Group items tagged

"MindTap - array of digital products and services LMS agnostic with "MindApps" to go across learning platforms - portability and customization by individual students as well as faculty

The CSU's Affordable Learning Solutions Campaign is designed to enable faculty to choose and provide quality educational content that is more affordable for their students. CSU students typically pay over $800 per year for their books. By reducing their expenses, we believe we can provide better access to a quality CSU learning experience. We are launching this campaign in 2010 and will be continuously improving the services to CSU faculty and students each semester. The Affordable Learning Solutions website is designed to: - Make it easy for faculty, staff, and students to find no/low cost course content that can substitute for more costly textbooks Enable faculty to be recognized for their efforts in reducing costs for students - Share practices for using no/low cost digital content in CSU courses - Support campuses in customizing their strategies to enable affordable learning solutions For example: As part of a three-year partnership with Nature Publishing Group (NPG), publisher of the world's leading scientific journal Nature, CSU faculty guided and advised the development of NPG's Principles of Biology - the first in a series of interactive "born digital" textbooks. The text will be incorporated into courses for students at the Los Angeles, Northridge and Chico campuses starting in the 2011/2012 academic year.

Randy Bass, Assistant Provost and English prof, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University worked with Malcoml Brown (Director of ELI) on Evidence of Impact project - "what are the conditions for the most meaningful learning inside and outside the formal curriculum?" and "How do emerging digital tools make it possible to see and capture evidence of meaningful learning in new ways?" Post-Course Era = end of self-contained course at center of curric

Community of scholars offering access to their originally created learning materials, creating their own personal collection of materials from the database, serving as peer reviewers of submitted materials and working together to improve the culture of sharing good materials for learning and teaching.

Free, open course on "Personal Learning Environments for Inquiry in K12" - topics include orientation to open learning environments, processes and obstacles, and how to evaluate learning in PLEs and networks

4 Steps that Chris Rice also uses in his EADs at UK: Meet (are we listening? reach out to students to understand their learning preferences and motivations for taking a course) Show (did we do it? develop learning solutions based on today's students and validate through interative process to ensure ideal product mix) Test (do you like it? gain faculty approval to finalize the product and content mix specific to each discipline) Work (are you in? publish the student-tested, faculty-approved teaching and learning solution) Rest (are you kidding? our research never ends, continual feedback from students ensures that we keep up with their changing needs)

he OER university is a virtual collaboration of like-minded institutions [Australia, New Zealand, Canada] committed to creating flexible pathways for OER learners to gain formal academic credit. The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognised education institutions. It is rooted in the community service and outreach mission to develop a parallel learning universe to augment and add value to traditional delivery systems in post-secondary education. Through the community service mission of participating institutions we will open pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.

The purpose of this document is two-fold: - to offer an online history of the development of the Massive Open Online Course (MOOC) - to use that history to describe major elements of a MOOC Each chapter of this guide looks at one of the first MOOCs and some early influences. It contains these parts: - a description of the MOOC, what it did, and what was learned - a description of the element of MOOC theory learned in the offering of the course - practical tools that can be used to develop that aspect of a MOOC - practical tips on how to be successful Contribute to this Book You are invited to contribute. If you participated in a MOOC, add a paragraph describing your experience (you can sign your name to it, so we know it's a personal story). If you know of resources or can add information about an element of MOOC theory, add to or edit the text that already exists. If you know of tools, provide a link to the tool, a short description, and your assessment of the tool. If you have a tip, add the tip. In order to participate, please email or message your contact details, and we'll you to the list of people who can edit pages. Send your request to stephen@downes.ca

An open educational resource modeling how to write an open educational resource... by having you read it and learn from it at your own pace you can write your own OER unit.

Intro with learning outcomes; Definition of open learning and OERs; Planning an OER unit; Creating an OER; Pedagogy inc social constructivism; Communicating; Evaluating open learning

Universal design principles are critical to raising standards in faculty-designed learning experiences. When/how do we get awareness and then exploring best types of faculty (and grad students) development learning experiences?

Professor Jim Taylor, from the University of Southern Queensland, points out that the OER university will create a parallel learning universe to augment and add value to traditional models of delivery through open collaboration networks. "This is not theoretical speculation, it is entirely viable." said Jim Taylor. In this keynote address, Jim: Refers to the "gales of creative destruction" associated with technological change where old industry can be swept away and replaced by new ones. However, the OER university concept provides opportunities for "creative construction" for universities in a digital age. Demonstrates that conventional supply of education using traditional delivery methods will not the meet the demands for access to higher education. Consider, for example: the need for 18 million new teachers the doubling of post-secondary students in the next decade the need to build roughly one new university per week in India alone to meet the future demand for learning. Points out that we already have a critical mass of open access materials, but we don't have open curriculum, open student support, open assessment and open accreditation. Indicates that the OER university concept will provide a stairway to credible credentials based soley on OER.

South Africa - teaching portal, learning portal, community portal

Peer-based online university - relatively free (small fees for registration and exit exams). Small groups of peers work with scholars in 10 week sessions with explicit expectations for students to work together as they learn.

Open courses for direct use by independent learners or for re-mix/use by instructors - HP-sponsored Measuring Learning Consortium will use it also to research on students' understanding of STEM coursework (France, Hong Kong, Russia, South Africa and USA)

9 week free, open and online course designed for higher ed community but may also be of interest to secondary educators or home schoolers. Expecting people to dedicate 3-10 hrs a week starting January 10 and running through March 13, 2013.

STEAM Academy with UK's KY P20 Labs

Resources of interest to the Open Learning Network project - curated by OLnet Team

Mike James urges programmers to adapt gaming techniques to allow the regular-Joe academic expert to include a simulation quickly and easily into a learning experience (instead of videotaping them as they present it via words or pre-produced visuals)

Co-founded by open education visionary Dr. David Wiley and education technology strategist Kim Thanos; finding quality content and mapping it to course learning outcomes; incorporating OER into academic strategy and curriculum decisions via consulting services; faculty training services; analytics and other outcomes to maximize student success

International community of educators and researchers sharing learning materials of high quality