This document discusses blending MOOCs into traditional post-secondary classrooms. It outlines advantages like free access to learning and increased collaboration, as well as disadvantages like lack of instruction and completion rates. Previous studies that blended MOOCs and face-to-face learning are summarized, such as requiring participation in online MOOC components for a campus course. The document proposes a blended approach combining MOOC basic content with specific face-to-face content and concludes by discussing benefits of blended MOOCs and providing an agenda for a workshop on developing blended MOOC strategies.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
MASSIVE... beacause size matters! MOOCs and Open Learning in ODLKelli Buckreus
This document provides an overview of MOOCs and open learning. It discusses different types of MOOCs, theoretical frameworks for open learning, and 900 years of open education history. The document also examines uses of MOOCs in different learning contexts like K-12, higher education, and professional development. Benefits and limitations of MOOCs are considered. The thesis is that MOOCs are not suitable for all learners but can be effective when combined with other tools to meet the needs of diverse learners in various contexts.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
A redefinition of the teacher and student roles in Language MOOCsElena Martín Monje
The example of 'How to succeed in the English B1 Level exam', a Language MOOC within the the ECO Project (Elearning, Communication and Open-Data: Massive, Mobile, Ubiquitous and Open Learning). Project funded by the European Community's CIP (Programme under grant agreement N. 21127).
This technology plan aims to advance the school's digital connections by increasing access to technology, improving technology integration, and involving the entire community. It proposes becoming a 1:1 district to ensure all students and staff have daily device access. Teachers will receive training on technologies like Google Classroom and opportunities to revise curriculum incorporating technology. The goals are to use technology to individualize instruction, foster student engagement and responsibility, and cultivate global collaboration. Reaching these goals will require securing funding, phased device distribution, ongoing professional development, and input from administrators, teachers, parents, and students.
This technology plan aims to advance digital connections in the school by becoming a 1:1 district where all staff and students have daily access to devices. It recognizes that U.S. education needs improvement in areas like multiculturalism, well-rounded students, and overreliance on standardized testing. Research shows technology can boost achievement through individualized learning, authentic experiences, engagement, and responsibility. The plan outlines goals for keyboarding skills, digital citizenship, and online learning modules by grade. It proposes obtaining funding, distributing devices over years, curriculum revision with technology, and staff training in Google and ISTE standards.
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
MASSIVE... beacause size matters! MOOCs and Open Learning in ODLKelli Buckreus
This document provides an overview of MOOCs and open learning. It discusses different types of MOOCs, theoretical frameworks for open learning, and 900 years of open education history. The document also examines uses of MOOCs in different learning contexts like K-12, higher education, and professional development. Benefits and limitations of MOOCs are considered. The thesis is that MOOCs are not suitable for all learners but can be effective when combined with other tools to meet the needs of diverse learners in various contexts.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
A redefinition of the teacher and student roles in Language MOOCsElena Martín Monje
The example of 'How to succeed in the English B1 Level exam', a Language MOOC within the the ECO Project (Elearning, Communication and Open-Data: Massive, Mobile, Ubiquitous and Open Learning). Project funded by the European Community's CIP (Programme under grant agreement N. 21127).
This technology plan aims to advance the school's digital connections by increasing access to technology, improving technology integration, and involving the entire community. It proposes becoming a 1:1 district to ensure all students and staff have daily device access. Teachers will receive training on technologies like Google Classroom and opportunities to revise curriculum incorporating technology. The goals are to use technology to individualize instruction, foster student engagement and responsibility, and cultivate global collaboration. Reaching these goals will require securing funding, phased device distribution, ongoing professional development, and input from administrators, teachers, parents, and students.
This technology plan aims to advance digital connections in the school by becoming a 1:1 district where all staff and students have daily access to devices. It recognizes that U.S. education needs improvement in areas like multiculturalism, well-rounded students, and overreliance on standardized testing. Research shows technology can boost achievement through individualized learning, authentic experiences, engagement, and responsibility. The plan outlines goals for keyboarding skills, digital citizenship, and online learning modules by grade. It proposes obtaining funding, distributing devices over years, curriculum revision with technology, and staff training in Google and ISTE standards.
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Open Educational Resources and Practices in EstoniaHans Põldoja
- The document discusses open educational resources and practices in Estonia. It provides background information on Estonia's education system and key policies related to digital learning and lifelong learning.
- It describes several major open educational resource repositories in Estonia, which contain thousands of learning resources mostly under open licenses. This includes the e-Koolikott repository focused on secondary education resources.
- The document also discusses open online courses provided by Estonian universities and the use of blog-based open online courses at Tallinn University. Challenges in designing and coordinating blog-based courses are addressed.
An open course developed by Chrissi Nerantzi and Lars Uhlin used problem-based learning and provided flexibility through distance and online learning. The course allowed multiple learning modes, including working independently or in groups. Over time, discussions emerged around incorporating group work and problem-based learning into MOOCs to enhance collaboration and connected learning. Various models were tried, such as rolling groups, learning hubs, discussion pyramids, and facilitated connected learning MOOCs. Platforms and apps also launched to support grouping in open online courses.
Doctoral studies Year 1 the journey @chrissinerantziChrissi Nerantzi
Chrissi Nerantzi presented on developing a flexible collaborative learning framework for open cross-institutional Academic Development courses at postgraduate level. The framework involved open PBL groups across multiple institutions. The course faced challenges with participant engagement and confusion, but facilitators and participants reported learning and value from connecting with others. Organizers will consider changes for future iterations like clearer grouping, earlier social connections, and limiting external speakers.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
This document discusses developing a flexible collaborative learning framework for open cross-institutional academic development courses at the postgraduate level. It outlines the author's revised research questions which aim to explore open collaborative learning and develop a collaborative design framework for open online cross-institutional courses. The document also summarizes the author's research design involving two case studies and data collection methods.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
This document provides an overview of a dissertation proposal on integrating MOOCs in German higher education institutions. It begins by defining MOOCs and discussing the hype and skepticism around them. It then reviews Germany's federal action and regional hesitation regarding MOOCs. The research question proposes to examine how different types of German HEIs can integrate emerging virtual teaching forms like MOOCs given their political and regulatory context. It outlines research sub-questions on the HEI landscape, digitization strategies, MOOC features, the German context, addressing systemic challenges. The proposal argues MOOCs could help address issues like access, retention, lifelong learning and more.
This document provides an overview of a PhD student's research journey from 2013 to 2016. It summarizes their research exploring collaborative open learning in cross-institutional professional development courses for higher education teaching staff in the UK. The research included a phenomenographic study with interviews of 22 participants in two open online courses to understand experiences of collaborative open learning. The findings led to the development of an outcome space and proposed collaborative open learning framework. The document also outlines limitations, contributions to knowledge, and key events over the course of the research project.
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
OU/Leverhulme Open World Learning: Knowledge Exchange and Book Launch Event p...Bart Rienties
This online event will be a showcase of leading research in the field of open learning, conducted by Doctoral Scholars of The Open University and Leverhulme Trust’s Open World Learning programme, whose work is being recognised with the launch of a new open-access Open World Learning Book.
The event will feature an opening panel discussion on the achievements of our Doctoral Scholars, a collection of themed break-out sessions where scholars will share their research studies and their social impacts, and close with a roundtable where our scholars will consider the future of open learning.
Learning in the 21st century is undergoing both subtle and radical transformation due to the impact of digital, innovative, network technologies. Open learning provides unprecedented access to educational information, providing support to learners worldwide. However, it is not the technologies themselves that represent the biggest change, but the opportunities for access to formal and informal learning.
The Open World Learning programme has been funded by the Leverhulme Trust and The Open University to provide 18 Scholars the opportunity to identify changes in open learning which may exclude, rather than include those who would most benefit. Despite technological advancements, the main challenges to open learning are access-related. Our Open World Learning Scholars have been researching the barriers to access for those whose experiences open learning can benefit most and addressing issues where possible.
Hosted by Professor Bart Rienties, Programme Lead of the Open World Learning programme at the OU's Institute of Educational Technology, this two-hour event will provide a knowledge exchange platform to learn from our Open World Learning Doctoral Scholars and celebrate their exceptional achievements with the Open World Learning Book Launch.
We hope you join us and register to attend our free event. Follow us on the IETatOU Twitter and visit the IET website where a series of digital and social content will be shared highlighting the work of our Open World Learning scholars.
Visit us here: https://iet.open.ac.uk | https://twitter.com/ietatou
Assessing ou language students on twitter olivia kellyOlivia Kelly
This document discusses a study assessing how Open University language students use Twitter. The study found that most OU language students access Twitter daily and follow OU accounts. A content analysis of tweets found that students frequently discuss languages, courses, and express gratitude. A survey found that Twitter helps students feel part of a community. The document concludes that Twitter can help build social presence and community for distance learners.
Terry Anderson is Director of Canadian Institute Distance Education Research (CIDER) at Athabasca University, Canada. Olaf Zawacki-Richter is Professor of Educational Technology at Carl von Ossietzky University of Oldenburg in Germany.
This shared presentation was delivered as part of the shared keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
The document defines MOOCs and discusses their history and types. It notes that the first MOOC launched in 2008 focused on connectivism and connective knowledge. MOOCs are categorized into cMOOCs, which emphasize connections between concepts and ideas through technology networks, and xMOOCs, which are hosted on platforms from universities. Potential benefits include open access to knowledge and education, while challenges involve high dropout rates and issues of quality, certification, and data privacy.
Embedding MOOCs in University courses: experiences and lessons learnedSólveig Jakobsdóttir
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Open Educational Resources and Practices in EstoniaHans Põldoja
- The document discusses open educational resources and practices in Estonia. It provides background information on Estonia's education system and key policies related to digital learning and lifelong learning.
- It describes several major open educational resource repositories in Estonia, which contain thousands of learning resources mostly under open licenses. This includes the e-Koolikott repository focused on secondary education resources.
- The document also discusses open online courses provided by Estonian universities and the use of blog-based open online courses at Tallinn University. Challenges in designing and coordinating blog-based courses are addressed.
An open course developed by Chrissi Nerantzi and Lars Uhlin used problem-based learning and provided flexibility through distance and online learning. The course allowed multiple learning modes, including working independently or in groups. Over time, discussions emerged around incorporating group work and problem-based learning into MOOCs to enhance collaboration and connected learning. Various models were tried, such as rolling groups, learning hubs, discussion pyramids, and facilitated connected learning MOOCs. Platforms and apps also launched to support grouping in open online courses.
Doctoral studies Year 1 the journey @chrissinerantziChrissi Nerantzi
Chrissi Nerantzi presented on developing a flexible collaborative learning framework for open cross-institutional Academic Development courses at postgraduate level. The framework involved open PBL groups across multiple institutions. The course faced challenges with participant engagement and confusion, but facilitators and participants reported learning and value from connecting with others. Organizers will consider changes for future iterations like clearer grouping, earlier social connections, and limiting external speakers.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
This document discusses developing a flexible collaborative learning framework for open cross-institutional academic development courses at the postgraduate level. It outlines the author's revised research questions which aim to explore open collaborative learning and develop a collaborative design framework for open online cross-institutional courses. The document also summarizes the author's research design involving two case studies and data collection methods.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
This document provides an overview of a dissertation proposal on integrating MOOCs in German higher education institutions. It begins by defining MOOCs and discussing the hype and skepticism around them. It then reviews Germany's federal action and regional hesitation regarding MOOCs. The research question proposes to examine how different types of German HEIs can integrate emerging virtual teaching forms like MOOCs given their political and regulatory context. It outlines research sub-questions on the HEI landscape, digitization strategies, MOOC features, the German context, addressing systemic challenges. The proposal argues MOOCs could help address issues like access, retention, lifelong learning and more.
This document provides an overview of a PhD student's research journey from 2013 to 2016. It summarizes their research exploring collaborative open learning in cross-institutional professional development courses for higher education teaching staff in the UK. The research included a phenomenographic study with interviews of 22 participants in two open online courses to understand experiences of collaborative open learning. The findings led to the development of an outcome space and proposed collaborative open learning framework. The document also outlines limitations, contributions to knowledge, and key events over the course of the research project.
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
OU/Leverhulme Open World Learning: Knowledge Exchange and Book Launch Event p...Bart Rienties
This online event will be a showcase of leading research in the field of open learning, conducted by Doctoral Scholars of The Open University and Leverhulme Trust’s Open World Learning programme, whose work is being recognised with the launch of a new open-access Open World Learning Book.
The event will feature an opening panel discussion on the achievements of our Doctoral Scholars, a collection of themed break-out sessions where scholars will share their research studies and their social impacts, and close with a roundtable where our scholars will consider the future of open learning.
Learning in the 21st century is undergoing both subtle and radical transformation due to the impact of digital, innovative, network technologies. Open learning provides unprecedented access to educational information, providing support to learners worldwide. However, it is not the technologies themselves that represent the biggest change, but the opportunities for access to formal and informal learning.
The Open World Learning programme has been funded by the Leverhulme Trust and The Open University to provide 18 Scholars the opportunity to identify changes in open learning which may exclude, rather than include those who would most benefit. Despite technological advancements, the main challenges to open learning are access-related. Our Open World Learning Scholars have been researching the barriers to access for those whose experiences open learning can benefit most and addressing issues where possible.
Hosted by Professor Bart Rienties, Programme Lead of the Open World Learning programme at the OU's Institute of Educational Technology, this two-hour event will provide a knowledge exchange platform to learn from our Open World Learning Doctoral Scholars and celebrate their exceptional achievements with the Open World Learning Book Launch.
We hope you join us and register to attend our free event. Follow us on the IETatOU Twitter and visit the IET website where a series of digital and social content will be shared highlighting the work of our Open World Learning scholars.
Visit us here: https://iet.open.ac.uk | https://twitter.com/ietatou
Assessing ou language students on twitter olivia kellyOlivia Kelly
This document discusses a study assessing how Open University language students use Twitter. The study found that most OU language students access Twitter daily and follow OU accounts. A content analysis of tweets found that students frequently discuss languages, courses, and express gratitude. A survey found that Twitter helps students feel part of a community. The document concludes that Twitter can help build social presence and community for distance learners.
Terry Anderson is Director of Canadian Institute Distance Education Research (CIDER) at Athabasca University, Canada. Olaf Zawacki-Richter is Professor of Educational Technology at Carl von Ossietzky University of Oldenburg in Germany.
This shared presentation was delivered as part of the shared keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
The document defines MOOCs and discusses their history and types. It notes that the first MOOC launched in 2008 focused on connectivism and connective knowledge. MOOCs are categorized into cMOOCs, which emphasize connections between concepts and ideas through technology networks, and xMOOCs, which are hosted on platforms from universities. Potential benefits include open access to knowledge and education, while challenges involve high dropout rates and issues of quality, certification, and data privacy.
Embedding MOOCs in University courses: experiences and lessons learnedSólveig Jakobsdóttir
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
SAAIR: Implementing learning analytics at scale in an online world: lessons l...Bart Rienties
Workshop objectives:
Explore how institutions like Open University UK have implemented learning analytics at scale. Workshop activities:
Presentation from the facilitator and interactive with questions via pollev, chat, and Zoom. Facilitator biography:
Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 250 academic outputs, and is the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020). More info at https://iet.open.ac.uk/people/bart.rienties
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
This document discusses open educational resources (OER) and open education. It provides an overview of features of open universities, the results of an Athabasca University survey on OER use and creation, and the benefits and potential challenges of open education. It also outlines next steps such as adapting existing OER, developing open courses, and establishing an UNESCO Chair in OER.
Hits and Misses: highlights from a global systematic review of literature int...Sarah Lambert
Presentation for The Inclusive Education Summit (TIES) Geelong 27 November 2018. Includes conceptual model - Six Critical Dimensions for Equitable Open Online education, and application to cases of multi-lingual learning.
Openness Initiatives in Distance EducationGülay Ekren
The document discusses openness initiatives in distance education. It provides an introduction to key concepts of openness like open educational resources (OERs), MOOCs, and open source software. It then outlines the aims and methods of the study, which involved a content analysis of 46 articles from the International Review of Research in Open and Distance Learning (IRRODL) journal. The results of the study found that research areas focused on issues like instructional design, management and organization, and educational technology. Studies also centered on themes such as OERs, MOOCs, connectivism, and open education. Most studies used qualitative or mixed methods approaches.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
This document discusses a study on using Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) to widen participation in Rwandan higher education. The study aims to identify OER units and MOOCs that could be integrated into Rwandan education and determine stakeholder readiness. A pilot study evaluated 5 MOOCs and 5 OER units, finding some appropriate to include. The full study will collect data from additional MOOCs, OERs, and stakeholders in Rwandan education to assess feasibility and potential contributions of open resources to addressing access issues in Rwandan tertiary education.
Yavelberg upgrading e-portfolios using Web 2.0 toolsJosh Yavelberg
This document discusses upgrading ePortfolios using Web 2.0 concepts for formative development. The author conducted design-based research using an open-source LMS platform incorporating ePortfolio features, social networking, and classroom group sites. A survey of 20 courses found that most students found the system easy to use and helpful for learning. Challenges included technical issues, navigation, and lack of engagement once outside the classroom. Students wanted clearer communication and opportunities to share work and get feedback to improve learning. Future research should expand participation and assess cognitive reflection and growth over time.
The Human Element: An Essential Online Course ComponentWhitney Kilgore
The document summarizes research presented at the Sloan-C Emerging Technologies Conference on April 9th about using a MOOC to teach the Community of Inquiry framework. It discusses the importance of the human element and social presence in online courses. It provides information on course structure, participation rates, learner demographics, the role of the instructor, and how tools like blogs, videos and social media can enhance cognitive and social presence. The goal is to understand how to design online activities and discussions to engage learners and facilitate a community of inquiry.
1) The document summarizes research on understanding student engagement in blended learning environments. It aimed to determine which flexible and distributed learning techniques positively engaged students and how these techniques could be applied to other modules.
2) Qualitative findings suggested that students valued interaction with instructors and peers through techniques like voice-over PowerPoints and social media discussions. Learning environment was also a factor.
3) Recommendations included deliberately designing technology use based on course content and assessment, and ensuring opportunities for valued interaction while allowing flexible use of outside technologies. A wide range of techniques could potentially transfer to other modules.
SloanC Emerging Technologies Presentation April 8humanmooc
The document summarizes research on using online tools and strategies to build community and presence in a Massive Open Online Course (MOOC) on the Community of Inquiry framework. It discusses findings that using tools like blogs, Twitter, YouTube and VoiceThread can increase social presence. Instructor presence was enhanced through video introductions, announcements and facilitating discussions. The MOOC effectively supported cognitive presence through activities that sparked curiosity and motivation. Most participants agreed the course helped them apply knowledge and appreciate different perspectives. The summary provides an overview of best practices for maintaining an active online community through communication tools and instructor facilitation.
This document discusses a research project exploring communities of practice around information literacy among faculty at York St. John University. The research aims to understand differing conceptions of information literacy, establish if critical approaches are already part of teaching practices, examine how faculty experience and evaluate information literacy, and create a platform for information literacy dialogue. It reviews relevant literature on communities of practice and social learning approaches. Initial pilot interviews provided evidence that faculty have information literacy concerns and values embedded in their teaching, with one faculty more aligned with emerging critical approaches and one with traditional skills models.
This document discusses using technology and social media to engage students and support learning. It notes that students spend over 27 hours per week online, including 5 hours on social media. Technology can support different learning styles and needs, as well as innovation in teaching. Popular platforms discussed include YouTube, Twitter, blogs, and learning management systems. Examples provided of using YouTube for documentaries, SlideShare for sharing slides, and SurveyMonkey for scheduling meetings. The conclusion advocates integrating tools to supplement teaching while considering students' preferences and the relevance, accessibility, and efficiency of each platform.
1. Can we blend MOOCs into post secondary
classrooms to support learners’ learning and
professors’ teaching ?
Faculty of Education
Belinda Jin
2.
3.
4. Advantages and Disadvantages
Advantages Disadvantages
• MOOCs are free
• Learning is informal, open, and
universal.
• Students can share, work,
critique others and receive
feedbacks from each other.
• Students can collaborate with
their peers from different parts
of the world.
• Increase self-regulation through
students by working their own
• Technical Problems
• Academic dishonesty
• Lack of instructional design
• Lack of interaction between
professor and students
• Lack of completion rates
5.
6. Previous Work
Blended/ Hybrid MOOCs ?
(Bruff et al., 2013; Holotescu et al.,2014; Najafi et al., 2014; Li,
2015; Israel, 2015).
bMOOCs in Higher Education:
7. Name of MOOC University Field Blended Learning Approach
Stanford’s introduction
to databases MOOC
Class2Go platform
University of
Puerto Rico Rio
Perdras, Puerto
Rico.
Science learning Students were required to enroll for Stanford’ MOOC course
and follow the online materials, online discussion, video
lectures and assignments. Instructor will provide the same
format of in class activities, project, and assessments, which
can be easier evaluate students’ learning
Stanford University’s
machine learning
MOOC -
(https://www.coursera.
org/course/ml)on the
Coursera platform
Vanderbilt
University
Engineering & Computer Science Students were asked to enroll in the MOOC and were required
to participate in all activities in this MOOC course; such as
watching video lectures, participating online discussion forums,
completing quizzes and programming assignments. Then, each
of them has to take the screenshots of their works and
submitted them to the on-campus instructor to show how they
contribute to the course; in order to get their participation grade
in the Vanderbilt course. Instructor as facilitator during the in
class learning process
Coursera & Open
Learning Initiative (OLI) at
Carnegie Mellon
University
Seven University
Campuses under
University
Systems of
Maryland (USM)
Computer science, Biology,
Communications,Statistics ,Pre – calculus
The tests covered a diverse range of
disciplines, including math, statistics,
computer science, communications, studio
art, poetry, philosophy, nutrition, ancient
Greek and Roman mythology, and
introductory literature.
Students had to enroll and to complete all the online
assignments
Udacity platform San Jose State
University (SJSU)
BS + MS Blended
Program
Science learning
a remedial-algebra survey course
(MATH 6L), an introduction to college-
level algebra
(MATH 8) and an introduction to
college-level statistics (STAT 95)
Students watched video lectures online and problem solving
through online discussion
8. Blended MOOCs Approach:
MOOCs
• Basic content
• Open Education
Resources
Face to Face
• Specific Content
Blended MOOCs
• Content specific
• Collaborative
learning
• Multimedia learning
10. Blended MOOCs Workshop
Workshop Goal:
To develop a strategy to implement MOOCs as a component of a blended course
Workshop Outcomes:
Participants will be able to:
• Identify the characteristics of MOOCs
• Find the relevant resources on MOOC platforms
• Develop ideas or strategies for integrating MOOCs based on their own needs in
their teaching
11. REFERENCES
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Editor's Notes
MOOCs can be categorized into two particular formats including the cMOOCs and xMOOC, and each of them has its unique
underlying learning theory.
MOOC was first introduced in 2008 and emerged as a popular mode of learning by 2012. In 2008, George Siemens (University of Texas Arlington) and Stephen Downes (National Research Council) developed the first MOOC course, titled Connectivism and
Connective Knowledge (CCK08), to 25 tuition paying students at the University of Manitoba and over 2200 online learners who took the course for free. Initially, the first MOOC course was based on connectivist principles showing on that material should be aggregated, repurposable, and target
at future learning, and supported by emerging technologies. It brought an unique learning experience to leaners to facilitate learning with peers through an online interactive environment. Downes called his course “cMOOCs”.
xMOOCs
Three years later, Sebastian Thurn and Pater Norvig launched as Introduction to Artificial Intelligence course, which was distinct from “cMOOCs”, was more like a post-secondary course. This sort, of course, is known as “xMOOC”. The xMOOC is based on the behaviourist pedagogy approach, primarily
relying on “information transmission, computer - marketed assignment, and peer assessments”. The course had attracted over 160,000 learners from over 190 countries and is considered the landmark MOOC (Booker, 2013; Downes, 2012). Within a few years, xMOOCs
have raised so many providers (including Udacity, Coursera, and edX) and attracted many educational institutions and individual to joining them.
Today, many millions of people have signed up for xMOOC courses and the scale of MOOCs has been growth globally since 2011
Due to the massive number of students enrolled in these open MOOC classes, the large and diverse community of participants have brought so many challenges in MOOC teaching and learning. Many educators have expressed their concerns about the quality of MOOCs in learning, especially that of xMOOCs. Some concerns are summarized here:
The lack of Instructional Design
The lack of Online Discussion
The lack of Completion Rate
Based on this, many educators and researchers have discussed about possible opportunities that associated with MOOC in the past literature, such as blended xMOOC in traditional face to face lectures. Applying the best practices of instructional design, principles of e-learning, and learning theories can help improve MOOC features to “make the learning process meaningful, engaging and motivating” (Morrison et al., 2015, p.997). However, Israel (2015) suggests that MOOC should be adopted into a traditional F2F classroom setting for supporting teaching and learning. In addition, he believes that blending MOOC into F2F courses can “reduce learners’ withdrawal rate, increase learners’ interaction, [and] enhance learner learning outcomes” (Poon, 2013, para. 20). In blended MOOC learning environment, teachers can use the blended learning approach, integrate MOOC as a part of the high - quality learning content, and activities with F2F instruction to enhance optimal teaching process, and also contribute the relationship with learners in order to develop their learning perceptions through both F2F and online learning environment.
Recent user experiences of bMOOC have attracted the attention of the academic world; at the same time, provided strong evidence to show how the new opportunities successful support the formal F2F education in universities (Eckerdal et al., 2014; Israel, 2015; Li et al., 2015; Zhang, 2013). This section reviews the current blending of MOOC into F2F learning environment; in addition, to understand how the current literature has addressed potential benefits of implementing MOOC for the F2F teaching and learning.
Advanced learning demands an increasingly Blended Learning approach. Where MOOCs can provide access to basic content, where peer experiences might overlap, the blended MOOCs options allow a more content specific approach grouping together people from more specialized fields.