The Design of Empowering and Inspirational Open Online Learning Experiences

•

15 gefällt mir•1,560 views

George Veletsianos

While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.

Bildung Technologie

The Design of Empowering and
Inspirational Open Online Learning
Experiences
George Veletsianos, PhD
Canada Research Chair, Associate Professor
School of Education and Technology
Royal Roads University

The fields associated with using technology in
education have been enamored with
effectiveness and efficiency

Certain aspects of MOOCs represent
a continuity of the status quo

Designers and researchers should focus on the
learner experience and strive to provide
opportunities for inspiration & empowerment

The MOOC elicits strong feelings

The MOOC as a sociocultural
phenomenon

Inspiration and Empowerment in open
learning environments

Drawing from 3 studies

“It was the most empowering and most
engaging learning experience I have
had as an adult”

The role of the faculty member

Flexibility in traversing content

Pause

“I met some really great people that
I am still in touch with now…we met
in that horrible MOOC!”

Detecting moments of inspiration?

4 closing remarks

Thank you!
www.veletsianos.com
www.veletsianos.com/publications
@veletsianos on Twitter
veletsianos at gmail.com

CC images appearing in this
slideshow
h"ps://flic.kr/p/95wiv3

h"ps://flic.kr/p/5ny9VT

h"ps://flic.kr/p/9YUoEm

h"ps://flic.kr/p/8xjtaf

h"ps://flic.kr/p/9cdEB6

h"ps://flic.kr/p/2eFLX2

h"ps://flic.kr/p/8xjtaf

h"ps://flic.kr/p/eVAP3K

h"ps://flic.kr/p/8FavpK

h"ps://flic.kr/p/4xYSqB

h"ps://flic.kr/p/8JM3YV

h"ps://flic.kr/p/7WQdpJ

h"ps://flic.kr/p/KEKro

h"ps://flic.kr/p/2x4Uk

Weitere ähnliche Inhalte

Was ist angesagt?

MOOCs overview

Centre for Innovation in Learning and Teaching (CILT), University of Cape Town

moocs

Presentation: Massive Open Online Course (MOOC) for transforming learning dis...

Presentation: Massive Open Online Course (MOOC) for transforming learning dis...

Presentation: Massive Open Online Course (MOOC) for transforming learning dis...

This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.

Internationalizing Learning Concepts through OCW. AIEA 2011

Internationalizing Learning Concepts through OCW. AIEA 2011

Internationalizing Learning Concepts through OCW. AIEA 2011

This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.

UPCEA 2011 Annual Conference

UPCEA 2011 Annual Conference

UPCEA 2011 Annual Conference

This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.

upcea2014

02_07_2018 «Woolf: building the first blockchain university», by Miles Patten...

02_07_2018 «Woolf: building the first blockchain university», by Miles Patten...

02_07_2018 «Woolf: building the first blockchain university», by Miles Patten...

eMadrid network

Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...

Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...

Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...

Open Education Week: MOOCs at UCT

Open Education Week: MOOCs at UCT

Open Education Week: MOOCs at UCT

Centre for Innovation in Learning and Teaching (CILT), University of Cape Town

Online learning: an overview

Online learning: an overview

Online learning: an overview

Centre for Innovation in Learning and Teaching (CILT), University of Cape Town

moocs

university of johannesburg

The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.

oeb2013

Learning through engagement: MOOCs as an emergent form of provision

Learning through engagement: MOOCs as an emergent form of provision

Learning through engagement: MOOCs as an emergent form of provision

Centre for Innovation in Learning and Teaching (CILT), University of Cape Town

Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes. The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.

Sustainability as Imperative: The Unavoidable Future for OCW

Sustainability as Imperative: The Unavoidable Future for OCW

Sustainability as Imperative: The Unavoidable Future for OCW

In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.

Seville

Considering MOOC Learner Experiences: An insider's perspective

Considering MOOC Learner Experiences: An insider's perspective

Considering MOOC Learner Experiences: An insider's perspective

Centre for Innovation in Learning and Teaching (CILT), University of Cape Town

Open Educational Resources - Evidence and Impact

Open Educational Resources - Evidence and Impact

Open Educational Resources - Evidence and Impact

SERA Conference workshop nov15

SERA Conference workshop nov15

SERA Conference workshop nov15

Sarah Cornelius

This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.

oeb2012

March 2015 coursera presentation

March 2015 coursera presentation

March 2015 coursera presentation

Was ist angesagt? (20)

MOOCs overview

moocs

Presentation: Massive Open Online Course (MOOC) for transforming learning dis...

Presentation: Massive Open Online Course (MOOC) for transforming learning dis...

Presentation: Massive Open Online Course (MOOC) for transforming learning dis...

Internationalizing Learning Concepts through OCW. AIEA 2011

Internationalizing Learning Concepts through OCW. AIEA 2011

Internationalizing Learning Concepts through OCW. AIEA 2011

UPCEA 2011 Annual Conference

UPCEA 2011 Annual Conference

UPCEA 2011 Annual Conference

upcea2014

02_07_2018 «Woolf: building the first blockchain university», by Miles Patten...

02_07_2018 «Woolf: building the first blockchain university», by Miles Patten...

02_07_2018 «Woolf: building the first blockchain university», by Miles Patten...

Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...

Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...

Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...

Open Education Week: MOOCs at UCT

Open Education Week: MOOCs at UCT

Open Education Week: MOOCs at UCT

Online learning: an overview

Online learning: an overview

Online learning: an overview

moocs

oeb2013

Learning through engagement: MOOCs as an emergent form of provision

Learning through engagement: MOOCs as an emergent form of provision

Learning through engagement: MOOCs as an emergent form of provision

Sustainability as Imperative: The Unavoidable Future for OCW

Sustainability as Imperative: The Unavoidable Future for OCW

Sustainability as Imperative: The Unavoidable Future for OCW

Seville

Considering MOOC Learner Experiences: An insider's perspective

Considering MOOC Learner Experiences: An insider's perspective

Considering MOOC Learner Experiences: An insider's perspective

Open Educational Resources - Evidence and Impact

Open Educational Resources - Evidence and Impact

Open Educational Resources - Evidence and Impact

SERA Conference workshop nov15

SERA Conference workshop nov15

SERA Conference workshop nov15

oeb2012

March 2015 coursera presentation

March 2015 coursera presentation

March 2015 coursera presentation

Andere mochten auch

Open Scholarship: Social Media, Participation, and Online Networks

Open Scholarship: Social Media, Participation, and Online Networks

Open Scholarship: Social Media, Participation, and Online Networks

George Veletsianos

Emerging Technologies or Emerging Practices

Emerging Technologies or Emerging Practices

Emerging Technologies or Emerging Practices

George Veletsianos

Thriving in Our Digital World is a year-long introductory computer science course designed cooperatively by computer science faculty and education researchers at the University of Texas at Austin. The course is designed around the NSF-funded Computer Science: Principles project, and organized into eight topical modules (Innovations, Representation, Computers, Programming, Big Data, Artificial Intelligence, Networks, and Security). The curricular resources include learning materials designed through research-based approaches to engage diverse student populations. Learning is supported with authentic uses of foundational computer science knowledge and skills in a real-world context. All course materials are online and freely accessible under a creative commons license. In this workshop, we introduced the pedagogical principles and materials that encompass the course and modeled their use.

Thriving in Our Digital World — A CS Principles Course

Thriving in Our Digital World — A CS Principles Course

Thriving in Our Digital World — A CS Principles Course

George Veletsianos

Networked Participatory Scholarship: Empirical perspectives on scholars use o...

Networked Participatory Scholarship: Empirical perspectives on scholars use o...

Networked Participatory Scholarship: Empirical perspectives on scholars use o...

George Veletsianos

These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.

What does the future of design for online learning look like? Emerging techno...

What does the future of design for online learning look like? Emerging techno...

What does the future of design for online learning look like? Emerging techno...

George Veletsianos

Doctoral Students and Networked Participation

Doctoral Students and Networked Participation

Doctoral Students and Networked Participation

George Veletsianos

A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf

What Do Academics and Educators Do on Social Media and Networks? What Do Thei...

What Do Academics and Educators Do on Social Media and Networks? What Do Thei...

What Do Academics and Educators Do on Social Media and Networks? What Do Thei...

George Veletsianos

Enhancing University Curricula via Adventure Learning

Enhancing University Curricula via Adventure Learning

Enhancing University Curricula via Adventure Learning

George Veletsianos

Emerging Technologies for Teaching and Learning

Emerging Technologies for Teaching and Learning

Emerging Technologies for Teaching and Learning

George Veletsianos

Keynote at the 2013 FITSI Conference (University of New Hampshire). Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.

Online Learning Myths & Truths

Online Learning Myths & Truths

Online Learning Myths & Truths

George Veletsianos

Active, Social, and Engaging Online Learning Strategies

Active, Social, and Engaging Online Learning Strategies

Active, Social, and Engaging Online Learning Strategies

George Veletsianos

If you could design a teacher, what choices would you make? Answers from the...

If you could design a teacher, what choices would you make? Answers from the...

If you could design a teacher, what choices would you make? Answers from the...

George Veletsianos

Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.

The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning

The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning

The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning

George Veletsianos

During the last few years, emerging technologies and online learning have dominated narratives regarding the future of education and the potential role that technology may play in education. Are we reaching a point where "anyone can learn anything from anyone else at any time?" Or, are Google, Facebook, and Twitter "infantilizing our minds," distracting us from meaningful learning and purposeful living? As societies, governments, and other social groups adapt and change over time, so do institutions of learning, the work that they do, and how they do that work. In this presentation, I will share seven research-based stories describing the integration of emerging technologies in learning environments. These stories paint an intricate picture of online learning with emerging technologies and demonstrate how (a) emerging learning technologies have impacted educational practice, (b) the use of emerging technologies “on the ground” is often negotiated and contested, and (c) a “culture of sharing” may be finding increasing acceptance in education under emerging phenomena such as Massive Open Online Courses, Open Educational Resources, and social media use by scholars. These stories highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations.

Seven Tales of learning online with emerging technologies

Seven Tales of learning online with emerging technologies

Seven Tales of learning online with emerging technologies

George Veletsianos

Short introduction to contemporary technology (& pedagogy) use

Short introduction to contemporary technology (& pedagogy) use

Short introduction to contemporary technology (& pedagogy) use

George Veletsianos

Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the institutions that exist within them. In this talk, I will explore the significant opportunities and challenges facing today's higher institutions of learning. I will discuss my research findings on social media, open online learning, and networked participation, and examine emerging models for learning, teaching, and scholarship. Through this discussion, we will reflect on the values and ideals of educational and knowledge systems and the congruency of these ideals with the systems that are currently being created.

The significant opportunities and challenges that learners, educators, resear...

The significant opportunities and challenges that learners, educators, resear...

The significant opportunities and challenges that learners, educators, resear...

George Veletsianos

The Internet as Data

The Internet as Data

The Internet as Data

George Veletsianos

Keynote at the 2013 Teaching & Learning to the Power of Technology Conference at Saskatchewan, Canada. Abstract: The last ten years have seen dramatic changes in the ways millions of individuals connect, communicate, and network via technology and through social media. Social media have also penetrated the higher education sector, and it has been posited that they have influenced not only the ways students connect with each other, but also the ways scholarship is organized, delivered, enacted, and experienced. In this keynote, I will share six research-based stories describing the integration and use of social media in higher education. These stories paint an intricate picture of the use of social media in education and juxtapose three perspectives: (a) social media use guided by techno-enthusiasm and techno-determinism, (b) social media as tools to question and circumvent traditional elements of scholarly practice, and (c) social media as transformative technology.

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice

George Veletsianos

Sharing as a valued and desirable practice

Sharing as a valued and desirable practice

Sharing as a valued and desirable practice

George Veletsianos

The ways that emerging technologies and social media are used and experienced by researchers and educators are poorly understood and inadequately researched. The goal of this study was to examine the online practices of individual scholars using ethnographic data collection and qualitative data analysis methods. In this presentation I report two findings: Academics' social media use to (a) defy and circumvent academic publishing, and (b) share intimate details of one’s life.

Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)

Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)

Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)

George Veletsianos

Andere mochten auch (20)

Open Scholarship: Social Media, Participation, and Online Networks

Open Scholarship: Social Media, Participation, and Online Networks

Open Scholarship: Social Media, Participation, and Online Networks

Emerging Technologies or Emerging Practices

Emerging Technologies or Emerging Practices

Emerging Technologies or Emerging Practices

Thriving in Our Digital World — A CS Principles Course

Thriving in Our Digital World — A CS Principles Course

Thriving in Our Digital World — A CS Principles Course

Networked Participatory Scholarship: Empirical perspectives on scholars use o...

Networked Participatory Scholarship: Empirical perspectives on scholars use o...

Networked Participatory Scholarship: Empirical perspectives on scholars use o...

What does the future of design for online learning look like? Emerging techno...

What does the future of design for online learning look like? Emerging techno...

What does the future of design for online learning look like? Emerging techno...

Doctoral Students and Networked Participation

Doctoral Students and Networked Participation

Doctoral Students and Networked Participation

What Do Academics and Educators Do on Social Media and Networks? What Do Thei...

What Do Academics and Educators Do on Social Media and Networks? What Do Thei...

What Do Academics and Educators Do on Social Media and Networks? What Do Thei...

Enhancing University Curricula via Adventure Learning

Enhancing University Curricula via Adventure Learning

Enhancing University Curricula via Adventure Learning

Emerging Technologies for Teaching and Learning

Emerging Technologies for Teaching and Learning

Emerging Technologies for Teaching and Learning

Online Learning Myths & Truths

Online Learning Myths & Truths

Online Learning Myths & Truths

Active, Social, and Engaging Online Learning Strategies

Active, Social, and Engaging Online Learning Strategies

Active, Social, and Engaging Online Learning Strategies

If you could design a teacher, what choices would you make? Answers from the...

If you could design a teacher, what choices would you make? Answers from the...

If you could design a teacher, what choices would you make? Answers from the...

The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning

The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning

The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning

Seven Tales of learning online with emerging technologies

Seven Tales of learning online with emerging technologies

Seven Tales of learning online with emerging technologies

Short introduction to contemporary technology (& pedagogy) use

Short introduction to contemporary technology (& pedagogy) use

Short introduction to contemporary technology (& pedagogy) use

The significant opportunities and challenges that learners, educators, resear...

The significant opportunities and challenges that learners, educators, resear...

The significant opportunities and challenges that learners, educators, resear...

The Internet as Data

The Internet as Data

The Internet as Data

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice

Sharing as a valued and desirable practice

Sharing as a valued and desirable practice

Sharing as a valued and desirable practice

Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)

Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)

Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)

Ähnlich wie The Design of Empowering and Inspirational Open Online Learning Experiences

Making Sense of MOOCs from a Liberal Arts Perspective

Making Sense of MOOCs from a Liberal Arts Perspective

Making Sense of MOOCs from a Liberal Arts Perspective

Significant opportunities and challenges in the age of "open" and "connected"...

Significant opportunities and challenges in the age of "open" and "connected"...

Significant opportunities and challenges in the age of "open" and "connected"...

eLearn Center (Universitat Oberta de Catalunya)

Integrating moo cs into university practice

Integrating moo cs into university practice

Integrating moo cs into university practice

Tst20 b3 moo cs

Tst20 b3 moo cs

Tst20 b3 moo cs

Khutso Mabitsela

MOOC, The chronicles

MOOC, The chronicles

MOOC, The chronicles

Khutso Mabitsela

Professor Grainne Conole Disruptive Education AIT

Professor Grainne Conole Disruptive Education AIT

Professor Grainne Conole Disruptive Education AIT

AITLearningandTeaching

Interaction Possibilities in MOOCs – How Do They Actually Happen?

Interaction Possibilities in MOOCs – How Do They Actually Happen?

Interaction Possibilities in MOOCs – How Do They Actually Happen?

If MOOCs are the answer, did we ask the right questions? Implications for the...

If MOOCs are the answer, did we ask the right questions? Implications for the...

If MOOCs are the answer, did we ask the right questions? Implications for the...

Integrating moocs into university practice

Integrating moocs into university practice

Integrating moocs into university practice

Integrating MOOCs into university practice: education and research

Integrating MOOCs into university practice: education and research

Integrating MOOCs into university practice: education and research

Mooc presentation

Mooc presentation

Mooc presentation

Here a MOOC, There a MOOC....at your school a MOOC...MOOC?

Here a MOOC, There a MOOC....at your school a MOOC...MOOC?

Here a MOOC, There a MOOC....at your school a MOOC...MOOC?

Presentation for OER15, Cardiff, 14 April 2014. OER in and as MOOCs: impact on Educators’ practices in African-developed higher education courses. This is a ROER4D Impact Study (sub-project 10.3). The impact studies are researching In what ways, and under what circumstances can OER adoption impact upon the increasing demand for accessible, relevant, high-quality, and affordable education in the Global South?

OER in and as MOOCs: impact on Educators’ practices in African-developed high...

OER in and as MOOCs: impact on Educators’ practices in African-developed high...

OER in and as MOOCs: impact on Educators’ practices in African-developed high...

Doc

Progress Nsibande

Keynote presentation OOFHEC2016: Mark lester

Keynote presentation OOFHEC2016: Mark lester

Keynote presentation OOFHEC2016: Mark lester

Dr. Michael Stephens participated on a panel discussing the use of Massive Open Online Courses (MOOCs) for professional development at the International Federation of Library Associations and Institutions (IFLA) 80th General Conference and Assembly, held in Lyon, France from Aug. 16, 2014 to Aug. 22, 2014. Stephens presented some of his findings from his ongoing research with The Hyperlinked Library MOOC. “The panel in France was also about the broader idea that large scale learning is something that information professionals should be using, and about how it supports professional development,” said Stephens. An assistant professor at the San Jose State University School of Information, Stephens teaches courses in the iSchool's exclusively online Master of Library and Information Science degree program.

MOOCs for Professional Development: Transformative Learning Environments and ...

MOOCs for Professional Development: Transformative Learning Environments and ...

MOOCs for Professional Development: Transformative Learning Environments and ...

SJSU School of Information

Luminaria 2013: Rise of the MOOC

Luminaria 2013: Rise of the MOOC

Luminaria 2013: Rise of the MOOC

Nathan Schiller

MOOCs and Transitions: Pathways in and out of learning and work

MOOCs and Transitions: Pathways in and out of learning and work

MOOCs and Transitions: Pathways in and out of learning and work

Open Education: Building the future of higher ed

Open Education: Building the future of higher ed

Open Education: Building the future of higher ed

The Open Education Consortium

OCW Consortium and Optimum Learning

OCW Consortium and Optimum Learning

OCW Consortium and Optimum Learning

The Open Education Consortium

Ähnlich wie The Design of Empowering and Inspirational Open Online Learning Experiences (20)

Making Sense of MOOCs from a Liberal Arts Perspective

Making Sense of MOOCs from a Liberal Arts Perspective

Making Sense of MOOCs from a Liberal Arts Perspective

Significant opportunities and challenges in the age of "open" and "connected"...

Significant opportunities and challenges in the age of "open" and "connected"...

Significant opportunities and challenges in the age of "open" and "connected"...

Integrating moo cs into university practice

Integrating moo cs into university practice

Integrating moo cs into university practice

Tst20 b3 moo cs

Tst20 b3 moo cs

Tst20 b3 moo cs

MOOC, The chronicles

MOOC, The chronicles

MOOC, The chronicles

Professor Grainne Conole Disruptive Education AIT

Professor Grainne Conole Disruptive Education AIT

Professor Grainne Conole Disruptive Education AIT

Interaction Possibilities in MOOCs – How Do They Actually Happen?

Interaction Possibilities in MOOCs – How Do They Actually Happen?

Interaction Possibilities in MOOCs – How Do They Actually Happen?

If MOOCs are the answer, did we ask the right questions? Implications for the...

If MOOCs are the answer, did we ask the right questions? Implications for the...

If MOOCs are the answer, did we ask the right questions? Implications for the...

Integrating moocs into university practice

Integrating moocs into university practice

Integrating moocs into university practice

Integrating MOOCs into university practice: education and research

Integrating MOOCs into university practice: education and research

Integrating MOOCs into university practice: education and research

Mooc presentation

Mooc presentation

Mooc presentation

Here a MOOC, There a MOOC....at your school a MOOC...MOOC?

Here a MOOC, There a MOOC....at your school a MOOC...MOOC?

Here a MOOC, There a MOOC....at your school a MOOC...MOOC?

OER in and as MOOCs: impact on Educators’ practices in African-developed high...

OER in and as MOOCs: impact on Educators’ practices in African-developed high...

OER in and as MOOCs: impact on Educators’ practices in African-developed high...

Doc

Keynote presentation OOFHEC2016: Mark lester

Keynote presentation OOFHEC2016: Mark lester

Keynote presentation OOFHEC2016: Mark lester

MOOCs for Professional Development: Transformative Learning Environments and ...

MOOCs for Professional Development: Transformative Learning Environments and ...

MOOCs for Professional Development: Transformative Learning Environments and ...

Luminaria 2013: Rise of the MOOC

Luminaria 2013: Rise of the MOOC

Luminaria 2013: Rise of the MOOC

MOOCs and Transitions: Pathways in and out of learning and work

MOOCs and Transitions: Pathways in and out of learning and work

MOOCs and Transitions: Pathways in and out of learning and work

Open Education: Building the future of higher ed

Open Education: Building the future of higher ed

Open Education: Building the future of higher ed

OCW Consortium and Optimum Learning

OCW Consortium and Optimum Learning

OCW Consortium and Optimum Learning

Mehr von George Veletsianos

Panel Discussion: Technology Trends and the Future of Education

Panel Discussion: Technology Trends and the Future of Education

Panel Discussion: Technology Trends and the Future of Education

George Veletsianos

A Lunch ‘n’ Learn-style event, this interactive session will explore strategies used in the School of Education and Technology to re-imagine our online learning courses. Together, we will explore the design of online learning experiences that are not just effective, engaging and efficient, but those that are also meaningful, empowering and caring. Come prepared to share, explore, discuss and have a bit of fun!

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

George Veletsianos

Although scholars increasingly use online platforms for public, digital, and networked scholarship, the research examining their experiences of harassment and abuse online is scant. In this study, we interviewed 14 women scholars who experienced online harassment in order to understand how they coped with this phenomenon. We found that scholars engaged in reactive, anticipatory, preventive, and proactive coping strategies. In particular, scholars engaged in strategies aimed at self-protection and resistance, while often responding to harassment by acceptance and self-blame. These findings have important implications for practice and research, including practical recommendations for personal, institutional, and platform responses to harassment, as well as scholarly recommendations for future research into scholars’ experiences of harassment.

Coping with online harassment: women scholars' experiences

Coping with online harassment: women scholars' experiences

Coping with online harassment: women scholars' experiences

George Veletsianos

This presentation contributes to understanding the phenomenon of online abuse and harassment toward women scholars. We draw on data collected from 14 interviews with women scholars from the United States, Canada, and the United Kingdom, and report on the types of supports they sought during and after their experience with online abuse and harassment. We found that women scholars rely on three levels of support: the first level includes personal and social support (such as encouragement from friends and family and outsourcing comment reading to others); the second includes organizational (such as university or institutional policy), technological (such as reporting tools on Twitter or Facebook), and sectoral (such as law enforcement) support; and, the third includes larger cultural and social attitudes and discourses (such as attitudes around gendered harassment and perceptions of the online/offline divide). While participants relied on social and personal support most frequently, they commonly reported relying on multiple supports across all three levels. We use an ecological model as our framework to demonstrate how different types of support are interconnected, and suggest that support for targets of online abuse must integrate aspects of all three levels.

I Get By With a Little Help From My Friends: An Ecological Model of Support...

I Get By With a Little Help From My Friends: An Ecological Model of Support...

I Get By With a Little Help From My Friends: An Ecological Model of Support...

George Veletsianos

An analysis of how the twitter discourse surrounding open education unfolded ...

An analysis of how the twitter discourse surrounding open education unfolded ...

An analysis of how the twitter discourse surrounding open education unfolded ...

George Veletsianos

How do open education practices spread

How do open education practices spread

How do open education practices spread

George Veletsianos

Open textbook adoption patterns in British Columbia

Open textbook adoption patterns in British Columbia

Open textbook adoption patterns in British Columbia

George Veletsianos

Exploring emergent forms of scholarship

Exploring emergent forms of scholarship

Exploring emergent forms of scholarship

George Veletsianos

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

George Veletsianos

This presentation reports on the experiences of three faculty members designing and developing a Master’s degree in Learning and Technology when they adopted openness as a core value and key design principle. While the benefits of open textbooks and OER are compelling, little is known about programs that are designed with openness as a core value. What does it mean to embrace open practices and embody an open philosophy at the program and course level within a Master’s program? What are faculty experiences with such an approach? How can the student experience be optimized? In what ways does openness support a diverse student body? What tensions arise and what supports are required to facilitate the transition to an MA degree that not only uses open textbooks but is defined by openness?

Openness As a Core Value

Openness As a Core Value

Openness As a Core Value

George Veletsianos

I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.

A scholarly life online

A scholarly life online

A scholarly life online

George Veletsianos

When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.

Scholars imagined audiences

Scholars imagined audiences

Scholars imagined audiences

George Veletsianos

Successful, sunny, and smiling: The ways that student life and faculty are ...

Successful, sunny, and smiling: The ways that student life and faculty are ...

Successful, sunny, and smiling: The ways that student life and faculty are ...

George Veletsianos

Crafting a research agenda (in memes)

Crafting a research agenda (in memes)

Crafting a research agenda (in memes)

George Veletsianos

We draw on interviews with more than 90 students from four massive open online courses (MOOCs) to investigate how students define challenging experiences/elements within MOOCs and how they then overcome those challenges. Findings enrich nascent scholarly understanding of MOOC learner experiences, highlight dimensions of learning that are not captured by tracking logs, and provide new approaches that MOOC developers can take in improving student learning experiences.

How do learners in MOOCs attempt to resolve challenges they face?

How do learners in MOOCs attempt to resolve challenges they face?

How do learners in MOOCs attempt to resolve challenges they face?

George Veletsianos

Scholars are often encouraged to be public intellectuals – to ‘go online’ and engage with diverse audiences. Yet, scholars’ online activities appear to be rife with tensions, dilemmas, and conundrums. In this presentation, I discuss the major tensions and challenges scholars face when engaging networked publics and highlight some uncomfortable realities of being a public scholar. Evangelizing public and networked scholarship without acknowledging the existence of tensions is detrimental to the field and misleading to the scholars who may be considering becoming more networked, more public, and more “digital.” Individual scholars and institutions, both networked and otherwise need to evaluate the purposes and functions of scholarship and take part in devising systems that reflect and safeguard the values of scholarly inquiry.

The tensions and conundrums of public scholarship

The tensions and conundrums of public scholarship

The tensions and conundrums of public scholarship

George Veletsianos

A deluge of empirical research became available on MOOCs in 2013-2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that: more than 80% of this literature is published by individuals whose home institutions are in North America and Europe; a select few papers are widely cited while nearly half of the papers are cited zero times; and researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and only a handful of studies were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

George Veletsianos

Crafting a research agenda

Crafting a research agenda

Crafting a research agenda

George Veletsianos

Designing digital learning

Designing digital learning

Designing digital learning

George Veletsianos

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

George Veletsianos

Mehr von George Veletsianos (20)

Panel Discussion: Technology Trends and the Future of Education

Panel Discussion: Technology Trends and the Future of Education

Panel Discussion: Technology Trends and the Future of Education

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Strategies for Designing Online Courses that are Effective, Engaging, Efficie...

Coping with online harassment: women scholars' experiences

Coping with online harassment: women scholars' experiences

Coping with online harassment: women scholars' experiences

I Get By With a Little Help From My Friends: An Ecological Model of Support...

I Get By With a Little Help From My Friends: An Ecological Model of Support...

I Get By With a Little Help From My Friends: An Ecological Model of Support...

An analysis of how the twitter discourse surrounding open education unfolded ...

An analysis of how the twitter discourse surrounding open education unfolded ...

An analysis of how the twitter discourse surrounding open education unfolded ...

How do open education practices spread

How do open education practices spread

How do open education practices spread

Open textbook adoption patterns in British Columbia

Open textbook adoption patterns in British Columbia

Open textbook adoption patterns in British Columbia

Exploring emergent forms of scholarship

Exploring emergent forms of scholarship

Exploring emergent forms of scholarship

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Networked Scholarship: Potential, Tensions, Provocations of using Online Tool...

Openness As a Core Value

Openness As a Core Value

Openness As a Core Value

A scholarly life online

A scholarly life online

A scholarly life online

Scholars imagined audiences

Scholars imagined audiences

Scholars imagined audiences

Successful, sunny, and smiling: The ways that student life and faculty are ...

Successful, sunny, and smiling: The ways that student life and faculty are ...

Successful, sunny, and smiling: The ways that student life and faculty are ...

Crafting a research agenda (in memes)

Crafting a research agenda (in memes)

Crafting a research agenda (in memes)

How do learners in MOOCs attempt to resolve challenges they face?

How do learners in MOOCs attempt to resolve challenges they face?

How do learners in MOOCs attempt to resolve challenges they face?

The tensions and conundrums of public scholarship

The tensions and conundrums of public scholarship

The tensions and conundrums of public scholarship

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

A Systematic Analysis And Synthesis of the Empirical MOOC Literature Publishe...

Crafting a research agenda

Crafting a research agenda

Crafting a research agenda

Designing digital learning

Designing digital learning

Designing digital learning

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of Care

Kürzlich hochgeladen

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

A Transgenic animal is one that carries a foreign gene that has been deliberately inserted into its genome. The foreign gene are inserted into the germ line of the animal, so it can be transmitted to the progeny. Transgenic animals are animals that are genetically altered to have traits that mimic symptoms of specific human pathologies. They provide genetic model of various human disease which are important in understanding disease and development of new target.

Role Of Transgenic Animal In Target Validation-1.pptx

Role Of Transgenic Animal In Target Validation-1.pptx

Role Of Transgenic Animal In Target Validation-1.pptx

Grant Readiness 101 TechSoup and Remy Consulting

Grant Readiness 101 TechSoup and Remy Consulting

Grant Readiness 101 TechSoup and Remy Consulting

Nutritional Needs Presentation - HLTH 104

Nutritional Needs Presentation - HLTH 104

Nutritional Needs Presentation - HLTH 104

How to Give a Domain for a Field in Odoo 17

How to Give a Domain for a Field in Odoo 17

How to Give a Domain for a Field in Odoo 17

psychiatric nursing HISTORY COLLECTION .docx

psychiatric nursing HISTORY COLLECTION .docx

psychiatric nursing HISTORY COLLECTION .docx

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Shubhangi Sonawane

Measures of Dispersion and Variability: Range, QD, AD and SD

Measures of Dispersion and Variability: Range, QD, AD and SD

Measures of Dispersion and Variability: Range, QD, AD and SD

On National Teacher Day, meet the 2024-25 Kenan Fellows

On National Teacher Day, meet the 2024-25 Kenan Fellows

On National Teacher Day, meet the 2024-25 Kenan Fellows

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

Unit-IV- Pharma. Marketing Channels.pptx

Unit-IV- Pharma. Marketing Channels.pptx

Unit-IV- Pharma. Marketing Channels.pptx

VishalSingh1417

Measures of Central Tendency: Mean, Median and Mode

Measures of Central Tendency: Mean, Median and Mode

Measures of Central Tendency: Mean, Median and Mode

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

MaritesTamaniVerdade

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of Energy Resources under the point Natural Resources. Following Presentation contain total information about the energy resources like Introduction of energy resources, Non-renewable, Renewable Energy resources with examples as well as deep explanations of coal, oil, petroleum, solar energy , wind energy , Conservation of Natural resources etc. Students having deep knowledge about energy resources after studying this presentation.

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

Shubhangi Sonawane

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

VishalSingh1417

Kürzlich hochgeladen (20)

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

Role Of Transgenic Animal In Target Validation-1.pptx

Role Of Transgenic Animal In Target Validation-1.pptx

Role Of Transgenic Animal In Target Validation-1.pptx

Grant Readiness 101 TechSoup and Remy Consulting

Grant Readiness 101 TechSoup and Remy Consulting

Grant Readiness 101 TechSoup and Remy Consulting

Nutritional Needs Presentation - HLTH 104

Nutritional Needs Presentation - HLTH 104

Nutritional Needs Presentation - HLTH 104

How to Give a Domain for a Field in Odoo 17

How to Give a Domain for a Field in Odoo 17

How to Give a Domain for a Field in Odoo 17

psychiatric nursing HISTORY COLLECTION .docx

psychiatric nursing HISTORY COLLECTION .docx

psychiatric nursing HISTORY COLLECTION .docx

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Measures of Dispersion and Variability: Range, QD, AD and SD

Measures of Dispersion and Variability: Range, QD, AD and SD

Measures of Dispersion and Variability: Range, QD, AD and SD

On National Teacher Day, meet the 2024-25 Kenan Fellows

On National Teacher Day, meet the 2024-25 Kenan Fellows

On National Teacher Day, meet the 2024-25 Kenan Fellows

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

Unit-IV- Pharma. Marketing Channels.pptx

Unit-IV- Pharma. Marketing Channels.pptx

Unit-IV- Pharma. Marketing Channels.pptx

Measures of Central Tendency: Mean, Median and Mode

Measures of Central Tendency: Mean, Median and Mode

Measures of Central Tendency: Mean, Median and Mode

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

The Design of Empowering and Inspirational Open Online Learning Experiences

1. The Design of Empowering and Inspirational Open Online Learning Experiences George Veletsianos, PhD Canada Research Chair, Associate Professor School of Education and Technology Royal Roads University

2. The fields associated with using technology in education have been enamored with effectiveness and efficiency

3. Certain aspects of MOOCs represent a continuity of the status quo

4. Designers and researchers should focus on the learner experience and strive to provide opportunities for inspiration & empowerment

5. The MOOC elicits strong feelings

6. The MOOC as a sociocultural phenomenon

7. Inspiration and Empowerment in open learning environments

8. Drawing from 3 studies

9. “It was the most empowering and most engaging learning experience I have had as an adult”

10. The role of the faculty member

11. Flexibility in traversing content

13. “I met some really great people that I am still in touch with now…we met in that horrible MOOC!”

14. Detecting moments of inspiration?

15. 4 closing remarks

16. Thank you! www.veletsianos.com www.veletsianos.com/publications @veletsianos on Twitter veletsianos at gmail.com

17. CC images appearing in this slideshow h"ps://flic.kr/p/95wiv3 h"ps://flic.kr/p/5ny9VT h"ps://flic.kr/p/9YUoEm h"ps://flic.kr/p/8xjtaf h"ps://flic.kr/p/9cdEB6 h"ps://flic.kr/p/2eFLX2 h"ps://flic.kr/p/8xjtaf h"ps://flic.kr/p/eVAP3K h"ps://flic.kr/p/8FavpK h"ps://flic.kr/p/4xYSqB h"ps://flic.kr/p/8JM3YV h"ps://flic.kr/p/7WQdpJ h"ps://flic.kr/p/KEKro h"ps://flic.kr/p/2x4Uk