Paper and presentation at Networked Learning Conference 9 - 11 May May Lancaster, 2016. Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Czerniewicz Troubling Open Education Edmedia 30 June 2016Laura Czerniewicz
Open education is a complex field with tensions around how openness is understood and implemented. Key tensions exist regarding the nature of digital resources and different understandings of the term "free." While open education aims to promote open access to knowledge, issues arise around copyright and licensing in digital environments. The growth of informal sharing online through piracy cultures has also impacted understandings of openness. Overall, open education exists along a continuum and must be viewed within specific cultural and historical contexts.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
This document summarizes Dr. Alan Bruce Eden's presentation on schooling and education reform given at the Open Classroom Conference in Athens. It discusses the need to question assumptions about education systems, investigate issues of power and control, and assert the transformative potential of technology. It also examines challenges like the changing nature of work due to globalization and emphasizes the importance of innovation, creativity, collaboration, and leadership in education reform.
Global online learning is steadily increasing worldwide. MOOCs initially took the world by storm but have since opened up opportunities for massive innovation in education. While MOOCs are initially open in terms of free enrollment, most course content is not openly licensed. Governments are implementing strategies to promote digital learning and the application of information technologies. Online and campus-based learning are converging into blended models. Technological advances will continue to remove barriers to access while new understandings of learning and the brain will shape new pedagogical approaches. We are still in the early stages of these developments.
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Czerniewicz Troubling Open Education Edmedia 30 June 2016Laura Czerniewicz
Open education is a complex field with tensions around how openness is understood and implemented. Key tensions exist regarding the nature of digital resources and different understandings of the term "free." While open education aims to promote open access to knowledge, issues arise around copyright and licensing in digital environments. The growth of informal sharing online through piracy cultures has also impacted understandings of openness. Overall, open education exists along a continuum and must be viewed within specific cultural and historical contexts.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
This document summarizes Dr. Alan Bruce Eden's presentation on schooling and education reform given at the Open Classroom Conference in Athens. It discusses the need to question assumptions about education systems, investigate issues of power and control, and assert the transformative potential of technology. It also examines challenges like the changing nature of work due to globalization and emphasizes the importance of innovation, creativity, collaboration, and leadership in education reform.
Global online learning is steadily increasing worldwide. MOOCs initially took the world by storm but have since opened up opportunities for massive innovation in education. While MOOCs are initially open in terms of free enrollment, most course content is not openly licensed. Governments are implementing strategies to promote digital learning and the application of information technologies. Online and campus-based learning are converging into blended models. Technological advances will continue to remove barriers to access while new understandings of learning and the brain will shape new pedagogical approaches. We are still in the early stages of these developments.
- The speaker discusses the transformation of education driven by digital technology and the rise of a new culture of lifelong learning. She notes that knowledge has become the basic currency in today's global economy and that demand for higher education is fueling changes in attitudes and practices.
- Technology is empowering unprecedented global access to quality learning environments. It allows learners of all kinds to access education flexibly across time and space through online programs and platforms. However, digital divides remain, and cultural and linguistic differences also impact the effectiveness of e-learning.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
The document discusses issues around the quality and sustainability of eLearning. It notes that over half of organizations surveyed indicated that an applicant's degree source (online vs traditional) would not influence hiring for the same level job. However, acceptance of online degrees decreases with higher positions. The document also discusses perceptions of eLearning quality including concerns around plagiarism. It explores philosophical perspectives on knowledge construction and debates what defines quality in education. It raises questions about balancing quality over quantity in eLearning and sustaining high-quality online education.
Massive Open Online Courses (MOOCs) have been the hottest topic in Higher Education this year. Educating tens of thousands of students in one online course subtends some exciting opportunities but also a raft of pedagogical, logistical, and systemic challenges. This presentation summarises the key issues at stake and outlines a direction forward for Massive Open Online Courses in Higher Education.
Kenney, J.L. & Bower, M. (2012). Massive Open Online Courses (MOOCs): A snapshot. Presented at Expanding Horizons, L&T Week, Macquarie University, Sydney, Australia, 18 September.
Audio available from: http://tinyurl.com/moocs-snapshot
Open to What? The future of European education in the digital revolutionAlan Bruce
The document discusses the challenges and opportunities facing education in a changing world. It notes that constant change, issues like migration, economic pressures, and technological advances are reshaping human relationships and expectations of education. Open educational resources have potential but also risks if not designed well and placed in a proper learning context. The role of the teacher remains critical amid these changes. Overall education must focus on inclusion, diversity, research, and preparing students for an uncertain future rather than just reacting to past models. It cannot have open classrooms but closed minds.
This document discusses the evolution of education ecosystems through mobile innovations. It begins by introducing concepts of natural and artificial selection in ecosystems. Examples are provided of how industries like aviation and mobile technology have evolved through adapting to changes. The education ecosystem is also evolving, with new models of universities emerging that leverage mobile technologies and adapt delivery. Partnerships are discussed between Stanford and universities in countries to explore mobile learning solutions for underserved groups. The value of these innovations is in creating a sustainable, value-centered education ecosystem that empowers all learners.
The document discusses whether ICT is truly helping learners take the driver's seat in their education. It explores different perspectives from research on how ICT could empower learners, but identifies challenges that have prevented learners from fully benefiting from ICT. These include issues with technology, curriculum, skills, and resistance to change from educational institutions. The document also examines policy dilemmas and the potential for ICT to polarize learning between formal, credentialed paths and informal, self-managed paths. It argues this polarization can be avoided by raising awareness, redefining education goals, and facilitating transition with research support while respecting individual learners.
This document discusses considerations around massive open online courses (MOOCs). It provides an overview of what MOOCs are, their history and current landscape. It examines potential pros and cons of MOOCs from the perspectives of students, faculty, universities and teaching/learning. It also addresses frequently asked questions around MOOCs and revenue/accreditation models. Overall, the document aims to inform decisions around whether and how an institution might engage with MOOCs.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
The significant opportunities and challenges that learners, educators, resear...George Veletsianos
1. Dr. George Veletsianos discusses the opportunities and challenges facing learners, educators, researchers, and institutions with the rise of open and connected learning models like MOOCs.
2. He argues that while technologies like MOOCs are often discussed with techno-enthusiasm, the realities of open online learning experiences for students are more complex, with students taking different pathways through courses from completing to disengaging.
3. Veletsianos advocates for considering student experiences and voices when discussing new models of education, and using multiple research methods to gain a holistic understanding of how open online learning impacts learners.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This document summarizes a presentation about the future of skills and global education given by Pavel Luksha. It discusses:
- Global Education Futures, a platform bringing together 500+ experts to discuss future skills and education.
- Key drivers of change like automation, digitalization, and sustainability that are transforming the global socio-economic model.
- How the job market is predicted to shift dramatically in the next 15-20 years, with most jobs being in customized, personalized services and manufacturing.
- Important future skills like problem solving, collaboration, lifelong learning, and "complexity skills" for navigating dynamic systems.
- A transition to learner-centered, lifelong education enabled by new educational
This document summarizes a presentation by Dr. Narimane Hadj-Hamou on defining excellence in online education. The presentation discusses how excellence is defined, challenges to defining excellence, and frameworks for assessing excellence such as the MeLQ framework developed jointly by HBMEU and scil. It also covers how online education is redefining concepts like learning, universities, and learners' roles. Challenges to defining excellence include lack of standards, research, and awareness. Defining excellence requires long-term strategy, community engagement, and collaborative research across institutions.
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
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
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
The document discusses Project DAVID, which aims to showcase strategic reinvention at liberal arts colleges through collective discussion and sharing of best practices. It uses the themes of Distinction, Analytics, Value, Innovation, and Digital Opportunities (DAVID) to frame questions about how colleges can reinvent themselves for future success and sustainability. The project brings together representatives from over 20 liberal arts colleges to discuss their experiences with reinvention through these lenses and identify common keys to ensuring future success.
Capacity Mapping: Re-imagining Undergraduate Business EducationNITLE
The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures?
In the midst of this new reality, Mary Grace Neville, began a seven-year programmatic study. She led a multi-stakeholder inquiry and organized a national dialogue centered on the question: “What ought we be teaching at the undergraduate business level in order to be cultivating high integrity leaders for tomorrow’s rapidly changing, highly complex, multicultural, and interdependent world?” In this seminar, she introduced the capacity-mapping framework that has emerged from this work (and continues to evolve) and invited participants to consider various ways to integrate capacity development across an undergraduate business curriculum. Review the personal capacity map and consider these questions:
How do you set priorities and achieve balance within the curriculum?
How can business programs orient themselves so that they can be responsive to the constancy of change?
How can colleagues within institutions and across institutions collaborate to strengthen student preparedness?
How might technology support capacity development?
Join NITLE, Dr. Neville, and colleagues across the nation to re-imagine undergraduate business education.
Educators' practices changed when developing and teaching a Massive Open Online Course (MOOC) on their interdisciplinary field. Before the MOOC, educators had a nascent understanding of open educational resources (OER) and saw MOOCs primarily increasing access. After teaching, educators reflected on structuring content and fostering online learning communities. They also planned to incorporate MOOC insights, like community-building, into traditional courses. The MOOC experience prompted educators to reconsider their teaching practices.
- The speaker discusses the transformation of education driven by digital technology and the rise of a new culture of lifelong learning. She notes that knowledge has become the basic currency in today's global economy and that demand for higher education is fueling changes in attitudes and practices.
- Technology is empowering unprecedented global access to quality learning environments. It allows learners of all kinds to access education flexibly across time and space through online programs and platforms. However, digital divides remain, and cultural and linguistic differences also impact the effectiveness of e-learning.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
The document discusses issues around the quality and sustainability of eLearning. It notes that over half of organizations surveyed indicated that an applicant's degree source (online vs traditional) would not influence hiring for the same level job. However, acceptance of online degrees decreases with higher positions. The document also discusses perceptions of eLearning quality including concerns around plagiarism. It explores philosophical perspectives on knowledge construction and debates what defines quality in education. It raises questions about balancing quality over quantity in eLearning and sustaining high-quality online education.
Massive Open Online Courses (MOOCs) have been the hottest topic in Higher Education this year. Educating tens of thousands of students in one online course subtends some exciting opportunities but also a raft of pedagogical, logistical, and systemic challenges. This presentation summarises the key issues at stake and outlines a direction forward for Massive Open Online Courses in Higher Education.
Kenney, J.L. & Bower, M. (2012). Massive Open Online Courses (MOOCs): A snapshot. Presented at Expanding Horizons, L&T Week, Macquarie University, Sydney, Australia, 18 September.
Audio available from: http://tinyurl.com/moocs-snapshot
Open to What? The future of European education in the digital revolutionAlan Bruce
The document discusses the challenges and opportunities facing education in a changing world. It notes that constant change, issues like migration, economic pressures, and technological advances are reshaping human relationships and expectations of education. Open educational resources have potential but also risks if not designed well and placed in a proper learning context. The role of the teacher remains critical amid these changes. Overall education must focus on inclusion, diversity, research, and preparing students for an uncertain future rather than just reacting to past models. It cannot have open classrooms but closed minds.
This document discusses the evolution of education ecosystems through mobile innovations. It begins by introducing concepts of natural and artificial selection in ecosystems. Examples are provided of how industries like aviation and mobile technology have evolved through adapting to changes. The education ecosystem is also evolving, with new models of universities emerging that leverage mobile technologies and adapt delivery. Partnerships are discussed between Stanford and universities in countries to explore mobile learning solutions for underserved groups. The value of these innovations is in creating a sustainable, value-centered education ecosystem that empowers all learners.
The document discusses whether ICT is truly helping learners take the driver's seat in their education. It explores different perspectives from research on how ICT could empower learners, but identifies challenges that have prevented learners from fully benefiting from ICT. These include issues with technology, curriculum, skills, and resistance to change from educational institutions. The document also examines policy dilemmas and the potential for ICT to polarize learning between formal, credentialed paths and informal, self-managed paths. It argues this polarization can be avoided by raising awareness, redefining education goals, and facilitating transition with research support while respecting individual learners.
This document discusses considerations around massive open online courses (MOOCs). It provides an overview of what MOOCs are, their history and current landscape. It examines potential pros and cons of MOOCs from the perspectives of students, faculty, universities and teaching/learning. It also addresses frequently asked questions around MOOCs and revenue/accreditation models. Overall, the document aims to inform decisions around whether and how an institution might engage with MOOCs.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
The significant opportunities and challenges that learners, educators, resear...George Veletsianos
1. Dr. George Veletsianos discusses the opportunities and challenges facing learners, educators, researchers, and institutions with the rise of open and connected learning models like MOOCs.
2. He argues that while technologies like MOOCs are often discussed with techno-enthusiasm, the realities of open online learning experiences for students are more complex, with students taking different pathways through courses from completing to disengaging.
3. Veletsianos advocates for considering student experiences and voices when discussing new models of education, and using multiple research methods to gain a holistic understanding of how open online learning impacts learners.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This document summarizes a presentation about the future of skills and global education given by Pavel Luksha. It discusses:
- Global Education Futures, a platform bringing together 500+ experts to discuss future skills and education.
- Key drivers of change like automation, digitalization, and sustainability that are transforming the global socio-economic model.
- How the job market is predicted to shift dramatically in the next 15-20 years, with most jobs being in customized, personalized services and manufacturing.
- Important future skills like problem solving, collaboration, lifelong learning, and "complexity skills" for navigating dynamic systems.
- A transition to learner-centered, lifelong education enabled by new educational
This document summarizes a presentation by Dr. Narimane Hadj-Hamou on defining excellence in online education. The presentation discusses how excellence is defined, challenges to defining excellence, and frameworks for assessing excellence such as the MeLQ framework developed jointly by HBMEU and scil. It also covers how online education is redefining concepts like learning, universities, and learners' roles. Challenges to defining excellence include lack of standards, research, and awareness. Defining excellence requires long-term strategy, community engagement, and collaborative research across institutions.
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
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
NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...NITLE
The document discusses Project DAVID, which aims to showcase strategic reinvention at liberal arts colleges through collective discussion and sharing of best practices. It uses the themes of Distinction, Analytics, Value, Innovation, and Digital Opportunities (DAVID) to frame questions about how colleges can reinvent themselves for future success and sustainability. The project brings together representatives from over 20 liberal arts colleges to discuss their experiences with reinvention through these lenses and identify common keys to ensuring future success.
Capacity Mapping: Re-imagining Undergraduate Business EducationNITLE
The public’s scrutiny of higher education may be at an all-time high. Whether it be parents questioning the value of a college degree, researchers scrutinizing learning outcomes, government officials tracking student debt, or employers evaluating job-readiness, educators face unprecedented pressure to prepare students for life outside of college. For business educators at liberal arts colleges, this external scrutiny is often matched by internal scrutiny from colleagues who question whether pre-professional programs even belong. Other concerns extend beyond the present and focus on preparing students not just for their first job, but on developing capacities for their whole life—personal, professional and civic. How might business faculty respond to this increased demand and multitude of pressures?
In the midst of this new reality, Mary Grace Neville, began a seven-year programmatic study. She led a multi-stakeholder inquiry and organized a national dialogue centered on the question: “What ought we be teaching at the undergraduate business level in order to be cultivating high integrity leaders for tomorrow’s rapidly changing, highly complex, multicultural, and interdependent world?” In this seminar, she introduced the capacity-mapping framework that has emerged from this work (and continues to evolve) and invited participants to consider various ways to integrate capacity development across an undergraduate business curriculum. Review the personal capacity map and consider these questions:
How do you set priorities and achieve balance within the curriculum?
How can business programs orient themselves so that they can be responsive to the constancy of change?
How can colleagues within institutions and across institutions collaborate to strengthen student preparedness?
How might technology support capacity development?
Join NITLE, Dr. Neville, and colleagues across the nation to re-imagine undergraduate business education.
Educators' practices changed when developing and teaching a Massive Open Online Course (MOOC) on their interdisciplinary field. Before the MOOC, educators had a nascent understanding of open educational resources (OER) and saw MOOCs primarily increasing access. After teaching, educators reflected on structuring content and fostering online learning communities. They also planned to incorporate MOOC insights, like community-building, into traditional courses. The MOOC experience prompted educators to reconsider their teaching practices.
Rebecca eynon learning & interaction in moo csoiisdp
This document summarizes Rebecca Eynon's research on conceptualizing learning and interaction in MOOCs. The research involved developing profiles of different ways learners interact based on forum data from a Coursera MOOC. Mixed methods including social network analysis, content analysis, and interviews were used. Four main learner profiles emerged: committed crowd engagers, strategists, instrumental help seekers, and community builders. The profiles provided insight into how different learners approach participation and learning in MOOCs. The research highlighted the diversity of learners and experiences in MOOCs.
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
Educators created MOOCs to further their fields and support professional development, finding their goals were achieved. While openness was initially understood as access, creating MOOCs increased awareness of issues like copyright and open licensing. An enabling environment and platform allowed use of open educational resources. Legal issues around copyright emerged as challenges. Pedagogical openness required new structuring of content for large audiences. Reuse of materials in other contexts occurred. Overall, MOOC making stimulated adoption of open practices for educators.
This document provides an overview of a case study on an open online course. The study examines the community of practice that developed in the course. The course was an 8-week research writing MOOC with formal registered students and informal open participants. The researcher observed interactions, interviewed participants, and analyzed artifacts to understand how openness and community developed over time in the open online environment.
MOOCs and open practices Teaching and Learning 2016 MG abridgedmichaelgloveresearch
Michael Glover presentation at Teaching and Learning Conference, 30 March, University of Cape Town, 2016. Link to research project: http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
Define massive open online course: results from systematic review of 84 publi...Jingjing Lin
This presentation introduces a recent study of me. It reviews a total of 84 publications between 2008 and 2016 and provides a new definition of massive open online course.
1. Communal constructivism is a learning theory where students construct knowledge through experiences and interactions with others, and contribute this knowledge to a communal knowledge base for the benefit of current and future learners.
2. E-learning exemplifies communal constructivism through communities of users who learn from each other in blogs, multi-user object oriented systems, and wikis.
3. Doctoral study is inherently communal constructivist, as students expand the body of knowledge in their field and publish their work to contribute to ongoing development of the discipline.
This document discusses the concept of openness in education, focusing on its implications for learning in the future. It explores openness across four facets: open design, open delivery, open evaluation, and open research. Adopting more open practices could mean transparency in educational design, delivery, and evaluation. It could also foster better sharing of teaching ideas and a cultural change in learning and teaching practices. Defining and understanding openness is important from a research perspective and could lead to benefits like greater sharing of educational resources and a more evidence-based, research-led approach to teaching.
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
Some Issues Affecting the Sustainability of Open Learning Courses James Aczel
Presentation about the openED 2.0 project, at the EDEN 2011 conference
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.
CEMCA EdTech Notes: Massive Open Online CoursesCEMCA
The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and explains their origins in the Open Educational Resources movement. There are two main types of MOOCs - cMOOCs which follow a connectivist pedagogy and xMOOCs which follow an instructivist model. xMOOCs are more common and make up the majority of current MOOCs. The document also summarizes research on how learners experience MOOCs and how they learn in open online environments through connecting to knowledge resources, other learners, and contributing new knowledge.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
Beyond the Open Educational Resource move – towards Open and Participatory Le...Andreas Meiszner
Internet version of the presentation prepared for the
FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008
This document discusses the history and concepts of Web 2.0, including its focus on user-generated content and collaboration. It describes how Web 2.0 enables new socio-technical systems by making it easy to track events and share information. The document also discusses how Web 2.0 can support personal learning environments that give learners more control over their education through collaborative learning and construction of online artifacts. While academic mindsets may need to change to fully leverage Web 2.0's potential, the document argues it allows moving in promising directions for both teaching and research.
This document discusses the concept of openness in education, focusing on four facets: open design, open delivery, open evaluation, and open research. It explores what adopting a more open approach could mean for each facet, such as making the entire design process open and transparent or capitalizing on open access research. The document also examines principles of openness like sharing ideas and designs to foster dialogue. Adopting more open practices may lead to benefits like better sharing of teaching practices and a more research-led, evidence-based approach. The concept of openness is difficult to define but generally refers to accessibility, participation, and availability of educational resources and practices.
[OOFHEC2018] Alison Canham: Advancing Inclusivity and Citizenship through Cha...EADTU
This document discusses a workshop on adopting the Change Laboratory method for teaching enhancement across Europe. The workshop aims to: [1] Learn about experiences using the Change Laboratory method in a pan-European context; [2] Participate in a sample micro-workshop using the model; and [3] Explore issues of inclusiveness and citizenship in teaching practices. The document provides background on the European Forum for Enhanced Collaboration in Teaching project and reviews key aspects of the Change Laboratory method, such as its theoretical foundations in activity theory and typical workshop structure.
Ähnlich wie Czerniewicz MOOCs OER Networked Learning Conference 2016 (20)
This document discusses the "new normal" in higher education of increased marketization, digitization, and datafication. It notes the confluence of reduced state funding, a more diverse student body, and growing inequality. It warns of the dangers of technological determinism, profit-making agendas dominating higher education, and surveillance capitalism infiltrating institutions. The document calls for resistance through research, regulation, and reimagining alternatives to the dominant narratives.
The document discusses the unbundling and rebundling of higher education. It begins by reviewing the history of unbundling in different industries and outlines how every aspect of higher education can now be unbundled. Unbundling involves disaggregating educational provision into separate components that can be provided by different partners. This raises questions around whose interests are served by new models and issues of inequality. The document then examines how components like curriculum, resources, roles of academics, and student support are being unbundled and rebundled in both traditional and emerging flexible pathways. It raises concerns that unbundling could negatively impact knowledge production, student experience, and working conditions unless issues of access, success, legitimacy, and
Laura Czerniewicz Open Repositories Conference 2016 Dublin Laura Czerniewicz
1) Knowledge production and dissemination have historically been unequal, with the global south marginalized. Digital technologies provide new opportunities but can also exacerbate inequalities if discoverability and visibility are not achieved.
2) A case study examining search results for "poverty alleviation" found very little content from or relevant to South Africa, despite significant work being done. Similarly, a climate change research group's work had low initial visibility, though internal mapping showed strong online presence.
3) Visibility and discoverability are now essential for participation in knowledge networks. While open access and digital afford new opportunities, achieving visibility remains challenging without attention to infrastructure, affordability, algorithms, and reward systems that currently privilege global north perspectives
Open education is facing tensions from competing agendas around who controls higher education and technology. In Africa, open educational resources (OER) offer possibilities to reduce costs and increase access, but piracy is also widespread due to high textbook prices. A South African study found most students obtain resources illegally for financial reasons or due to limited access. While OER can help address challenges, initiatives must be locally contextualized and collaboration enabled to fully realize open education's potential on the continent.
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This document summarizes discussions from the Flexible Futures 2015 conference on institutional responses to changes in higher education brought about by digital technologies. Key questions that were raised include how to address issues of inequality in strategic planning, what understandings of digital technologies are held, how to manage change at research universities, and how to build digital literacies for all students. Ensuring online education enhances contact higher education and serves South Africa's social and economic needs was emphasized.
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A presentation at the Council for Higher Education's Colloquium on Moving the Teaching and Learning System in South African Higher Education into the Digitally Mediated Era, 15 October 2014
The document summarizes the goals and features of the open.uct.ac.za repository. It showcases open access to content from the University of Cape Town in order to make knowledge more discoverable, preserve content, and increase the visibility of African content online. The repository aims to make knowledge findable and accessible to help shape understanding and support meaningful learning.
A framework for analysing research types and practicesLaura Czerniewicz
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Full paper Czerniewicz, L; Kell, C; Willmers, M; King, T (2014), “Changing Research Communication Practices and Open Scholarship: A Framework for Analysis”, available http://openuct.uct.ac.za/article/scap-outputs-changing-research-communication-practices
A view of the changing digitally mediated teaching and learning landscape cze...Laura Czerniewicz
A modularised, disaggregated teaching and learning landscape is emerging due to new digital technologies and online platforms. This allows the separation of content from teaching and assessment, as well as more varied models of content delivery and monetization. However, it also enables greater commercialization and private sector influence in higher education globally. While new opportunities are created, questions remain around issues like coherence of learning and the variety of player motivations and impacts.
Czerniewicz disaggregation in teaching and learning explanations & implicationsLaura Czerniewicz
This document discusses trends in higher education globally and in specific regions that are driving disaggregation in teaching and learning. It notes the rise of massification, cuts to funding, market pressures and private providers. In Africa, there have been massive increases in student numbers but underfunding, and a rise in private institutions. Research shows that online learning can negatively impact certain student populations more than others. New players are entering higher education, increasing private sector involvement and raising questions around values and institutional control. Harnessing the opportunities of disaggregation while ensuring quality, access and affordability will require strategic alignment of pedagogy and technology.
1. The document discusses how tools for research dissemination are only one small part of the complex system of scholarly communication and knowledge production.
2. It examines different perspectives on the relationship between technology and society, and questions whose interests are being served by the current system, which privileges knowledge from certain regions, cultures, and socioeconomic classes.
3. The document argues that the current international peer-reviewed journal system, along with issues like infrastructure, funding, culture and reward systems, serves to marginalize the global majority and that true open access will require active engagement from all parts of the world.
Paper and presentation on research of students' habitus and technology practices, a case study of a rural student. Paper included as notes under each slide.Presented at HELTASA November 2012.
This document discusses ways for academics to maximize their online presence and visibility. It recommends assessing one's current online footprint and digital shadow through regular Google searches and alerts. It suggests improving profiles on sites like Academia.edu, LinkedIn, and one's institution page. The document also recommends making scholarly works openly accessible by self-archiving, using repositories, and publishing in open access journals. Other tips include using social bookmarking sites, academic communities, blogging, and Twitter to connect and communicate with other scholars. The overall goal is to broadly share one's work online to increase citations and scholarly impact.
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This document discusses openness in higher education. It outlines many forms of open scholarship including open access, open licensing, open education practices, open education resources, open source, open data, open research, open science, and open knowledge. The shift to digital has enabled all content to become shareable online and for new ways of describing, tracking usage, and aggregating information. Open access and open educational resources are part of the open content continuum and can increase the visibility and impact of research. Open research aims for reproducibility, reusability, replayability, immediacy, and granularity. Open science and open humanities are also discussed. The value of open practices includes improved visibility, impact, collaboration, teaching and learning. B
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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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!"
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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 ...।
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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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.
Czerniewicz MOOCs OER Networked Learning Conference 2016
1. MOOCs, openness and changing
educator practices: an Activity
Theory case study
Laura Czerniewicz (presenter)
Michael Glover, Andrew Deacon, Sukaina Walji
laura.czerniewicz@uct.ac.za / @czernie
Paper at http://www.networkedlearningconference.org.uk/abstracts/pdf/P26.pdf
2. Context
• Global South low producers of OER
• Participate relatively minimally in open learning and
teaching
• Emerging culture of enabling openness at UCT, open agenda
• Cape Town Open Declaration 2008; Berlin Declaration 2011;
Open Scholarship; OERUCT; OpenUCT
• UCT MOOCs project (3 years, 12 MOOCs)
• Grantee of ROER4D Impact Study (Sub-project 10.3)
Links
UCT MOOCs: http://www.cilt.uct.ac.za/cilt/moocs-project-uct
ROER4D Sub-project 10.3: http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
3. One of first major MOOC
initiatives in Africa
Partnership with FutureLearn
and Coursera
12 MOOCS+ over 3 years
Intention for OER outputs of
MOOC materials
4 MOOCs researched
Medicine and the Arts:
What is a Mind?
UCT MOOCs project
What is a Mind?
Understanding clinical research
Education for all
4. Research question
Interested in whether and how educators’
practices become more open – through the
process of creating and teaching in a MOOC
How do educators’ openness-related practices change
(or not change) when using (or not using – OER) in and
as a MOOC?
http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
5. Elaborated questions
• How do educators engage with Open Educational Resources
(OERs) and openness as part of the MOOC’s development?
• How do educators’ practices change or not change when using (or
not using) OERs in and as a MOOC?
• Did the educators’ practices change? – In what way?
• Did educators’ (reported) practices become more open?
• What was their understanding of openness before the MOOC
ran?
• What was their understanding of openness after the MOOC
ran?
• How did it change?
8. Conceptual framework
• Activity Theory as heuristic to thickly describe
changes in educators’ practices and perceptions
• Explanatory device to capture change and
‘contradictions’ as sites of
change/adaption/innovation
• Captures system in which educators strive
for/consider their object
• Examine effect of adding two new tools:
• Creative Commons (CC) licenses
• MOOC platform (broadly conceived)
9. Conceptual framework
• Locate educators’ practices and perceptions in context of
mediating artefacts
• Activity Theory (Engëström 1987)
• tools, rules, community, division of
labour, object
• ‘Subjects’ (lead educators) strive
towards ‘object’ (developing new
interdisciplinary field) in an activity
system
• Activity systems are object-directed
• Context is not just ‘out there’ (Nardi 1996)
• Mental processes and acts
inextricably entwined with context
10. Conceptual framework
• Openness 1- Hodgkinson –Williams (2014)
the factors influencing the ease of adopting OEPs
synthesis from literature
1. Technical openness – e.g. interoperability and open formats, technical
skill and resources, availability and discoverability
2. Legal openness – e.g. open licensing knowledge and advice.
3. Cultural openness – e.g. knowledge (on a continuum between
homogenous and diverse) and curriculum (on a continuum between
institutionalised and autonomous)
4. Pedagogical openness – e.g. student demographics and types of
engagement (who is the imagined audience? Is it conventional or
imagined as diverse contextually differentiated e.g. pedagogic strategy
(choices around how one teaches and facilitates learning – dialogic,
didactic, collaborative, experimental)
5. Financial openness (should OERs be free or come with a modest
financial price tag?)
11. Conceptual framework
• Openness 2- Beetham (2012) features of open practices
features of paradigmatic openness, empirically
developed
1. Opening up content to students not on
campus/formally enrolled
2. Sharing and collaborating on content with other
practitioners
3. Re-using content in teaching contexts
4. Using or encouraging others to use open content
5. Making knowledge publicly accessible
6. Teaching learning in open contexts
12. Methodology
• Case study analysis
• Insert educator ‘subjectivity’ into analysis, via:
• open-ended semi-structured interviews
• post-MOOC reflection focus groups
• Theory framed analysis
• Code according to Activity Theory nodes,
openness, emerging themes
13. Methodology
• Interviews before MOOC, immediately after, 6
months later
• Interviewees: 2 MOOC lead educators + 13
guest educators
• Longitudinal (change over time)
• For this analysis - one MOOC at two time
intervals (before and immediately after)
14. Findings
Tool node mediates subjects’ (lead educators)
striving toward object; we found that educators:
1) Engaged with the role of OER and openness in
MOOCs
2) Perceived affordances of the MOOC format
3) Reflected on educational practices in different
contexts
16. Activity system 1
Understandings of OER/Perceived role of openness
Nascent understanding of OER
• Two of 14 educators familiar with OER or broad open movement
• Understandings of openness general: “it’s free for everybody and open
access” (LF)
• None of the 14 academics articulated a relationship between intellectual
property copy right and CC licenses and how the latter can transform
educational resources into OERs
• Interviews revealed that educators did not create OER for the MOOC (or
transform the MOOC into an OER) for ideological or theoretical reasons
• Majority positive about open character of MOOC
17. Activity system 1, themes
Understandings of OER/Perceived role of
openness
Reaching out beyond the university
Access to knowledge which is “all nicely packaged into
tertiary institutions and never goes anywhere” (ML)
MOOC serve as “social responsiveness” to communities
and continent (ML)
Access and reach beyond conventional university setting
18. Activity system 1, themes
Affordances of the MOOC
Tentative understandings of what MOOCs might do
“one step in the right direction” (LE1) to “build mass critical
thinking” (LE1) and start a “conversation” (LE2) about their
interdisciplinary field
MOOC accessibility as “opportunity” to “find new
collaborations around the world” (LE2)
“unless you put something out there you’re not going to
create new links” (LE2)
Absent entry requirements, MOOC could act as “sort of
levelling platform” (LE2)
MOOC constitutes a tangible “archive of an idea” (LE1)
19. Activity system 1, themes
Reflection on educational practices
“You’ve got seven minutes to put across maybe a whole range of
complex ideas, you have to think about each word, each phrase,
each sentence, you have to script it quite carefully, you have to
engage people” (LE2)
20. Activity system 1, themes
Reflection on educational practices
Reflection on course design:
“[I]n terms of structure… the MOOC, because of the
framework, has given me some new skills after 20 years
of doing this, to think about how to structure
assignments, students’ engagement with the lectures, so
that’s also been really helpful.” (LE1)
21. Activity system 1, themes
Reflection on educational practices
Developing the MOOC had taught her/him “how
to start thinking about bridging online and
offline” in her/his teaching (LE1)
Brought home the “significance of building an
archive” which would permit global access for
their new field (LE1)
23. Activity System 2
Two significant differences between the first and
second activity systems
1) MOOC and its OER components are
operationalised, i.e., the course has gone live
and has run its six week duration
2) Thousands of new participants (MOOC
learners) have entered the community node
of the activity system
24. Activity system 2, themes
Understandings of OER/Perceived role of openness
Understanding of openness as reach and access
MOOC’s global open reach enabled personal and
intellectual “synergies” between participants (LE1)
For developing new field, MOOC is more effective than
“even the biggest conferences” where it’s a “relatively
small audience that you reach” (LE2)
Ideas in MOOC received and reflected in a wide diversity
of contexts (which university can’t achieve) (LE2)
25. Activity system 2, themes
Affordances of the MOOC
Participation and contribution of MOOC participants
MOOC fostered “bi-directional” learning with “many people
offering useful readings, links, poetry, Youtube clips etc.” (HM)
LE2: “I felt more and more like a learner and less and less like a
teacher. I was learning as much from people’s comments as
anybody else – - I was fascinated to see the interpretations
that people brought the other resources that people brought,
the perspectives that they brought that enhanced what we
had put out there”
26. Activity system 2, themes
Affordances of the MOOC
Participation and contribution of MOOC participants
As participants add content the archive “builds itself up” (LE1)
“profundity of space” for fostering wide community, which one
“cannot achieve in a university classroom” (LE1)
MOOC was able to “tap into deep reservoirs of people’s interests”
(LE1)
27. Activity system 2, themes
Affordances of the MOOC
Depth and quality of engagement
MOOC enables “depth of engagement” (LE2)
“If I could get that level of engagement from all my students it
would be amazing” (LE2)
“I see the potential of deep learning online where you never
meet the participants face to face” (LE2).
LE2 convinced that “the online space was just as deep and in
some cases a lot more intimate than a classroom space, a face
to face space” (LE2)
28. Activity system 2, themes
Affordances of the MOOC
Power relations and reuse
Global accessibility, no entry requirements made learning
environment more “flat” and “egalitarian” (LE2)
MOOC’s afterlife: use for classroom teaching and
“spawning new research ideas” (LE1)
29. Activity system 2, themes
Reflection on educational practices
Focus attention on content presentation
Reconsider offering same lecture “40 times”, educator
“probably a bit tired by now” (LE2)
“whereas if I thought about it in the way we did with the
MOOCs and set it up and scripted it and thought about
exactly what I really want to emphasise here and what
questions did I want to ask, I’d have a more engaged student
response - I’m sure I would… it’s about the preparation of the
material and the presentation of it” (LE2)
30. Activity system 2, themes
Reflection on educational practices
Formation of learning communities
“There’s something about the formation of a
community, and the irony is that it seemed to
have congealed in a more palpable way on the
MOOC site, than it does in my face to face
teaching” (LE1)
31. Activity system 2, themes
Reflection on educational practices
New ideas for traditional face-to-face teaching
- Opportunities for social media use in face-to-face teaching
“So it’s alerting you to a, kind of, a research agenda,
but...and at the same time, to the possibility of a social
media for teaching”. [LE1]
- LE1 wanted to “try and see if what I’ve learnt from the
MOOC, in terms of the significance of community, and
really, sharing of stories, can somehow build that back into
our undergraduate teaching”.
- Use components of the MOOC as a “springboard” for
classroom teaching .(LE1)
32. Concluding remarks
Activity theory useful conceptual framework for tracking
educator practices in “authentic contexts” (Porter 2013)
AT enabled thick description of educators’ changing
perceptions of
• Affordances of the MOOC
• The role of Openness
Allowed tracking of educators’ reconceptualisation of
face-to-face teaching and intent to change practices
33. References
• Barab, S. A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (2002). Using activity theory to understand the
systemic tensions characterizing a technology-rich introductory astronomy course. Mind, Culture, and Activity, 9(2), 76-
107.
• Beetham, H., Falconer, I., McGill, L., & Littlejohn, A. (2012). JISC open practices: Briefing paper.
• Hodgkinson-Williams, C. A. (2014). Degrees of Ease: Adoption of OER, OpenTextbooks and MOOCs in the Global South.
Keynote address at the OER Asia Symposium 2014. Available online: https://open.uct.ac.za/handle/11427/1188
• Dippe, G. (2006). The missing teacher: Contradictions and conflicts in the experience of online learners. In Fifth
International Conference on Networked Learning 2006 (pp. 8-pages).
• Engestrom Y 1987. Learning by expanding: An activity-theoretic approach to developmental research. Helsinki: Orienta-
Konsultit Oy.
• Hardman, J. (2005). An exploratory case study of computer use in a primary school mathematics classroom: new
technology, new pedagogy?: research: information and communication technologies. Perspectives in Education:
Recearch on ICTs and Education in South Africa: Special Issue 4, 23, p-99.
• Murphy, E., & Manzanares, M. A. R. (2008). Contradictions between the virtual and physical high school classroom: A
third‐generation Activity Theory perspective. British Journal of Educational Technology, 39(6), 1061-1072.
• Murphy, E. & Rodriguez-Manzanares, M. (2014). Activity Theory perspectives on technology in higher education. Hershey,
Pennsylvania: IGI Global.
• Nardi, B. A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition.
Context and consciousness: Activity theory and human-computer interaction, 69-102.
• Nelson, C. P., & Kim, M. K. (2001). Contradictions, Appropriation, and Transformation: An Activity Theory Approach to L2
Writing and Classroom Practices. Texas papers in foreign language education, 6(1), 37-62
• Peruski, L., & Mishra, P. (2004). Webs of Activity in Online Course Design and Teaching. ALT-J: Research in Learning
Technology, 12(1), 37-49.
• Porter, D. A. (2013). Exploring the practices of educators using open educational resources (OER) in the British Columbia
higher education system (Doctoral dissertation, Education: Faculty of Education).