During the past years there has been a growing trend within traditional education to ‘open up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge café is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Frederic Fovet D'arcy Mc Gee Beacon Fellowship Lecture 2021Frederic Fovet
This document summarizes a lecture about using Universal Design for Learning (UDL) to promote inclusion across university campuses. It identifies the need for more inclusive teaching practices to support diverse students. UDL provides a framework to shift away from a medical model of support towards inclusive course design that benefits all students. The lecture highlights promising applications of UDL, such as for Indigenous, international and first-generation students. While progress has been made, challenges remain in strategically implementing UDL through documentation, specific settings, change management, and developing shared understanding across campuses.
1. The document discusses three generations of online learning pedagogy: cognitive/behavioral, social constructivist, and connectivist.
2. Cognitive/behavioral pedagogy focuses on individual learning and is scalable but may not develop lifelong learning skills. Social constructivist pedagogy incorporates collaborative group work but is not scalable. Connectivist pedagogy focuses on network learning through social media and aggregations.
3. New technologies and approaches are changing how people learn, with implications for more student control, connectivity, and opportunities to develop skills for a changing world. However, challenges include information overload, privacy issues, and changing roles for teachers and students.
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Frederic Fovet D'arcy Mc Gee Beacon Fellowship Lecture 2021Frederic Fovet
This document summarizes a lecture about using Universal Design for Learning (UDL) to promote inclusion across university campuses. It identifies the need for more inclusive teaching practices to support diverse students. UDL provides a framework to shift away from a medical model of support towards inclusive course design that benefits all students. The lecture highlights promising applications of UDL, such as for Indigenous, international and first-generation students. While progress has been made, challenges remain in strategically implementing UDL through documentation, specific settings, change management, and developing shared understanding across campuses.
1. The document discusses three generations of online learning pedagogy: cognitive/behavioral, social constructivist, and connectivist.
2. Cognitive/behavioral pedagogy focuses on individual learning and is scalable but may not develop lifelong learning skills. Social constructivist pedagogy incorporates collaborative group work but is not scalable. Connectivist pedagogy focuses on network learning through social media and aggregations.
3. New technologies and approaches are changing how people learn, with implications for more student control, connectivity, and opportunities to develop skills for a changing world. However, challenges include information overload, privacy issues, and changing roles for teachers and students.
This document summarizes Gráinne Conole's career journey from Chemistry to becoming a leading expert in e-learning. It outlines her educational and career history, including key turning points that led her to transition from Chemistry to focus on educational technology and innovation. Her current role is as Chair in Education at Bath Spa University, where she leads research on enhancing the learner experience through effective and innovative use of technologies.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching adopts an approach that integrates learning, working and innovating as interconnected activities. Teachers collaborate both within and outside their institutions.
3) Creating open networks of practice allows teachers to jointly address real problems, develop solutions together, and share expertise in a transparent, accessible way. This supports a culture of open, networked learning.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The document discusses lessons learned from case studies on contextualizing open educational resources (OER) in Asia and Europe. It finds that successful initiatives integrate OER with existing programs, have policy support, and focus on capacity and awareness building. Cross-border collaboration is needed but has been limited, and quality assurance must consider different country and organization requirements. Early sharing of ideas and materials through their full lifecycle can facilitate collaborative OER development across borders. Continued partnership and clear actions for global collaboration are important next steps.
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
The document discusses the need to decentralize educational systems to promote innovation. It notes that while Europe helped drive technological advancements, many European countries have fallen behind in adopting societal changes needed for education. Centralized, top-down educational systems are restrictive and ignore local needs and diversity. More effective systems focus on outcomes rather than resources/content, embrace diversity and individual learning, and delegate responsibilities away from bureaucratic control. Sustained reform requires integrating improvements into the foundations of the system through collaboration, developing mediators between schools/leadership, and developing future leaders.
Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
This document provides information about Rajiv Jhangiani, who is an expert in open educational resources (OER) and open pedagogy. It lists his academic positions related to OER research and advocacy. The document then discusses the benefits of using OER to increase access to education and reduce financial barriers for students. It notes that OER can enhance pedagogy when instructors remix and adapt open materials for their courses. Overall, the summary highlights Rajiv Jhangiani's expertise in OER and how OER can positively impact students and teaching.
Scratch es un lenguaje de programación que facilita crear historias interactivas, juegos y animaciones. Los bloques de programación permiten dar acciones y movimiento a los objetos. Los proyectos en Scratch están constituidos por objetos programables con diferentes disfraces y los escenarios proveen fondos. Cada objeto puede cambiar su apariencia intercambiando disfraces.
Os alunos da 3a série B trabalharam em equilíbrio. Eles exploraram diferentes maneiras de manter o equilíbrio e se desafiaram a encontrar novas posições. Os alunos aprenderam sobre o centro de gravidade e como controlar seu corpo para permanecer equilibrado.
This document summarizes Gráinne Conole's career journey from Chemistry to becoming a leading expert in e-learning. It outlines her educational and career history, including key turning points that led her to transition from Chemistry to focus on educational technology and innovation. Her current role is as Chair in Education at Bath Spa University, where she leads research on enhancing the learner experience through effective and innovative use of technologies.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching adopts an approach that integrates learning, working and innovating as interconnected activities. Teachers collaborate both within and outside their institutions.
3) Creating open networks of practice allows teachers to jointly address real problems, develop solutions together, and share expertise in a transparent, accessible way. This supports a culture of open, networked learning.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The document discusses lessons learned from case studies on contextualizing open educational resources (OER) in Asia and Europe. It finds that successful initiatives integrate OER with existing programs, have policy support, and focus on capacity and awareness building. Cross-border collaboration is needed but has been limited, and quality assurance must consider different country and organization requirements. Early sharing of ideas and materials through their full lifecycle can facilitate collaborative OER development across borders. Continued partnership and clear actions for global collaboration are important next steps.
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
The document discusses the need to decentralize educational systems to promote innovation. It notes that while Europe helped drive technological advancements, many European countries have fallen behind in adopting societal changes needed for education. Centralized, top-down educational systems are restrictive and ignore local needs and diversity. More effective systems focus on outcomes rather than resources/content, embrace diversity and individual learning, and delegate responsibilities away from bureaucratic control. Sustained reform requires integrating improvements into the foundations of the system through collaboration, developing mediators between schools/leadership, and developing future leaders.
Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
This document provides information about Rajiv Jhangiani, who is an expert in open educational resources (OER) and open pedagogy. It lists his academic positions related to OER research and advocacy. The document then discusses the benefits of using OER to increase access to education and reduce financial barriers for students. It notes that OER can enhance pedagogy when instructors remix and adapt open materials for their courses. Overall, the summary highlights Rajiv Jhangiani's expertise in OER and how OER can positively impact students and teaching.
Scratch es un lenguaje de programación que facilita crear historias interactivas, juegos y animaciones. Los bloques de programación permiten dar acciones y movimiento a los objetos. Los proyectos en Scratch están constituidos por objetos programables con diferentes disfraces y los escenarios proveen fondos. Cada objeto puede cambiar su apariencia intercambiando disfraces.
Os alunos da 3a série B trabalharam em equilíbrio. Eles exploraram diferentes maneiras de manter o equilíbrio e se desafiaram a encontrar novas posições. Os alunos aprenderam sobre o centro de gravidade e como controlar seu corpo para permanecer equilibrado.
Este documento presenta una encuesta sobre hábitos alimenticios y dietéticos, haciendo preguntas sobre si la persona ha hecho dieta, usado pastillas o productos naturales para bajar de peso como Herbalife. Advierta que Herbalife puede causar problemas hepáticos. Las personas a menudo son convencidas por otros para usar Herbalife sin darse cuenta de los riesgos a la salud, por lo que se enfatiza la importancia de cuidar la propia salud y estar consciente de lo que se consume.
Este documento describe un proyecto transversal entre inglés, TIC y lengua y literatura. Los estudiantes crearán biografías de personas famosas en inglés utilizando presentaciones de PowerPoint y las compartirán en Facebook, SlideShare y un blog. El proyecto busca mejorar las habilidades lingüísticas y de TIC de los estudiantes a través de la colaboración y el intercambio en redes sociales.
El documento habla sobre varios temas relacionados con la administración y planificación de proyectos. Menciona los pasos clásicos de la administración (planificar, organizar, dirigir y controlar), modelos administrativos y cómo la tecnología cambia los sistemas de información. También cubre temas como la formulación y evaluación de proyectos, su ciclo de vida, y los tipos de planificación como normativa, situacional y estratégica.
Este documento presenta una rúbrica para evaluar la resolución de problemas de álgebra de los estudiantes. La rúbrica evalúa cinco categorías: orden y organización, razonamiento matemático, estrategia/procedimientos, conceptos matemáticos y errores matemáticos. Se asignan puntajes de 1 a 4 en cada categoría, con 4 siendo el más alto nivel de desempeño.
El documento proporciona una breve historia del software de gráficos vectoriales Adobe Illustrator. Comenzó como un programa de creación gráfica para Mac OS en 1986 que permitía trabajar con vectores. Desde entonces, Adobe ha lanzado nuevas versiones para plataformas adicionales como Windows. El documento también resume algunas de las herramientas básicas de Illustrator como las herramientas de selección, creación de formas y texto, transformación, color y malla.
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
Open Education & Open Educational Services (long)Andreas Meiszner
This document discusses open education and open educational services. It provides an overview of how education is shifting from closed, isolated systems to being more open, connected and participatory due to technologies like the web. It introduces the concepts of open education and open educational services, and discusses their benefits. It also summarizes two open education projects - openSE, which provides an open framework for computer science education, and openEd 2.0, which designs participatory learning environments.
The document discusses learner-centric flipped classrooms, MOOCs through SWAYAM, and open educational resources (OER). It describes how flipped classrooms shift instruction to a learner-centered approach using online videos and active learning activities in class. SWAYAM is India's indigenous MOOC platform that provides online courses from IITs, IIMs, and central universities. The document outlines the goals, features, and national coordinators of SWAYAM and discusses challenges with MOOCs like low student engagement and completion rates.
The document describes an open educational framework called openSE that aims to combine formal and informal learning. It provides benefits for higher education institutions, students, free learners, open source projects, and enterprises. The framework brings together academia, students, and open source practitioners to foster participatory learning through hands-on projects. Learners can benefit from others' work and contributions in a continuous, community-driven environment outside of traditional educational settings. The openSE framework utilizes various online tools and spaces to facilitate collaboration and peer-to-peer learning through self-organized projects.
Edu on Tour 2012: Action Research about Alternatives in EducationPhilippe Greier
Out of our experience in Austria a 1-week program Edu on Tour:2012 was coming out as a dynamic group learning process with concrete results and a social impact. In November 2012 12 social entrepreneurs and education activists from all around the world met up to a social media campaign for making alternatives in education visible.
The participants realized the tour within a self-organizing process from and met the first time in person at the start in Amsterdam.
Among those were also the responsible stuff and founders of Nuestra Escuela (Puerto Rico; Stated funded school with democratic principles; http://www.nuestraescuela.org/) that is one of the driving forces in the education transition in South America. During the Edu on Tour Styria we visited 5 alterna-tive education institutions.
A traveling report of the EoT2012 can be found at: http://www.knowmads.nl/the-educational-revolution/
• Knowmads Business School (Netherlands; Alternative Business School; 1 Year Full – Time Pro-gram) http://www.knowmads.nl/
• Neue Schule Hamburg (Germany; Democratic School) http://www.neue-schule-hamburg.org/, Kinder entscheiden total frei über Lerninhalte werden von Erwachsenen nur beraten) http://www.neue-schule-hamburg.org/
• D&F Academy (Germany; 1 Year Change Maker Program, 6 weeks fulltime) http://dfacademy.org/
• KaosPilots (Denmark; Business school; official Bachelor degree possible) http://www.kaospilot.dk/
• YIP - International Youth Program (Sweden; 1 year Change Maker Program, Social Entrepreneurship) http://yip.se/
• Nuestra Escuela (Regelschule mit demokratischen Prinzipien, Schüler entscheiden selbst über ihre persönliche Lernstrategie) http://www.nuestraescuela.org/
The Why and How of Open Education: Concepts and PracticesAndreas Meiszner
This document summarizes a presentation on open education given by Dr. Andreas Meiszner of UNU-MERIT. The presentation outlines several key benefits of open education, including allowing a greater range of inputs beyond just the educator, enabling more personalized learning, and facilitating greater sharing of knowledge resources. Financially, open education could allow for cost sharing, reduction, and higher value through approaches like collaborative course production and unbundling of services. However, open education is also complex with more stakeholders and uncertainty, and challenges the status quo, so there may be resistance to change from those worried about threats to funding models or individual jobs. The presentation concludes by suggesting easy starting points for opening up education, from just
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
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The Emergence of Open Courses: Understanding Open Education by drawing on the Open Source Case
1. The Emergence of Open Course Scenarios
Understanding Open Education
by drawing on the Open Source Case
D4PL workshop Knowledge Café 1
OSS 2009, 5th International Conference on Open Source Systems
June 6th 2009, Skövde – Sweden
Andreas Meiszner, Rüdiger Glott, Ioannis Stamelos, Sulayman K. Sowe
3. The recent past
• Despite all of the potential the Web 2.0 provides higher education still has adapted very
little in response to them with graduate education often not employing the power of new
media in visionary or effective ways
• Higher education structures are still largely ‘analogue’, ‘closed’, ‘tethered’, ‘isolated’,
‘generic’ and ‘made for consumption’
• This is in sharp contrast to the learning environments the Web 2.0 provides, which are
‘digital’, ‘open’, ‘mobile’, ‘connected’, ‘personal’ and ‘driven by participation’
Students are inside a classroom (tethered to a place), using textbooks and handouts (printed
materials), they must pay tuition and register to attend (the experience is closed), talking during
class or working with others outside of class is generally discouraged (each student is isolated
though surrounded by peers), each student receives exactly the same instruction as each of her
classmates (the information presented is generic), and students are students and do not
participate in the teaching process (they are consumers). (Wiley 2006)
4. Learning as a finished and delivered product to be consumed
6. What happened further in between than and now?
• A vast and constant move towards the use of online resources fostering a change from
‘analogue’ to ‘digital’ and from ‘tethered’ to ‘mobile’ ...
• The remaining four desirable characteristics ‘open’, ‘connected’, ‘personal’ and ‘driven
by participation’ are more and more addressed...
• The start of the Open Educational Resource (OER) movement marked a tipping point
towards ‘openness’ in the sense of ‘Open’ and ‘Free’...
… Though the OER movement still follows very much the traditional models (static,
made for consumption, teacher/learner separation, …)
8. So, where are we NOW?
• Emergence of a further type of openness where formally enrolled students engage
with their peers at the Web 2.0,
• with more and more open course scenarios arising,
• resulting to an ever blurring border between the formal and the informal,
• where students from different institutions, free learners outside of formal
education and practitioners come together.
• The current emergence of Open Courses could mark a tipping point towards an
educational commons...
15. Do we know which the desirable supportive organizational models for Free /
Open educational scenarios and courses are?
Could the Open Source Case provide some insights for those?
16. The open source case – desirable characteristics
• A greater range of inputs – not just from the educator, but from all contributors so the
collective is the source of knowledge, not one individual
• A more personalized learning experience – learners can gather the elements of
knowledge they require – but skip what they know already.
• Greater sharing of knowledge – in higher education much of the previous input is lost,
whereas in FLOSS the dialogue, resources, and outputs remain as learning resources =>
CONTINUOUS IMPROVEMENT & EVOLUTIONARY GROWTH.
• Peer production – active engagement in producing something with a set of peers is a
powerful motivational and educational driving force.
• Real activities – engaging in legitimate activities that are not restricted to an artificial
university setting also provides valuable experience.
• Peer support – a large support network provided voluntarily by peers in a collaborative
manner nearly 24/7.
• The sum is bigger than its parts – all the individual actions and activities add a value to
the course from which future cohorts of students would gain.
17. Open course scenarios & Open Source: Analogies
• A greater range of inputs – not just from the educator, but from all contributors so the
collective is the source of knowledge, not one individual
• A more personalized learning experience – learners can gather the elements of
knowledge they require – but skip what they know already.
• Greater sharing of knowledge – in higher education much of the previous input is lost,
whereas in FLOSS the dialogue, resources, and outputs remain as learning resources =>
CONTINUOUS IMPROVEMENT & EVOLUTIONARY GROWTH.
• Peer production – active engagement in producing something with a set of peers is a
powerful motivational and educational driving force.
• Real activities – engaging in legitimate activities that are not restricted to an artificial
university setting also provides valuable experience.
• Peer support – a large support network provided voluntarily by peers in a collaborative
manner nearly 24/7.
• The sum is bigger than its parts – all the individual actions and activities add a value to
the course from which future cohorts of students would gain.
18. Open course scenarios & Open Source: Deviations
• A greater range of inputs – not just from the educator, but from all contributors so the
collective is the source of knowledge, not one individual
• A more personalized learning experience – learners can gather the elements of
knowledge they require – but skip what they know already.
• Greater sharing of knowledge – in higher education much of the previous input is lost,
whereas in FLOSS the dialogue, resources, and outputs remain as learning resources =>
CONTINUOUS IMPROVEMENT & EVOLUTIONARY GROWTH.
• Peer production – active engagement in producing something with a set of peers is a
powerful motivational and educational driving force.
• Real activities – engaging in legitimate activities that are not restricted to an artificial
university setting also provides valuable experience.
• Peer support – a large support network provided voluntarily by peers in a collaborative
manner nearly 24/7.
• The sum is bigger than its parts – all the individual actions and activities add a value to
the course from which future cohorts of students would gain.
19. Traditional educational characteristics we might want to preserve
• Educator input – to provide students with guidance and support.
• Structure – learners approaching a new subject area value a certain
level of structure and focus offered.
• Learning objectives – to set out for students what they should be able
to learn through the experience.
• Assessment – some form of formal assessment and the possibility to
obtain a degree or certification
• Face2face interaction with others – students as well as educators.
21. Open Educational Scenarios: ‘inside approach’
• The inside approach takes principles found in open source communities and applies
them within a (higher) education context.
• Including an evolutionary growth of the course and its environment.
• Current students would build upon the work of earlier students developing course and
content further year by year,
• Therefore improving content quality and richness and providing regular feedback.
• Such feedback might refer to course structure, material, processes and tools.
• The inside approach thus takes the sort of characteristics and tools found in open source
as its inspiration.
• An institution or course might also decide to ‘open up’ their virtual learning
environments to fellow universities or the general public to view what is going on within
the environment or allow those outside groups to participate and engage at this
environment
22. Limitations of the ‘inside approach’
• The outside world remains largely or totally disconnected, depending on the degree of
openness (e.g. open to view, open to participate, etc.).
• ‘Community building’ and ‘evolutionary growth’ is per-se limited within a given
institution that only involves the own student population, and usually even further limited
due to
• (a) a 100% student turnover per semester / course and
• (b) a comparatively small number of potential community member (formally
enrolled students of a course).
• Students are kept within the institutions learning environment preventing their ‘semi-
structured’ engagement and collaboration within the wider web.
• Limited opportunities of ‘best of breed’, as the wider web might provide better
technological solutions or already established and mature communities for respective
study fields.
23. Open Educational Scenarios: ‘outside approach’
• The outside approach might take traditional education as the starting point by
providing theoretical information and then sends the students ‘outside’ to find well
established communities, such as the open source ones, to work within those
communities and to apply and deepen their theoretical knowledge.
• Students are sent into already well established and mature environments to engage at
and collaborate within those communities on pre-defined tasks.
• Students are provided with an initial academic background and then required to
choose and engage within a real world project.
• This gives students real experience and allows collaborating with others.
• This approach can be realized whenever there is an external ‘real’ community that is
operating on principles such as e.g. common for open source, or also Wikipedia.
• The outside approach might be the least complex and almost cost neutral; and
therefore relatively easy to implement.
24. Limitations of the ‘outside approach’
• The results of this collaborative learning and knowledge production remains
within the outside community and…
• Therefore likely will be lost for future students.
• The outside approach does not provide next year students (newbies) with an easy
access as no former learners, nor the resources they created, are present at the
institutional level to facilitate the newbie entrance.
• The outside approach does not foster an evolutionary growth and continuous
improvement of the institutional / course environment.
25. Open Educational Scenarios: ‘hybrid approach’
• A hybrid approach combines components of the inside and outside approach.
• Activities occurring in a broader ecosystem consisting of various spaces that are open
for everyone combining students, informal learners, tutors, experts, organizations, etc,
allowing learners to engage in a real community (outside approach).
• It allows a continuous evaluation (by educators, students and the wider world) of what
‘the best of both worlds’ is and how the transferred elements actually suit in their
respective new environments.
• A hybrid approach could also be a response to challenges such as a 100% student
turnover per semester as (a) not all participating students should start at the same time
and (b) free learners outside of formal education and practitioners are not bound to any
course schedule.
• A hybrid approach likely includes a number of environments where students engage at
in a ‘semi-structured’ way and where guidance and support is provided through
technologies (e.g. RSS, suggested contents, etc.) and humans (e.g. educators,
knowledge brokers, community support, etc.).
26. Open Questions on Supportive Models:
• How to allow for a continuity and evolutionary growth of learning resources,
spaces and tools, communities involved (internal and / or external ones), or the
transactive group memory?
• How to keep learning resources (initial ones as well as those leveraged into the
course by the students), artifacts created by students and underlying discourse within
a context and structure that would allow future cohorts of students to re-
experience, build on and improve what others did?
• How to easily allow for a ‘re-seeding’ and to organize, formalize and generalize the
created knowledge, including structures and processes?
28. Forges, Modularity and Learning Projects as a potential solution?
Small students driven learning projects at which learners engage (to a certain degree)
within areas of their personal interest; individually or together with other learners as a
group work, therefore:
• contributing to the overall development of the learning environment.
• providing a potential bridge between ‘static’ content on the one hand and learning
processes and activities (discourse) on the other hand that might allow a similar type of
‘re-experience’ as in open source.
• allowing an open source type engagement, where content is often taken forward
and backward, contextualized, adapted, translated, re-mixed, embedded into
processes or feed into new products by individuals. Those individuals act for
example as knowledge brokers allowing content to be dynamic and causing it to
continuously change.
• allowing learners to become an active participant in the respective study field, to
acquire subject matter skills through practice, and providing the potential of gaining
key and soft skills as a result of their activities and engagement.
29. Forges, Modularity and Learning Projects as a potential solution?
“Learning project” tasks:
1 Define objectives of this learning project (what do we want to show)
2 Develop your own roadmap, communication and collaboration channels (or use the
ones provided)
3 Review existing content at the web relevant to this project, this should be in
accordance to your objectives
4 Debate pro’s and con’s of the retrieved information
5 Analyze your findings, summarize them &
6 Present the outcomes
7 Evaluate your work and discuss it within your group as well as with the other
groups
The result of your learning project should be preferably understandable for “others”
outside of your project group – please keep this in mind once developing it!!!
37. “At the beginning it started really small, but as time went on the
NetGeners.Net website and courses grew in size.”
“More and more material was added and discussions intensified.”
“At the beginning we didn’t know each other,
but with time, our confidence and trust grew and we were able to talk more freely.
And frequently scheduled chats also helped us to know each other”
38. “We participated in a learning project named "DWTDI". During our research we have
learned how to collaborate from distance using web technologies, as two of us were in
Sweden, one in England and one in Greece.”
“Furthermore, we have learned how to merge our separate work using open source
technologies like wikis in order to introduce a common result.”
“We strongly believe that this project helped all of us to improve our ability in English and
our knowledge about the tasks that are included in the project.”
39. “I've learned a lot of things. To be honest I didn't even know what exactly copyleft
was when the project started; but I learned about it along the way and figured out
some details about copyright.”
“We liked the NetGeners experience because it was different from formal education
and because we had the freedom to choose our tasks and project methods.”
“The "find out yourself" aspect NetGeners provides stimulates to search and
actually learn about something, while in higher education students are mostly
supposed to read books and just learn them by heart, rendering the knowledge
useless since most things are forgotten along the way.”
40. “The NetGeners.Net experience was very different: learning is done - not received;
more flexible, more possibilities to choose the theme and the way how to develop it;
dynamics of the roles with no clear separation of teacher/learner.”
“We believe that the NetGeners project had some unique features. First of all, the
group participants could totally take the responsibility of their project, content and
organisation and could make decisions about the future tasks or chats on their own.”
“We were not obliged to use the NetGeners official places (e.g. the NetGeners' web
pages and Wiki) to upload our stuff and we could make decisions all together!”
41. “It's not about what I learned, but about how I learned it. The same knowledge might
be obtained through open source communities or traditional learning environments
(actually the whole learning process is identical with open source in my opinion), but
in traditional learning environments it is not as interesting.”
“In formal classes you're bombed with information which you have to cope with, at
•
NetGeners.Net it was easier to do so and I think we have learnt better than in formal
education.”
42. Open (?!?) Questions on Supportive Models:
• How to allow for a continuity and evolutionary growth of learning resources, spaces
and tools, communities involved (internal and / or external ones), or the transactive
group memory?
• How to keep learning resources (initial ones as well as those leveraged into the
course by the students), artifacts created by students and underlying discourse within
a context and structure that would allow future cohorts of students to re-experience,
build on and improve what others did?
• How to easily allow for a ‘re-seeding’ and to organize, formalize and generalize the
created knowledge, including structures and processes?
43. Thank you for your attention!
Andreas Meiszner (a.meiszner@open.ac.uk)
Institute of Educational Technology
The Open University, UK
Rüdiger Glott (glott@merit.unu.edu)
Sulayman K. Sowe (sowe@merit.unu.edu)
UNU-MERIT
Maastricht, The Netherlands
Ioannis Stamelos (stamelos@csd.auth.gr)
Department of Informatics
Aristotle University
Thessaloniki, Greece