Boldic webinar Why spend time on MOOCs and OERs140415
•Transferir como PPTX, PDF•
0 gostou•869 visualizações
Boldic webinar, Whats up in Sweden
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Destaque (20)
Semelhante a Boldic webinar Why spend time on MOOCs and OERs140415
Semelhante a Boldic webinar Why spend time on MOOCs and OERs140415 (20)
Mais de Ebba Ossiannilsson
Mais de Ebba Ossiannilsson (20)
Último
Último (20)
Boldic webinar Why spend time on MOOCs and OERs140415
- 1. Why spend time on MOOCs and OER? Ebba Ossiannilsson, PhD Lund University, Sweden 15th April 2014 Webinar
- 2. Ebba Ossiannilsson, PhD Lund University
- 3. Open Educational Cultures - open arenas Open Access Open Licenses Open Software MOOCs OER/OEP/OEC M O O C © Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Derek Keats (image) CC-BY Ossiannilsson_Boldic2014
- 5. 21 century skills Ossiannilsson_Boldic2014 Digital literacy across the curricula (Hauge & Payton 2010 p 19
- 6. " We must engage in a fundamental transformation of our education and training systems And we need to fully exploit the potential that open and flexible education offers" (Commissionaire Vassilio EADTU 120929) Ossiannilsson_Boldic2014
- 7. EC Recommendations for Higher Education Opening up Education review their organisational strategies exploit the potential of Massive Open Online Courses (MOOCs) stimulate innovative learning practices such as blended learning equip teachers with high digital competences equip learners with digital skills think about how to validate and recognise learner’s achievements in online education make high quality Open Education Resources (OER) visible and accessible Ossiannilsson_Boldic2014
- 9. © Gabi Witthaus, Institute of Learning Innovation, University of Leicester, 2014 (slides) and Thomas Sly (image) CC-BY Entering the online jungle Ossiannilsson_Boldic014
- 10. The community is the curricula Ossiannilsson_Boldic2014
- 11. Learning • learning is more critical than knowing • “the network is the learning” • know-how supplemented by “know-where” (& know-who) Why network? George Siemens“connectivism” © Stephen Downes Ossiannilsson_Boldic2014
- 13. Ossiannilsson_Boldic2014 The Networked Teacher – my PLN meWork Friends Twitter (# and people) Conferences/ PD meetings Blogs Social mediaWikis Twitter chats Websites & media
- 15. A quick tour through some acronyms • RBL - resource based learning • RLO – reusable learning object • OER – open educational resource • OEP – open educational practice • OEC – open edcuational culture • OEI – open education idea* • MOOC- massive open online courses (c and x,and a lot in between) • TLA – three letter acronymn * Source: http://www.idea-space.eu/open-educational-ideas-a-new-approach- for-open-education/ - 31 Jan 2014 Ossiannilsson_Boldic2014
- 16. 50 shades of openness © Copyright Public domainCreativeCommons Ossiannilsson_Boldic2014
- 17. 50 shades… Validation, Examination Tutoring, feedback Guidlines Courses MOOCs Self study Formal and/vs Informal learning Ossiannilsson_Boldic2014
- 18. BIS RESEARCH PAPER NUMBER 130 The Maturing of the MOOC
- 19. Why the interest in resource reuse? Emphasis on mass HE, measuring quality in learning and teaching. Reuse helps to pay for online learning Cost reduction by sharing at scale. Knowledge transfer to developing world. Changing teaching practices. Technological changes with online and digital resources easy to repurpose/reuse. P E S T 2013 Chris Pegler
- 20. Where are we now? • We’ve solved most of the technical problems • We now have is the human issues* * Hm. Would money or recognition or reward (technical) or greater clarity about copyright (technical) solve these problems? 2013 Chris Pegler
- 21. #boldic
- 22. Vad gjorde vi (1)…
- 23. #oereswe 9 webinars 1589 registered 1146 participants 4232 views The domain www.oersverige.se 7800 unique visitors from 2230 sources All together unique visitors and those who viewed the recordings were appr 12000 1 SverdNytt 3, 2012 http://nytt.sverd.se/ 2 ScieCom, http://nile.lub.lu.se/ojs/index.php/sciecominfo/article/ view/5678/4929 3 Final report 4 Presentations, OER13, April 2013, Nottingham, NGL14, Dalarna University, Falun, March 2014 HU Journal Higher Education (Swedish) Establish Networks and CoP To be continued….
- 24. Whats up in Sweden? Framtidens lärande Nya vägar Regeringsutredning Tillväxtananlys SOU 2014:13 En digital agenda i människans tjänst – en ljusnande framtid kan bli vår Utbildningsvetenskapligt råd MOOCs KI, LU, UU Several HEIs – strategies, policy, action plans
- 27. Position paper, NordicOER #nordicoer Goals and Objectives Barriers Actions Recommendations • Policy • Institutions • Individuals Ossiannilsson_Boldic2014
- 28. Nordic OER #nordicoer Network and project Recommendations in 7 languages Position paper Cooperation with other projects www.noordicoer.org Ossiannilsson_Boldic2014
- 30. BIC 2013 The Maturing of the MOOC
- 31. MOOC Like reading a newspaper- go for the headings and the bold text/Downes S Downes – Like reading a newspaper (21 March 2014)
- 32. MOOC dimensions Openness Scale Multimedia Communication Collaboration Learning pathway Ref: MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs, Conole G 2013 Quality assurance Reflection Certification Formal learning Autonomy Diversity Ossiannilsson_Boldic2014
- 34. Quality – in the eye of the beholder? Ossiannilsson_Boldic2014
- 35. Quality framework for MOOCs in Europe • Openness to learners • Digital openness • Learner-centred approach • Independent learning • Media-supported interaction • Recognition options • Quality focus • Spectrum of diversity Ossiannilsson_Boldic2014
- 36. Massive target group Mixing groups Learning across contexts Support self-organization Declare whats in it Peer to peer pedagogy MOOCs support choice based learning MOOC.EFQUEL.ORG MOOC Quality Project: Ossiannilsson_Boldic2014
- 38. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledge Distributed knowledge Fit for success My career path Universities play a key role: → As professional training providers → As educational content providers Universities play a key role: → As educational content providers → For certification and accreditation A global open research arena enables anybody to engage in research Universities play a key role: → as research hubs Guided discovery Self-guided discovery Guided journey Self-guided journey MOOCs MOOCs
- 40. Research Content Guidance Assessment Certification Research Research Research MOOCs MOOCs 2030 What do we need to think about today? • New business models • New funding schemes • Certification, recogn ition and credit transfer across institutions, across borders • New interfaces between education and research • Experimentation!
- 41. So why spend time on MOOCs and OER Individual level Institutional level National level Global level Personalization Sustainbility Collaborate to compete Life long learning Get the best of the best… Ossiannilsson_Boldic2014
- 42. International workshop on policy for OER and less used languages 28 April, Oslo OER and challenges and opportunities for less used languages in a global, European, Nordic and national perspective.
- 43. Caring is sharing, sharing is caring • Footprints • W:www.lu.se/ced • E:Ebba.Ossiannilsson@ced.lu.se • FB:Ebba Ossiannilsson • T:@EbbaOssian • Phone: +4670995448 • S:http://www.slideshare.net/ EbbaOssiann Ossiannilsson_Boldic2014
Notas do Editor
- http://www.flickr.com/photos/dkeats/12255771486/ Derek Keats
- http://www.flickr.com/photos/tomsly/94236282/ - Thomas Sly
- We live in a time when knowledge is increasing at an exponential rate. People’s roles, jobs and skills change many times over a lifetime - so the ability to keep learning essential. Learning is more critical than knowing. “Our ability to learn what we need for tomorrow is more important than what we know today” (Siemens)This is a basic principle of connectivism, an influential theory of learning for a digital age first put forward by George Siemens.He also said “the network is the learning” - new knowledge can be found in many places, distributed across a network of connections, so in order to learn we need to be able to “construct and traverse those networks” (NB “network”= the pipeline(how you connect), people (who can tell you what you need to know) or things (e.g. websites, corpus data)In the “old” days, new knowledge was only available through universities, conferences or articles. Nowadays this know-how is available to EVERYONE, we just have to know where to look - or who to ask.
- Karen: If you had told me my PLN would look like this a year ago, I would have laughed in your face! I wasn’t even on Facebook let alone Twitter…..and had no idea what PLN meant…Twitter & Blogs are larger font as these have the most impact on my learning at the moment (explain briefly some of the connections in the diagram).You can see how connected the PLN is. I learn from many many other people, and with other people: I am basically connected to a global staffroom of engaged and interested teachers…..>>