The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Beyond Feedback: involving students in publicity and promotion via UCD Studen...UCD Library
Presentation given by Librarians Josh Clark and James Molloy of UCD Library, University College Dublin, at the ANLTC Seminar "Developing a Marketing and Promotion Focus in Irish Academic Libraries" at Trinity College Dublin, Ireland, April 19, 2016.
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
Developing an Arabic Language MOOCs: Strategies and ChallengesNurkhamimi Zainuddin
Massive open online courses (MOOCs) are often touted as a watershed in higher education, with some describing MOOCs as ‘the most important education technology in 200 years (Regalado, 2012). According to Selingo (2013), the idea of offering MOOCs to thousands of students has become the latest and feasible way to deliver courses in higher education. The MOOCs movement in the public universities in Malaysia is a very recent development. Approached with high hopes and conviction, Malaysia is the first country in the world to implement a nationwide strategy that integrates MOOCs with on-campus university classes. The Education Ministry also announced in September 2014 that OpenLearning.com will be the official MOOC platform for the endeavour. Under the plan, Malaysian universities will develop MOOCs on core modules and students from the twenty public universities will participate in those courses through Open Learning’s social learning platform
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Beyond Feedback: involving students in publicity and promotion via UCD Studen...UCD Library
Presentation given by Librarians Josh Clark and James Molloy of UCD Library, University College Dublin, at the ANLTC Seminar "Developing a Marketing and Promotion Focus in Irish Academic Libraries" at Trinity College Dublin, Ireland, April 19, 2016.
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
Developing an Arabic Language MOOCs: Strategies and ChallengesNurkhamimi Zainuddin
Massive open online courses (MOOCs) are often touted as a watershed in higher education, with some describing MOOCs as ‘the most important education technology in 200 years (Regalado, 2012). According to Selingo (2013), the idea of offering MOOCs to thousands of students has become the latest and feasible way to deliver courses in higher education. The MOOCs movement in the public universities in Malaysia is a very recent development. Approached with high hopes and conviction, Malaysia is the first country in the world to implement a nationwide strategy that integrates MOOCs with on-campus university classes. The Education Ministry also announced in September 2014 that OpenLearning.com will be the official MOOC platform for the endeavour. Under the plan, Malaysian universities will develop MOOCs on core modules and students from the twenty public universities will participate in those courses through Open Learning’s social learning platform
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Implementing successful ed tech projects don't forget the pedagogyRich McCue
Are new educational technologies more effective in helping students achieve learning objectives than the old technology they replace? How IT professionals implement educational technologies, and how instructors use the technology can mean the difference between no impact on student achievement, and higher grades with more engaged students.
While some educational technology projects aim to lower costs and others to increase access to education, this session will explore the intersection of educational technology and pedagogy (teaching methods). We will look at the relative effectiveness of educational technology implementations as varied as: Digital Textbooks, Clickers, Streaming Video Lectures, Mobile Learning, Virtual Labs, Collaboration Suites, and Learning Management Systems (LMS). Session participants will leave with a better understanding of how to assess the value of educational technology / pedagogy pairings. They will also have a better understanding of what key features make for successful EdTech projects.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
MOOCs, 1 to 1 Laptop Programs, Flipped Classrooms & iPad Programs - is Educat...Rich McCue
For many technically savvy educators, myself included, the excitement and newness of a recently developed educational technologies are hard to resist. Whether it be true or not, there is usually an expectation that the new technology will perform better than the old. For example, newly released computers and smartphones are invariably faster and more capable than their predecessors. Can the same be said for new educational technologies? The short answer is no. New educational technologies alone do lead to higher student test scores, in the same way that this year’s more capable smartphone does not typically make better voice calls than a previous year’s model even though they may possess new features and functionality.
http://richmccue.com/2014/02/28/new-educational-technology-old-pedagogy-no-significant-difference/
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Implementing successful ed tech projects don't forget the pedagogyRich McCue
Are new educational technologies more effective in helping students achieve learning objectives than the old technology they replace? How IT professionals implement educational technologies, and how instructors use the technology can mean the difference between no impact on student achievement, and higher grades with more engaged students.
While some educational technology projects aim to lower costs and others to increase access to education, this session will explore the intersection of educational technology and pedagogy (teaching methods). We will look at the relative effectiveness of educational technology implementations as varied as: Digital Textbooks, Clickers, Streaming Video Lectures, Mobile Learning, Virtual Labs, Collaboration Suites, and Learning Management Systems (LMS). Session participants will leave with a better understanding of how to assess the value of educational technology / pedagogy pairings. They will also have a better understanding of what key features make for successful EdTech projects.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Everything you need to know about MOCC, well most of the things that you would like to know about MOOC, what it is, how it started, the budget and the future predictions about MOOC. it also shows how important MOOC is, the types of MOOC that you can and at the end of the slides I showed what would my MOOC interest be.
MOOCs, 1 to 1 Laptop Programs, Flipped Classrooms & iPad Programs - is Educat...Rich McCue
For many technically savvy educators, myself included, the excitement and newness of a recently developed educational technologies are hard to resist. Whether it be true or not, there is usually an expectation that the new technology will perform better than the old. For example, newly released computers and smartphones are invariably faster and more capable than their predecessors. Can the same be said for new educational technologies? The short answer is no. New educational technologies alone do lead to higher student test scores, in the same way that this year’s more capable smartphone does not typically make better voice calls than a previous year’s model even though they may possess new features and functionality.
http://richmccue.com/2014/02/28/new-educational-technology-old-pedagogy-no-significant-difference/
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
The MOOC in Review: Contributions to Teaching and LearningEDUCAUSE
Over the past year, the massive open online course (MOOC) has emerged as a significantly different course model. So, what we have learned about the MOOC and its potential to support learning? In this session I’ll review examples of how the MOOC is being utilized along with several related issues: implementation and deployment approaches; student success data; MOOC innovations; financial models; connections to traditional programs; and future developments. Resource list: http://tinyurl.com/elimooc
What Works and What Doesn’t in Online/Hybrid TeachingPhil Hill
Hill slides lms 20160531
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A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
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Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
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1. Revolution Or Hype:
MOOCs And The K-12 Student
Jason Neiffer
Tech-‐Savvy
Teacher-‐in-‐Residence,
Northwest
Council
for
Computer
Educa=on
Curriculum
Director,
Montana
Digital
Academy
Doctoral
Candidate,
the
University
of
Montana
4. Virtual
School
Curriculum
Director
K-‐12
Online
Teacher
College
Online
Teacher
Nerd
OER
Advocate
Teaching
Advocate
Willing
to
Fail
College
Face-‐to-‐
Face
Teacher
38. Too
disrupXve?
Low
passage
rates
Lack
of
security/assurance
Too
lecture
dependent
Teacher
quality
sXll
important
39. Ko
and
Rosen
(2010)
• Move
courses
beyond
“knowledge
level”
• Assessment
is
criXcal
to
course
effecXveness
Lehman
and
Conceicao
(2010)
• Teacher
social
presence
criXcal
to
online
learning
• End
users
have
be=er
outcomes
with
an
instrucXonal
presence
52. “A
few
mo(vated
groups,
such
as
older
employees
trying
to
keep
pace,
reservists
in
the
US
military
and
ambiXous
youngsters
in
places
such
as
India,
tend
to
finish
online
degrees.
But
most
people,
including
Mr
Thrun’s
enrollees,
rapidly
lose
interest.
The
real
challenge
facing
US
educators,
in
other
words,
is
to
mo(vate
the
unenthused
majority.
This
is
far
easier
said
than
done.
You
can
lead
a
horse
to
water
but
you
cannot
make
it
drink.”
55. Jason
Neiffer
Tech-‐Savvy
Teacher-‐in-‐Residence,
NCCE
Doctoral
Candidate,
the
University
of
Montana
(Go
Griz!)
Curriculum
Director,
Montana
Digital
Academy
Twi=er:
@techsavvyteach
@ncce_edtech
Blog:
h=p://blog.ncce.org
Contact
for
CollaboraXon
and
Training:
h=p://www.neiffer.com
h=p://www.ncce.org