Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
Massive open online courses or MOOCs were predicted to achieve world domination and completely 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. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)ProctorU
Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
The Promise and Prospects of Online LearningGary Matkin
In 1994, CSHE began its consideration of the impact of internet technology on higher education. Now, 15 yeas later, online education has become a permanent fixture of higher education world-wide. However, dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next 15 years. Jumping off from current observable, documented, and quantifiable episodes and trends, this presentation will make predictions about the transformations in higher education that are on the horizon. The implications of social networking technology, open educational resources (OER), Open CourseWare (OCW) and continuous improvement imperatives and techniques, will, among other examples, be logically extended to the future. Current University of California (UC) initiatives including the efforts around a proposed UC cyber-university, wide-spread video capture of lectures, and the Academic Senate call for increased use of low cost OER, will be placed in the broader context of these predictions.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
Massive open online courses or MOOCs were predicted to achieve world domination and completely 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. Mainly based on empirical research articles and reports and interviews with K-MOOC providers, this paper examines impacts of MOOCs on higher education and analyze K-MOOC as an illustrative case. For this, it asks such questions as: 1) have MOOCs expanded higher education and provided access for all, especially for the socially marginalized groups? 2) have MOOCs improved the quality of campus-based higher education? 3) have MOOCs reduced the costs to the providers and users? It will conclude with discussion of the emerging issues and future directions.
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)ProctorU
Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
The Promise and Prospects of Online LearningGary Matkin
In 1994, CSHE began its consideration of the impact of internet technology on higher education. Now, 15 yeas later, online education has become a permanent fixture of higher education world-wide. However, dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next 15 years. Jumping off from current observable, documented, and quantifiable episodes and trends, this presentation will make predictions about the transformations in higher education that are on the horizon. The implications of social networking technology, open educational resources (OER), Open CourseWare (OCW) and continuous improvement imperatives and techniques, will, among other examples, be logically extended to the future. Current University of California (UC) initiatives including the efforts around a proposed UC cyber-university, wide-spread video capture of lectures, and the Academic Senate call for increased use of low cost OER, will be placed in the broader context of these predictions.
Working Towards Low-Cost Textbooks: Cross-Sector Faculty Collaboration for a ...San Jose State University
St. Edward’s University September 25, 2019 Katherine D. Harris Professor of English Chair, California Open Educational Resources Council San Jose State University California Open Educational Resources Council Presentation by http://icas-ca.org/coerc
The Sustainability of Open Education at U.S. Community CollegesUna Daly
A panel of community college leaders discuss OER funding and adoption trends in the U.S. that are leading to sustainable open educational policies and practices. Affordability of education remains a significant barrier for students as instructional material and tuition costs have risen dramatically in the last decade. Community and technical colleges in the U.S. are increasingly advocating for open educational practices and policies to fulfill their mission of expanding access to education. Initial outreach to private foundations resulted in support for colleges to implement the pedagogical innovations and effectiveness research of OER usage in teaching and learning.
These early pilots have shown the use of open educational resources (OER) to be effective in lowering costs while maintaining or improving student learning outcomes. As these proof-of-concept pilots have matured, policy support and funding from within the public sector has emerged. College districts, state and federal government programs and policies have begun in earnest to support faculty and administrators who are promoting the adoption of OER to enhance teaching and learning while lowering costs through openly sharing of materials. As this public funding grows and becomes part of operational budgets, sustainability and institutionalization of open policies and practices can become a reality.
This panel will discuss recent publicly funded case studies such as the Maricopa College District’s OER Steering Committee Project, California State’s Higher Education Open Textbook legislation, and the U.S. Department of Labor’s Trade Assistance Adjustment Community College Career Training (TAACCCT) program.
Presenters:
• Una Daly, Community College Outreach Director, OpenCourseWare Consortium;
• James Glapa-Grossklag, Dean, College of the Canyons, California; and Community College Consortium Advisory Board President, OCWC Board Member.
• Paul Golisch, Dean of Instructional Technology, OER Steering Committee Co-chair, Paradise Valley College, Arizona;
• Dr. Lisa Young, Instructional Designer, OER Steering Committee Co-chair, Scottsdale Community College, Arizona
The Community College Consortium for Open Educational Resources was founded in the Foothill–De Anza College District in 2007. Its focus was to create awareness and build a community of practice around OER at the public two-year colleges. It became an associate consortium of the OpenCourseWare Consortium in 2011 and now has over 240 colleges in 15 U.S. states and the province of British Columbia who are members through individual college memberships or regional and statewide memberships.
An overview of the OER Research Hub project by Patrick McAndrew, Simone Arthur, Rob Farrow, Bea de los Arcos, Nick Freear, Leigh-Anne Perryman, Beck Pitt, Claire Walker, Martin Weller
The Present and Future of Alternative Digital CredentialsGary Matkin
Presentation begins with a review of the ICDE report on “The Present and Future of ADCs.” The presentation also will provide an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
Career Services for New Generations of UCI Students and EmployersGary Matkin
Presentation describes the importance of the 60-Year Curriculum and the issuance of Alternative Digital Credentials as students move toward graduation to enter the world of work.
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
This presentation reviews the ICDE report on “The Present and Future of ADCs.” It also provides an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
We start with a list of recommendations that reveal the overarching purpose of the report, which encourages and provides guidance to ICDE member institutions who are considering, or have already adopted, ADCs.
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
Presented at the UPCEA 2019 Annual Conference.
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
This seminar series is intended to explore new technology and trends in continuing education.
It is consistent with our 2016 strategic priorities (see document).The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development.This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
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.
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
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Sustainability as Imperative: The Unavoidable Future for OCW
1. Sustainability as Imperative: The Unavoidable Future for OCW Gary W. Matkin, Ph.D., Dean of Continuing Education, University of California Irvine OCWC Global 2010
4. More Rigorous Standards, Increased Accountability, and Transparency OER and OCW will serve the demand for greater accountability in higher education
6. Accountability and the requirement for ocw Texas State Law H.B. No. 2504: Section 51.974. “Each institution of higher education, other than a medical and dental unit, shall make available to the public on the institution’s Internet website the following information for each undergraduate classroom course offered for credit by the institution.”
13. OER and OCW movements have achieved the “tipping point” OCWC course inventory exceeds 13,000 Video lectures/materials on iTunes have been downloaded over 100 million times YouTube has recorded over 300 million downloads
14. Gary W. Matkin, Ph.D.Dean, Continuing Education gmatkin@uci.edu http://unex.uci.edu/garymatkin/ http://ocw.uci.edu/ Download Presentation at http://www.slideshare.net/garymatkin
Editor's Notes
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes. The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements. What trends and influences so strongly support this assertion? Here is a description of the trends and how they are related to the growth of OER/OCW.
The rapidly increasing demand for higher education around the world must be addressed. For example, India is the largest higher education system in the world with over 400 universities and approximately 21,000 colleges. Yet, this huge system provides higher education access to only 12.5 percent of its 600 million people under the age of 25. (Motwani, 2010). By comparison, in the U.S., 37.8 percent of adults between the ages of 25 and 34 have college degrees. (Nelson, 2010: A 21). It is estimated that each 1 percent increase in average participation rate for India represents one million additional students. When the demand implied by this example is extended world-wide and compared with the ability to provide traditional higher education, the problem seems insurmountable. Sir John Daniel, president and CEO of the Commonwealth of Learning (COL),illustrates the world-wide challenge as an “Iron Triangle” in which educational quality, access, and costs are arranged in an immutable relationship. “Pick any two” he will say. This represents the first order challenge: how to bring down the cost of education while at the same time maintaining and increasing quality and access to education.
Supporting and adding to this challenge are the related demands upon institutions to meet higher standards through increased competition and the accreditation process all institutions are subject to. To remain competitive, especially within the for-profit higher education community and between the non-profit and for profit sectors, quality must not only steadily increase but must be demonstrated, proven, and publicized. This combination of the factors in the “Iron Triangle” and the calls for greater accountability represents a large challenge to higher education but also a giant opportunity for distance educators.
Institutions of higher education around the world are being bombarded with demands to meet higher standards and to become more accountable. These demands come from governments, from parents, from students, and from tax payers, pushing institutions toward greater attention to outcome measurement and accountability. The U.S. federal government, which supports higher education primarily through the distribution of student financial aid, has become concerned about the rapidly increasing cost of higher education and has been aggressive in seeking authentic measures of accountability from higher education institutions in the U.S. It has gone so far as to impose its own rules, threatening the current accreditation system which is based on voluntary, regional accrediting bodies. Through these accrediting bodies, institutions seeking to avoid what they consider intrusive and misguided government intervention, have moved toward a system of defining, measuring, and reporting “desired student outcomes” (DSOs).
The U.S. is not alone in dealing with this concern. Some U.S. states and many countries are also taking action to impose accountability. Three states, sponsored by the Lumina Foundation, are modeling the decade-old Bologna Process in an attempt to establish standards that specify what students should know upon graduation. Indiana, Utah, and Minnesota will pilot standards for physics, history, graphic design, and chemistry. (Lewin, 2009). There are reports of a similar trend among Latin American countries, and the Organisation for Economic Co-Operation and Development (OECD) is conducting research and pilots related to cross-national standards. Its Program for International Student Assessment (PISA), Assessment of Higher Education Learning Outcomes (AHELO), and Program for the International Assessment for Adult Competencies (PIAAC) are all ambitious though cautious moves to establish quality standards for outcome-based instruction. (Daniel, 2009).
The next step in the burden of accountability might be the requirement for OCW. Sound far-fetched? Perhaps not. Take the example of the State of Texas, which recently passed a law requiring instructors in all state public higher education institutions to post a public Web site for every course they teach. HB 2504 requires institutions of higher education, except medical and dental units, to post on the institution’s Web site for each undergraduate classroom course offered for credit: course syllabus; departmental budget, if available; and curriculum vitae of each regular instructor. The information must be easily accessible to the public no later than seven days after the academic term begins, must be updated as appropriate, and must be maintained for two years.
OCW allows everyone to see how any particular professor expects to achieve the learning outcomes for a course, to see the design of the course, and to make judgments about both the content (level and extent) of the course and the pedagogical methods used. For the first time, we now have visible demonstrations of how institutions can offer their prospective students (their customers) a clear view of an important part of the product offered for sale—something that campus visits or recruitment literature cannot adequately disclose. Although there is more to a university experience than content and pedagogy, and not all the richness of a pedagogical approach can be displayed in OCW, the trend is clear. In the current environment which explicitly demands accountability and disclosure, it is not a giant leap to predict that some degree of openness as expressed in OCW will quickly make its way into accreditation requirements.
In addition to rigorous standards, increased accountability, and transparency, accrediting agencies are demanding processes for continuous improvement. This chart illustrates one conception of the continuous improvement process. One of the premises of the online learning movement is that the investment in the production of learning/teaching materials can be captured and leveraged through re-use and (as we will see) continuous improvement. So a core technology of any serious and large scale technology-assisted learning organization is a content management system.What is content: it is really anything that can be digitally recorded and filed. For our purposes, of course, we are concentrating on content that will be used in the teaching/learning process. Examples: printed materials, video and audio recordings, charts, simulations, PowerPoint slides.Any content management system must include the capacity to manage the intellectual property rights of contributors to the system. This is known as digital rights management (DRM).Again, for our purposes, any content management system must serve the course authoring system in an efficient manner. The content management system should be capable of accepting and managing content from a wide variety of sources, not only from an internal content management system, but also from any digital material created by instructors, from the huge inventory of open material now available and also from material owned and controlled by others, including the University.The content management system should be able to handle almost any digitized material, text of course, but also video, audio, PowerPoint, flash files, and any combination. By “handle” I mean not only be able to file, but also find and manipulate.Following this logic, a course (or any “learning object”) can be produced from the content in the content management system with the course authoring tool.Students can then take the course. As they proceed through the course, their use of course material and particularly their successin achieving learning objectives, can be collected and analyzed.The data can then be used to modify the content (learning object) to improve it for the next offering.
In August 2009, the Obama administration announced plans for a $500 million OCW Community College initiative, a sign of the increased importance and visibility of OCW in the U.S. This is part of the stimulus package aimed at increasing workforce competencies through the community college system. As this project goes through implementation, the U.S. higher education community will have to make adjustments to the existence of large amounts of available OER and OCW. In the face of such a proposal, it is a bit difficult to argue that OCW is threatened by a failure of resources to sustain it. Further, OCW-related initiatives supported by governments of other nations including Vietnam, the Netherlands, the UK, India, and China are following a similar pattern. For instance, Vietnam’s support of OCW started with government funding and support from the Vietnam Education Foundation, an agency of the U.S. Department of State. The Vietnam Open Courseware (VOCW) produced over 200 open courses and about 1,200 unique learning modules. In the process, the Vietnamese government discovered that its domestic faculty members needed updating in content and pedagogical methods, and found gaps in its domestic higher education curricula. These findings led to the use of OCW in a concerted effort toward higher education reform. Thus, the power of OCW is beginning to be recognized and supported with government funding.
Further, OCW-related initiatives supported by governments of other nations including Vietnam, the Netherlands, the UK, India, and China are following a similar pattern. For instance, Vietnam’s support of OCW started with government funding and support from the Vietnam Education Foundation, an agency of the U.S. Department of State. The Vietnam Open Courseware (VOCW) produced over 200 open courses and about 1,200 unique learning modules. In the process, the Vietnamese government discovered that its domestic faculty members needed updating in content and pedagogical methods, and found gaps in its domestic higher education curricula. These findings led to the use of OCW in a concerted effort toward higher education reform. Thus, the power of OCW is beginning to be recognized and supported with government funding.
My final point in the argument is that the OER and OCW movements are “unavoidable” and represent an “imperative” in that it is already existent in large volumes and is being used. Recent suggestions that models of sustainability for open material have not been developed and that this failure spells the doom of the movement are strongly controverted by clear evidence to the contrary. The OCW Consortium inventory of open courses has recently surpassed 13,000 and is growing rapidly. Open video based learning material published on iTunes has now been downloaded over 100 million times. YouTube has recorded over 300 million downloads. There is no question that the OER and OCW movements have achieved “lift off” or the “tipping point.” Institutions and nations are faced not with the question whether they will embrace OER and OCW—but when and how. The issues surrounding sustainability that now seem so critical will soon fade into the background as OER and OCW becomes part of the day-to-day operation of institutions and organizations, including governmental organizations.