A 60-minutes presentation at the www.youthstudies.eu workshop: Making a success of an international and integrated blended learning degree course. 01.07.2011, University of Oslo
Cooperative Online Education: Independence with the help of othersMorten Flate Paulsen
A 60-minutes presentation at the workshop:
New technology – new possibilities and new challenges?
Developing networks in teacher education and research
01.07.2011, University of Tromsø
The presentation focuses on the opportunities to provide online education that combines individual freedom with meaningful cooperation. Online students often seek individual flexibility and freedom. At the same time, many need or prefer cooperation and social unity . These aims are difficult to combine, so the presentation discusses online education tools and services that support both individual freedom and cooperation. The presentation also elucidates the opportunities and challenges with transparency in online learning environments and provides examples and experiences from Universidade Aberta in Portugal and NKI Nettstudier in Norway.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
A 60-minutes presentation at the www.youthstudies.eu workshop: Making a success of an international and integrated blended learning degree course. 01.07.2011, University of Oslo
Cooperative Online Education: Independence with the help of othersMorten Flate Paulsen
A 60-minutes presentation at the workshop:
New technology – new possibilities and new challenges?
Developing networks in teacher education and research
01.07.2011, University of Tromsø
The presentation focuses on the opportunities to provide online education that combines individual freedom with meaningful cooperation. Online students often seek individual flexibility and freedom. At the same time, many need or prefer cooperation and social unity . These aims are difficult to combine, so the presentation discusses online education tools and services that support both individual freedom and cooperation. The presentation also elucidates the opportunities and challenges with transparency in online learning environments and provides examples and experiences from Universidade Aberta in Portugal and NKI Nettstudier in Norway.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
See eSafety4eTwinners finalist project http://e-safety4etwinners.wikispaces.com/ . Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by the network “Language learning and social media: 6 key dialogues”. Available on: http://www.elearningeuropa.info/languagelearning
Should European universities enter the MOOC competition. We present the 7 different reasons to say yes. It is up to the HEI to define their strategy.
The decision is a strategic one, to be taken, at the highest level of the institution.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Abstract: The European Megatrends project has analysed 26 major e-learning successes and ten conspicuous e-learning initiatives which did not reach targeted goals. There is much to learn from the many successful European e-learning initiatives, but this article focuses on what we can learn from the ten discontinued initiatives that spent about €150M before they were closed down after an average of four years in operation. The article presents the ten discontinued initiatives comprising four consortia, two institutional initiatives and four governmental and political initiatives. It includes a discussion on why they failed and concludes with seven recommendations that are drawn from the analyses of the ten initiatives.
Campus NooA was established and accredited as a Norwegian online school by the Ministry of Education and Research in 2012. NooA’s aim is to become an international centre for online courses and programs. So far, NooA offers 50 online courses in Norwegian, English, Swedish and Danish. The courses are offered through the multilingual, open source, learning platform Moodle. All courses are completely online and based on the Theory of Cooperative Freedom and Transparency in Online Education.
The presentation focuses on how Campus NooA implements the theory and on the entrepreneurial experiences from the development of a private, Nordic open online Academy.
Educational Television 2.0 is an open collaborative learning environment for students and teachers supporting interactions among members in discussions and social networking applications (social objects).
Students in the Web2.0 era, are digital media storytellers and content curators, not consumers, but prosumers (producers and consumers) becoming active and responsible citizens
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
See eSafety4eTwinners finalist project http://e-safety4etwinners.wikispaces.com/ . Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by the network “Language learning and social media: 6 key dialogues”. Available on: http://www.elearningeuropa.info/languagelearning
Should European universities enter the MOOC competition. We present the 7 different reasons to say yes. It is up to the HEI to define their strategy.
The decision is a strategic one, to be taken, at the highest level of the institution.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Abstract: The European Megatrends project has analysed 26 major e-learning successes and ten conspicuous e-learning initiatives which did not reach targeted goals. There is much to learn from the many successful European e-learning initiatives, but this article focuses on what we can learn from the ten discontinued initiatives that spent about €150M before they were closed down after an average of four years in operation. The article presents the ten discontinued initiatives comprising four consortia, two institutional initiatives and four governmental and political initiatives. It includes a discussion on why they failed and concludes with seven recommendations that are drawn from the analyses of the ten initiatives.
Campus NooA was established and accredited as a Norwegian online school by the Ministry of Education and Research in 2012. NooA’s aim is to become an international centre for online courses and programs. So far, NooA offers 50 online courses in Norwegian, English, Swedish and Danish. The courses are offered through the multilingual, open source, learning platform Moodle. All courses are completely online and based on the Theory of Cooperative Freedom and Transparency in Online Education.
The presentation focuses on how Campus NooA implements the theory and on the entrepreneurial experiences from the development of a private, Nordic open online Academy.
Educational Television 2.0 is an open collaborative learning environment for students and teachers supporting interactions among members in discussions and social networking applications (social objects).
Students in the Web2.0 era, are digital media storytellers and content curators, not consumers, but prosumers (producers and consumers) becoming active and responsible citizens
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
Small businesses today are faced with limited budgets, small teams and lots of work. Many cloud apps have been created to help you become more productive on a daily basis. Follow these slides for descriptions of each and how they can help you.
Digital producers often face the dilemma on whether to take a more agile approach or take a waterfall approach seeing development as a ‘bolt-on’. This presentation explores some concepts from Scrum and Lean and how they work with UCD.
L'agenda digitale del Piemonte: reti, innovazione e servizi per lo sviluppo economico del territorio
presentazione a cura di Sergio Duretti
Direttore generale -
CSP – Innovazione nelle ICT
in occasione di AlldigitalExpo
Vicenza, 21 giugno 2012
How the Nordic open online Academy (NooA) uses Moodle for Cooperative Freedom and Transparency in Online Education.
A 45-minute presentation at the Online Educa in Berlin 03.12.14
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
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.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Nettilukio offers a comprehensive Finnish upper secondary school study programme online, using a learning platform, virtual classroom technology, wikis and blogs, which is aimed at adults aged 17-75...
Similar to Some experiences Some Experiences with Cooperative Freedom and Transparency in the MPEL Master Programme at Universidade Aberta (20)
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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Some experiences Some Experiences with Cooperative Freedom and Transparency in the MPEL Master Programme at Universidade Aberta
1. Some Experiences with Cooperative Freedom
and Transparency in the MPEL Master
Programme at Universidade Aberta
Morten Flate Paulsen
The presentation is available via my homepage at:
http://home.nki.no/morten/
A 40-minutes presentation,
14.05.2010, The MPEL Conference, Lisboa, Portugal
1
2. Introduction for people who not
attended the presentation
This school year, I have lived in the Portuguese coastal town of Cascais just
west of Lisbon. I have an appointment as professor associado at Universidade
Aberta and teach the online course Processos Pedagógicos em Elearning
included in the master program Mestrado em Pedagogia do Elearning. It has
in many ways been an exciting and challenging experience.
The course framework
I have been responsible for both development and implementation of a 16-
week online course with about 20 students in both fall and spring semester.
The course has 8 ECTS credits and students are expected to spend about 8
hours a week studying it. Before the course started, I had to create a learning
contract describing learning goals, content, implementation and evaluation.
The teaching should be conducted in Moodle, but with the active use of Web
2.0 services. I was also told that all students had their own blogs on open sites
such as www.blogspot.com and www.wordpress.com.
2
3. http://www.nettskolen.com/in_english/megatrends/index.html
In 2007 Aberta and NKI were among the 26
Megaproviders of e-learning in Europe
• http://www.nettskolen.com/in_english/mega
trends/NKI_Article.pdf
• http://www.nettskolen.com/in_english/mega
trends/Aberta_Article.pdf
3
4. Similarities and differences between NKI and UA
1. Private, but some financial support 1. Governmental, but students pay
from the government some tuition fees
2. Secondary, vocational and university 2. University courses
courses
3. Started as a correspondence school 3. Started as a correspondence school
in 1959, used 20 years to become in 1988, used 5 years to become an
an online school online university
4. About 400 online courses 4. About 500 online courses
5. 12.000 online students 5. About 10.000 online students
6. Self developed LMS 6. Moodle LMS and PLEs
7. About 130 part-time tutors 7. Many full-time teachers
8. 250 students per class 8. 25 students per class
9. Payment per submission 9. Payment per course
10. NKI develops the courses 10. The teacher develops the course
11. Individual start up and progression 11. Group based start up and
progression
4
5. NKI students have individual progress plans
UA students have collective progress plans
Copyright Atle Løkken 5
6. NKI introduced the individual planning system in 2004
assignments that are completed
assignments that are delayed according to the plan
assignments that are planned 6
7. NKI’s Learning
Partner System
1. Make your personal presentation
2. Decide who may access it (Closed, Limited, Open or Global)
3. Search for potential learning partners
4. Invite somebody to become your learning partner
7
8. NKI has 1600 global student
presentations
www.youtube.com/MortenFP#p/a/u/0/gyQ1u977iwk 8
9. NKI’s Philosophy on Online Learning
We facilitate individual freedom
within a learning community
in which online students serve as mutual resources
without being dependent on each other.
We build on adult education principles and seek to
foster benefits from both individual freedom and
cooperation in online learning communities.
Cooperative learning is based on voluntary
participation in a learning community
9
10. Cooperative freedom and online teaching
techniques are described in my book, which
you can download from the Internet.
Online Education and Learning
Management Systems: Global
E-learning in a Scandinavian
Perspective..
The book’s website:
www.studymentor.com
11. Six Dimensions of Freedom
It is difficult to combine individual flexibility and cooperation
12. Six Dimensions of Freedom
It is difficult to combine individual flexibility and cooperation
13. One may say that:
Individual learning is conducted alone
Cooperative learning takes place in networks
Collaborative learning depends on groups
13
17. Trancparency may be good for promotion and
marketing of online courses
A lot of scholars, decision makers,
prospective students and search engines see
what the UA students do
17
18. So, I promote transparency -
as long as students can
choose their own
transparency level
18
19. I wanted to use the course to demonstrate for
the MPEL-students what I mean by
cooperative freedom, online teaching
techniques and transparency.
Some of the MPEL-students at Futuralia
19
20. Processos Pedagógicos em Elearning
The Course has 4 Study Units
1. The Theory of Cooperative Freedom
2. Online Teaching Techniques
3. Transparency in Online Education
4. Final report, reflection and refinement
20
21. Each Theme has 4 Week-long Activities
1. Find, study and share materials related to the theme and
organizing it together with ideas and thoughts in an
annotated bibliography in your blog
2. Produce a learning object related to the theme, publish it
somewhere
3. Write reviews in the forum on one annotated bibliography
and one learning object published by colleagues
4. Take part in a structured discussion on issues related to
the theme
21
25. Activity 4: Structured discussion
• One-Question-Interviews
– Terry Anderson: About Cooperative Freedom
– Stephen Downes: Collaboration vs Cooperation
• Debate: Transparency vs Privacy
• Debate: self-paced versus group-paced
progression
• Roleplay on workload
25
26. Sónia’s final report:
http://issuu.com/svalente/docs/learning
_process_-_sv
Mónica’s final report:
http://finalreport.ensinoinf.net/
26
27. In summary
• The students publish their work in blogs
(Blogspot, Wordpress etc.)
• They share it in Moodle, Facebook and
Diigo
• They make learning objects in Toonlet,
Glogster, Slideshare, Youtube, Issuu,
Voicetread etc.
• It’s much work to overview this distributed learning
environment
• The “entire world” can see our work and give us feedback
• Many tutors and students may not be comfortable with
this extreme openness.
27
28. Now What?
• I will return to Norway to work with NKI, EDEN,
Guadalajara, Athabasca, Scandinavian multimedia
journalism and e-teacher 2.0
• If possible, I would like to continue my
engagement with UA
• It would be nice to offer an international version
of our course with for example UA, NKI, UOC in
Spain and University of Guadalajara in Mexico
28
29. Muito obrigado!
Algumas perguntas?
The presentation and more information will be available via:
http://home.nki.no/morten
https://twitter.com/MFPaulsen
http://www.slideshare.net/MortenFP
29