Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
During the past years there has been a growing trend within traditional education to ‘open up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge café is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
During the past years there has been a growing trend within traditional education to ‘open up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge café is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Making Sense of MOOCs from a Liberal Arts Perspectivelms4w
Presentation on MOOCs and liberal education for Trinity College's Spring Institute on Teaching and Technology (SITT) 2013, http://commons.trincoll.edu/itec/event-may-2013/
Downloadable/editable slides: https://osf.io/5gf3n/
Presentation for a workshop at the Student Union Development Summit at the University of British Columbia in Vancouver, BC, Canada.
Enhancing Educational Outreach: Development of an Online Plagiarism TutorialUCD Library
Presentation by Jennifer Collery, Liaison Librarian at University College Dublin, Dublin, Ireland, at EdTech 2014 (The 15th Educational Technology Conference of the Irish Learning Technology Association (ILTA)), held on May 29th & 30th, 2014 at University College Dublin, Ireland.
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Making Sense of MOOCs from a Liberal Arts Perspectivelms4w
Presentation on MOOCs and liberal education for Trinity College's Spring Institute on Teaching and Technology (SITT) 2013, http://commons.trincoll.edu/itec/event-may-2013/
Downloadable/editable slides: https://osf.io/5gf3n/
Presentation for a workshop at the Student Union Development Summit at the University of British Columbia in Vancouver, BC, Canada.
Enhancing Educational Outreach: Development of an Online Plagiarism TutorialUCD Library
Presentation by Jennifer Collery, Liaison Librarian at University College Dublin, Dublin, Ireland, at EdTech 2014 (The 15th Educational Technology Conference of the Irish Learning Technology Association (ILTA)), held on May 29th & 30th, 2014 at University College Dublin, Ireland.
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
Similar to Wrapped MOOCs: What is being valued and reused? (20)
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
CPUT Fundani TWT - 22 May 2014
Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced.
Global Citizenship badges: Using gamification to recognize non-formal learnin...Andrew Deacon
Presented at the 15th Annual Conference on World Wide Web Applications, Cape Town, September 2013
The University of Cape Town offers a co-curricular Global Citizenship programme providing students with opportunities to engage critically with contemporary global debates and reflect on issues of citizenship and social justice. The required learning activities include writing blog posts on the course site, participating in voluntary community service and creating small campaigns on campus. While there is enthusiastic engagement with activities, it remains challenging to monitor and assess student participation. Additionally these learning experiences are sufficiently different to academic courses that students remark on the difficulties in knowing what is being required. Over the past four years we have developed a successful learning environment for the programme and now needed to consider a redesign. A widely discussed strategy to acknowledge skills and achievements developed through informal learning involves the use of badges and related gamification ideas. Badges can provide a focus and motivation, and provide a mechanism to help compile a portfolio of evidence. Gamification involves using game-thinking and game mechanics in a non-game context to engage people. These are typically employed to increase motivation and participations. We draw on experience redesigning a Global Citizenship short course to explore the emerging design process and the possible applications and limitations of gamification to recognise informal learning in a university context. The Appreciative Inquiry stages guided the engagement with tutors and lecturers to enhance what is already being done well in the Global Citizenship programme.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Wrapped MOOCs:
What is being valued and reused?
Andrew Deacon, Tasneem Jaffer, Jeff Jawitz, Janet Small and Sukaina Walji
Centre for Innovation in Learning and Teaching
University of Cape Town
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
2. Outline
• MOOCs at a residential university
• Wrapping MOOCs
• On-campus cases
• Off-campus cases
• Researching online moves
3. MOOCs occupy “in between” spaces
‘third spaces’ which are neither formal nor informal but draw on both the skills of
formal learning and the informal identities that have a kind of authenticity
(Farrow, 2014)
Traditional formal
courses
MOOCs
Informal learning
from books, web, …
High engagement,
but only reaching
small numbers
Lower engagement, but
reaching large numbers
https://philosopher1978.wordpress.com/2014/09/02/liveblog-catherine-cronin-keynote-at-altc-altc2014/
4. ‘Writing Your World’ MOOC launch
Max Price, 18 September 2017
… resources [need to be] accessible to a much
wider audience of people who will never be able to
come to UCT … or to university or to be able to give
up the time to study full-time - we need to be
exploring alternatives if we're going to create that
access and if we're going to ensure that many
more people benefit from higher education. …
5. Becoming a changemaker:
Introduction to Social
Innovation
Climate Change Mitigation in
Developing Countries
Julia Scientific
Programming
Understanding Clinical
Research: Behind the
Statistics
Education for All:
Disability, Diversity and
Inclusion
Medicine and the Arts:
Humanising Healthcare
What is a Mind?
Extinctions: Past and
Present
Writing your world
Organ Donation: From
Death to Life
On FutureLearn On Coursera
6. e.g. most degree programmes
e.g. flip class
Wrapped
Wrapped
Wrapped
Off-campus
Wrapped
7. Goals of UCT’s MOOC Project
• To showcase the teaching and research excellence of UCT
• To give exposure to African content and knowledge
• To profile key postgraduate programmes and research areas aligned
with the university’s strategic goals
• To support students in academic transitions
• To make UCT’s knowledge resources globally accessible
• To develop models and expertise in online learning that could be
deployed in mainstream degree programmes
8. Highlights
• 170,000 people have enrolled
• Average 16.4% of enrolments from Africa (5% platform avg)
• Largest enrolment to date is ‘What is a Mind?’ - over 46,000 people
• Highest certificates achieved is ‘Understanding Clinical Research’,
with over 1,500
• Coursera’s Learn-Act-Impact campaign features two UCT courses –
‘Introduction to Social Innovation’ and ‘Mitigating Climate Change’
• Continuous Professional Development (CPD) points for healthcare
practitioners taking ‘Organ Donation: From Death to Life’
9. UCT courses on ‘Top 50’ list:
• Understanding Clinical Research
• What is a Mind?
• Extinctions: Past and Present
Perceived value
https://www.class-central.com
11. Wrapping and blended learning
• Pedagogically wrapping MOOCs with some form of facilitation
• Example: As preparation for a seminar
• Example: As study group meetup
• Using a MOOC in a blended learning context
• Examples: Changing role of lectures, seminars or assessments
• An indicator of a MOOC’s value
• Example: Opportunity to reuse and repurpose
12. On-campus wrapping
Own wrapping Others wrapping
On-campus • flipped classroom
• replace teaching
• textbook-like resource
• prerequisite
• textbook resource in course
• required for essay assignment
UCT MOOC
examples
• Example 1: ‘Medicine and the Arts’,
‘Writing your World’
• Example 2: ‘What is a Mind?’
• Example 3: ‘Organ Donation’
• Example 1: ‘Understanding Clinical Research’
• Example 2: ‘Education for All’
• Example 3: ‘What is a Mind?’
13. Origins: Developed out of an existing
taught Masters course
Wrapped: Used in a flipped classroom
mode in Masters course
15. On-campus wrapping
• as a prerequisite for a course
• in a flipped classroom
• to replace teaching while facilitating tutorials or assessments
• to serve as a textbook-like resource for a taught course
• to provide tutorials or assessments for a taught course
• to replace a course while facilitating with online meetups
• …
16. Off-campus wrapping
Own wrapping Others wrapping
Off-campus • facilitated wrapped class • Facilitated support groups
• Part of a course
• Within a campaign
UCT MOOC
examples
• Example 1: ‘Becoming a changemaker‘
in a community development
programme
• Example 1: ‘Becoming a changemaker‘
• Example 2: ‘What is a Mind?’, ‘Becoming a
changemaker‘
• Example 3: ‘Climate Change Mitigation’,
‘Becoming a changemaker‘
17.
18. Becoming a changemaker: Introduction to social innovation
Wrapped with facilitators classes -
providing access, digital skills and
support to complete MOOC
19. Wrapped courses in library, Cape Town
Facilitated MOOCs
“entrepreneurship in
developing economies”
20. Coursera’s social impact campaigns
Coursera identified courses
addressing the social issues that
threaten stability #LearnActImpact
“Becoming a Changemaker” joined
the Education for Social Impact
Campaign growing awareness of
the UN Sustainable Development
Goals (Leiden University)
21. Off-campus wrapping
• Facilitation or a meetup
• Introducing other topics with facilitation
• Part of advocacy campaigns with networks
• …
22. Survey: Awareness about open licencing
Yes
60%
No
40%
Did the open licencing assist you to
make use of the course material? (N=48)
Not always clear from survey what
people reused
24. Researching changes with teaching online
• Residential universities are innovating online
• Points of view
• MOOC-takers – the learners
• MOOC-makers – the educators
• MOOC-wrappers – the reusers
• MOOC-produces – the developers
• MOOC-stakeholders – the university management
• Data
• Surveys and interviews being conducted
25. • Develop 12 MOOCs (2015-2017)
• Research educators’ open educational practices (2015-2016)
• Research what MOOC-takers value in UCT MOOCs (2017-2019)
Researching the UCT MOOCs Project
26. Stage 2
Deliver
Stage 3
Evaluate
Stage 1
Develop
Via materials
perspective
Legal
openness
Pedagogical
openness
Financial
openness
Open
Educational
Practices
MOOC
design
tools
MOOC
educator
trajectory
MOOC
making
cycle
Via learner
perspective
Via
institutional
perspective
OER adoption’s
influence on
educators’ OEP?
27. Conclusions
• Practices of wrapping MOOCs
• On-campus – innovation in pedagogy and designing flexible learning opportunities
• Off-campus – a place to start and develop new learning opportunities
• What is valued and reused
• Opens up opportunities for educators
• Well designed learning materials with comparatively simple access
• Way to openly share knowledge and showcase teaching
• Residential universities are seeking to innovate online
• Research is lacking to inform changes in modes of teaching
28. Project research
• Deacon, A., Jawitz, J., Small, J., Walji, S. (2017) MOOCs and Transitions: Pathways in and out of learning and
work. Proceedings of the Fourth Biennial Conference of the South African Society for Engineering Education.
• Czerniewicz, L, Deacon, A, Glover, M, Walji, S. (2017) MOOC-making and open educational practices, Journal of
Computing in Higher Education.
• Czerniewicz, L., Deacon, A., Walji, S. & Glover, M. (2017). OER in and as MOOCs. In C. A. Hodgkinson-Williams
& P. B. Arinto (Eds) Adoption and Impact of OER in the Global South.
• Czerniewicz, L. Deacon, A., Walji, S. & Glover, M. (2017b). Chapter 10: OER in and as MOOCs. In: C. Hodgkinson-
Williams & P. B. Arinto (Eds.), Adoption and Impact of OER in the Global South.
• Czerniewicz, L, Glover, M, Deacon, A, Walji, S. (2016) MOOCs, openness and changing educator practices: an
Activity Theory case study. Proceedings of the 10th International Conference on Networked Learning.
• Walji, S, Deacon, A, Small, J, Czerniewicz, L. (2016) Learning through engagement: MOOCs as an emergent
form of provision. Distance Education, 37(2):208-223.
• Chapman, SA, Goodman, S, Jawitz, J, Deacon, A. (2016) A strategy for monitoring and evaluating massive open
online courses. Evaluation and Program Planning, 57(August):55–63.
• Czerniewicz, L, Deacon, A, Small, J, Walji, S. (2014) Developing world MOOCs: A curriculum view of the MOOC
landscape. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(3):122-139.