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![Põldoja, H., Jürgens, P., & Laanpere, M. (2016).
Design Patterns for Badge Systems in Higher
Education. In M. Spaniol, M. Temperini, D.K.W.
Chiu, I. Marenzi, & U. Nanni (eds.), Advances in
Web-Based Learning — ICWL 2016 (Vol. 10013, pp.
40–49). Springer. http://dx.doi.org/
10.1007/978-3-319-47440-3_5
Design Patterns for Badge Systems in Higher Education
Hans Põldoja
(✉)
, Pirje Jürgens, and Mart Laanpere
Tallinn University, Narva mnt 25, 10120 Tallinn, Estonia
{hans.poldoja,pirje.jurgens,mart.laanpere}@tlu.ee
Abstract. Open Badges as a method for assessment and recognition of learning
originates from the context of informal learning. Thus, it cannot be introduced
into formal higher education without reconsidering the existing assessment
processes.This paper presentsexperiencesfrom three years of using Open Badges
in a master level course. In each iteration, the badge system was revised based on
learners’ feedback. Special attention was given to supporting learners with
different learning styles. To summarize our findings, this paper proposes a set of
design patterns for developing badge systems in higher education. While the
learning styles proved to be useful as generic design guidelines for separating two
alternative learning pathways for the course, more research is needed on advanced
learning-style-based learning pathways.
Keywords: Open Badges · Assessment · Higher education
1 Introduction
Open Badges (OB’s) is a web technology for recognizing and verifying knowledge,
competencies or involvements gained in online or offline settings. In a basic sense,
badges are digital images that contain embedded information about the accomplish‐
ments. The development of the Open Badges technology started in 2010, when a group
of open education activists came up with the initial concept during the Mozilla Drumbeat
Festival. Inspired by the use of digital badges in gaming and various social apps, they
proposed that badges could be used for verifying learning. The technical specification
of the Open Badges Infrastructure (OBI) was developed together with the Mozilla
Foundation and released in 2012. While digital badges are typically used within a single
environment, OBI was developed as an open standard that allows people to collect
badges from different issuers. The initial scenarios about using open badges focused on
informal learning contexts [1]. However, in recent years there have been a number of
studies about using badges in schools [2, 3] and in higher education [4–6].
Introducing open badges to formal higher education courses provides an opportunity
to reconsider the existing assessment procedures. Recent research on open badges has
proposed a number of reasons for adopting badges. Ahn, Pellicone, and Butler [7] see
badges as motivators for behavior, pedagogical tools for promoting particular learning
activities, and credentials for recognizing learning achievements. While Jovanovic and
Devedzic [8] identify similar roles for open badges, they discuss additional benefits such
as supporting alternative forms of assessment (e.g. peer-assessment), providing learners
© Springer International Publishing AG 2016
D.K.W. Chiu et al. (Eds.): ICWL 2016, LNCS 10013, pp. 40–49, 2016.
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Transforming Higher Education with Open Educational Practices
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
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- 2. Hans Põldoja Head ofStudies, Associate Professor of Educational Technology Tallinn University, School of Digital Technologies Education: Aalto University, School of Arts, Design and Architecture (2016) Tallinn Pedagogical University (2003) hans.poldoja@tlu.ee http://www.hanspoldoja.net
- 3. A Literature Reviewon Impact of COVID-19 Pandemic on Teaching and Learning Sumitra Pokhrel1 and Roshan Chhetri2 Abstract The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population.This has brought far-reaching changes in all aspects of our lives.Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place. Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning.This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward. Keywords Internet Use, Learning, Pedagogy, Teaching (Academic) 1 Phuentsholing Higher Secondary School, Ministry of Education, Phuentsholing, Bhutan. 2 Department of Electrical Engineering, College of Science and Technology, Royal University of Bhutan, Phuentsholing, Bhutan. Corresponding author: Sumitra Pokhrel, Phuentsholing Higher Secondary School, Ministry of Education, Phuentsholing 450, Bhutan. E-mail: bksumipokhrel@gmail.com Higher Education for the Future 8(1) 133–141, 2021 © 2021 The Kerala State Higher Education Council Higher Education Council Reprints and permissions: in.sagepub.com/journals-permissions-india DOI: 10.1177/2347631120983481 journals.sagepub.com/home/hef Article Recent challenges in higher education REVIEW ARTICLE Covid-19 pandemic and online learning: the challenges and opportunities Olasile Babatunde Adedoyin and Emrah Soykan Department of Computer Education & Instructional Technology, Near East University, Nicosia, Cyprus ABSTRACT The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisis- response migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities. ARTICLE HISTORY Received 5 May 2020 Accepted 18 August 2020 KEYWORDS Covid-19 pandemic; online learning; emergency remote teaching; digital migration methods; challenges; opportunities Introduction According to Huang et al. (2020), a novel corona virus, known as Covid-19, was discovered in the last month of the year 2019, in a seafood market in Wuhan. Clinical analysis results of the virus showed person-to-person transmission (Li et al., 2020; Paules et al., 2020; Wang, Cheng, et al., 2020). 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Hrastinski (2008) stated that the two types of online learning, namely asynchronous and synchronous online learning, are majorly compared but for online learning to be effective and efficient, instructors, organizations and institutions must have comprehensive understanding of the benefits and limitations. This article discussed the crisis-response migration methods of higher institutions of learning, students and faculty members into online learning, the opportunities and challenges with respect to Covid-19, and also add value to the existing body of literature on online learning by providing comprehensive awareness on the migration methods of instructional delivery adopted by universities, faculty and students, INTERACTIVE LEARNING ENVIRONMENTS 2023, VOL. 31, NO. 2, 863–875 https://doi.org/10.1080/10494820.2020.1813180 Article Online Learning: A Panacea in the Time of COVID-19 Crisis Shivangi Dhawan1,2 Abstract Educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures in a classroom. Although many academic units have also started blended learning, still a lot of them are stuck with old procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire world. The World Health Organization declared it as a pandemic. This situation challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. Many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teaching–learning. The article includes the importance of online learning and Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of e-learning modes in the time of crisis. This article also put some light on the growth of EdTech Start-ups during the time of pandemic and natural disasters and includes suggestions for academic insti- tutions of how to deal with challenges associated with online learning. Keywords coronavirus, COVID-19, education, online learning, technology, EdTech 1 Department of Commerce, SGTB Khalsa College, University of Delhi, Delhi, India 2 Department of Commerce, Delhi School of Economics, University of Delhi, Delhi, India Corresponding Author: Shivangi Dhawan, Department of Commerce, SGTB Khalsa College, University of Delhi, Delhi, India. Email: shivangidhawan13@gmail.com Journal of Educational Technology Systems 2020, Vol. 49(1) 5–22 ! The Author(s) 2020 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0047239520934018 journals.sagepub.com/home/ets DOI: https://doi.org/10.37074/jalt.2023.6.1.9 Content Available at : Journal of Applied Learning & Teaching Vol.6 No.1 (2023) J o u r n a l o f Applied Learning & T e a c h i n g JALT http://journals.sfu.ca/jalt/index.php/jalt/index ISSN : 2591-801X ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Jürgen RudolphA A Head of Research, Kaplan Singapore Abstract ChatGPT is the world’s most advanced chatbot thus far. Unlike other chatbots, it can create impressive prose within seconds, and it has created much hype and doomsday predictions when it comes to student assessment in higher education and a host of other matters. ChatGPT is a state- of-the-art language model (a variant of OpenAI’s Generative Pretrained Transformer (GPT) language model) designed to generate text that can be indistinguishable from text written by humans. It can engage in conversation with users in a seemingly natural and intuitive way. Introduction Samson TanB B Director of Regional Strategy & Operations (Singapore), Civica Asia Pacific Shannon TanC C Research Assistant, Kaplan Singapore I have the knowledge, I have the lived experience, I’m a good student, I go to all the tutorials and I go to all the lectures and I read everything we have to read but I kind of felt I was being penalised because I don’t write eloquently and I didn’t feel that was right. (‘Essay Witch’, a student in New Zealand who used AI tools for their assignments, cited in Heyward, 2022) EDUCATIONAL ASSESSMENT & EVALUATION | RESEARCH ARTICLE Time to Revisit Existing Student’s Performance Evaluation Approach in Higher Education Sector in a New Era of ChatGPT — A Case Study Iffat Sabir Chaudhry1 *, Sayed Ahmad M. Sarwary2 , Ghaleb A. El Refae1 and Habib Chabchoub1 Abstract: Artificial intelligence-based tools are rapidly revolutionizing the field of higher education, yet to be explored in terms of their impact on existing higher education institutions’ (HEIs) practices adopted for continuous learning improve- ment, given the sparsity of the literature and empirical experiments in undergrad- uate degree programs. After the entry of ChatGPT -a conversational artificial intelligence (AI) tool that uses a deep learning model to generate human-like text ABOUT THE AUTHOR Iffat Sabir chaudhry received her PhD in Management with a focus on organizational behaviors and its psychological and social aspects. Her research activities are primarily focused on the systems designs, processes, and technology, and their influence on productivity. Aligned to the PUBLIC INTEREST STATEMENT The recent entry of the conversational artificial intelligence tool of ChatGPT is considered as a disruptive technology. Based on this premise, the researchers investigated if ChatGPT can respond effectively to the variety of assessment tools used by the instructors at undergraduate Chaudhry et al., Cogent Education (2023), 10: 2210461 https://doi.org/10.1080/2331186X.2023.2210461 Received: 27 February 2023 Accepted: 01 May 2023 *Corresponding author:Iffat Sabir Chaudhry, College of Business, Mohamed Bin Zayed, Al Ain University, Abu Dhabi Campus, United Arab Emirates E-mail: iffat.sabir@aau.ac.ae Reviewing editor: Sammy King Fai Hui, Curriculum & Instruction, The Education University of Hong Kong, Hong kong Additional information is available at the end of the article TechTrends (2023) 67:402–403 https://doi.org/10.1007/s11528-023-00844-y COLUMN: GRADUATE MEMBER MUSINGS ChatGPT in Education: An Opportunity or a Challenge for the Future? Mohammad Shams Ud Duha1 Published online: 6 April 2023 © Association for Educational Communications & Technology 2023 Why write an article when you (can) ask ChatGPT to write it for you? I received this comment from one of my graduate stu- The good news is that it is not the first time in history that we are so concerned about the advent of a technological tool in the education sector. We just adapted our strategies and
- 4. Making learning moreopen and personal
- 5. Understanding the background:the Open Education movement
- 7.
- 8.
- 9.
- 10. Open education movement •2001 — Creative Commons • 2002 — UNESCO adopts the term Open Educational Resources (OER) • 2008 — Cape Town Open Education Declaration • 2012 — 1st World OER Congress and Paris OER Declaration • 2017 — 2nd World OER Congress and Ljubljana OER Action Plan • 2019 — UNESCO Recommendation on OER
- 11.
- 12. Wider perspective onopen education • Open educational resources • Open online courses (MOOCs, etc) • Open learning environments • Open pedagogy: personal approaches to learning and assessment • Open data and learning analytics • Thinking outside the institution
- 13. Three examples fromTallinn University • Open learning environments • Learning contracts and Open Badges for personalized learning and assessment • Open study information system
- 14.
- 15.
- 16. Course blog Learner blogs Blog-basedopen online courses
- 17. Course format • Courseblog + learner blogs • Additional Web 2.0 and social media tools (Twitter, SlideShare, YouTube, …) • Open enrollment • Open educational resources • Assignments through blog posts • Feedback and discussion in comments
- 18. Bene fi ts of usingblogs • Supporting learners to develop and express their ideas • Supporting collaboration and group work • Getting feedback from others • Enriching the learning environment • Promoting new educational practices • Motivating learners (Goktas & Demirel, 2012)
- 19. From disposable assignmentsto renewable assignments educational resources that provide a lasting benefit to the broader community of learners. We might consider a continuum of criteria that distinguish disposable assignments from renewable assignments, as indicated in Table 1. Table 1 Criteria Distinguishing Different Kinds of Assignments Student creates an artifact The artifact has value beyond supporting its creator’s learning The artifact is made public The artifact is openly licensed Disposable assignments X Authentic assignments X X Constructionist assignments X X X Renewable assignments X X X X Thus, in determining whether a particular approach should be labeled OER-enabled pedagogy, it matters whether openly licensed resources are a vital part of the practice. We propose the following four-part test (Wiley & Hilton, 2018)
- 20. Challenges in blog-basedcourses • Coordinating and following the course activities • Creating and sustaining the learning community • Designing content and activities • Feedback and assessment (Väljataga et al., 2011)
- 21. V ä ljataga, T., P õ ldoja,H., Laanpere, M. (2011). Open Online Courses: Responding to Design Challenges. In H. Ruokamo, M. Eriksson, L. Pekkala, & H. Vuoj ä rvi (Eds.), Proceedings of the 4th International Network-Based Education 2011 Conference The Social Media in the Middle of Nowhere (pp. 68-75). Rovaniemi: University of Lapland. Proceedings of the NBE 2011 68 Open Online Courses: Responding to Design Challenges Terje Väljataga terje.valjataga@tlu.ee http://terjevaljataga.eu Hans Põldoja hans.poldoja@tlu.ee http://www.hanspoldoja.net Mart Laanpere mart.laanpere@tlu.ee Tallinn University Centre for Educational Technology Narva road 25, 10120 Tallinn, Estonia Tel: +372 6409 355, Fax: +372 6409 355 Open education and open educational resources movement as a recent trend in higher education focuses on providing free access to a wide range of educational resources and online courses. However, such a narrow approach fails to acknowledge the transformative and innovative opportunities openness can offer in higher education. The authors of the paper take a wider perspective to the concept of openness in formal higher education. In addition to open technology, content and knowledge sharing openness in course design is an important dimension to consider. Although open online course design solves many educational problems and challenges, at the same time it also creates new ones. This paper discusses about the re-occurring course design challenges that facilitators face while designing and running open courses. Through a multiple case study a variety of design responses to the design challenges is analyzed and demonstrated. Keywords: open online course model, open educational resources, pedagogical design, multiple case study 1 Introduction The concept of openness has multiple interpretations and dimensions in the context of higher education. Among others, it has been used by proponents of open classroom approach in 1970-ties and by distance education enthusiasts while establishing open universities”. The purpose was to solve a number of educational problems and challenges, for instance, to improve access to existing study programmes and attract more (or better) students following Huijser, Bedford, and Bull’s (2008) claim that everyone has the right to education. In general, openness in education is attributed to a barrier-free access to education in terms of time, affordability and admission requirements being freely available through the Internet. A recent trend is the open educational resources (OER) movement (Atkins, Brown & Hammond, 2007), which provides free access to a wide range of educational resources and online courses. OER and its importance has been widely documented and demonstrated (Downes, 2007). The key tenet of open education is that “education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection” (p. 2) (Iiyoshi & Kumar, 2008). The notion of openness in education is clearly triggered by the opportunities technological development offers. In addition to growing access to Internet, the latest evolution of digital technology and Web has fostered a new culture of creating and sharing open content in online communities. It has been possible due to the blurred line between producers and consumers of content allowing shifted attention from access to information toward access to other people (Iiyoshi & Kumar, 2008). In the light of ongoing technological development, there are educators who are exploring ways to expand the notion of openness in education beyond public sharing of educational content. Iiyoshi & Kumar (2008) point out that with the concept of openness we might tend to grow our collections of educational tools and resources and miss the transformative and innovative opportunities “openness” can offer. One of the emerging practices in this direction is the open online course model.
- 22.
- 23. P õ ldoja, H., Duval,E., & Leinonen, T. (2016). Design and evaluation of an online tool for open learning with blogs. Australasian Journal of Educational Technology, 32(2), 64–81. http://dx.doi.org/ 10.14742/ajet.2450 Australasian Journal of Educational Technology, 2016, 32(2). 64 ascilite Design and evaluation of an online tool for open learning with blogs Hans Põldoja Tallinn University, Estonia Erik Duval Katholieke Universiteit Leuven, Belgium Teemu Leinonen Aalto University, Finland Blogs are used in higher education to support face-to-face courses, to organise online courses, and to open up courses for a wider group of participants. However the open and distributed nature of blogs creates problems that are not common in other learning contexts. Four key challenges related to the use of blogs in learning were identified from earlier research: fragmented discussions, a lack of coordination structures, weak support for awareness, and a danger of over-scripting. The EduFeedr system has been designed to address these issues. In this paper, the authors present their evaluation of its design and effectiveness in a total of 10 courses. The results indicate that learners find the EduFeedr system useful in following discussions and in comparing their progress with other learners. The coordination and awareness issues are seen as more important than the fragmentation of discussions and a danger of over-scripting. Introduction Blogs are used in higher education to provide a space for reflection, a forum for discussions, a portfolio of completed assignments, and for opening up courses for a wider group of participants. While some recent research has focused on the pedagogical aspects of using blogs in higher education, Sim and Hew (2010) suggest that one focus of future research should be the development of web technologies that will enhance the conversational and interactive aspects of blogging. Our study focuses on designing and evaluating an online tool that aims to address some of the issues that impede the use of blogs in online and blended learning courses. A blog is a website where the content is comprised of posts that are displayed in reverse chronological order. A typical blog is a personal website that is written by a single person; however it is also possible to have several authors. Readers can become engaged by writing comments on blog posts. Syndication technologies such as really simple syndication (RSS) and Atom enable readers to receive new posts and comments automatically. All blogs and their interconnections are often referred to as the blogosphere. The blogosphere can be seen both as a social network and as an ecosystem. The possibilities for using blogs in learning became evident soon after blogs emerged (Oravec, 2003; Williams & Jacobs, 2004). Sim and Hew (2010) identified six major applications for blogs in education: (a) maintaining a learning journal, (b) recording personal life, (c) expressing emotions, (d) communicating with others, (e) assessment, and (f) managing tasks. Kim (2008) suggests that the use of blogs may help to overcome various limitations of other computer- mediated communication systems, such as difficulties in managing communication, passiveness of students, lack of ownership, instructor-centeredness, and limited archives of communication. Previous studies show that reading other blogs and receiving feedback on one’s own blog posts were the more effective aspects of using blogs in learning (Churchill, 2009; Ellison & Wu, 2008). Blogs are useful in disciplines that require students to discuss, write, reflect, and make comments about content or ideas (Cakir, 2013). Blogging has been found particularly beneficial in teacher education because it can motivate learners, foster collaboration and cooperation, promote different instructional practices, and enrich the learning environment (Goktas & Demirel, 2012). Teachers who acquire these competences during the blogging assignments can later apply these methods in their own teaching.
- 24.
- 25. Learning contracts andOpen Badges for personalized learning and assessment
- 26. Learning contract template •Topic: What is the topic I wish to learn about? • Purpose: What is the purpose of my task? Why do I wish to learn about or learn to do a particular task? • Resources: What kind of technological, material and human resources do I need? How can I get access to these? • Strategy: How do I intend to go about learning this particular topic/task? What action may be involved and in what order will these be carried out? • Outcome evaluation: How will I know when I have completed the task/topic successfully? How shall I judge success? • Re fl ection: How well did I do? What has worked? What has not worked? Why? What remains to be learnt? What are my strengths and what are my weaknesses? What shall I do next?
- 27.
- 28.
- 29. Knowles, M. (1986).Using learning contracts. Jossey-Bass.
- 30.
- 31.
- 33. Badge points • Basicknowledge badges — 10 points • Golden badges for basic knowledge — 15 points • Broken badge for basic knowledge — 5 points • Learning resource author — 24 points (36 points for a golden badge) • Researcher — 36 points • Enlightener — 10 points • Wikipedist — 12 points
- 34. Three methods combined •Personal learning contracts • Open badges • Personal learning pathways
- 35. Põldoja, H., Jürgens,P., & Laanpere, M. (2016). Design Patterns for Badge Systems in Higher Education. In M. Spaniol, M. Temperini, D.K.W. Chiu, I. Marenzi, & U. Nanni (eds.), Advances in Web-Based Learning — ICWL 2016 (Vol. 10013, pp. 40–49). Springer. http://dx.doi.org/ 10.1007/978-3-319-47440-3_5 Design Patterns for Badge Systems in Higher Education Hans Põldoja (✉) , Pirje Jürgens, and Mart Laanpere Tallinn University, Narva mnt 25, 10120 Tallinn, Estonia {hans.poldoja,pirje.jurgens,mart.laanpere}@tlu.ee Abstract. Open Badges as a method for assessment and recognition of learning originates from the context of informal learning. Thus, it cannot be introduced into formal higher education without reconsidering the existing assessment processes.This paper presentsexperiencesfrom three years of using Open Badges in a master level course. In each iteration, the badge system was revised based on learners’ feedback. Special attention was given to supporting learners with different learning styles. To summarize our findings, this paper proposes a set of design patterns for developing badge systems in higher education. While the learning styles proved to be useful as generic design guidelines for separating two alternative learning pathways for the course, more research is needed on advanced learning-style-based learning pathways. Keywords: Open Badges · Assessment · Higher education 1 Introduction Open Badges (OB’s) is a web technology for recognizing and verifying knowledge, competencies or involvements gained in online or offline settings. In a basic sense, badges are digital images that contain embedded information about the accomplish‐ ments. The development of the Open Badges technology started in 2010, when a group of open education activists came up with the initial concept during the Mozilla Drumbeat Festival. Inspired by the use of digital badges in gaming and various social apps, they proposed that badges could be used for verifying learning. The technical specification of the Open Badges Infrastructure (OBI) was developed together with the Mozilla Foundation and released in 2012. While digital badges are typically used within a single environment, OBI was developed as an open standard that allows people to collect badges from different issuers. The initial scenarios about using open badges focused on informal learning contexts [1]. However, in recent years there have been a number of studies about using badges in schools [2, 3] and in higher education [4–6]. Introducing open badges to formal higher education courses provides an opportunity to reconsider the existing assessment procedures. Recent research on open badges has proposed a number of reasons for adopting badges. Ahn, Pellicone, and Butler [7] see badges as motivators for behavior, pedagogical tools for promoting particular learning activities, and credentials for recognizing learning achievements. While Jovanovic and Devedzic [8] identify similar roles for open badges, they discuss additional benefits such as supporting alternative forms of assessment (e.g. peer-assessment), providing learners © Springer International Publishing AG 2016 D.K.W. Chiu et al. (Eds.): ICWL 2016, LNCS 10013, pp. 40–49, 2016. DOI: 10.1007/978-3-319-47440-3_5
- 36.
- 37. Study information system •Study programmes and course descriptions • Courses, enrollments and grades • Course feedback • Student data • Study contracts and invoices • Applications and documents
- 38. Could some ofthis data be … … open? … linked? … visualized?
- 39.
- 40. Goals • Making thedata about the organization of studies available for teaching stuff, students and other interested parties • Improving the organization of studies and supervision through the availability of data • Improving the decision making processes and involving a larger group of stakeholders through the availability of data
- 41. Schedule of coursesby semester
- 42.
- 43.
- 44.
- 45.
- 46.
- 47. Open should bethe default, closed should be an option
- 48. References • Class Hack.(n.d.). Open Badge Anatomy (Updated). http://classhack.com/post/ 45364649211/open-badge-anatomy-updated • Goktas, Y., & Demirel, T. (2012). Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions. Computers & Education, 58(3), 908–917. http://doi.org/10.1016/j.compedu.2011.11.004 • Plourde, M. (2013). MOOC (massive open online course). https://et.wikipedia.org/ wiki/MOOC#/media/File:MOOC_poster_mathplourde.jpg • Wiley, D., & Hilton, J. L. (2018). De fi ning OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4), 133–147. https:// doi.org/10.19173/irrodl.v19i4.3601
- 49. Photos • “My Instagramnetwork, visualised” by Andy Lamb is licensed under CC BY 2.0 • “badge collection” by tommydgnr8 is licensed under CC BY 2.0
- 50. This work islicensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/ Hans Põldoja hans.poldoja@tlu.ee Tallinn University School of Digital Technologies http://www.hanspoldoja.net https://www.slideshare.net/hanspoldoja