This document discusses the sustainability of open online learning. It focuses on stimulating uptake of open educational resources (OER) through policy and evaluating successful OER communities. It highlights several OER initiatives and partnerships around the world working to build on previous efforts. The document examines issues like quality assurance and successful OER models as online learning replaces traditional modes of education delivery.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
MOOCs and ICT Education: Disruptive or Merely DistractngUna Daly
MOOCs and ICT Education: Disruptive or Merely Distracting
Computer Science and IT courses were the first MOOCs (massively open online courses) from Stanford and MIT and continue to dominate the online education disruption. Less than two years in, Udacity has announced a new focus on corporate and vocational training and Coursera is partnering with the World Bank to create courses relevant to the developing world.
Although these MOOC providers keep redefining their mission, what if any lessons can ICT Educators at community colleges learn from this online education disruption?
Join us for a discussion about how community colleges might develop and utilize MOOC courses and content. Hear early outcomes from colleges that have already engaged in MOOCs and their visions for future online interaction.
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Make the difference - at the UNESCO IITE Conference 2014icdeslides
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 Sahara, taking part in the global knowledge revolution. 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.
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.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
MOOCs and ICT Education: Disruptive or Merely DistractngUna Daly
MOOCs and ICT Education: Disruptive or Merely Distracting
Computer Science and IT courses were the first MOOCs (massively open online courses) from Stanford and MIT and continue to dominate the online education disruption. Less than two years in, Udacity has announced a new focus on corporate and vocational training and Coursera is partnering with the World Bank to create courses relevant to the developing world.
Although these MOOC providers keep redefining their mission, what if any lessons can ICT Educators at community colleges learn from this online education disruption?
Join us for a discussion about how community colleges might develop and utilize MOOC courses and content. Hear early outcomes from colleges that have already engaged in MOOCs and their visions for future online interaction.
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Make the difference - at the UNESCO IITE Conference 2014icdeslides
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 Sahara, taking part in the global knowledge revolution. 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.
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.
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
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 Sahara, taking part in the global knowledge revolution. 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.
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.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
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.
Czerniewicz MOOCs OER Networked Learning Conference 2016Laura Czerniewicz
Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Effective Strategies for Large Government OER ProjectsUna Daly
Presenters: Una Daly, Community College Outreach Manager at Open Courseware Consortium, Tom Caswell, Western Governor's University, Mrs. Frances Ferreira, Education Specialist for Open Schooling Initiative at Commonwealth of Learning.
Summary:
The unanimous adoption of the 2012 Paris OER Declaration at the UNESCO World Open Educational Resources (OER) Congress heralds a profound change to how publicly funded educational resources may be openly licensed and shared in the coming years.
A small number of large-scale publicly funded OER projects are in process, many more are anticipated worldwide, and effective strategies for managing this policy shift are needed. In this session we will examine two case studies to learn which strategies are currently being used to support publicly funded OER projects, and discuss what support will be needed to ensure the success of future large OER projects as more governments adopt open policies to require publicly funded resources be openly licensed resources.
Case Study 1: The U.S. Department of Labor (DOL) created the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program to encourage community colleges to create open education and vocational programs for unemployed workers. It represents one effort to introduce open policies into publicly funded projects by requiring that all materials created or modified with grant / public funds carry a Creative Commons Attribution 3.0 license to guarantee the resources can be reused, revised, remixed and redistributed.
Recognizing the need for grantees to fully understand these requirements, a private foundation is providing support for an OPEN Consortium (http://open4us.org) to provide consulting and direct technical assistance on open licensing, leveraging existing OER, universal design, accessibility, meta-data tagging, learning analytics, and developing open courseware. The TAConnecT program is another support mechanism that matches grantees with organizations that have expertise in many areas including faculty development of OER, measuring learning outcomes, developmental adult education, career workforce education, and open eLearning platforms.
Case Study 2: The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning / distance education knowledge, resources and technologies. COL has a decade-long history of helping developing nations improve access to quality education and training and the Open Schooling Initiative in Sub-Saharan Africa represents a multi-country project to use OER and technology to implement universal access to secondary school education.
Using professional development workshops, educators and policymakers have received training on development and operation of open schools. Topics have included OER development, instructional design, radio broadcasting, learner suppor
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
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 Sahara, taking part in the global knowledge revolution. 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.
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.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
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.
Czerniewicz MOOCs OER Networked Learning Conference 2016Laura Czerniewicz
Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Effective Strategies for Large Government OER ProjectsUna Daly
Presenters: Una Daly, Community College Outreach Manager at Open Courseware Consortium, Tom Caswell, Western Governor's University, Mrs. Frances Ferreira, Education Specialist for Open Schooling Initiative at Commonwealth of Learning.
Summary:
The unanimous adoption of the 2012 Paris OER Declaration at the UNESCO World Open Educational Resources (OER) Congress heralds a profound change to how publicly funded educational resources may be openly licensed and shared in the coming years.
A small number of large-scale publicly funded OER projects are in process, many more are anticipated worldwide, and effective strategies for managing this policy shift are needed. In this session we will examine two case studies to learn which strategies are currently being used to support publicly funded OER projects, and discuss what support will be needed to ensure the success of future large OER projects as more governments adopt open policies to require publicly funded resources be openly licensed resources.
Case Study 1: The U.S. Department of Labor (DOL) created the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program to encourage community colleges to create open education and vocational programs for unemployed workers. It represents one effort to introduce open policies into publicly funded projects by requiring that all materials created or modified with grant / public funds carry a Creative Commons Attribution 3.0 license to guarantee the resources can be reused, revised, remixed and redistributed.
Recognizing the need for grantees to fully understand these requirements, a private foundation is providing support for an OPEN Consortium (http://open4us.org) to provide consulting and direct technical assistance on open licensing, leveraging existing OER, universal design, accessibility, meta-data tagging, learning analytics, and developing open courseware. The TAConnecT program is another support mechanism that matches grantees with organizations that have expertise in many areas including faculty development of OER, measuring learning outcomes, developmental adult education, career workforce education, and open eLearning platforms.
Case Study 2: The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning / distance education knowledge, resources and technologies. COL has a decade-long history of helping developing nations improve access to quality education and training and the Open Schooling Initiative in Sub-Saharan Africa represents a multi-country project to use OER and technology to implement universal access to secondary school education.
Using professional development workshops, educators and policymakers have received training on development and operation of open schools. Topics have included OER development, instructional design, radio broadcasting, learner suppor
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
ICDE Policy Forum in partnership with UNESCO: Directions and challenges for g...icdeslides
The annual ICDE Standing Conference of Presidents (SCOP) meeting included the ICDE Policy Forum, co-organized with UNESCO. On the theme of "Directions and challenges for government and institutions when post-secondary education moves into the MOOC territory: public policies and institutional strategies in the digital learning age", the Policy Forum included organizations and key stakeholders including UNESCO, OECD, the European Commission, Open Courseware Consortium and International Association of Universities.
Global trends in online education. Threats and Opportunities. icdeslides
Online learning trends. Global. About ICDE, International Council for Open and Distance Education. The Big Picture. Online and distance education is steadily increasing all over the world.The growth in higher education is massive. The change is dramatic.
MOOCs are peaking. Numbers of MOOCs. Innovation in Education. Example from US online 2014. Example from ECAR 2013. Analysis of driving forces. Analysis of Opportunities.
The small text, which you should read.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
About the Webinar
The development and rising popularity of the massive open online course (MOOC) presents a new opportunity for libraries to be involved in the education of patrons, to highlight the resources libraries provide and to further demonstrate the value of the library to administrators. There are, of course, a host of logistics to be considered when deciding to organize or support a MOOC. Diminished library budgets and staffing levels challenge libraries both monetarily and administratively. Marketing the course, mounting it on a site, securing copyright permissions and negotiating licensing for course materials, managing the course while in progress and troubleshooting technical problems add to the issues that have caused some libraries to hesitate in joining the MOOC movement. On the other hand, partnerships such as that between Georgetown University and edX, itself an initiative of Harvard and MIT, allow a pooling of resources thereby easing the burden on any one library. In some cases price breaks for certain course materials used in MOOCs can help draw students to the course, though the pricing must still be negotiated by the course organizer. A successful MOOC, such as the RootsMOOC, created by the Z. Smith Reynolds Library at Wake Forest University and the State Library of North Carolina, can bring awareness of library resources to a broad audience.
In the end, libraries must ask whether the advantages of participating in a MOOC outweigh the challenges. The speakers for this webinar will consider these issues surrounding MOOCs and libraries and try to answer the question of whether the impact of libraries on MOOCs has been realized or is still brewing.
Agenda
Introduction
Todd Carpenter, Executive Director, NISO
MOOCS: Assessing the Landscape and Trends of Open Online Learning
Heather Ruland Staines, Director Publisher and Content Strategy, ProQuest SIPX
The RootsMOOC Project or: that time we threw a genealogy party and 4,000 people showed up
Kyle Denlinger, eLearning Librarian, Wake Forest University Z. Smith Reynolds Library
Rebecca Hyman, Reference and Outreach Librarian, Government and Heritage Library, State Library of North Carolina
MOOCS and Me: Georgetown's Experience with MOOC Production
Barrinton Baynes, Multimedia Projects Manager, Gelardin New Media Center, Georgetown University Library
Promoting Collaboration in Open Online ProgramsTom Mackey
As part of this year's Association for Continuing Higher Education (ACHE) Northeast Metropolitan Spring Conference, CDL Dean Tom Mackey presented, "Promoting Collaboration in Open Online Programs." This year's conference was sponsored by the Stony Brook School for Professional Development and took place on Friday, June 14, at Stony Brook University in Manhattan. The theme of this year's event was Distance Education: Access, Quality, Opportunities, and Cautions.
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
The Future of Tertiary Education in the Digital Era by Jamil SalmiEduSkills OECD
This presentation was given by Jamil Salmi at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.
2018-04-24 Presentation at OE Global 2018 in Delft on "How to make MOOCs better for specific target groups and developing countries?" by Christian M. Stracke, OUNL, Carlos Delgado Kloos (UC3M) et al.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
8. Focus
• Stimulating uptake of OER through policy
• Building on previous initiatives (eg. OPAL, Olnet)
• Through country reports and case studies
• Evaluate successful OER
communities
9. eMundusEuroProject
MENON
Network BE
Leicester U.
UK
U. La Rioja
ES
Fundação de Apoio a
Universidade de São
Paulo - BR
U Autonoma
Metropolitana
MX
Open Educational
Resources - OER
Foundation NZ
Athabasca U
- CA
Universitas
Siswa
Bangsa IN
Moscow U
Economics, Statistics
& Informatics- RU
15. The Internet economy has in five years done
what it took the auto industry 100 years to do
-- Don Listwin ( VP,Cisco Systems)
16.
17.
18.
19.
20. “Not only has abstract knowledge come
to the center of the world’s political
economy, but there is also a tendency to
produce and trade in symbolic
significations rather than concrete
products. Today knowledge rather than
traditional skill is the main productive
force.”
- Aronowitz & DiFazio
21. “The visible
world is no
longer a reality
and the unseen
world is no
longer a dream.”
- W.B. Yeats
Augustus John
27. 3 billion Internet connexions
World population: 7 billion
40% of the world’s population
http://www.soil-net.com/album/Places_Objects/slides/Globe%20Planet%20Earth%20NASA.jpg
Most access Internet with Mobile devices
2.3 billion have mobile broadband
28.
29.
30. Mobile learning
4.5 billion mobile subscriptions
1.5 billion mobile internet
users
1/3 only access internet
via mobile
90% of world population is covered by cellular
More time
spent on
Internet
with
Mobile
than with
desktops
44. “Global competition in telecommunications
is an overwhelming and irreversible tide. We
can neither go against, alter nor shut out
this tide. We will simply be bypassed and
rendered irrelevant.”
- Singapore government
Globe & Mail Aug 6, 1994
52. Why OER?
• DRM (digital rights management)
• Digital licenses
53. DRM (Digital Rights Management)
You CANNOT
• Copy & paste, annotate, highlight
• Text to speech
• Format change
• Move material
• Print out
• Move geographically
• Use after expiry date
• Resell
54. • DRM restricts our
freedom
• Can we not own &
control our own
property?
But our device is our
PROPERTY
Nielsen.com
58. Digital Licenses
•Copy & paste, annotate, highlight
• Text to speech or hyperlink
• Format change
• Move material to another computer
• Print out
• Move geographically
• Use after expiry date
• Resell
• Prohibited to show your content to others
• Must accept that you have NO rights
• Owners have NO liability even if product doesn’t work
• Owners can “invade” your computer without permission
• Collect & use personal data
• User has a “privilege” to use the product not own it
59. Open ETextbooks
•Copy & paste, annotate, highlight √
• Text to speech or hyperlink √
• Format change √
• Move material to other computer √
• Print out √
• Move geographically √
• No expiry date √
• Reuse/Remix/Mash √
•Retain privacy and digital rights √√
60. Access Rights?
Vendors can control how, when,
where, and with what specific
brands of technological
assistance audiences are able to
access content
61. • student owns nothing, can share
nothing, save nothing, sell nothing
• subscription ends – ALL ends
•publishers own student data, notes,
highlights
• students can’t transfer data
Commercial Learning Service
or Rent-a-book
62. US Version per month
+20 000 movies $ 7.99
+45 000 TV shows $ 7.99
+15 000 000 songs $ 9.99
TOTAL $25.97
ONE Biology text $20.25
-David Wiley
63. When you subscribe to
content through a digital
service, the publisher
achieves complete and
perfect control over you
and your use of their
content
-- David Wiley
Attack on Personal Property
72. Global OER Graduate
(School) Network
Goals
1 expand the OER research base
2 good quality PhD trajectories
3 universities around the world
4 global learning network
5 free and easy access to the generated
knowledge
77. 2008: CCK08
Stephen Downes, George Siemens
The First Massive Open Online Course (MOOC)
http://ltc.umanitoba.ca/wiki/Connectivism_2008
G. Siemens
77
78. 2007:
The Wiley Wiki
An Open Course
based in a wiki
Participants from
around the world
contributed to the
creation of the course
G. Siemens
78
79. 2007: Alec Couros
Social Media and Open Education
Open online course sessions with guest experts
from around the world G. Siemens
79
80. Why is CCK08 the First MOOC?
It combines open content (Wiley)
and open teaching (Couros)
But also…
http://ltc.umanitoba.ca/wiki/Connectivism_2008
80
84. Statement of Accomplishment
“ . . . You may not use as part of any tuition-
based or for-credit certification or program . .“
85. • “the real squeeze
exerted by MOOCs may
not be on the campus
F2F learning format,
but rather on the paid-
for online formats”
Haggard, S. (2013, September). Maturing of the
MOOC Vol. Research Paper number 130.
Retrieved from www.gov.uk/bis
86. 2014
MOOCs: Expectations & Reality
• FREE MOOCs only from wealthy institutions
• MOOCs are NOT “democratizing” education
• MOOC costs: $39K to $325K
• Online & hybrid learning is here to stay
• MOOCs catalyzed shift supporting Elearning
F. Hollands & D. Tirthali
89. • Learners who access OER and
acquire knowledge/skills cannot
have their learning assessed and
accredited
• OER Pathways
• +30 institutions/orgs on 5
continents
91. Mini-MOOC model?
• OER first lessons
• Assessment/accreditation for $50
• Award 1 credit? (3 credits = 1 semester
course)
• Recruit students to pay fee for final two
credits
92. •Present systems
• are unsustainable
• are not scalable
•NEED: cost-effective learning systems with quality
•MOOCs are part of any solution
• How many learners??
93. The view from an OERu partner
Traditional modelTraditional model OERu model
learners
Friesen & Murray
learners
97. • “Affordability in the
future may be the first
requirement not an
afterthought.” Whitesides (2011)
The race may not be to the
swift, but to the cheap
98. The restriction of the
commons by patents,
copyright, and databases is not
in the interests of society and
unduly hampers scientific
endeavour.
99. “On the part of rich countries
there is excessive zeal for
protecting knowledge
through an unduly rigid
assertion of the right to
intellectual property . . .”
- Pope Benedict XVI
100. “On the part of rich countries
there is excessive zeal for
protecting knowledge through
an unduly rigid assertion of the
right to intellectual property . .
.”
- Pope Benedict XVI
101.
102. "Let's put all this hype about change and
transformation in perspective. It's underhyped."
"There's something
coming after us, and I
imagine it is something
wonderful.” "
Danny Hillis, Wired
Change
