Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
A Digital Edge for New Times: Unboxing the Online LearnerMark Brown
Invited keynote presentation [online] at Higher Education and e-learning in a Post Emergency Era: Challenges and Opportunities, University of Padova, Italy, 21st October, 2020
FemTechNet is a network of international scholars and artists activated by Alexandra Juhasz and Anne Balsamo to design, implement, and teach the first DOCC (Distributed Online Collaborative Course), a feminist rethinking of the MOOC. The course, Feminist Dialogues on Technology, will be offered in fifteen classrooms, at least one in every continent, in the Fall of 2013. This project uses technology to enable interdisciplinary and international conversation while privileging situated diversity and networked agency. Building the course on a shared set of recorded dialogues with the world’s preeminent thinkers and artists who consider technology through a feminist lens, the rest of the course will be built, and customized for the network’s local classrooms and communities, by network members who submit and evaluate Boundary Objects that Learn—the course’s basic pedagogic instruments.
FemTechNet invites interested scholars and artists to join this project and help build this course. In this seminar, Alexandra Juhasz and Anne Balsamo discuss how this innovative project got started, explore the model of distributed online collaborative courses, and lead a discussion of how FemTechNet or similar courses might fit within the liberal arts curriculum.
Speakers
Alexandra Juhasz, Professor of Media Studies, Pitzer College, and Anne Balsamo, Dean of the School of Media Studies, New School for Public Engagement (New York).
Educational technology, academic labour, and a pedagogy for class struggleRichard Hall
My presentation at the Critical Pedagogies: Equality and Diversity in a Changing Institution, Interdisciplinary Symposium at the University of Edinburgh, on Friday 6 September, 2013. See: http://www.richard-hall.org/2013/09/01/educational-technology-academic-labour-and-a-pedagogy-for-class-struggle/
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Slides for a webinar organized by BCcampus on Open Education at British Columbia post-secondary institutions. These slides are about a project in which students and faculty create and use case studies as open educational resources
This presentation was prepared for a discussion of last week’s NMC Virtual Symposium 2008 I’m presenting for my department’s monthly Research Showcase. With only 30 minutes to cover the presentation and subsequent discussion I’ve unfortunately had to be brutal in what I leave out - so if you’re work wasn’t included please don’t take it personally. I would have needed several hours to do the symposium justice.
This was a course assignment when I was studying at FPT University where we had chances to talk about what we were interested in in front of the class. I was dreaming of a MOOC platform for Vietnamese during that time. I hope that these slides from my coursework will be useful for those who are looking for an overview of MOOCs, or attempt to do business with it. Also on the ending slide, I talked about my personal idea for running a Mooc platform. Sit down and enjoy!
Brave new world:more access, more impact, more controlElizabeth Yates
Digital publishing enables wider access to scholarly research, creates greater impact and allows authors to retain more control over their rights. Presentation for Career Corner, Congress 2014.
Presentation on scope, successes and challenges facing library Open Access publishing funds for the Canadian Association of Learned Journals meeting at Congress 2014. Focus on Canada but also some info on the U.S.
A Digital Edge for New Times: Unboxing the Online LearnerMark Brown
Invited keynote presentation [online] at Higher Education and e-learning in a Post Emergency Era: Challenges and Opportunities, University of Padova, Italy, 21st October, 2020
FemTechNet is a network of international scholars and artists activated by Alexandra Juhasz and Anne Balsamo to design, implement, and teach the first DOCC (Distributed Online Collaborative Course), a feminist rethinking of the MOOC. The course, Feminist Dialogues on Technology, will be offered in fifteen classrooms, at least one in every continent, in the Fall of 2013. This project uses technology to enable interdisciplinary and international conversation while privileging situated diversity and networked agency. Building the course on a shared set of recorded dialogues with the world’s preeminent thinkers and artists who consider technology through a feminist lens, the rest of the course will be built, and customized for the network’s local classrooms and communities, by network members who submit and evaluate Boundary Objects that Learn—the course’s basic pedagogic instruments.
FemTechNet invites interested scholars and artists to join this project and help build this course. In this seminar, Alexandra Juhasz and Anne Balsamo discuss how this innovative project got started, explore the model of distributed online collaborative courses, and lead a discussion of how FemTechNet or similar courses might fit within the liberal arts curriculum.
Speakers
Alexandra Juhasz, Professor of Media Studies, Pitzer College, and Anne Balsamo, Dean of the School of Media Studies, New School for Public Engagement (New York).
Educational technology, academic labour, and a pedagogy for class struggleRichard Hall
My presentation at the Critical Pedagogies: Equality and Diversity in a Changing Institution, Interdisciplinary Symposium at the University of Edinburgh, on Friday 6 September, 2013. See: http://www.richard-hall.org/2013/09/01/educational-technology-academic-labour-and-a-pedagogy-for-class-struggle/
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Slides for a webinar organized by BCcampus on Open Education at British Columbia post-secondary institutions. These slides are about a project in which students and faculty create and use case studies as open educational resources
This presentation was prepared for a discussion of last week’s NMC Virtual Symposium 2008 I’m presenting for my department’s monthly Research Showcase. With only 30 minutes to cover the presentation and subsequent discussion I’ve unfortunately had to be brutal in what I leave out - so if you’re work wasn’t included please don’t take it personally. I would have needed several hours to do the symposium justice.
This was a course assignment when I was studying at FPT University where we had chances to talk about what we were interested in in front of the class. I was dreaming of a MOOC platform for Vietnamese during that time. I hope that these slides from my coursework will be useful for those who are looking for an overview of MOOCs, or attempt to do business with it. Also on the ending slide, I talked about my personal idea for running a Mooc platform. Sit down and enjoy!
Brave new world:more access, more impact, more controlElizabeth Yates
Digital publishing enables wider access to scholarly research, creates greater impact and allows authors to retain more control over their rights. Presentation for Career Corner, Congress 2014.
Presentation on scope, successes and challenges facing library Open Access publishing funds for the Canadian Association of Learned Journals meeting at Congress 2014. Focus on Canada but also some info on the U.S.
If you wish to get alerted on current News or latest posts on your favorate Blogs while you surf the net - Here is a way out. Display your favorate RSS Feeds in a Ticker.
Beef up your backchat: using audience response systems to assess student lear...Elizabeth Yates
Presentation at WILU 2014 at Western University. Describes use of web-based audience response systems for formative assessment during information literacy sessions.
Shifting ground: scholarly communication in geographyElizabeth Yates
Joint presentation by me, Data/Liaison Librarian Heather Whipple and Collections Librarian Ian Gibson for the Canadian Association of Geographers' meeting during Congress 2014.
Takes a look at what we know about learning and what we know about social media and whether there is a conflict between the two. Features 6 principles of social media.
Mr. Haank addresses Springer's position on Open Access. What has changed over the last years, what has stayed the same? Is hybrid developing into fully open, or will the models co-exist? He also touches upon the issue of (open) data. Making data available in a structured, useful way is much more complex than the current practice of article publishing.
Knowledge Management: A Literature ReviewOlivia Moran
Is technology the key critical factor, which determines the success or failure of a
Knowledge Management (KM) implementation initiative? Are there other factors,
which contribute to its success or failure?
KM is concerned with sharing and managing information. People need to be seen as
the primary key to its success, as they play a very crucial role. People hold substantial
amounts of information and they need to be encouraged to share it. Technology is
available to support knowledge sharing, but this does not mean that people will
automatically give it up.
This paper examines the human element of knowledge management
Research Issues in Knowledge Management and Social MediaJan Pawlowski
The lecture introduces "Global Social Knowledge Management" - it starts with conceptual foundations and discusses research approaches and methodologies and potentially interesting research topics. Several studies on KM and Social Software are outlined, in particular studies on barriers of KM in global settings as well as utilizing SoSo for KM.
Think Big about Data: Archaeology and the Big Data Challengeariadnenetwork
Presentation by Gabriele Gattiglia, University of Pisa – MAPPA Lab
EAA 2014 session: Open Access and Open Data in Archaeology
Istanbul, Turkey
13 September 2013
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Keynote Presentation for the November 27, 2014 Conference of Higher Education Online - MOOCs the European Way (HOME). The conference was also called "Mapping the European MOOC Territory."
"Well organised ePortfolio to Manage an Unruly MOOC. Skills Required" by Kirs...University of Nottingham
Presentation of a paper for EPIC 2013
"This paper discusses a personal perspective on using a learner-centred ePortfolio to manage learning in a MOOC and reflects on the skills and literacies required to maximise the benefits of a MOOC experience. "
2017-05-14 KNOU Seminar Open Education OER MOOCs Learning Analytics StrackeChristian M. Stracke
2017-05-14 Speech at KNOU Seminar - Technology-Enhanced Learning and Open Education: OER MOOCs and Learning Analytics by Christian M. Stracke from OUNL
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
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/
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
Disruptive Innovations in Learning Technologies Rebecca Davis
A variety of technology-enabled learning modes are changing the landscape of higher education. How might these changes impact the training and development profession? Rebecca Frost Davis, Director of Instructional and Emerging Technology at St. Edward’s University will review developments in technology-enabled learning that are disrupting the traditional model of higher education, including the massive open online course or MOOC, blended learning, big data, and open educational resources. Participants will then explore how these disruptions might affect their approach to workforce training and development.
Massive Open Online Courses and the New Game of Higher EducationBonnie Stewart
Explores the emerging - and diverging - models of Massive Open Online Course (MOOC) offerings, and how Connectivist MOOCs and Xmodel MOOCs such as EdX, MITx, Udacity et al reflect very different visions of the changing game of higher education.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
The MOOC market will likely gain a market value of US$ 7.55 Bn in 2022. The Market for MOOC is expected to register a CAGR of 35% by accumulating a market value of US$ 152 Bn in the forecast period 2022-2032.
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
Similar to The Battle for Open & the open landscape (20)
For an online Gasta session - the internet was designed to be robust in a crisis, and the pandemic crisis has revealed frailties in the education system. Distance education has many of the design features of the internet and offers a more resilient structure possibly
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
A workshop I ran on the idea of Guerrilla research - that is no (low) cost research that relies on free tools, open data, etc and doesn't require permission
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
22. Education is broken!
Education is ripe for
disruption!
MOOCs are
technological
solution!
Outsiders with new
ideas!
An irresistible narrative
23. “The failure of MOOCs to disrupt higher education has nothing to do with
the quality of the courses themselves, many of which are quite good and
getting better. Colleges are holding technology at bay because the only
thing MOOCs provide is access to world-class professors at an unbeatable
price.”
Revolution is demanded
33. • Open..
– Knowledge
– Access
– Courses
– Content
– Practice
– Data
– Research
– Government
– Pedagogy
– Scholarship
At least one of these is
relevant to you…
There are many aspects of openness that relate to education. Some of these are more well defined or more developed than others.
Often people confuse elements, and they do overlap. So in understanding what openness is, and then the tensions within it I’m going to map it out first.
Want to consider different aspects of openness in terms of different types of city and landscape. It’s like game of thrones, but with fewer deaths.
Open access – free and openly licensed access to published works. Particularly when these are publicly financed.
A very well developed area of openness, one that nearly everyone in academia is aware of and has to engage with. National policies and funder policies.
There are lots of areas of debate around the best ways to do it and the role of publishers.
But open access has won as an argument really. And if the formal mandates don’t do it then sci-hub and icanhazpdf will
Open Educational Resources – these are more like a decent sized town. It could expand, it could stay as it is.
Funding form the likes of Hewlett and JISC led to many good projects. These didn’t always survive beyond the initial funding.
In North America projects like OpenStax and BC Campus providing open textbooks. Demonstrating big savings for students and as good if not improved student performance. Where textbook costs account for ¼ of degree cost this provides a strong motivation
In Europe open textbooks less important – OpenLearn at OU has sustainable model, but JISC closed down JORUM.
I run OER Hub – looked at 11 hypotheses around Oer and found good use by students thinking about study and those already in study. Plus educators use them for ideas and inspiration
Massive Open Onlien Courses – 2012 the year of the MOOC.
Attracted lot of media attention and ventyre capital funding – will talk about this later.
After initial excitement now facing difficult questions: do they bring in students? Do they democratise learning? Is this the best way to invest that money?
They are reminiscent of the Chinese Ghost cities that have been built and await inhabitants. Maybe it will happen, maybe it won’t
This is a very broad term – whereas the other open approaches are movements often with funders, policies and specific technology, OEP is more about individuals. It relates to the ways that openness can influence the manner in which academics conduct their practice – teaching, research, public engagement etc. It is more nebulous and difficult to pin down. So it’s perhaos more like a market where people bring different wares than an infrastructure
Open data is allied with open access. Many mandates now stating research data to be released
Opens up world of new research possibilities –
Also questions around who owns data, learning analytics, student data
Links into bigger picture of government data also
Open ed is just oen aspect of a much bigger openness movement which we can term open citizenship. Holding corporations to account, access to data, government records etc in a way not seen before
Nicole Allen and Jim Groom represent two, both equally valid approaches to open ed
Some are more stable eg OA others more fargile eg OER, like the much used ecosystem metaphor
While they meet different goals and have different communities, there are common elements to these open approaches:
Analogy of coloured sand – they may be in different proportions and different order but these are key elements
With MOOCs, Open Access, etc open education is not a niche interest and is flirting with the mainstream, like a band aboit to make it big
But there are very different challenges once you move from being a small community to mainstream. And this brings me onto the notion of a battle for open
Understand people don’t like militaristic language but the reasons why I’ve framed it as a battle are telling
There is money involved
There are core values
Like war, the victors tell the history
Udacity has an exclusive relationship, so Georgia Tech cannot offer its own content elsewhere. Udacity can, however, offer that content to other learners outside of the Masters
Guelph trademarked OpenEd and then aggressively pursued others using it
They have since backtracked largely as a result of the negative response, but that they should try is telling
Getting a double dip
Wellcome trust - 2012 – 2013, academics spent £3.88 million to publish articles in OA journals– of which £3.17M was paying for publications that Universities would then be charged again for
(http://access.okfn.org/2014/03/24/scale-hybrid-journals-publishing/)
a technological fix is both possible and in existence;
external forces will change, or disrupt, an existing sector;
wholesale revolution is required
the solution is provided by commerce.
Change happens very slowly, until it happens very quickly