#FDOL131

Hello and welcome to the  

#FDOL131 webinar.  

Please go to Meeting (top left)

> Audio setup wizard to check your audio

Flexible, Distance and Online Learning an open course using COOL FIShhttp://fdol.wordpress.com/ Twitter: @openfdol #fdol131 

unit 5: open practices Carol Yeager, 22 April 13, 7‐8pm(GMT)

Maria and Lars

Rationale: The move towards ‘openness’ in education has accelerated in recent years with a number of high profile institutional initiatives such as the MIT OpenCourseware project and there is now a growing body of Open Educational Resources (OERs) and Open Educational Practices (OEP) offered by a number of institutions around the globe which not only give access to free educational courseware, such as images, video, audio and other assets to educators and learners worldwide, without an accompanying need to pay royalties or licence fees but also provide opportunities for open access participation and learning in course settings via for example Massive Open Online Courses (MOOC) which often attract large numbers of participants. The OER and OEP have emerged as a concept with great potential to support educational transformation as well as provide extended opportunities for learning in non‐formal settings. This unit explores the benefits and challenges of openness in education and learning more generally and looks at ways in which educators and learners can harness and benefit from a plethora of open opportunities to engage and re‐engage in learning but also to explore how OER and OEP can be re‐purposed, adapted and contextualised for specific learning and teaching situations.

unit 5: open educationalpractices

Maria

Open practice for you

“Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. No single response to the changes in the supersystem of higher education can successfully address every institution’s situation. However, every institution must begin addressing openness as a core organizational value if it desires to both remain relevant to its learners and to contribute to the positive advancement of the field of higher “ (Wiley and Hilton, 2009, 1)

Carol YeagerMentor, Lecturer, Course DeveloperSUNY, Empire State College State University of  New York, USA

@couki1http://www.linkedin.com/pub/carol‐yeager/4/493/669

guest speaker

OERs, cMOOCs and the Opening of Education

Carol Yeager22 April 2013

What does                       mean

to you?

http://www.prweb.com/releases/prweb2013/4/prweb10628753.htm

Creative Commons

Disruption of Education?

Three major MOOC typesAs posited by Lisa M. Lane in a blog post …*Networked knowledge based : cMOOC aka connectivist MOOC

*Task based : ds 106, Potcert*Content based : Coursera, Udacity, Edx

What is a MOOC ?(massive open online course)

Visualization by participant of how cMOOC works

Co‐Facilitators and Researcher

Betty Hurley-Dasgupta and Carol Yeager

Catherine A. Bliss

With RetSam Zhang, tech support

Our first MOOC Fall 2011(http://cdlprojects.com/ )

Offered for both credit and not for credit

gRSShopperopen source by Stephen Downes

(grsshopper.downes.ca/about.htm )

http://youtu.be/K_dIXNGVZnk. 

Types of Posts: Facebook, Twitter, Blogs

CMC11 participant closing comments

What is your learning style? Others?

(http://math.cdlprojects.com/ )our second MOOC Fall 2012

Not offered for credit

You Tube Videos of VizMath Presentations

Questions

• What challenges do cMOOCs present for assessing learning gained through engaging with the MOOC, including other MOOC participants?

• Is the cMOOC an accessible learning environment for all learners?

• What are essential elements of a MOOC? Is size (over 100) sufficient for it to be a MOOC? 

• Is a cMOOC really a course?

Your thoughts?

Reflections and my thoughts

Some References• Research article on MOOCs:• http://www.irrodl.org/index.php/irrodl/article/view/104

1/2025• Dave Cormier on MOOCs:• http://davecormier.com/edblog/2012/07/31/20‐

questions‐and‐answers‐about‐moocs/• George Siemens on MOOCs (video):• http://blog.p2pfoundation.net/george‐siemens‐on‐

massive‐open‐online‐courses/2011/05/14• Stephen Downes on MOOCs (video):• http://www.slideshare.net/Downes/xmooc‐the‐massive‐

open‐online‐course‐in‐theory‐and‐in‐practice

As these online universities gain traction, and start counting for actual college course credit, they’ll most likely have enormous real-world impact. They’ll help in getting jobs and creating business ideas. They might just live up to their hype. For millions of people around the globe with few resources, MOOCs may even be life-changing.A.J. Jacobs

http://www.nytimes.com/2013/04/21/opinion/sunday/grading-the-mooc-university.html?hp

FDOL131 updates

Maria and Lars

unit 5: week 2 now•work on last PBL task•share when completed and provide feedback to another group

unit 6: webinar led by FDOL participantsSharing experiences and learning: Looking back and aheadmini presentations by the groups (5‐10 mins per group)1. PBL group 12. PBL group 23. PBL group 34. PBL group 5/6

#FDOL131

Flexible, Distance and Online Learning an open course using COOL FIShhttp://fdol.wordpress.com/  Twitter: @openfdol #fdol131

Thank you for joining us today 

and see you online

last webinarunit 6: celebrating learning

2 May 13, 7‐8pm (UK time)

references

Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, in: International Review of Research in Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 25 February 2013]