Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The U4 network is an inspiring strategic partnership between Ghent University (BE), the University of Göttingen (DE), the University of Groningen (NL), and Uppsala University (SE). These four European universities, comparable both in profile and size, are living proof that strategic partnerships can add a lot of value to the institutions that embark upon them. This is an extract from the 2015 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Originally coined in 1999, the term ‘Internationalisation at Home’ continues to have value today. In 2013, Jane Knight called the introduction of the term, “a significant development
in the conceptualisation of internationalisation”. Initially intended to focus attention beyond mobility in an era when European policy and practice favoured in- and outbound
mobility, Internationalisation at Home is currently included in the educational policies of the European Union. This is an extract from the 2015 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The U4 network is an inspiring strategic partnership between Ghent University (BE), the University of Göttingen (DE), the University of Groningen (NL), and Uppsala University (SE). These four European universities, comparable both in profile and size, are living proof that strategic partnerships can add a lot of value to the institutions that embark upon them. This is an extract from the 2015 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Originally coined in 1999, the term ‘Internationalisation at Home’ continues to have value today. In 2013, Jane Knight called the introduction of the term, “a significant development
in the conceptualisation of internationalisation”. Initially intended to focus attention beyond mobility in an era when European policy and practice favoured in- and outbound
mobility, Internationalisation at Home is currently included in the educational policies of the European Union. This is an extract from the 2015 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Study abroad is the ideal way to develop intercultural skills, however the mere contact with a foreign culture does not guarantee competence development. Intercultural learning must be facilitated to be effective. During this EAIE Academy course the whole ‘learning circle’ of cultural learning is traced by presenting pre-departure and re-entry training activities as well as online facilitation for students while they are abroad. Input on training design, Kolb's learning cycle and content issues enables you to plan and carry out a cultural learning activity yourself. www.eaie.org/training
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Presentaion at the University of Nicosia, Cyprus 14th September 2016 on Current Global trends and challenges ahead for quality assurance in the field of open online learninG and eLearning
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
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
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Study abroad is the ideal way to develop intercultural skills, however the mere contact with a foreign culture does not guarantee competence development. Intercultural learning must be facilitated to be effective. During this EAIE Academy course the whole ‘learning circle’ of cultural learning is traced by presenting pre-departure and re-entry training activities as well as online facilitation for students while they are abroad. Input on training design, Kolb's learning cycle and content issues enables you to plan and carry out a cultural learning activity yourself. www.eaie.org/training
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Presentaion at the University of Nicosia, Cyprus 14th September 2016 on Current Global trends and challenges ahead for quality assurance in the field of open online learninG and eLearning
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
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 Innovation in Education: Open Learning, Online Learning, MOOCs and...inventionjournals
Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
The workshop explored the status of open education in general and MOOCs in particular in Pakistan. In 2011, the modern MOOC movement started, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
MOOC's Anatomy. Microblogging as the MOOC's Control CenterCarmen Holotescu
Paper for the 9th eLearning and Software for Education Conference - eLSE 2013 - organized by the Romanian Advanced Distributed Learning Association in Bucharest, April 25th - 26th, 2013.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
Developing world MOOCs: A curriculum view of the MOOC landscapeSukaina Walji
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
From the Personal Smart Cities to the Smart Education, a Journey for AcademyManuel Castro
Keynote of Martin Llamas (University of Vigo) and Manuel Castro (UNED) in Ucami 2019, December 2nd to 5th in Toledo, Spain, about " From the Personal Smart Cities to the Smart Education, a Journey for Academy"
http://mamilab.esi.uclm.es/ucami2019/keynotes.html
The concept of Smart is gaining new areas and new topics as is spreading around all actions in our daily life. Smart Cities are one of the "oldest" terms but the new vision of the Personal Smart Cities are increasing the focus on the living aspects of the intelligence around us. Ubiquitous and smart intelligence are converging paradigms to feed machine and deep learning algorithms bringing support and exploiting big data and analytics to improve the efficiency of our technological systems and to have a better quality on our lives. Ambient Intelligence is one of the sources of the Smart Learning and Smart Education, where methodology goes hand-to-hand with technology, sensors, equipments and new learning views where the open aspects (open learning, lo, ocw, moocs, etc.) are having a more important role as well as are increasing the connection on our social networks and the life-long learning paradigm that is converging with our future
The talk analyzes the state of the art in Engineering MOOCs. The modern MOOC movement started in 2011, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
The EAIE Barometer is the first study to map the internationalisation of higher education in Europe from practitioners’ perspectives. The full report will come out at the end of April 2015 and will unveil the trends in the field as well as the knowledge and skills needed by internationalisation staff. http://ow.ly/LxNmK Sign up to be notified when the report is out and receive a summary of the findings! http://ow.ly/LxNtg
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Explore the success story of Township Patterns (www.township.co.za), a South African grassroots enterprise driving social innovation in the events industry. We have partnered with them to produce eco-friendly, fair-trade conference bags for EAIE Prague 2014 (http://ow.ly/yfCGX). Township is a thriving network of worker-owned sewing co-operatives supporting around 50 women and their families in the townships around Cape Town.
This is a sneak peek into the 2014 Spring EAIE Academy course 'SEO and online content: strategies for international student recruitment'.
Are you an international higher education professional? Check out all the training events of the European Association for International Education (EAIE) here: www.eaie.org/training
The ‘mouthful of air’ that Yeats breathed into poems is also the stuff education is made of. Language is the message and the medium, the vehicle, the cargo, the ballast. It is no wonder that when linguistic issues arise, emotions tend to be quick to ignite. Can universities do what they do best without selling their cultural souls? This is an extract from the 2013 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The article explores the growing global movement towards greater social responsibility in higher education. This is an extract from the 2013 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Did you know that there are more than 100 agencies where educational credentials from the Russian Federation, Ukraine and Belarus are for sale? As a credential evaluator you must be aware of the large amount of forged credentials or credentials issued by fake institutions. During this EAIE Academy course you will focus on understanding the educational systems (secondary, vocational and higher education), qualifications structures for admission to undergraduate, graduate and post-graduate programmes as well as credentials from these three countries. www.eaie.org/training
Countless studies advocate the benefits of international study abroad, but what skills do students actually develop during these periods? And what about those immobile
students bound to their native country? Should more be done to enable them to develop similar skills to their mobile counterparts? This is an extract from the 2012 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
James Jowi looks at what internationalisation means for Africa, calling on African higher
education institutions to acknowledge internationalisation as a central part of their activities, however daunting it may seem. This is an extract from the 2012 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
More from EAIE: European Association for International Education (9)
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
The mood for MOOCs | 2013 spring EAIE Forum member magazine
1. technology
MOOCs: the good, the bad and the future
Virtual mobility for international work placements
E-education and the disappearing human factor
Your guide to Strategic Enrolment Management
spring
2013
Discussing international education
5. Massive Open Online Courses (MOOCs) are a hot spot for international
education at the moment, getting quite a lot of attention – in some cases
even nervous attention – from a variety of stakeholders. Where did they
come from and what exactly is all the fuss about?
L
et’s start with some definitions: a MOOC is
a free-of-charge class taught via the web to a
large number of learners – where large means
really large: hundreds or thousand of students – with
a minimum number of instructors. MOOCs are
currently being offered by companies in collaboration
with renowned universities and individual scholars.
In a short period of time, some of these courses
have attracted tens of thousands of learners around the
globe: some of the providers claim to have millions of
registered learners. Registration is quite easy: all you
need is an internet connection, a mobile device and
an e-mail address and you can browse a catalogue of
courses offered by the world’s top universities.
Where did it all start?
George Siemens, a Canadian professor and researcher,
led an open online course in 2008 for 25 paying stu-
dents at the University of Manitoba. The same course
was offered for free to an extra 2300. The course was
reported as a landmark in the small but growing push
towards open teaching. In 2011, Stanford University
opened up a course on Artificial Intelligence to
100 000 students from over 200 countries. Later on,
this type of course became known as a MOOC.
The main providers of MOOCs today include
Coursera, founded by professors from Stanford Uni-
versity, defined as ‘a social entrepreneurship company
that partners with the top universities in the world
to offer courses online for anyone to take, for free’.
Following in its footsteps is edX, ‘a not-for-profit
enterprise of its founding partners Harvard University
and the Massachusetts Institute of Technology that
features learning designed specifically for interactive
study via the web’. Another key actor is Udacity, born
out of the Stanford University experiment with the
hundred-thousand classroom on Artificial Intelli-
gence, and Khan Academy, a not-for-profit organisa-
tion with the goal of ‘changing education for the better
by providing a free world-class education for anyone
anywhere’. And more are coming: just type ‘MOOC’
into Google, and one of the top results is ‘MOOC
List’, a site with a complete list of MOOCs offered by
the best universities and entities.
Technological tsunami
These developments are all loosely linked to the
technological tsunami we are living in, characterised
by the use of digital, personalised technology, and by
the attitude that goes with it – the habit of accessing
information anytime, anywhere. The higher education
students of today grew up with a technology mindset,
and they are 24/7 consumers. MOOCs are built on
these new technologies and related behaviours which
have emerged over the last few years. Some experts
predict that in the next few years hundreds of millions
of students in India, China, and Africa will access
low-cost education thanks to low‐cost mobile learning
technology. All this cannot but raise questions about
the future of teaching, the value of a degree, and the
effect technology will have on how higher education
institutions operate.
Differing viewpoints
International organisations dealing with higher
education are watching the phenomenon with atten-
tion: the European University Association (EUA)
reports on its website a recent discussion on MOOCs
and their potential impact.1
The results of a recent
The higher education students of today grew up with
a technology mindset, they are 24/7 consumers
Anna Colombini
Ca’ Foscari University, Italy
13forum
spring 2013
7. questionnaire sent to EUA members
highlighted that while approximately
two-thirds of the respondents had heard
about MOOCs, only one-third could
confirm that MOOCs had already been
an issue of discussion in their institution.
The Council members expressed a general
consensus that “the MOOCs should be
closely monitored, but also that beyond the
present excitement, it would be important
to analyse innovative learning provision
trends, and also consider implications for
institutional recognition practice and defi-
nition of degrees”. The EUA announced
that a task force will be established to look
at these issues.
On a different note, UNESCO recently
concluded the ‘Mobile Learning Week’
(18–22 February 2013) and the comments
were that: “The outlook for mobile learn-
ing is promising. Mobile devices such as
tablets, mobile phones and e-readers are
being used by increasing numbers of peo-
ple”. Janis Karklins, UNESCO’s Assistant
Director-General for Communication and
Information told forum attendees, “We
cannot continue to pretend that we live
in the pre-digital era, and to do so risks
plunging schools into irrelevance. We live
in a world where many, if not most young
people carry a powerful, easy mobile
computer in their pockets. The question
is not whether schools and school systems
will engage with these mobile technologies
but when they will and how they will.”2
New competition
MOOCs make university leaders nervous:
they worry about having to compete with
free courses from some of the world’s most
exclusive universities. Institutions which
aren’t on board yet are afraid of missing
a momentous occasion, of being old-
fashioned, not in line with the digital era.
Some of them are rushing in: in the month
of February 2013, Coursera proudly an-
nounced that 29 new universities joined
in, almost doubling the number of schools
offering courses on their platform. For the
first time, courses across many topics will
be offered in languages like French, Span-
ish, Chinese and Italian.
Sceptics
Media are giving great attention to the
phenomenon, announcing a major revolu-
tion in teaching and learning systems. But
there are many sceptics, and for a number
of reasons. First of all, many issues related
to MOOCs still need to be dealt with, for
example, the possibility of awarding credits
for MOOCs. In addition, completion
rates are very low; assessment, grading and
cheating are all challenges that have yet to
be met.
In an article published by The Chronicle
of Higher Education, in February 2013,
author Nigel Thrift, Vice-chancellor of
the University of Warwick, UK, analysed
some reasons for the current ‘obsession’
with MOOCs, among which he listed
middle-class anger over tuition costs and
the search for ways of reducing higher-
education spending, and of teaching more
people more efficiently. He concluded with
the advice to calm down, predicting that
– as much academic research on informa-
tion technology has shown – MOOCs will
change some things and not others.
Nonetheless, Warwick Univer-
sity decided to join in “because we think
MOOCs can become another generally
benign way that universities can extend
their influence and general visibility while
realising some of the benefits of university
education for those who might not other-
wise receive it”.3
The jury is still out on MOOCs, but
whatever the verdict, MOOCs are pro-
vocative for higher education as they ask
for flexibility and alternative models of
delivering education. We still don’t now
how much they will change the educa-
tional landscape but we must all get ready
to face new challenges.
1. www.eua.be/news/13-02-25/Massive_Open_
Online_Courses_MOOCs_EUA_to_look_at_
development_of_MOOCs_and_trends_in_
innovative_learning.aspx.
2. www.unesco.org/new/en/media-services/single-
view/news/mobile_learning_we_cannot_continue_
to_live_in_the_pre_digital_era.
3. To MOOC or not to MOOc. (13 February, 2013).
Retrieved from The Chronicle of Higher Education
http://chronicle.com/blogs/worldwise/to-mooc-or-
not-to-mooc/31721.
MOOCs make university leaders nervous
the completion rates are very low; assessment, grading
and cheating are all challenges that have yet to be met
15forum
spring 2013