AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
The Growth Spurt in MOOCs and the Challenges they create for "For Profit Educ...rathi5
These slides are about MOOCS - Massive Open Online Courses-- the free courses offered today, making a great deal of the content of higher education free available to anyone with an internet connection and the desire to learn. What challenges and opportunities do they present for "For Profit" education and are they likely to revolutionize the landscape of higher education?
AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
The Growth Spurt in MOOCs and the Challenges they create for "For Profit Educ...rathi5
These slides are about MOOCS - Massive Open Online Courses-- the free courses offered today, making a great deal of the content of higher education free available to anyone with an internet connection and the desire to learn. What challenges and opportunities do they present for "For Profit" education and are they likely to revolutionize the landscape of higher education?
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
Amy Jaramillo of IDEAL-NM, Bob Currie of Montana Digital Academy, and Dawn Nordine of Wisconsin Virtual School share information about their respective organizations and their unique research needs.
The way in which we learn is changing. An interesting report [Back in 2009] by Project Tomorrow and Blackboard K-12.identifies key findings from interviews with innovative educators who are leveraging mobile devices for learning. Their stories illustrate emerging trends, implementation considerations and strategies for implementing mobile learning initiatives.
Continuing education has long held a special place in society as the school for adults intent on bridging the skills gap. That is a reputation it deserves—according to the US Department of Education, US adult learners are older (average age, 31), are more likely to have full-time jobs and are more likely to come from the 30 million students who dropped out of school earlier in their lives.
Presentation as part of online workshop for Emerge Africa. Presented by Andrew Deacon, Janet Small and Sukaina Walji, Centre for Innovation in Learning and Teaching, University of Cape Town.
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
Amy Jaramillo of IDEAL-NM, Bob Currie of Montana Digital Academy, and Dawn Nordine of Wisconsin Virtual School share information about their respective organizations and their unique research needs.
The way in which we learn is changing. An interesting report [Back in 2009] by Project Tomorrow and Blackboard K-12.identifies key findings from interviews with innovative educators who are leveraging mobile devices for learning. Their stories illustrate emerging trends, implementation considerations and strategies for implementing mobile learning initiatives.
Continuing education has long held a special place in society as the school for adults intent on bridging the skills gap. That is a reputation it deserves—according to the US Department of Education, US adult learners are older (average age, 31), are more likely to have full-time jobs and are more likely to come from the 30 million students who dropped out of school earlier in their lives.
Presentation as part of online workshop for Emerge Africa. Presented by Andrew Deacon, Janet Small and Sukaina Walji, Centre for Innovation in Learning and Teaching, University of Cape Town.
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
This presentation is based on the following . . . the SAMR model was developed by as a framework to integrate technology into the curriculum. I believe it can also serve as a model to establish and assess if and how technology is being used to reinforce an old, often archaic Education 1.0 or being used to promote and facilitate what many are calling 21st century skills, i.e., creativity, innovation, problem-solving, critical thinking; those skills characteristic of Education 3.0. Many look at SAMR as the stages of technology integration. I propose that it should be a model for educators to focus on Modification and Redefinition areas of technology integration. Why should educators spend their time recreating Education 1.0 using technology at the substitution and augmentation levels when there are tools, techniques, and opportunities to modify and redefine technology integration for a richer, more engaging Education 2.0 or 3.0?
Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in the context of mobile learning
"Le cycle de vie: quelle évolution, quelles utilités?"
Présentation donnée au Forum des archivistes de l'arc lémanique, le 12 octobre 2015.
Publiée en ligne avec l'aimable autorisation de Gilliane Kern (Docuteam)
The Future of Online Education Post-Pandemic in the USA.pdfFacts From Lennon
Catch a glimpse into the future of education in the USA post-pandemic with our insightful article. Explore the transformative impact of online learning, from its rise during the COVID-19 crisis to its projected growth and future trends. Discover the advantages, challenges, and innovative technologies shaping the landscape of online education, and learn how institutions, policymakers, and employers are adapting to this new paradigm. Join us as we delve into the strategies for success, case studies, and the social implications of this educational revolution. Don't miss out on unlocking the potential of online education in a post-pandemic world!
Annoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docxjustine1simpson78276
Annoted bibliography
· Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38.
In this paper the authors’ states that Massive Open Online Courses (MOOCs) are classes conveyed in an online domain with a few highlights that are not the same as past ways to deal with online training. The viability of MOOCs is an open inquiry as finish rates are considerably not as much as customary online training courses. The goal of this investigation is to recognize factors that improve an individual' aim to keep utilizing MOOCs, in which a restricted measure of research has beforehand investigated. An examination demonstrates in light of the data frameworks duration desire affirmation display is proposed and tried with information gathered at an extensive scale previously researched. The research demonstrates clarified a considerable level of the change for the aim to keep utilizing MOOCs, which is essentially affected by seen notoriety, saw receptiveness, saw helpfulness, and client fulfilment. Seen notoriety and saw receptiveness were the most grounded indicators and have not beforehand been analyzed with regards to MOOCs. When massive open online courses or MOOCs first appeared in 2008 and more widely spread by global MOOC providers in 2011-2012, they were predicted to achieve world domination and transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. A review of the literature was undertaken to develop a better understanding of the evolution and ramifications of MOOCs and the lessons learned so far about their role in and contributions to teaching and learning. Results showed that MOOC learners are diverse, are from many countries across the globe and are of all cultural backgrounds and all ages, and that they want to gain both educational and career benefits from taking MOOCs. Prior knowledge with a subject and early and consistent engagement appear to be important for the success in MOOC learning. Unfortunately no evidence was found to support the role of MOOCs in mitigating gender-, location-and generation-disparities in higher education. The paper concluded with discussion of the emerging issues and implications for higher education.
· Burd, E. L., Smith, S. P., & Reisman, S. (2015). Exploring business models for MOOCs in higher education. Innovative Higher Education, 40(1), 37-49.
In this research article the writer Burd, Smith and Reisman explores the possibilities of different business models in higher education through MOOC. Massive Open Online Courses (MOOCs) conceivably challenge the conventional strength of physical establishments as suppliers of value advanced education. The advantages of understudies incorporate decreased train.
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
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
Presentaion at the University of Nicosia, Cyprus 14th September 2016 on Current Global trends and challenges ahead for quality assurance in the field of open online learninG and eLearning
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The 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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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”.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
SJSU MOOC Conference Keynote June 5
1. Are MOOCs the answer?
What is the question?
Yvonne Belanger
MOOCs in STEM: Exploring new educational technologies
June 5 – 6, 2014
San Jose State University
2. Overview
• The Foundation’s Postsecondary Success
Strategy
• How did we (collectively) get here? The forces
shaping higher education
• Questions about MOOCs – ours and yours
13. Higher education isn’t the only thing
changing…
The internet in real time http://pennystocks.la/internet-in-real-time/
14. Emerging technologies are shaping
higher education…
Trends over the next 2 years…
• Integration of Online, Hybrid, and Collaborative
Learning
• Growing Ubiquity of Social Media
Trends over the next 3-5 years…
• The Shift from Students as Consumers to
Students as Creators
• The Rise of Data-Driven Learning and Assessment
NMC, 2014 Horizon Report
15. Strong forces are changing the higher
education landscape
Rising tuition
Rising student
debt
Declining public
investment
Demographic
shifts
Changing faculty
Globalization
Emerging technologies
Big data
Cloud Computing
Networked video
Something new
we haven’t seen
yet…
18. Led by your curiousity…
How can I make my course more engaging without
sacrificing rigor?
Can we build digital tools that leverage cognitive
science principles and enhance retention?
Can we use learning analytics to
create a more efficient learning path
for students?
Can MOOCs support interdisciplinary cross-
campus programs of study?
Could MOOCs help us reimagine STEM
educator recruitment, training and professional
development?
Can MOOCs improve face to face and
remote laboratory learning?Does flipping the class using MOOCs
increase student satisfaction?
What types of online learning
experiences are most effective at
increasing learning motivation?
How can MOOCs engage learners with
little or no college experience in STEM?
19. Inspired by MOOCs to explore and
experiment…
How can we leverage technologies and
content from MOOCs to improve
instruction for students whose habits have
been shaped by the networked digital age?
What are the key indicators of student
success in different delivery formats
(online, hybrid and face to face)?
Can MOOCs be leveraged to close achievement
gaps for women and URMs in STEM introductory
courses?
Do MOOCs offer opportunities to promote and
increase flexibility in instructor-student
interaction?
What does it take to flip a class using a
MOOC?
Does flipping the class with MOOCs
increase student satisfaction?
What happens when you convert a
not-for-credit MOOC into a for credit
course?
Can MOOCs help us build learning communities of
current and future STEM faculty to spread
evidence-based high impact teaching practices?
20. We’ve been curious also…
MOOC Research Initiative
Reports available Monday at moocresearch.com/reports
Ithaka S+R study of
MOOCs in Maryland
28. Is a balanced view emerging?
Irrational
exuberance
Fear and
loathing
http://cbcse.org/wordpress/wp-content/uploads/2014/05/MOOCs_Expectations_and_Reality.pdf
29. Can faculty-driven innovation chart a
path through the perfect storm?
Image credit: http://www.insidehighered.com/news/2014/05/14/faculty-group-continues-anti-mooc-offensive
