworks for micro-credentials, some are developing standards to apply existing quality assurance processes.
2) Institutional quality assurance of micro-credentials is also discussed. Some universities have internal approval processes and collect data on student engagement and outcomes, though approaches vary.
3) Supports for quality assurance mentioned include learning design reviews, appropriate assessment strategies, and institutional reviews of micro-credential offerings. The talk concludes with remarks on enabling quality conversations.
Uncaging Digital Education: A Talk on the Wild SideMark Brown
This document appears to be a collection of notes and references on the topic of education. It includes photos, quotes, links and brief text snippets on a variety of subtopics like the future of learning with technology, microcredentials, critical thinking skills, and history of educational projects like Project Plato from the 1960s. The overarching theme seems to be exploring changes and challenges in education systems.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
1. Professor Mark Brown
National Institute for Digital Learning
Dublin City University
Opportunities and Threats of the MOOC
Movement for Higher Education:
A European Perspective
HOME Project
Master Class, Barcelona
9th May 2015
4. Professor Mark Brown
National Institute for Digital Learning
Dublin City University
Opportunities and Threats of the MOOC
Movement for Higher Education:
A European Perspective
HOME Project
Master Class, Barcelona
9th May 2015
5. Gaebel, M., Kupriyanova, V., Morais, R. &
Colucci, E. (2014). E-learning in European
Higher Education Institutions: Results of a
mapping survey conducted in October-
December 2013.
Jansen, D. & Schuwer, R. (2015). Institutional MOOC strategies in Europe Status
report based on a mapping survey conducted in October - December 2014. EADTU –
HOME project
6. John Pilger reminds us that despite huge
advancements in technology over the last
50 years, the wealth gap between
developed and developing countries has
more than doubled.
9. 1. Images of the present
2. Kaleidoscope of competing images
3. Focusing on preferred images for the future
Opportunities and Threats of the MOOC
Movement for Higher Education:
A European Perspective
11. “An educational change is neither natural nor
normal, constant nor common as it involves a
deeper struggle over who will win control of
the curriculum” (Evans, 1996, p.25).
15. Selwyn, N., & Bulfin, S. (2014). The discursive construction of MOOCs as educational opportunity
and educational threat. Monash University.
16.
17. Almost 4000 articles from 591
news sources from around the
world, with close to 50%
reduction in media stories in
2014 from peak of 2013.
18. White, S, Urrutia, L., Manuel & White, S. (2015). MOOCs inside universities: an analysis of MOOC
discourse as represented in HE magazines. In CSEDU 2015 7th International Conference on Computer
Supported Education, Lisbon, PT, 23 - 25 May 2015. 8pp.
19. White, S, Urrutia, L., Manuel & White, S. (2015). MOOCs inside universities: an analysis of MOOC
discourse as represented in HE magazines. In CSEDU 2015 7th International Conference on Computer
Supported Education, Lisbon, PT, 23 - 25 May 2015. 8pp.
106 Articles in…
• Times Higher Education
• Inside Higher Education
• Chronicle of Higher
Education
20.
21.
22.
23. • When did the first MOOC-related story appear in
the Irish media?
QUESTION…
26. 2012 2013 2014 2015 Total
Number
of stories
1 24 39 11
(33)
77
Brown, M., Costello, E., Donlon, E., Nic Giollamhichil, M., Kirwan, C. (2015). MOOCs in Irish media: Messages behind the
story. Presentation at Opening Up Education: National MOOC Symposium, Dublin City University, Dublin, 1st May.
32. Recommendation
6. “National funding frameworks should create
incentives, especially in the context of new
forms of performance-based funding, for
higher education institutions to open up
education, to develop more flexible
modes of delivery and to diversify their
student population.”
34. “There is also almost no understanding of
the private and social benefits of distance
and online education in comparison with
those of face-to-face education” (Rumble, 2014,
p.208).
Key paradox…
37. • Who is creating the image
and why?
• What are we being told
about the image?
• What is missing from the
image?
• What images are not being
created?
2. Kaleidoscope of competing images
MOOCs
38. • a type of marketing
• an academic labor policy
• a kind of entertainment media
• an expression of Silicon Valley values
• a financial policy for higher education
MOOCs are…
Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to
Come. Truthout, August 17
48. "This is a major opportunity for the Irish economy
to become involved with a company that employs
300,000 people worldwide and has a turnover of
$15bn.”
49. "This is a major opportunity for the Irish economy
to become involved with a company that employs
300,000 people worldwide and has a turnover of
$15bn.”
“As Chandra told the heads of the Universities and
IOTs in Dublin this week, we are talking about
building an entire economy based on Irish
education. These are wise words from a man
whose company's exports are worth more to the
Indian economy than their total oil imports.”
50. • Open learning
• Online learning
• Anytime, anywhere learning
E-learning •
Digital learning •
Technology-enhanced learning •
Learning Society
Knowledge Economy
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
Major Competing Lenses
51. • Open learning
• Online learning
• Anytime, anywhere learning
Reproduction
• Mass education
• Quality standards
• Education as commodity
• Increased market competition
Learning Society
Knowledge Economy
E-learning •
Digital learning •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
Major Competing Lenses
52. • Open learning
• Online learning
• Anytime, anywhere learning
ReschoolingReproduction
• Monolingual
• Learning for all
• Global curriculum
• Education in change
• Mass education
• Quality standards
• Education as commodity
• Increased market competition
Learning Society
Knowledge Economy
E-learning •
Digital learning •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
Major Competing Lenses
53. • Open learning
• Online learning
• Anytime, anywhere learning
ReschoolingReproduction
Learning Society
Knowledge Economy
E-learning •
Digital learning •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
Major Competing Lenses
Coursera FutureLearn
54. • Open learning
• Online learning
• Anytime, anywhere learning
Deschooling
ReschoolingReproduction
• Monolingual
• Learning for all
• Global curriculum
• Education in change
• Mass education
• Quality standards
• Education as commodity
• Increased market competition
• Democratic
• Open access
• Learning webs
• Unbundling learning
Learning Society
Knowledge Economy
E-learning •
Digital learning •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
Major Competing Lenses
55. • Open learning
• Online learning
• Anytime, anywhere learning
Deschooling
ReschoolingReproduction
• Monolingual
• Learning for all
• Global curriculum
• Education in change
• Mass education
• Quality standards
• Education as commodity
• Increased market competition
Learning Society
Knowledge Economy
E-learning •
Digital learning •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
Major Competing Lenses
OERu
56. Reconceptualist
• Open learning
• Online learning
• Anytime, anywhere learning
Deschooling
ReschoolingReproduction
• Monolingual
• Learning for all
• Global curriculum
• Education in change
• Diversity
• Just society
• Wicked problems
• Education for change
• Mass education
• Quality standards
• Education as commodity
• Increased market competition
• Democratic
• Open access
• Learning webs
• Unbundling learning
Learning Society
Knowledge Economy
E-learning •
Digital learning •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
Major Competing Lenses
57. Reconceptualist
• Open learning
• Online learning
• Anytime, anywhere learning
Deschooling
ReschoolingReproduction
• Monolingual
• Learning for all
• Global curriculum
• Education in change
• Mass education
• Quality standards
• Education as commodity
• Increased market competition
• Democratic
• Open access
• Learning webs
• Unbundling learning
Learning Society
Knowledge Economy
E-learning •
Digital learning •
Technology-enhanced learning •
Different interest groups and stakeholders borrow the
same ‘language of persuasion’ to legitimize their own hegemonic agenda
Major Competing Lenses
OpenupEd
58.
59. LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Digital
Capability
Digital
Inclusion
Digital
Citizenship
RECONCEPTUALIST
FRAMEWORK FOR MOOCs
Fundamental Principles for Opening Up Education
60. LEARNING
TO BE
LEARNING
TO KNOW
LEARNING
TO DO
LEARNING
TO LIVE
TOGETHER
Digital
Capability
Digital
Inclusion
Digital
Citizenship
RECONCEPTUALIST
FRAMEWORK FOR MOOCs
Fundamental Principles for Opening Up Education
63. “All education springs from images of the
future and all education creates images of the
future. Thus all education, whether so intended
or not, is a preparation for the future.
Unless we understand the future for which we
are preparing we may do tragic damage to
those we teach.”
(Toffler, 1974).
3. Focusing on preferred images
for the future