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SA White Paper for Post-School Education and Training emphasises open practices

SA White Paper for Post-School Education and Training emphasises open practices | Open learning news | Scoop.it
Gabi Witthaus's insight:

This is great news from South Africa. OERs are given high priority for the future - I'm looking forward to seeing how this gets implemented.

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News from the Web about open learning, open educational resources and open scholarship
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MOOCs are so last-year... Harvard Business School launches online Undergrad program

MOOCs are so last-year... Harvard Business School launches online Undergrad program | Open learning news | Scoop.it
Harvard Business School plans to unveil on Friday its first venture into online education, a three-course primer on business fundamentals aimed at undergraduate students enrolled at other institutions. The new program, HBX, is inspired by popular online learning platforms, like the nonprofit Khan Academy, opened in 2006, and edX, launched two years ago by Harvard and the Massachusetts Institute of Technology. Unlike those programs, however, HBX will not be a so-called MOOC — a massive open online course that anyone with an Internet connection can join. Prospective students must apply for admission and must be pursuing at least a four-year degree.
Gabi Witthaus's insight:

Is this the beginning of the post-MOOC world? The HBS programme is neither open nor free, but is possibly aimed at the same people who enrol on MOOCs.

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Robert Farrow's curator insight, April 4, 5:35 AM

An interesting development in the MOOC cycle which downgrades the 'open' part of the proposition in favour of a selected community of students who are enrolled on a four-year higher education programme.  It will be good to see whether this set-up improves what learners get out of participation but seems at the same time to undercut claims about improving access...

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Experiences and best practices in and around MOOCs

Experiences and best practices in and around MOOCs | Open learning news | Scoop.it

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. The success of this conference with more than 450 participants demonstrates that MOOCs are at the beginning of a wave and a first step towards opening up education.

Gabi Witthaus's insight:

This issue of Open Education Europa looks like a treat for MOOC fans!

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Isabellefr10's curator insight, April 1, 4:02 AM

#mooc #clom #rel

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Coursera and edX Hire New Executives: What about online experience? - e-Literate

Coursera and edX Hire New Executives: What about online experience? - e-Literate | Open learning news | Scoop.it
Today’s big news is the concurrent change in leadership at two of the big three MOOC providers. First, Coursera announced they had hired Richard Levin, former president of Yale University, to be the company’s new CEO. Besides being a big-name … Continue reading →
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New policies for online learning and distance education in South Africa

New policies for online learning and distance education in South Africa | Open learning news | Scoop.it
Gabi Witthaus's insight:

Tony Bates summarises the new White Paper on policies for online and distance education in South Africa, and provides a commentary on how this will affect Unisa (SA's mega-open university serving over 400,000 distance students). It seems that the key message in the White Paper is that all post-secondary institutions are now being encouraged to offer open and distance learning (as opposed to the past situation where only Unisa was the official provider of distance education). This will obviously create competition for Unisa and could possibly 'bleed' its skills as academics may get headhunted by other institutions.

 

My view: this could be a good thing as smaller institutions might be better able to manage quality control and have closer relationships to their students than a large, sprawling institution like Unisa; however it is also likely to have its teething problems as new institutions struggle to get to grips with the requirements of distance education and the skills needed by teaching and admin staff. It could also lead to duplication of resources, which would not be justifiable in a country with (as Tony Bates points out) such widespread poverty. My hope is that institutions will collaborate to share resources and skills regionally, with their eyes firmly on the end goal of providing excellent tuition to ever larger numbers of learners, rather than trying to profit from the new rules.  

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Scaling higher education - the teacher presence conundrum

Scaling higher education - the teacher presence conundrum | Open learning news | Scoop.it
Terry Anderson refers to a recent study by Tomkin and Charlevoix  into whether teacher presence makes any difference to students on a MOOC.  The findings are, at first glance, encouraging to those ...
Gabi Witthaus's insight:

My first blog post in my new blog, artofelearning.wordpress.com. Some thoughts on what we can learn from emerging MOOC findings that say teacher presence is not necessary for effective learning (confirming Terry Anderson's 'interaction equivalence theorem).

 

I question whether these findings are meaningful in the widening participation debate, or whether they just give more information to conventional institutions offering conventional distance education to fee-paying students.

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Gabi Witthaus's curator insight, March 18, 6:12 AM

I have scooped this already on Open Learning News, and am adding it here as it contains a learning design message: conventional distance education providers can learn from MOOCs that well designed courses with opportunities for structured interaction between peers may be more important than teacher presence...

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elearnspace › What will universities monetize in the future?

elearnspace › What will universities monetize in the future? | Open learning news | Scoop.it
Gabi Witthaus's insight:

Interesting post by George Siemens speculating on how universities' income-generation strategies will change in future, in response to the increasing openness of both content and teaching.

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Non-formal learners to receive credit for OERu course on Critical Reasoning

Innovative credit-by-exam demonstrator

Thomas Edison State College (TESC) is taking a leadership role in developing an end-of-course assessment for the upcoming UNISA OERu course on Critical Reasoning.  Learners will be able to work through the independent study materials as self-paced learners and take the final assessment anticipated to cost just over $100. These learners will earn actual college credit toward their degrees. With this initiative, TESC plan to demonstrate the value proposition of the OERu model by offering a full-tuition version of the OERu course including faculty facilitation hosted on the TESC learning management system (Moodle) on a full-fee basis. Unisa also hosts a full-tuition version of this OERu course for their own learners towards formal degrees, using myUnisa (an implementation of Sakai).

This demonstrator will establish the foundations to progress a parallel mode implementation where two (or more) OERu partner institutions offer a full-tuition version of an OERu course in parallel with free OERu learners. The technologies for offering an OERu course using this parallel-mode were trialled during the Scenario Planning for Educator’s micro Open Online Course hosted by the University of Canterbury last year. The OER Foundation is discussing opportunities with our OERu partners to expand the demonstrator for parallel-mode delivery.  

The Unisa / TESC initiative is an exemplary model of “South-North” collaboration within the OERu family. Offering courses in parallel mode provides full-tuition students at OERu partners with an intercultural learning experience given the large number of international students from many countries that the open online courses hosted on WikiEducator typically attract. OERu learners will benefit from peer-to-peer learning interactions with students participating in the full-tuition versions of OERu courses.    

Gabi Witthaus's insight:

Fantastic progress by the OERu

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Gabi Witthaus's curator insight, March 7, 9:52 AM

This is fantastic progress by the OERu.

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YOUR input needed: policy recommendations for OER uptake

YOUR input needed: policy recommendations for OER uptake | Open learning news | Scoop.it
Gabi Witthaus's insight:

This page on the Open Education Europa website contains summaries of policy recommendations for the schools, colleges and higher education sector and three in-depth reports by the EU-funded POERUP (Policies for OER Uptake) project. You can add your comments on the web page.

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Open Learning - OpenLearn - Open University

Open Learning - OpenLearn - Open University | Open learning news | Scoop.it
Free online learning from The Open University. OpenLearn gives you free access to course materials and expert opinion on topical issues.
Gabi Witthaus's insight:

Still one of the best place to find open content on the Web.

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A Must See Graphic on Creative Commons for Students ~ Educational Technology and Mobile Learning

A Must See Graphic on Creative Commons for Students ~ Educational Technology and Mobile Learning | Open learning news | Scoop.it
Gabi Witthaus's insight:

Excellent graphic by Martin Missfeldt with clear explanations of what the various CC licences mean (although I think Share Alike could be better explained as "Share: Gladly, but only under the same conditions as this work has been shared under!".  Original blogpost with this infographic is at http://www.tagseoblog.com/what-means-creative-commons-infographic. ;

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e4innovation.com » Blog Archive » A new classification for MOOCs

e4innovation.com » Blog Archive » A new classification for MOOCs | Open learning news | Scoop.it
Gabi Witthaus's insight:

More from Grainne Conole on the classification system which she is developing for MOOCs

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The Creative Commons Carpe Diem Handbook

The Creative Commons Carpe Diem Handbook | Open learning news | Scoop.it
Gabi Witthaus's insight:

Carpe Diem handbook - useful for anyone who needs to design or redevelop an online course.

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Free Online University Receives Accreditation, in Time for Graduating Class of 7

Free Online University Receives Accreditation, in Time for Graduating Class of 7 | Open learning news | Scoop.it
The University of the People, built to reach underserved students around the world, announced Thursday that it had received accreditation.
Gabi Witthaus's insight:

The University of the People has now received accreditation from the Distance Education Council, a national accrediting group in the USA.

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African Innovation & Intellectual Property - new books | OpenAIR

African Innovation & Intellectual Property - new books | OpenAIR | Open learning news | Scoop.it
Gabi Witthaus's insight:

This looks like a fascinating book and report from UCT (University of Cape  Town) Press - and is freely downloadable under a CC-BY-SA licence.

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Should MOOC students be grouped?

Should MOOC students be grouped? | Open learning news | Scoop.it
I am currently participating in the Carpe Diem MOOC offered by the Swinburne University of Technology, under Gilly Salmon's leadership. Although I've enrolled in many MOOCs before (going right back...
Gabi Witthaus's insight:

My latest blog post, reflecting on my (largely positive) experience of being allocated to a group in the Carpe Diem MOOC.

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Martyn Cooper's curator insight, March 29, 4:39 AM
In my limited experience of MOOCs forming the groups can be a challenge!
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A Multidimensional Migration for Social Inclusion: A Personal Account | Open Education Working Group

A Multidimensional Migration for Social Inclusion: A Personal Account | Open Education Working Group | Open learning news | Scoop.it

My secondary education in a developing country was interrupted by one of the most horrible conflict the world ever experienced. After a relative stability was established, I was able to resume and completed my secondary education as a primary teacher trainee. With the domination of the native language and French as languages used in education, we skipped learning English for some semesters because teachers who could teach this language were hard to find in the country at the time. In addition, this language was not yet introduced in the country’s primary education system except for very few schools which were established for social inclusion of student who had repatriated from countries where English was the language used in education. School leaders had no concerns about the lack of English language teachers for teacher-trainees who were not expected to use this language in their future profession. - See more at: http://education.okfn.org/a-multidimensional-migration-for-social-inclusion-a-personal-account/#sthash.2RjQiEAG.3C1ZUfiL.dpuf

Gabi Witthaus's insight:

This is a very moving account by Leicester PhD student, Bernard Nkuyubwatsi, about his personal journey as an independent learner, and how through motivation and fierce dedication, he has overcome incredible obstacles in his quest for learning, and now for sharing education with people in his home country, Rwanda.   

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European MOOC Platform Nearing 500,000 Enrollments -- Campus Technology

Launched last October, European MOOC platform iversity.org has now reached nearly 500,000 enrollments in its 28 massive open online courses.
Gabi Witthaus's insight:

The European MOOC platform iversity.org is running a pilot in offering certification to students on the basis of exams, which they sit in various centres in Germany. It's a nice way of widening participation in higher education, but I'm not sure of the validity of exams in testing knowledge, and wonder whether these MOOCs will just end up supporting learners in 'learning for the test'?  

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» Does teaching presence matter in a MOOC? Virtual Canuck

» Does teaching presence matter in a MOOC? Virtual Canuck | Open learning news | Scoop.it

A recent study of a Coursera MOOC is really interesting in that it implemented a random assignment of student to 2 conditions – one with no teacher interaction with the students and the other with teacher and teacher assistant interaction in forums. The study is

Tomkin, J. H., & Charlevoix, D. (2014). Do professors matter?: using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomes. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference. Retrieved from http://dl.acm.org/citation.cfm?id=2566245

 

The study concluded that teacher presence had no significant relation to course completion, most badges awarded, intent to register in subsequent MOOCs or course satisfaction.

Gabi Witthaus's insight:

Thanks to Terry Anderson for pointing to this interesting study. I have written a reply to Terry's post and blogged further on this - separate scoop to come.

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Rochester Uni to offer free tuition and accreditation to top MOOC students

Rochester Uni to offer free tuition and accreditation to top MOOC students | Open learning news | Scoop.it
After a year-long experiment, the school reached new students and sharpened teaching skills
Gabi Witthaus's insight:

This is an interesting contribution to the discussion on non-formal students getting accreditation for participation in MOOCs. The University of Rochester says:


'We plan to invite the top 100 online students from our MOOC, the Power of Markets, to our campus in June for review sessions followed by a proctored final exam and the chance to earn additional certification. We hope to encourage the best overall students, through scholarship support, to apply to Simon. (The top performer on the exam will be offered a full-tuition scholarship to a Simon graduate business program.)'


Excellent. May more institutions follow their lead!

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Open education Challenge

Open education Challenge | Open learning news | Scoop.it
Your opportunity to develop, strengthen and fund your startup
Gabi Witthaus's insight:

Exciting opportunity for entrepreneurial educators to submit a proposal for a startup to the EU's Open Education Challenge. Applicants can be based anywhere in the world.

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Browse by Subject - ALT Open Access Repository

Browse by Subject - ALT Open Access Repository | Open learning news | Scoop.it
Gabi Witthaus's insight:

Lots of great, mainly education-related open access articles here.

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Beyond MOOCs: Sustainable Online Learning in Institutions

Beyond MOOCs: Sustainable Online Learning in Institutions | Open learning news | Scoop.it
Link: Beyond MOOCs Sustainable Online Learning in Institutions (PDF) Link: Beyond MOOCs Sustainable Online Learning in Institutions (MS Word .docx) Executive Summary The key opportunity for institu...
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Cool webinars for Open Education Week 2014

Cool webinars for Open Education Week 2014 | Open learning news | Scoop.it
This year Open Education Week falls in 10 March through 14 March 2014.  What is Open Education Week, I hear someone ask? Open Education Week raises awareness of the open education movement and its ...
Gabi Witthaus's insight:

These webinars should be good - especially the one by my colleagues Grainne and Terese on Fri 14th March which takes a pedagogical look at MOOCs :-)

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A Pedagogical Look at MOOCs

A Pedagogical Look at MOOCs | Open learning news | Scoop.it
As a part of Open Education Week 2014, Professor Gráinne Conole and I plan to hold a webinar (details to be announced shortly; watch this space) on the topic of A Pedagogical Look at MOOCs. This we...
Gabi Witthaus's insight:

This is an interesting draft classification system for MOOCs developed by Grainne Conole with Terese Bird and Paul Rudman at the Institute of Learning Innovation, Leicester University. It challenges the more familiar but rather simplistic classification of MOOCs into xMOOC and cMOOC.

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Learning Design for Online Ed: An Interview With Gilly Salmon About Her Carpe Diem MOOC - moocnewsandreviews.com

Learning Design for Online Ed: An Interview With Gilly Salmon About Her Carpe Diem MOOC - moocnewsandreviews.com | Open learning news | Scoop.it
Gily Salmon's first MOOC that she is leading, Carpe Diem - Learning Design, starts March 10, and we took the opportunity to discuss some of the differences between course design for "traditional" online learning and for MOOCs
Gabi Witthaus's insight:

Gilly Salmon being interviewed on the design decisions that went into the planning of her upcoming MOOC on the Carpe Diem approach to learning design. Most interesting for me: she is planning to divide up the participants into groups of 25 to provide support for one another on the courses that they are all designing. She says: '[The main difference between a MOOC and other online classes is] working out how can have the feedback component, how we can have the facilitation component, kept as light as possible for the volume, because it obviously wasn’t possible for us to allocate a facilitator for free for every 25 students.'

 

The MOOC starts on 10th March and I've signed up for it, so I'll be watching this aspect with interest.

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