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Dr. Nellie Deutsch

Impact of introduction of online learning in developing countries-special reference to ... - 0 views

www.wiziq.com/...session.aspx

shared by Dr. Nellie Deutsch on 16 Jul 08 - Cached
  • Dr. Nellie Deutsch on 16 Jul 08
     
    The Open University of Sri Lanka (OUSL) was set up for the purpose of providing higher educational facilities to persons above 18 years of age with relevant basic qualifications, in Sri Lanka. It is the only recognized university in Sri Lanka where students are able to pursue further education by distance education techniques in keeping with the philosophy of open and distance learning. The main focus of this lecture would be to identify and evaluate the impact of online learning on the students. This lecture would essentially discuss the findings from a research done using random sampling method with a questionnaire technique. According to the findings, most students prefer forums as the best online teaching/ collaboration tool. They like this method because they can contact their coordinator at any time and at any place, and can also network as well as discuss their queries. Students pursuing their studies at post graduate level prefer this method more than other students. However, the students have identified this method as a complement and not as a substitute for traditional face to face learning. As far as barriers for Online Education are concerned : Lack of resources (computers as well as experts in the field), infrastructure, no proper training on Moodle, and low awareness level of e-Learning are considered as main problems. This Lecture would be more of a discussion on impact of Online Learning and lessons learned from it in a developing country. I will present our findings and then we can have an open house to discuss this further.
Maggie Verster

The Open University has published a research report - 0 views

www.open.ac.uk/...news-full.php

oer open-education school2.0

shared by Maggie Verster on 17 Aug 09 - Cached
  • Maggie Verster on 17 Aug 09
     
    The Open University has published a research report which is now available online The report evaluates the impact OpenLearn has had internally and externally and the challenges that lie ahead in open content and establishing open learning networks. "OpenLearn has been a really fascinating research opportunity. We wanted to find out what the impact was on us as an organisation; how we could help other people who wanted to provide their material available for free; and perhaps most importantly, what learners got out of having access to all this open material"
Tero Toivanen

Times Higher Education - From where I sit - Everyone wins in this free-for-all - 11 views

www.timeshighereducation.co.uk/story.asp

education higher oer times sharing university digital knowledge learning materials collaboration teaching web2.0

shared by Tero Toivanen on 11 Feb 11 - No Cached
  • The term open educational resources (OER) encapsulates the simple but powerful idea that the world's knowledge is a public good. The internet offers unprecedented opportunities to share, use and reuse knowledge. Sadly, most of the planet is underserved when it comes to post-secondary education.
  • But while in our research we have no problem with sharing and building on the ideas of others, in education the perception is that we must lock teaching materials behind restrictive copyright barriers that minimise sharing.
  • Sometimes universities justify this position on the grounds that the open licensing of courses will damage their advantage in the student recruitment market. These publicly funded institutions expect taxpayers to pay twice for learning materials.
  • ...3 more annotations...
  • Individuals are free to learn from OER hosted on the open web. It is, therefore, plausible that we can design and develop an "OER university" that will provide free learning for all students worldwide.
  • Working with Otago Polytechnic in New Zealand, the University of Southern Queensland in Australia and Athabasca University in Canada as founding anchor partners, we aim to help provide flexible pathways for OER learners to earn formal academic credentials and pay reduced fees for assessment and credit services under the community service mission of modern universities.
  • The OER Foundation will host an open planning meeting on 23 February to lay the foundations for this significant intervention. With support from the United Nations Educational, Scientific and Cultural Organisation, the meeting will be streamed on the web, and we invite all educational leaders to join us at this meeting in planning for the mainstream adoption of OER in post-secondary institutions.
  • Tero Toivanen on 11 Feb 11
     
    The term open educational resources (OER) encapsulates the simple but powerful idea that the world's knowledge is a public good. The internet offers unprecedented opportunities to share, use and reuse knowledge. Sadly, most of the planet is underserved when it comes to post-secondary education.
Fatima Anwar

Online Education Integrated Learning Platform: An Online Learning Platform LEJ launched... - 0 views

schoolcolleged2l.blogspot.com/...lej-online-courses.html

academic education e-learning online courses online education online learning

shared by Fatima Anwar on 08 Dec 13 - No Cached
  • Fatima Anwar on 08 Dec 13
     
    The Latif Ebrahim Jamal (LEJ) National Science info Centre at the University of Karachi intends integrated free online courses from massive e-learning platform like Massachusetts Institute of Technology (MIT), Harvard University, Stanford University, Open Yale online Courses offered by Yale and different higher education colleges free for everybody.
Paul Beaufait

The Teacher's Guide To Open Educational Resources | Edudemic - 31 views

www.edudemic.com/ide-open-educational-resources

Creative Commons education free math OERs repositories resources science teachers textbooks videos

shared by Paul Beaufait on 04 Aug 15 - No Cached
  • Paul Beaufait on 04 Aug 15
     
    Comforto (2015) explained how to identify open educational resources (OERs), listed a handful of places to start looking for them, and provided micro reviews of repositories for literature, math and science OERs, as well as videos, courses and textbooks. She included suggestions for appropriate use and re-use of OERs, and invited comments pointing out similar repositories or resources. Comforto, Nicole. (2015, July 30). The Teacher's Guide To Open Educational Resources [Web log post]. Retrieved from http://www.edudemic.com/guide-open-educational-resources/
  • hill_stations on 28 Aug 15
     
    http://treehousecottages.co.in/ Tree House Jaipur - World's largest, most unique, 5 Star & Luxury Tree House Resort. Located atop "trees", the tree have several live branches running through the rooms making nature universal in the Lap of luxury. Jaipur Airport is 40 km from Tree House resort Jaipur
Maggie Verster

OpenLearn - The Open University - 0 views

openlearn.open.ac.uk

education e-learning elearning university opencourseware oer

shared by Maggie Verster on 16 Jun 09 - Cached
  • Maggie Verster on 16 Jun 09
     
    The OpenLearn website gives free access to Open University course materials.
Ruth Howard

Syllabus at IPT 692R: Introduction to Open Education - 0 views

open.byu.edu/...syllabus

game guild quest education university open

shared by Ruth Howard on 06 Apr 09 - Cached
  • Instructional design faculty are frequently criticized for delivering information about innovative new pedagogical methods to their students in the form of traditional lectures - for talking the talk but failing to walk the walk.
  • On the other hand, the course is a massively multiplayer role-playing game in which students select a character class, develop specialized expertise, complete a series of individual quests, join a Guild, and work with members of their Guild to accomplish quests requiring a greater breadth of skills than any one student can develop during the course.
  • Despite the impressive work of Constance, JSB, and others, to the best of my knowledge no one has ever designed and implemented a university course as a massively multiplayer role-playing game. In addition to helping students gain a working knowledge of the field of open education (i.e., knowledge they can actually put to work), this course is a design experiment exploring the effectiveness of running a university course as a massively multiplayer role-playing game.
Mary Glackin

Free online university gets high first marks - 0 views

www.eschoolnews.com/...index.cfm

OpenEd online Education

shared by Mary Glackin on 04 Jan 10 - Cached
  • Mary Glackin on 04 Jan 10
     
    University of the People, one of the newest members of the free online education arena, is adding academic heft with credentialed faculty and advisors, and nine out of 10 students recently said they would recommend the university to family and friends.
Fabian Aguilar

The End in Mind » An Open (Institutional) Learning Network - 2 views

www.jonmott.com/...institutional-learning-network

shared by Fabian Aguilar on 14 Aug 09 - Cached
  • There are components of an open learning network that can and should live in the cloud: Personal publishing tools (blogs, personal websites, wikis) Social networking apps Open content Student generated content
  • Some tools might straddle the boundary between the institution and the cloud, e.g. portfolios, collaboration tools and websites with course & learning activity content.
  • Other tools and data belong squarely within the university network: Student Information Systems Secure assessment tools (e.g., online quiz & test applications) Institutional gradebook (for secure communication about scores, grades & feedback) Licensed and or proprietary institutional content
  • ...3 more annotations...
  • To facilitate the relationships between students and teachers, students and students, and students and content, universities need to provide students the ability to input additional information about themselves into the institutional repository, such as: URLs & RSS feeds for anything and everything the student wants to share with the learning community Social networking usernames (probably on an opt-in basis) Portfolio URLs (particularly to simplify program assessment activities) Assignment & artifact links (provided and used most frequently via the gradebook interface)
  • Integrating these technologies assumes: Web services compatibility to exchange data between systems and easily redisplay content as is or mashed-up via alternate interfaces RSS everywhere to aggregate content in a variety of places
  • While there’s still a lot of work to do, this feels like we’re getting closer to something real and doable. Thoughts?
Scott Kinkoph

185 Free Online Certificate Courses & MOOCs from Great Universities | Open Culture - 0 views

www.openculture.com/free_certificate_courses

courses mooc opencourseware university OER certificates online learning education web2.0 technology resources tools learning teaching collaboration video

shared by Scott Kinkoph on 27 Nov 12 - No Cached
  • Scott Kinkoph on 27 Nov 12
     
    Free Online Certificate Courses & MOOCs from Great Universities: A Complete List
Dennis OConnor

Job Opportunities - Ed.S. Degree in Career and Technical Education - UW Stout, Wisconsi... - 0 views

www3.uwstout.edu/...job.cfm

technical colleges jobs e-learning jobs certificate

shared by Dennis OConnor on 13 Aug 09 - Cached
  • Dennis OConnor on 13 Aug 09
     
    This is a powerhouse connection to Jobs in Wisconsin's Technical College system. Provided by the University of Wisconsin-Stout Ed.S Degree program. On the open web and available to any one. The E-Learning and Online Teaching Graduate Certificate at UW-Stout is accepted as a concentration for the Ed.S program
aunt tammie

Online Video Lectures and Course Materials - Open Yale Courses - 39 views

oyc.yale.edu

education reading books yale lectures

shared by aunt tammie on 07 Jul 11 - Cached
  • aunt tammie on 07 Jul 11
     
    Open Yale Courses. Lectures from Yale University
  • studybooking on 20 Nov 14
     
    You want to earn a big extra income? Be one of our Agents now on Studybooking.com. Registration is FREE you only need to share our website link in any social websites. For more details visit our website www.studybooking.com and contact us to info@studybooking.com
Charli Solo

Syllabus - Free Online Course Materials - USU OpenCourseWare - 0 views

ocw.usu.edu/...syllabus.htm

Web 2.0 Free Open Course

shared by Charli Solo on 11 Oct 10 - Cached
  • Charli Solo on 11 Oct 10
     
    Utah State University open course in Blogs Wikis New Media
Martin Burrett

Life - Interactive Tree of Life - 1 views

www.open2.net/...index.html

Darwin tree of life evolution poster interactive science animals plants bacteria life biology

shared by Martin Burrett on 03 Sep 11 - Cached
  • Martin Burrett on 03 Sep 11
     
    An interactive 'Tree of life' resource from the Open University. http://ictmagic.wikispaces.com/science
Rick Beach

U creates Open Academics textbook catalog to reduce student costs : UMNews : University... - 0 views

www1.umn.edu/...UR_CONTENT_383497.html

open-access textbooks books ebooks reading

shared by Rick Beach on 04 May 12 - No Cached
  • Rick Beach on 04 May 12
     
    U of Minnesota creates open-access textbook collection with faculty reviews.
Tero Toivanen

eLearn: Feature Article - 0 views

elearnmag.org/subpage.cfm

semanticweb web3.0 feature e-learning web 2.0 Roger C. Schank

shared by Tero Toivanen on 19 Apr 09 - Cached
  • The goal of the Semantic Web is to provide the capacity for computers to understand Web content that exists on systems and servers across the Internet, ultimately adding value to the content and opening rich new data, information, and knowledge frontiers.
  • In essence, the Semantic Web is a collection of standards, data structures, and software that make the online experience more detailed, intelligent, and in some cases, more intense.
  • In addition to the standards that govern the data and its structure, semantic technologies seek to define the framework and method of communication between systems.
  • ...6 more annotations...
  • This is a key component of the Semantic Web because IPAs will make the intelligent connections between content, mapping relationships, and alerting users and systems to content that previously would not have been identified, or if recognized, would have been discovered accidentally by searching or user recommendation. The Web will essentially be building correlations between defend types of learning interaction regardless of whether the user is online.
  • The potential of the Semantic Web could actually revolutionize the learning experience. Roger Schank, who helped found the Learning Center at Carnegie Mellon University, designed a new methodology that eliminates classes, tests, lectures, and even programs themselves.
  • Schank argues the most effective way to teach new skills is to put learners in the kinds of situations in which they need to use those skills, and to provide mentors who help learners as and when they need it. Effective learners come to understand when, why, and how they should use skills and knowledge. They receive key just-in-time lessons, in such a way that learners will most likely remember the information later when they need it. In a Semantic Web context, learning would be continuously invigorated with the obvious benefits being an increase in the quality of content and the sophistication of student interactions.
  • The prospect of applying semantic concepts to learning administration as well as direct pedagogy could offer benefits to the institution and the learner.
  • educational organizations should keep data secure while addressing issues around open access, though in principle the way would be clear to integrate systems across intranets and extranets.
  • Government agencies and lawmakers need to engender the broad necessity and the vision as well as provide adequate support and development mechanisms for those institutions and innovators wishing to further semantic applications within e-learning. Finally, and perhaps most importantly, the learners and tutors must embrace the new opportunities and pedagogical frontiers that a web of meaning could ultimately deliver.
  • Tero Toivanen on 19 Apr 09
     
    The goal of the Semantic Web is to provide the capacity for computers to understand Web content that exists on systems and servers across the Internet, ultimately adding value to the content and opening rich new data, information, and knowledge frontiers.
Tero Toivanen

The Splintered Mind: Friends of the Stanford Encyclopedia of Philosophy - 0 views

schwitzsplinters.blogspot.com/...-stanford-encyclopedia-of.html

philosophy Stanford open university opensource open-access

shared by Tero Toivanen on 20 Jun 09 - Cached
  • Tero Toivanen on 20 Jun 09
     
    The Stanford Encyclopedia of Philosophy is to date the most visible and successful experiment in "open-access" -- that is, free -- academic philosophy.
Michèle Drechsler

The practices of socialbookmarking in the field of Education - 87 views

Hello About the survey : http://enquetes-education.net/limesurvey/index.php?sid=28793〈=en Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with...

survey socialbookmarking diigo

started by Michèle Drechsler on 08 Jul 09 1 follow-up, last by Michèle Drechsler on 11 Jul 09
Newman Lanier liked it
Martin Burrett

Evolution MegaLab - 0 views

www.evolutionmegalab.org

science evolution biology map data snail

shared by Martin Burrett on 08 Aug 11 - Cached
  • Martin Burrett on 08 Aug 11
     
    A great site from the Open University. See evolution in action... slowly, with snails from across the world. You can submit your own data. http://ictmagic.wikispaces.com/Science
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
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