Archive for the ‘Open online courses’ Category
The Massive Open Online Course (MOOC) movement is the latest ‘big thing’ in Open and Distance Learning (ODL) which threatens to transform Higher Education. Both opportunities and threats are extensively discussed in literature, comprising issues on opening up education for the whole world, pedagogy and online versus campus education. Most of the literature focus on the origin of the MOOC movement in the US. The specific context of Europe with on the one hand autonomous countries and educational systems and on the other hand cross-border cooperation and regulations through the European Union differs from the US context. This specific context can influence the way in which the MOOC movement affect education in Europe, both reusing MOOCs from other continents (US) as publishing MOOCs, on a European platform or outside of Europe. In the context of the EU funded HOME project, a research was conducted to identify opportunities and threats of the MOOC movement on the European institutions of higher education. Three sources of data were gathered and analysed. Opportunities and threats were categorized in two levels. The macro level comprises issues related to the higher education system, European context, historical period and institutional level. The micro level covers aspects related to faculty, professors and courses, thus to the operational level. The main opportunities mentioned were the ECTS system as being a sound base for formal recognition of accomplishments in MOOCs, the tendency to cooperate between institutions, stimulated by EU funded programs and the many innovative pedagogical models used in MOOCs published in Europe. The main threats mentioned were a lacking implementation of the ECTS system, hindering bridging non/formal and formal education and too much regulation, hindering experimenting and innovation.
Educational institutions have to grasp that having enjoyed an historic monopoly as the go-to-guys for learning doesn’t mean they always will. As we gained control of our listening with the arrival of the mp3, so we will increasingly gain control of our learning, thanks to the arrival of MOOCS, social media and informal learning. We will want to determine whom we learn from, and with whom, at a time of our pleasing. Although this upheaval is currently taking place in tertiary education, schools are far from safe. As we find ourselves increasingly able to ‘hack’ our own education, I would expect, for instance, the homeschool market to expand rapidly. Once the possibility exists for students to study informally, at online (and offline) schools, compiling their own learning playlist, putting together units of study that appeal to their passions, the one-size-fits-all model of high school will appear alarmingly anachronistic. So, if educators want to keep their students engaged and inside their buildings, they have to look at the way they learn outside, and bring those characteristics inside.
Leuphana University bundles all its online learning activities in one institution: Leuphana Digital School. With its unique didactical concept – consisting of scholars, mentors and tutors working hand in hand with a peer-based learning approach supported by a sophisticated online platform – Leuphana Digital School will offer several independent Mentored Open Online Courses each year. Participating in each of the courses will be free of charge and participants will have the opportunity to obtain a University Certificate after successful completion of these courses. All of our courses are designed for a diverse and global audience. The pilot course “ThinkTank – Ideal City of the 21st Century” was a great success. Participants from over 100 countries worked together in teams to develop their models of future cities with each idea focusing on a different aspect of urban planning. The second course Psychology of Negotiations – Reaching Sustainable Agreements in Negotiations on “Commons” deals with the concept of resource-oriented negotiations in the scope of Commons. Participants from all over the world will work together on six consecutive assignments and gain hands-on negotiation skills. Registration for “Psychology of Negotiations” is limited to 1,000 participants.
Salman Khan es el fundador de la Khan Academy, una organización educativa sin ánimo de lucro. En su página web puedes encontrar gratuitamente una colección de más de 2.700 microlecciones a través de videos tutoriales hospedados en YouTube.
Khan Academy, junto con MITx, Uncollege de Stanford o YouTube para Escuelas, confirman una tendencia tecnológica interesante en Educación. Los profesores, cada vez más, graban sus clases y las cuelgan en la nube para que sean accesibles a estudiantes en cualquier momento y en cualquier lugar.
Initiatives in countries from South Africa to Vietnam are fueling the growth of open educational resources. Open educational resources are claiming a place in schools in a diverse array of countries.
South Africa’s Education Department is printing math and science textbooks produced from such resources for use in grades 10 through 12. In the Netherlands, the Ministry of Education has developed a platform called Wikiwijs for employing open resources. Vietnamese educators are translating such resources and creating their own to build a repository available for their country’s students.
“It’s interesting to watch this whole field of open education resources grow from embryonic to industry-challenging,” said Lisa Petrides, the executive director of the Institute for the Study of Knowledge Management in Education, a nonprofit research organization in Half Moon Bay, Calif., that created the OER Commons, a repository of open education resources.
The OER university is a virtual collaboration of like-minded institutions committed to creating flexible pathways for OER learners to gain formal academic credit.
The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognised education institutions. It is rooted in the community service and outreach mission to develop a parallel learning universe to augment and add value to traditional delivery systems in post-secondary education. Through the community service mission of participating institutions we will open pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.
This plenary session explores the opportunity associated with the convergence of multiple related “open” initiatives. Imagine an education future that combines open source software, open access research publishing, open government/data, open educational resources, open pedagogies and open networks. What is the synergistic potential of these collective open endeavours?
Pearson has launched CourseConnect 2.0, the newest version of the company’s suite of online courses for higher education. CourseConnect is Pearson’s library of comprehensive online courses built around Pearson textbooks. Courses include syllabi, assignments, assessment questions, media, interactive activities, and modifiable content. They are customizable by content, scope, sequence, and individual element and can be used in any learning management system. Each course also includes an Instructor Resource Guide with segments on how to teach online and tips for engaging online students, facilitator tips, and discussion topics.
Great focus for a flash debate! I think these new open courses represent a real treat to traditional educational offerings – in a world where content and expertise is free what is the role of traditional educational institutions? Perhaps accreditation and support.