This document summarizes a presentation about MOOCs given in May 2015. It discusses the history and evolution of MOOCs from early connectivist MOOCs (cMOOCs) in 2008 to larger xMOOCs led by prestigious universities in 2011. It also covers research on MOOC pedagogies and learner experiences, finding that navigation, transformation, and community building were important threshold concepts for MOOC participants. Finally, it discusses business models for MOOCs, including opportunities for accreditation, tuition, and selling supporting platforms and services.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
This document discusses open online courses (OOCs) as an alternative to massive open online courses (MOOCs). It argues that OOCs can better fulfill universities' social and educational missions by improving the global learner experience through open academic practices like expert participation, distributed collaboration, and flipped teaching. Developing OOCs could showcase universities' expertise, increase their reach and reputation, better serve existing clients, and attract new clients or revenue. However, MOOCs are rapidly hybridizing in various forms, and universities risk developing "cowboy economics" models that focus on monetization over education if they are not careful.
George Roberts discusses the pedagogy of e-learning. He argues that there is a pedagogy of e-learning that is grounded in two broad themes: digital literacy and open academic practice. This pedagogy aims to further openness, acknowledge multiple knowledge cultures, and promote novelty and change through alternative modes of organizing knowledge. However, digital literacy cannot be separated from other educational, social, political and economic developments, and open online academic practice poses a challenge to traditional power structures in higher education.
This document summarizes an open online course (MOOC) on open academic practice delivered via a distributed open platform. Over 200 people signed up for the 6-week course, with 60 participating throughout and 14 completing the optional assessment to receive a certificate. Participants were from over 20 countries. Feedback indicated that while some found the multi-channel format challenging initially, interactions in live online classrooms helped and many found the course illuminating on topics like continuing professional development and professionalism. The document discusses open questions around openness, epistemology, distributed collaboration, academic multimedia and assessment in open online environments and implies that adopting open academic practices on open platforms can help higher education institutions become world leaders.
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
This document summarizes a presentation about MOOCs given in May 2015. It discusses the history and evolution of MOOCs from early connectivist MOOCs (cMOOCs) in 2008 to larger xMOOCs led by prestigious universities in 2011. It also covers research on MOOC pedagogies and learner experiences, finding that navigation, transformation, and community building were important threshold concepts for MOOC participants. Finally, it discusses business models for MOOCs, including opportunities for accreditation, tuition, and selling supporting platforms and services.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
This document discusses open online courses (OOCs) as an alternative to massive open online courses (MOOCs). It argues that OOCs can better fulfill universities' social and educational missions by improving the global learner experience through open academic practices like expert participation, distributed collaboration, and flipped teaching. Developing OOCs could showcase universities' expertise, increase their reach and reputation, better serve existing clients, and attract new clients or revenue. However, MOOCs are rapidly hybridizing in various forms, and universities risk developing "cowboy economics" models that focus on monetization over education if they are not careful.
George Roberts discusses the pedagogy of e-learning. He argues that there is a pedagogy of e-learning that is grounded in two broad themes: digital literacy and open academic practice. This pedagogy aims to further openness, acknowledge multiple knowledge cultures, and promote novelty and change through alternative modes of organizing knowledge. However, digital literacy cannot be separated from other educational, social, political and economic developments, and open online academic practice poses a challenge to traditional power structures in higher education.
This document summarizes an open online course (MOOC) on open academic practice delivered via a distributed open platform. Over 200 people signed up for the 6-week course, with 60 participating throughout and 14 completing the optional assessment to receive a certificate. Participants were from over 20 countries. Feedback indicated that while some found the multi-channel format challenging initially, interactions in live online classrooms helped and many found the course illuminating on topics like continuing professional development and professionalism. The document discusses open questions around openness, epistemology, distributed collaboration, academic multimedia and assessment in open online environments and implies that adopting open academic practices on open platforms can help higher education institutions become world leaders.
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
The document discusses differences between traditional teaching and learning approaches and more modern approaches that utilize Web 2.0 tools. Traditional teaching is described as teachers enabling and delivering content to passive students, while modern approaches have teachers facilitating and students actively contributing and creating. A list of common Web 2.0 tools is provided for activities like blogging, social networking, sharing media, and online collaboration. The document concludes with recommendations to start using Web 2.0 tools through bottom-up online projects negotiated with the school and accompanied by e-safety reviews with students.
This document discusses issues related to online education and MOOCs. It touches on several key topics:
- The need to consider technology as material and situated rather than virtual and universal. Technologies promote particular political values and require labor.
- Questions around how we define learning and the potential conflicts between formal and informal learning. There may be opportunities if these are approached productively.
- The importance of learning from failure through reparative work and examining broken systems rather than concepts like grit.
- The potential for shared resources and distributed dialogue to encourage learning across institutions through signature video dialogues, narrative projects, and other collaborative efforts.
- The management of copresence in online spaces and the role
Finding the open in the in-between:changing culture and space in higher educa...Kathrine S. H. Jensen
Presentation at OER16: Open Culture, 19th & 20th April 2016, University of Edinburgh, UK.
The 7th Open Educational Resources Conference, OER16: Open Culture, will be held on the 19th-20th April 2016 at the University of Edinburgh. https://oer16.oerconf.org/sessions/finding-the-open-in-the-in-between-changing-culture-and-space-in-higher-education-1139/
This document discusses an iPad project that aims to investigate peer mentoring, internationalization of education, and the use of tablet computers. Students will be trained to mentor each other using iPads for communication, reading, note-taking, drafting essays, and more. The project intends to generate best practices for technology-enhanced peer support for international students and an adaptable training program. Challenges include support, direction of support, identity, scale, technology resources, ethics, and applications to curriculum. Areas of interest are student engagement, mentoring collaboration, academic writing, and how these are influenced by technology.
1. The document discusses the battle for openness in education, with openness having won in some areas but the future direction still up for grabs.
2. It outlines the history and growth of open access, open educational resources, MOOCs, and open scholarship. While these have seen successes, issues around sustainability, commercialization, and impact remain.
3. The future of openness depends on who controls the narrative. Proponents of openness must beware of those who co-opt open principles for commercial gain or disruption rather than innovation. Ownership over the direction of openness is important for all in higher education.
From local to global: sharing information literacy teaching as open education...Jane Secker
This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
This document discusses the ethics of open scholarship and digital teaching. It addresses issues like open access/data, OERs, and learning analytics. While openness provides benefits like reuse and cost savings, it also presents risks if student data is not properly protected or people feel excluded. The document considers whether academics have an ethical obligation to use open resources and approaches, or if traditional closed systems still have value. It concludes that new digital tools require considering ethics in both adopting and not adopting open approaches.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
Supporting online collaboration for design pt 1Mark_Childs
Online collaboration has various issues associated with it, particularly when the result is design. The presentation looks at some of the theories behind learning through design and how to develop online activities to enable it.
Digital delivery for low level literacy studentsMichael Coghlan
This document discusses digital delivery of literacy education for low-level literacy students. It provides background on adult literacy rates in Australia, with nearly half the adult population having problems with literacy. It then discusses various types of literacy like digital literacy and multiliteracy. It considers how to design literacy education for low-level students, emphasizing clear context and purpose, opportunity for creation and interpretation, and support. Possible activities discussed include using images from Flickr to teach tagging, digital storytelling, and apps to support learning.
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
This document summarizes Paula Cardoso's research on faculty attitudes toward open educational resources (OER) and open access in Portuguese higher education. The research aims to understand faculty awareness, perceptions, incentives, and constraints regarding OER and open access publishing. It also examines how these factors relate to one another. The study will survey faculty from Portuguese public higher education institutions to learn about their views and practices related to OER, open access, and open scholarship. Preliminary analysis identified key dimensions to investigate based on international surveys. The current stage involves analyzing commonalities between surveys to develop comparable measurement dimensions for the Portuguese study.
This document describes SMILE, a blended learning approach to information literacy developed by Katy Wrathall at the University of Worcester. SMILE provides information literacy instruction through a combination of face-to-face sessions, practical tasks, discussions, and online learning modules. It was created by adapting materials from other universities and adding new content specific to the University of Worcester. Student feedback indicated that SMILE made learning easier and helped them feel more prepared for university-level work. The project aims to expand SMILE's availability both within the University of Worcester and at other institutions.
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
Open Educational Resources and Open Access: Promise or Peril for Higher Educa...Terry Anderson
The document summarizes Terry Anderson's presentation on open educational resources and open access. Some key points:
- Open scholarship involves making intellectual work openly accessible online through practices like open educational resources, open textbooks, open data, and open publishing.
- Definitions of "open" include free availability and reuse of content without financial or legal barriers.
- Barriers to adopting open educational resources include a lack of instructor incentives and concerns about quality.
- Open access publishing is emerging as an alternative to traditional for-profit journal publishing through open access journals and institutional repositories.
- Open scholars can license their work with Creative Commons to maximize its impact and reuse.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Uni Bridges Workshop: Virtual Learning Environmentsdigimuve
The document discusses virtual learning environments and moving beyond traditional schooling towards a network of learning communities. It describes the Uni Bridges network which allows students to connect with each other and La Trobe University, interact with decentralized content, and have informal conversations to support learning. Web 2.0 applications and platforms like flipped classrooms and project-based learning are presented as part of exploring new pedagogies in virtual spaces.
In-between dominant learning spaces: a gap in our thinking about interstitial...Andrew Middleton
#UOGAPT workshop, July 2016
#APT16 workshop - containing the outputs of the workshop on the last two slides
A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. The workshop,
introduced the problem of learning binaries
introduced the concepts of in-between space in relation to hybrid learning, and liminality
generated and shared stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
concluded by devising a manifesto for liminal learning!
The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
PISMP TSLB3193 Topic 1 Literacy vs Multiliteracies.pptxYee Bee Choo
The document provides an overview of literacy and multiliteracies concepts. Literacy is traditionally defined as the ability to read and write printed text, while multiliteracies refers to interpreting and communicating meaning across various forms of communication and is a response to changing social environments. Specifically, globalization, evolving social identities, and advancing technology have transformed how people communicate. As a result, pedagogy must shift from traditional literacy approaches to multiliteracies approaches that incorporate situated practice, overt instruction, critical framing, and transformed practice to accommodate diverse student backgrounds and learning styles in today's classrooms.
The document discusses differences between traditional teaching and learning approaches and more modern approaches that utilize Web 2.0 tools. Traditional teaching is described as teachers enabling and delivering content to passive students, while modern approaches have teachers facilitating and students actively contributing and creating. A list of common Web 2.0 tools is provided for activities like blogging, social networking, sharing media, and online collaboration. The document concludes with recommendations to start using Web 2.0 tools through bottom-up online projects negotiated with the school and accompanied by e-safety reviews with students.
This document discusses issues related to online education and MOOCs. It touches on several key topics:
- The need to consider technology as material and situated rather than virtual and universal. Technologies promote particular political values and require labor.
- Questions around how we define learning and the potential conflicts between formal and informal learning. There may be opportunities if these are approached productively.
- The importance of learning from failure through reparative work and examining broken systems rather than concepts like grit.
- The potential for shared resources and distributed dialogue to encourage learning across institutions through signature video dialogues, narrative projects, and other collaborative efforts.
- The management of copresence in online spaces and the role
Finding the open in the in-between:changing culture and space in higher educa...Kathrine S. H. Jensen
Presentation at OER16: Open Culture, 19th & 20th April 2016, University of Edinburgh, UK.
The 7th Open Educational Resources Conference, OER16: Open Culture, will be held on the 19th-20th April 2016 at the University of Edinburgh. https://oer16.oerconf.org/sessions/finding-the-open-in-the-in-between-changing-culture-and-space-in-higher-education-1139/
This document discusses an iPad project that aims to investigate peer mentoring, internationalization of education, and the use of tablet computers. Students will be trained to mentor each other using iPads for communication, reading, note-taking, drafting essays, and more. The project intends to generate best practices for technology-enhanced peer support for international students and an adaptable training program. Challenges include support, direction of support, identity, scale, technology resources, ethics, and applications to curriculum. Areas of interest are student engagement, mentoring collaboration, academic writing, and how these are influenced by technology.
1. The document discusses the battle for openness in education, with openness having won in some areas but the future direction still up for grabs.
2. It outlines the history and growth of open access, open educational resources, MOOCs, and open scholarship. While these have seen successes, issues around sustainability, commercialization, and impact remain.
3. The future of openness depends on who controls the narrative. Proponents of openness must beware of those who co-opt open principles for commercial gain or disruption rather than innovation. Ownership over the direction of openness is important for all in higher education.
From local to global: sharing information literacy teaching as open education...Jane Secker
This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
This document discusses the ethics of open scholarship and digital teaching. It addresses issues like open access/data, OERs, and learning analytics. While openness provides benefits like reuse and cost savings, it also presents risks if student data is not properly protected or people feel excluded. The document considers whether academics have an ethical obligation to use open resources and approaches, or if traditional closed systems still have value. It concludes that new digital tools require considering ethics in both adopting and not adopting open approaches.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
Supporting online collaboration for design pt 1Mark_Childs
Online collaboration has various issues associated with it, particularly when the result is design. The presentation looks at some of the theories behind learning through design and how to develop online activities to enable it.
Digital delivery for low level literacy studentsMichael Coghlan
This document discusses digital delivery of literacy education for low-level literacy students. It provides background on adult literacy rates in Australia, with nearly half the adult population having problems with literacy. It then discusses various types of literacy like digital literacy and multiliteracy. It considers how to design literacy education for low-level students, emphasizing clear context and purpose, opportunity for creation and interpretation, and support. Possible activities discussed include using images from Flickr to teach tagging, digital storytelling, and apps to support learning.
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
This document summarizes Paula Cardoso's research on faculty attitudes toward open educational resources (OER) and open access in Portuguese higher education. The research aims to understand faculty awareness, perceptions, incentives, and constraints regarding OER and open access publishing. It also examines how these factors relate to one another. The study will survey faculty from Portuguese public higher education institutions to learn about their views and practices related to OER, open access, and open scholarship. Preliminary analysis identified key dimensions to investigate based on international surveys. The current stage involves analyzing commonalities between surveys to develop comparable measurement dimensions for the Portuguese study.
This document describes SMILE, a blended learning approach to information literacy developed by Katy Wrathall at the University of Worcester. SMILE provides information literacy instruction through a combination of face-to-face sessions, practical tasks, discussions, and online learning modules. It was created by adapting materials from other universities and adding new content specific to the University of Worcester. Student feedback indicated that SMILE made learning easier and helped them feel more prepared for university-level work. The project aims to expand SMILE's availability both within the University of Worcester and at other institutions.
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
Open Educational Resources and Open Access: Promise or Peril for Higher Educa...Terry Anderson
The document summarizes Terry Anderson's presentation on open educational resources and open access. Some key points:
- Open scholarship involves making intellectual work openly accessible online through practices like open educational resources, open textbooks, open data, and open publishing.
- Definitions of "open" include free availability and reuse of content without financial or legal barriers.
- Barriers to adopting open educational resources include a lack of instructor incentives and concerns about quality.
- Open access publishing is emerging as an alternative to traditional for-profit journal publishing through open access journals and institutional repositories.
- Open scholars can license their work with Creative Commons to maximize its impact and reuse.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Uni Bridges Workshop: Virtual Learning Environmentsdigimuve
The document discusses virtual learning environments and moving beyond traditional schooling towards a network of learning communities. It describes the Uni Bridges network which allows students to connect with each other and La Trobe University, interact with decentralized content, and have informal conversations to support learning. Web 2.0 applications and platforms like flipped classrooms and project-based learning are presented as part of exploring new pedagogies in virtual spaces.
In-between dominant learning spaces: a gap in our thinking about interstitial...Andrew Middleton
#UOGAPT workshop, July 2016
#APT16 workshop - containing the outputs of the workshop on the last two slides
A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. The workshop,
introduced the problem of learning binaries
introduced the concepts of in-between space in relation to hybrid learning, and liminality
generated and shared stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space
concluded by devising a manifesto for liminal learning!
The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969).
References
Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441.
Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303.
Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26.
Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.
PISMP TSLB3193 Topic 1 Literacy vs Multiliteracies.pptxYee Bee Choo
The document provides an overview of literacy and multiliteracies concepts. Literacy is traditionally defined as the ability to read and write printed text, while multiliteracies refers to interpreting and communicating meaning across various forms of communication and is a response to changing social environments. Specifically, globalization, evolving social identities, and advancing technology have transformed how people communicate. As a result, pedagogy must shift from traditional literacy approaches to multiliteracies approaches that incorporate situated practice, overt instruction, critical framing, and transformed practice to accommodate diverse student backgrounds and learning styles in today's classrooms.
This document provides an outline for a presentation on applying pedagogical models to enhance cross-cultural online learning environments. The presentation objectives are to familiarize faculty with theoretical models for multicultural pedagogy, provide techniques for engaging a multicultural student body, and enhance understanding of how instructor and student cultural backgrounds interact to shape the online learning culture. The presentation covers topics such as binary cultural oppositions, implicit bias, transnational education, multiculturalism approaches, and proposed models for social ecological learning across cultures. Statistical information on student demographics is also presented. Feedback from the session is requested.
Traditional learning theories do not provide adequate explanations to derive such competencies as they are limited on closed learning environments. By contrast, theories of Bildung entail an additional dimension which can be regarded as the “ability to go beyond the present state of affairs and to transform the structures and prevailing rules of this form of life” (Peukert, 2003: 106). Our aim is to explore the extent to which Bildung can provide open education with a theoretical framework, and, conversely, the ways in which open education promotes a more holistic or progressive model of education. Our focus here will not be exclusive-ly on OER: it will be stressed that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011).
We argue (1) that there are significant potentials to elicit or encourage Bildung through the use of OER, such as throughproviding open access to a rich base of materials from various cultural contexts. In this process of engaging with multiple and complex resources it can be assumed that a transformation of the way in which the individual is approaching learning is likely to happen. The reflections of these experiences are education-al and a key factor for the theoretical underpinning of OER. We go on to suggest (2) that the beliefs and val-ues associated with Bildung – including autonomy, critical reflection, inclusivity and the rejection of univer-sal narratives – are suitable for providing a theoretical framework for OER as well as providing a critical lens through which to assess contemporary educational models in practice (e.g. Liessman, 2006).
Situated Cognition, the Immersive Learning Environment & Backwards Designbjtalboys
This document discusses situated cognition theory, immersive learning environments, and backward design. [1] Situated cognition proposes that learning occurs through authentic activities and tools within communities of practice. [2] An immersive learning environment embeds learning in relevant contexts to foster active, social, and experiential learning. [3] Backward design, created by Wiggins and McTighe, involves defining learning goals and assessments before planning instruction so that lessons help students achieve deep understanding.
Hands-On Learning: The role of Maker Culture in Innovative Pedagogy BCcampus
This document discusses the role of maker culture in innovative pedagogy. It presents quotes that advocate for hands-on, experiential learning through construction and collaboration. Maker culture encourages informal, shared learning by emphasizing experimentation, risk-taking, and student-driven production of knowledge. This shifts the teacher to a facilitator role and prioritizes student autonomy in designing their own learning experiences. Challenges include assessing open-ended student work and ensuring equitable access to resources, but proponents argue this approach better engages students and leads to deeper learning outcomes.
1. The document discusses three generations of online learning pedagogy: cognitive/behavioral, social constructivist, and connectivist.
2. Cognitive/behavioral pedagogy focuses on individual learning and is scalable but may not develop lifelong learning skills. Social constructivist pedagogy incorporates collaborative group work but is not scalable. Connectivist pedagogy focuses on network learning through social media and aggregations.
3. New technologies and approaches are changing how people learn, with implications for more student control, connectivity, and opportunities to develop skills for a changing world. However, challenges include information overload, privacy issues, and changing roles for teachers and students.
Using virtual reality for learning foreign languagesEileen O'Connor
Virtual reality can be used to learn foreign languages by immersing learners in cultural experiences and allowing them to practice with native speakers. It reduces anxiety while learning by providing a safe virtual space. Learners can visit realistic recreations of foreign locations and interact with avatars to practice pronunciation and language skills without traveling abroad. Popular virtual worlds for language learning include Second Life and open-source options like Kitely, which provide culturally authentic islands and events to engage in foreign language use.
Vernacular, interstitial and dominant spaces refers to the different types of spaces where learning occurs at university. The document discusses how learning happens not just in dominant, institutionally-provided spaces but also in informal, learner-generated spaces between and across dominant spaces. It argues universities should value and foster natural informal learning in interstitial spaces as this is how students often learn through their lived experiences and connections with others.
Finding new spaces through media enhanced learningAndrew Middleton
To accompany the presentation at the University of Huddersfield, 7th September 2015
This paper explains what media-enhanced learning is and how it disrupts existing, overly simple, dichotomies and media, space and learning.
This document provides an overview of the constructivist approach to teaching and learning. It discusses two main theories within constructivism: cognitive constructivism based on Jean Piaget's work, and social constructivism based on Lev Vygotsky. Cognitive constructivism focuses on how children actively construct knowledge based on their mental processes and existing cognitive structures. Social constructivism emphasizes how learning is a collaborative process influenced by culture, society, and social interaction. A key concept in social constructivism is Vygotsky's zone of proximal development and scaffolding.
#ILTA141 Large and small group teaching with Chrissi Nerantzi and Haleh MoravejChrissi Nerantzi
This document discusses strategies for managing large and small group teaching. It provides an overview of three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible. The document then discusses benefits and challenges of large and small group teaching. Practical tips are provided for managing the physical environment, grouping students, and creating a short "nano session" teaching demonstration. References on effective teaching practices are also included.
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, students learn best when they can explore topics through hands-on activities and social interaction rather than traditional lecturing. In the classroom, this means conducting experiments, field trips, group projects, and discussions to facilitate active, collaborative learning.
This document discusses participatory pedagogy, which involves creating learning environments where students can construct their own knowledge through active participation and collaboration. It defines participatory and pedagogy, then gives examples of how participatory pedagogy can allow student voice and choice in learning opportunities through collaborative activities like Philosophy for Children discussions. Effective participatory learning engages students as knowledge creators for wider audiences, using both formal and informal learning approaches. Schools should consider supporting intellectual quality, relevance, supportive environments, and recognition of student differences when implementing participatory pedagogy.
Universal Design for Learning and ICT tools to make teaching & learning acces...Evelyn Cloosen
Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students.
Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.
This document presents a framework for conceptualizing student research and literacy education based on Paulo Freire's theory of critical pedagogy. The framework focuses on student ontology and humanization. It proposes that through praxis, dialogue, and developing critical consciousness, students can actively shape existing knowledge and interrogate dominant discourses. The role of the librarian and teacher is not to impose knowledge but to provide tools for critical thinking and make space for student voice and agency. The goal is for students to engage in meaning making and knowledge construction as an unfinished process of becoming more human.
Similar to Transformational Learning Design for Open and Blended Learning (20)
This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
This document discusses eportfolios and their use for employment purposes. It defines an eportfolio as a digital collection of items such as presentations and reflections that demonstrate a user's skills and experiences. Eportfolios can be presented online through systems like PebblePad or Mahara, or offline through printouts. The document examines how social media, software, and apps can support the eportfolio processes of collection, selection, presentation, and reflection. It emphasizes that eportfolios should showcase learning through evidence and reflection, rather than just listing accomplishments.
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from various countries. Research is continuing on how people learned in the MOOC and on differential participation patterns. The document discusses issues around MOOC design, experiences, and potential uses including accreditation, tuition, and recruitment. It considers expert participant roles and challenges for universities in developing open online courses.
This document discusses theories of learning and higher education. It begins by outlining objectives around developing a theory of theory, explaining its uses for understanding educational development, locating higher education in the context of wider societal institutions, and applying the concept of a hidden curriculum. It then discusses reflective practice and the role of formal theory versus experience. Different orientations and functions of theory are presented, including inductive/deductive, holistic/generative, and predictive/explanatory/generative/typifying/falsifiable. Institutions of society and production versus reproduction are contrasted. The hidden curriculum and critical theory are also discussed.
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The document discusses the role that openness can play in transforming academics' teaching and learning practices. It explores how openness through activities like listening to stories, trips, art, international classrooms, and work placements can provide a window to the world for students and new perspectives for instructors. The document also addresses potential risks of open academic practice and how participation in the #fslt12 discussion is impacting personal networks.
This document provides an agenda for an online meeting to introduce participants to the First Steps into Learning and Teaching in Higher Education course. The agenda includes introductions from course leaders, an overview of the course topics and approach, and information on reflective practice. Participants will also be shown how to use the online collaboration platform and invited to join breakout rooms for discussion.
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Big Blue Button is an open source online seminar platform that allows for synchronous collaboration. It provides various interactive tools like screen sharing, whiteboarding, and breakout groups. However, it lacks some of the features of other platforms like Elluminate and can experience lag. The Digital One-Days event used Big Blue Button to explore topics of online identity, digital literacy, and online communities of practice in higher education. Participants had a variety of experiences, with some finding the environment rich while others struggled with technical issues. The event raised questions about how online tools impact concepts of identity, literacy, and community in education.
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This document outlines the agenda and content covered in Module 1 of the Cranfield University PGCLTAHE program. The purpose is to analyze and critically reflect on higher education policy and practice. Topics discussed include the purposes of higher education, hidden curriculums, theories of learning, academic identity, and critical perspectives on higher education policy. Learning activities include discussions, card sorting exercises, and reflecting on different learning theories and models.
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2) It also discusses opposing views on the role of technology in education, with some arguing it benefits students and professors against commercial and administrative interests, while others see it as preparing individuals for globalized economic forces beyond our control.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Transformational Learning Design for Open and Blended Learning
1. Theme 2: State of the Art?
Transformational Learning
Design for Open and
Blended Learning
George Roberts
Oxford Brookes University
27 November 2014
2. Acknowledgements
• Richard Francis
– Francis, R & Roberts, G. 2014. “Where Is the New
Blended Learning? Whispering Corners of the Forum.”
Brookes Electronic Journal of Learning and Teaching
(BeJLT) 6 (1)
– http://bejlt.brookes.ac.uk/paper/where-is-the-new-blended-
learning-whispering-corners-of-the-forum/
• Frances Deepwell
• Mary Dean
• Greg Benfield
4. Blended learning design
• Activity
– we do or make things in groups (social constructivism: Vygotsky 1934, 1962;
Engeström 2001)
• Experience
– self-evaluative, practitioner-centered, pragmatic (Dewey 1916)
• Dialogue
– We engage with language over time: synchronously, asynchronously and in
many modes (Bakhtin 1981)
• Reflection
– Bringing experience into scholarly evidence (Brookfield 1995, Kolb 1984)
• Participation
– The teacher is also a learner (Warhurst 2006, Dyrness 2008)
• Community
– (Mathie & Cunningham 2003, McClenaghan 2000, Becher & Trowler 2001)
• Outcomes
10. Actually existing art
• Closed online
• Open online
• Flipped
• Blended
• Accredited or not
• Traditional modular
• CPD
11. Activity
Affective recall
Think of a learning situation, a
course, module, CPD workshop, etc,
where you felt anxious,
disempowered, uncertain.
With a neighbour, in pairs, interview
each other, 3 minutes each way:
• Can you characterise the things
that made you feel that way?
Paintings by Theodore Zeldin
12. Conundrum
• Why do we still find learners,
institutions and the curriculum in
such tension over technology
enhanced learning (TEL), in an
environment of ambiguity, anxiety,
power and ideology (Morrison
2014)?
13. A journey of the mind
Through quite abstract
spaces
Challenge our thinking
about technology
enhanced learning
The role and place of
universities in the vast
virtualised spaces that
we have created
14.
15.
16. The blended learning debate has
been locked in antagonisms
Poly-valent, multimodal tensions: bits v. atoms, virtual v. real, totalising grand
narratives v. little local initiatives v. essentialist techno-optimism v. neo-classical or
traditional Luddism v. hyper-relativist social media identity play, etc etc
24. a place
between the
virtual and the
real, whose
genius loci is
the teacher
the main function of teaching is to
inspire learners to venture into
unfamiliar territory
25. Where change has been most evident
• Blending the once largely distinct
domains of “learning” and “socialising”
• Foregrounding the transactional
component of the social learning space
as a “one stop shop” for student services
29. It is the ‘inter’ … the inbetween space
– that carries the burden of the
meaning of culture...
And by exploring this Third Space, we
may elude the politics of polarity and
emerge as the others of our selves.
(Bhabha 2004)
31. In this sense of liminality,
discomfort and uncertainty,
blended learning might be seen as
a threshold concept
32. Where once the
Internet seemed a vast
third space, it now
appears hegemonised
by contingent global
forces where
international
competition is
normalised and
consumer debt a virtue
33. Moves to more
open forms of
education have
opened the
sluice gates
Physical spaces as a central
element of learning appear ever
more fluid
34. Reclaiming space for teaching through
blended learning includes reclaiming
technologies as intermediate tools
35. Summarise
• Blended learning, itself, is a threshold concept: liminal,
uncomfortable, uncertain and transforming
• Each person and context is a hybrid: utterly unique
• No cultural origin is privileged
• Learning occurs in the gaps: the spaces between
• Learning growth is non linear
• People only partly inhabit any space and do so on their
own terms
• All learning spaces are co-created
• Social, learning, and transactional space are blending
physically and digitally
• The spirit of the third space is “the teacher”
• Any enclosure of space requires force, power or
violence
36. Blended learning design
• Activity
– we do or make things in groups (social constructivism: Vygotsky 1934, 1962;
Engeström 2001)
• Experience
– self-evaluative, practitioner-centred, pragmatic (Dewey 1916)
• Dialogue
– We engage with language over time: synchronously, asynchronously and in
many modes (Bakhtin 1981)
• Reflection
– Bringing experience into scholarly evidence (Brookfield 1995, Kolb 1984)
• Participation
– The teacher is also a learner (Warhurst 2006, Dyrness 2008)
• Community
– (Mathie & Cunningham 2003, McClenaghan 2000, Becher & Trowler 2001)
• Outcomes
37.
38. • If all learning IS blended learning
• AND neither the physical NOR the digital
has primacy
• AND each person and place is unique
• How do we respond?
39. For us, these follow
• Acknowledge the tension in all teaching
• Avoid totalising syntheses of data, content or
process – even this!
• Practice “bounded openness”: provide
multiple ways in and out
• Respect the uniqueness of each and every
person.
• It’s the relationship, not the gadgets or
analytics
40. Thank you
George Roberts
Richard Francis
Oxford Brookes University
November 2014
groberts@brookes.ac.uk