This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
This document discusses MOOCs (Massive Open Online Courses) and the role of libraries in supporting them. It defines MOOCs as online courses that are open to unlimited participation for free via the web. While early MOOCs emphasized open licensing of content, later MOOCs rely more on closed licenses and commercial platforms. The document outlines opportunities and challenges for libraries in relation to MOOCs, such as providing resources to faculty, addressing copyright issues, and reaching new audiences. However, it also notes limitations of MOOCs like lack of accreditation, assessment challenges, and limited student-teacher interaction.
This paper proposes a twelve dimensional classification schema for analyzing and designing MOOCs. The schema includes dimensions such as openness, scale, diversity, use of multimedia, communication, collaboration, learning pathways, quality assurance and certification. The paper applies the schema to analyze five example MOOCs that emphasize different pedagogical approaches such as associative, cognitive, constructive, situative and connective learning. It concludes that the schema can be used to design effective MOOCs by considering each dimension and to evaluate existing MOOCs.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Week 3 presentation Salesman wiki finalvictoriahui
This document provides an overview of massive open online courses (MOOCs). It discusses the origins of MOOCs from early open courseware projects at MIT and the formation of edX, Coursera and Udacity. Key aspects of MOOCs are described such as their open enrollment, lack of fees/prerequisites and format of online video lectures. Both potential benefits and concerns about MOOCs are outlined. The document also briefly introduces OER Commons, an online library for open educational resources.
This document is a presentation about Massive Open Online Courses (MOOCs). It provides background on the origin and development of MOOCs through platforms like MITx, edX, Coursera and Udacity. It discusses characteristics of MOOCs like large enrollments, open access, and lack of fees or prerequisites. The presentation also covers pros and cons of MOOCs, concerns about their sustainability and future, patterns in student enrollment, and questions about their role and fit within traditional higher education. It concludes with information about Open Educational Resources and the OER Commons platform.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
This document discusses MOOCs (Massive Open Online Courses) and the role of libraries in supporting them. It defines MOOCs as online courses that are open to unlimited participation for free via the web. While early MOOCs emphasized open licensing of content, later MOOCs rely more on closed licenses and commercial platforms. The document outlines opportunities and challenges for libraries in relation to MOOCs, such as providing resources to faculty, addressing copyright issues, and reaching new audiences. However, it also notes limitations of MOOCs like lack of accreditation, assessment challenges, and limited student-teacher interaction.
This paper proposes a twelve dimensional classification schema for analyzing and designing MOOCs. The schema includes dimensions such as openness, scale, diversity, use of multimedia, communication, collaboration, learning pathways, quality assurance and certification. The paper applies the schema to analyze five example MOOCs that emphasize different pedagogical approaches such as associative, cognitive, constructive, situative and connective learning. It concludes that the schema can be used to design effective MOOCs by considering each dimension and to evaluate existing MOOCs.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Week 3 presentation Salesman wiki finalvictoriahui
This document provides an overview of massive open online courses (MOOCs). It discusses the origins of MOOCs from early open courseware projects at MIT and the formation of edX, Coursera and Udacity. Key aspects of MOOCs are described such as their open enrollment, lack of fees/prerequisites and format of online video lectures. Both potential benefits and concerns about MOOCs are outlined. The document also briefly introduces OER Commons, an online library for open educational resources.
This document is a presentation about Massive Open Online Courses (MOOCs). It provides background on the origin and development of MOOCs through platforms like MITx, edX, Coursera and Udacity. It discusses characteristics of MOOCs like large enrollments, open access, and lack of fees or prerequisites. The presentation also covers pros and cons of MOOCs, concerns about their sustainability and future, patterns in student enrollment, and questions about their role and fit within traditional higher education. It concludes with information about Open Educational Resources and the OER Commons platform.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
This document outlines Designing Effective MOOCs by Gráinne Conole. It discusses barriers to adoption of e-learning, digital landscapes, pedagogical approaches and how social media tools can support them. It also covers learning design principles, the 7Cs framework, and evaluating course success. MOOCs are challenging formal education and new business models are emerging while ways to accredit informal learning are being explored.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...BCcampus
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.
Moodle: using an open learning management system to support student learningKeith Landa
2010 SUNY Freedonia Teaching and Learning conference - "Universal Design for Learning: Accessible and Assistive Technologies to Enhance Student Learning"
Session description: Over the past 18 months, Purchase College has migrated from Blackboard to Moodle for our campus learning management system. Our decision was partially driven by the lower total costs for Moodle as an open source product and our desire to avoid the risks and lack of control associated with commercial applications. Our primary consideration however was that Moodle provides a pedagogically stronger learning platform, and its openness allows us to integrate it with other learning applications that faculty would like to use to promote student engagement.
This session will focus on the pedagogical aspects of Moodle as a learning platform. We will briefly discuss the process and findings Purchase College used to develop a consensus among faculty, students and technology staff to switch to Moodle. Participants will then spend the bulk of the session in a directed exploration of the diverse learning activities in Moodle that promote student engagement and learning, to facilitate discussion of how Moodle compares to ANGEL and Blackboard. We will examine examples of how Moodle’s open architecture allows it to integrate with external Web 2.0 applications, and finally discuss options for no-cost hosted Moodle solutions that will allow participants to evaluate Moodle for their campuses.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
This document outlines Designing Effective MOOCs by Gráinne Conole. It discusses barriers to adoption of e-learning, digital landscapes, pedagogical approaches and how social media tools can support them. It also covers learning design principles, the 7Cs framework, and evaluating course success. MOOCs are challenging formal education and new business models are emerging while ways to accredit informal learning are being explored.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...BCcampus
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.
Moodle: using an open learning management system to support student learningKeith Landa
2010 SUNY Freedonia Teaching and Learning conference - "Universal Design for Learning: Accessible and Assistive Technologies to Enhance Student Learning"
Session description: Over the past 18 months, Purchase College has migrated from Blackboard to Moodle for our campus learning management system. Our decision was partially driven by the lower total costs for Moodle as an open source product and our desire to avoid the risks and lack of control associated with commercial applications. Our primary consideration however was that Moodle provides a pedagogically stronger learning platform, and its openness allows us to integrate it with other learning applications that faculty would like to use to promote student engagement.
This session will focus on the pedagogical aspects of Moodle as a learning platform. We will briefly discuss the process and findings Purchase College used to develop a consensus among faculty, students and technology staff to switch to Moodle. Participants will then spend the bulk of the session in a directed exploration of the diverse learning activities in Moodle that promote student engagement and learning, to facilitate discussion of how Moodle compares to ANGEL and Blackboard. We will examine examples of how Moodle’s open architecture allows it to integrate with external Web 2.0 applications, and finally discuss options for no-cost hosted Moodle solutions that will allow participants to evaluate Moodle for their campuses.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Open Educational Resources: Experiences of use in a Latin-American contextTecnológico de Monterrey
The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
Metaschool.cz - Towards Teacher Competencies with Web 2.0NaturNetPlus
The document describes the Metaschool project which aims to improve teacher training on organizing, sharing, and reusing digital learning resources through online repositories. It discusses the project's objectives to develop a training framework and strategies for teachers to tag resources and create personal portfolios. The methodology section outlines the four steps taken in Czech pilot workshops: building scenarios, vision building, testing scenarios, and collecting user requirements. Key technologies used were the Uniform Resource Management system, GeoHosting, and GeoGame software. Initial testing results found spatial games and student content creation were well adopted. The conclusion calls for wider international school cooperation to increase the potential of new technologies.
Pass the baton: How to run a faster racePaul Seiler
This document discusses the development of reusable and portable educational content in New Zealand schools. It outlines efforts to break dependencies between content and learning management systems by developing content that can be easily shared and reused across different platforms. A conceptual model was created based on workflow analysis. Wikis were identified as a way to enable authoring, sharing and ensuring interoperability of content. Three work streams were proposed to cover these areas as well as interoperability with multiple learning environments. Challenges around policies, politics and perceptions of open educational resources were also discussed.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
The document discusses the use of the World Wide Web in education. It begins by outlining the history and growth of the WWW from the 1990s. It then describes the main educational functions of the WWW, including content delivery, instruction delivery, communication support, and creation support. Various models of implementing the WWW in education are presented, including content-oriented models, virtual educational configurations, and communication-based models. The document concludes by examining current technological and pedagogical approaches, finding that while websites have grown, many do not fully utilize the interactive and collaborative potential of the WWW.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
Bridging the gap: OER for increasing access, openness and performanceRamesh C. Sharma
"Bridging the gap: OER for increasing access, openness and performance"
Presentation at University of Mumbai on 10th March,2016 during Open Education Week 2016, Organized by Department of Education, Department of Computer Science & Department of Information Technology
This document summarizes the key lessons learned from the UKOER program, which aimed to encourage the creation and use of open educational resources (OER) in UK higher education. The three main lessons are: 1) OER were embraced by a wide range of stakeholders but partnerships may impact openness; 2) Not all OER are truly open and accessible; and 3) Sustaining a culture of openness faces challenges without ongoing support. The document also reflects on tensions between community approaches and openness, and how to maintain momentum around OER into the future.
Youngsup Kim, board member of the OCW Consortium and Igor Lesko, membership services coordinator present on the future of OCW at the Asia OCW Meeting in Taipei.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Open Educational Practices (OEP): What They Mean For Me and How I Use Themlisbk
Slides for a talk on "Open Educational Practices (OEP): What They Mean For Me and How I Use Them" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton for a webinar organised by Salford University from 09.30-10.30 on Thursday 5 December 2013.
See http://ukwebfocus.wordpress.com/events/webinar-on-open-educational-practices/
Open Educational Resources & Creative Commons - Application, Impact, and Bene...Paul_Stacey
Presentation given to Consortium for Healthcare Education Online November 26, 2013. Identifies 8 impacts open is having on CHEO including 1. Open Policy, 2. Open License, 3. Open Educational Resources, 4. Design and Development, 5. Pedagogy, 6. Storage and Access, 7. Marketing, 8. Partnerships & Scale.
The document discusses plans for a "Portus mini MOOC" being developed by academics at the University of Southampton. It provides background on MOOCs and describes the design of the Portus mini MOOC, which will involve 6 hours of content per week over 9 topics. Learners will view videos, engage with course materials, participate in discussions, and have the option to write blog posts and provide peer reviews. The goal is for the mini MOOC to support a field school program and allow reuse of student-generated content.
Paper for “Building Online Science and Engineering Ethics Resources: What works, where can improvements be made?” Ethics Education and Scientific and Engineering Research: What’s Been Learned? What Should Be Done? National Academy of Engineering, Center for Engineering, Ethics, & Society. Washington D.C., August 25-26, 2008.
With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have implemented OpenCourseWare (OCW) initiatives and OER(Open Educational Resources) development to share their learning materials on the web. In addition, some universities provide free Massive Open Online Course (MOOC) with large-scale interactive participation and open access on the Internet. This keynote evaluates the status of the Open Education movement and its dissemination in higher education. It reviews the growth of MOOC movement, activities of MOOC providers and consortiums, introduction MOOC to university education as well as the possible impact on higher education. In addition, this keynote introduces current open educational practices in Hokkaido region, utilizing OER across campuses to improve student outcomes.
Similar a Petrides FLOSS Presentation - Athens Greece May 27, 2008: The OER Commons Initiative: Transforming Teaching and Learning (20)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Petrides FLOSS Presentation - Athens Greece May 27, 2008: The OER Commons Initiative: Transforming Teaching and Learning
1. ISKME: CC BY-NC-SA 3.0
The OER Commons
Initiative: Transforming
Teaching and Learning
Lisa Petrides, Ph.D.
Institute for the Study of
Knowledge Management in
Education (ISKME)
FLOSS, May 27, 2008
Athens, Greece
http://flickr.com/photos/transcendent/2300591251/
2. ISKME: CC BY-NC-SA 3.0
An imperative for education: We need to…
• Move beyond education as a static, one-way exchange
of information
• Enable teachers and learners to contribute back to the
process of education
• Support dynamic content that is continuously improved
• Learn from experts as well as non-experts
• Bridge formal and informal learning to solve
contemporary scientific problems
• Look beyond the web page and formal curriculum—how
to connect people
3. ISKME: CC BY-NC-SA 3.0
Motivated by the open source movement
• Groundwork for harnessing innovation from dedicated
and enthusiastic users rests in the legacy of the Open
Source movement
• Inspiration for facilitating OER use found in:
– Remix cultures formed around on music and video
– Wikis and text-based re-authoring sites
– Social networking sites focused on ratings, reviews,
and recommendations
4. ISKME: CC BY-NC-SA 3.0
Research questions from case studies of
open education projects
4. WGBH - What do teachers
understand about licensing,
and how can they be
supported in their use of
alternatively licensed
materials?
5. Stanford Encyclopedia of
Philosophy – How do can
funding models for OER be
developed and sustained?
6. CurriculumNet – What
funding models can be
developed and sustained that
are unique to developing
countries?
1. Free High School Science
Texts - How can volunteers
be recruited, engaged and
supported in the process of
collaborative content
creation?
2. Curriki - How are users
inspired and motivated to
engage within a wiki
platform?
3. Telecentres.org – Which
characteristics of peer
production models are
effective and which are
not?
5. ISKME: CC BY-NC-SA 3.0
• Curating and aggregating
metadata from over
20,000 resources
• Enhancing metadata
through standards
mapping, as a way to
improve findability of
resources
• Creating services around
metadata—i.e. Facebook
apps and other web
services
OER Commons: Using OER to transform
teaching and learning
6. ISKME: CC BY-NC-SA 3.0
How it works
• Zope 3 platform
• Running on Elastic Cloud at Amazon (servers)
• Harvest metadata from OAI PMP, RSS, other data feeds,
spreadsheets, hand-harvest
• Offer metadata back as web service
• Collect user-generated metadata to add value to discovery,
use and re-use (tags, ratings, reviews, pedagogy)
• Facilitate collaborative content creation through shared
workspaces and other content creation tools (wikis and
building in interfaces to existing
8. ISKME: CC BY-NC-SA 3.0
Adding to knowledge base
• Engagement inspired through
tagging tool, prompting new
knowledge about resources
from which others can benefit
• Library of Congress’ historical
image collection on Flickr
• Images not formally licensed, but
shared under the terms “no
known restrictions”
9. ISKME: CC BY-NC-SA 3.0
Adding value through continuous
transformation of resources, which requires:
• Alternative licensing,
as a way to invite
users to share, remix,
and modify existing
resources to meet their
own teaching and
learning needs
• (Re) Authoring
platforms and models
that facilitate users’
ability to repost their
modified content back
to the wider community
10. ISKME: CC BY-NC-SA 3.0
Incorporating geo data (physical addresses,
maps/directions) into teaching and learning
• Resources that
support local
needs, community
interfacing, and
preservation of
place
• Resources that
grow globally and
allow different
groups of teachers
and learners to
contribute to them
from anywhere
GPS, global positioning coordinates, long/lat 2D or 3D
11. ISKME: CC BY-NC-SA 3.0
Global collaboratories: Modeling inquiry and
learning by doing
Contemporary
Scientific
Investigation
& Discovery
E-Science
Resources
(e.g., online
data sets, tools,
simulations)
Open Educational
Resources (OER)
(e.g., lesson plans,
assessments,
assignments)
Communities
of Educators,
Students,
Scientists
OER
Collaboratories
• Pilot project with 18 middle school
science teachers across four
countries
• Teachers work together and with
their students to find resources,
post project documents and share
teaching strategies about climate
change studies and data
collection
• Emphasizes the development and
exploration of student questions
as they come to understand
analytical procedures, and the
formulation of data-based
inferences
12. ISKME: CC BY-NC-SA 3.0
Potential barriers to learning (within
traditional education sector)
• How to reinforce structures that
support collaborative ways of
working
• What is the reward for teachers in
taking the time to do this
• Can teachers reclaim
professionalism of teaching and
step into role of curriculum creator
(as opposed to delivery person)
• Will teachers willingly step into the
role of OER author, remixer, or
online collaborator
• Who will pay for this?
http://flickr.com/photos/meantux/312313689/
13. ISKME: CC BY-NC-SA 3.0
61%
17%
15%
11%
10%
To expand
knowledge, stay
current, or get ideas
To
supplement
lessons
To improve
teaching
methods
To connect with
other teachers/
learners
Other
Why are teachers and learners accessing
open content on the web?
Note: Data from 2007 OER Commons user survey of 400+ teachers and learners
14. ISKME: CC BY-NC-SA 3.0
In summary, open education involves a process of
knowledge sharing, creation, and continuous learning
1. Expand knowledge creation and problem solving by
gathering user-generated data and information
2. Facilitate teaching and scholarship through input
from diverse populations, leading to cross pollination
of ideas and expertise
3. Add value to resources through reuse, adaptation,
and localization
4. Provide opportunity to test ideas and learn by doing,
modeling good practices of (scientific) inquiry
15. ISKME: CC BY-NC-SA 3.0
• Increase attention to interoperability to facilitate exchange
and syndication of resource metadata with other open
data initiatives (Facebook apps, Ariadne/Globe, EUN)
• Develop or adopt new functionality and tools that allow
active and collaborative engagement with open content
• Facilitate workshops and training opportunities for
teachers and learners to become active participants in the
use, reuse, and development of content
• Ultimately, figure out how to embed these processes into
formal and informal learning environments
What we’ve learned so far…
16. ISKME: CC BY-NC-SA 3.0
Cape Town Declaration
http://www.capetowndeclaration.org/read-the-declaration
17. ISKME: CC BY-NC-SA 3.0
Cape Town Declaration
• Educators worldwide are developing a
vast pool of educational resources on the
Internet, open and free for all to use.
These educators are creating a world
where each and every person on earth
can access and contribute to the sum of all
human knowledge.