4. «Openness» in Academic Practice
Transparency
Communication & Collaboration
Continued innovation
Opening Doors to Global Academic Practice
Wiley, D. (2006). Open source, openness, and higher education. Innovate Journal of Online Education, 3(1).
5. Open Teaching
Retain Reuse Revise Remix Redistribute
Open Educational Resources
Wiley, D. (2006). Open source, openness, and higher education. Innovate Journal of Online Education, 3(1).
6. Wiley’s 5R’s of «Openness»
5R’s Description
Retain Make own copies
Reuse Use in a wide range of ways
Revise Adapt, modify, and improve
Remix Combine two or more
Redistribute Share with others
This material was created by David Wiley and published freely under a Creative Commons Attribution license at: http://opencontent.org/blog/archives/3221
9. Open Educational Resources
Teaching, learning and research
resources that reside in the public
domain or have been released under
intellectual property license that
permits their free use or re‐purposing
by others.
Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. Report to The William and Flora Hewlett Foundation. Retrieved from
http://www.hewlett.org/uploads/files/Reviewofthe OERMovement.pdf
10. Purpose of OER Movement
• Sustaining open access to high quality digital educational
materials
• Increasing transparency, collaboration and networking;
• Encouraging “freedom of use”
• Ensuring quality of digital educational materials
11. Benefits of OER
• Interoperability
• Cover broad range of subjects and topics
• Assure flexibility in determination
• Save time and effort
• Provide learning communities
• Establish collaborative learning environments
McGreal, R. (2013). Introduction: The need for open educational resources. In Rory McGreal, Wanjira Kinuthia, & Stewart Marshall (Eds.). Open educational resources: Innovation, research, and practice. Commonwealth of Learning and
Athabasca University, Vancouver. Retrieved from http://www.col.org/PublicationDocuments/pub_PS_OER-IRP_web.pdf
Geser, G. (2012). Open educational practices and resources: OLCOS Roadmap 2012. Retrieved from http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf
12. Key Challenges of OER
• Lack of awareness among
academics about intellectual
property rights
• Quality assurance of open
content
• Sustainibility of OER initiatives
in long run
Hylén, J. (2005). Open Educational Resources: Opportunities and Challenges. Organisation for Economic Co-operation and Development, 1(2).
Yuan, L., MacNeill S., & Kraan W. (2008). Open Educational Resources – Opportunities and challenges for higher education. Joint Information Systems Committee (JISC) CETIS, 1(34)
13. Creative Commons
• OER released under the appropriate
Creative Commons license
• To legitimate the use, re‐use, re‐
appropriation and re‐mixing of
open content
• To remove the restrictions for
learners and educators
Deimann, M. & Farrow, R. (2013). Rethinking OER and their Use : Open Education as Bildung. The International Review of Research in Open and Distance Learning, 14(3), pp. 344-360.
15. OER Practices
More than 100 higher education institutions and
associated organisations (including Turkey) from around
the world have formed the OpenCourseWare
Consortium, using a shared model, with the aim to
advance education and empower people worldwide
through opencourseware.
Organisation for Economic Co-operation and Development – OECD (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Retrieved from http://www.oecd.org/edu/ceri/38654317.pdf
23. Massive Open Online Courses (MOOCs)
A MOOC is an open online course offered by
any individual or institution on a platform
that hosts many other alike courses or a
stand‐alone course
McAuley, A., Stewart, B., Siemens, G. & Cormier, D. (2010). Massive Open Online Courses. Digital ways of knowing and learning. The Mooc Model For Digital Practice (Created through funding received by the University of Prince Edward Island through the Social Sciences and
Humanities Research Council's "Knowledge Synthesis Grants on the Digital Economy". 2010 CC Attribution.)
24. MOOCs
Higher education
Executive education
Employee development
Khalil, H. & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 1236-1244).
Chesapeake, VA: AACE.
27. Free of Charge?
What About Return on Investment?
• Completion Certificates
• Institutional buying
• Additional paid resources
Strongly dependent
on context, culture
and political
ideology
Visual Academy. The Making Money Schemes of MOOCs Infographic. Retrieved from http://www.onlineschools.org/visual-academy/mooc-money/
28. Current Place of MOOCs
Brown, C., Deacon, A., Small, J., & Walji, S. (2014). To MOOC or not to MOOC – That is the question. Retrieved from http://www.slideshare.net/adeacon/to-mooc-or-not-to-mooc-that-is-the-question?qid=fe6af2e5-849d-42ba-85cf-
0fa83cd8b121&v=default&b=&from_search=2
31. Learner Motivation
• Lifelong learning or gain an understanding of any
subject matter, without any particular
expectations for completion or achievement
• Edutainment
• Convenience
• Exploration of online education
Belanger, Y. & Thornton, J. (2013). Bioelectricity: A Quantitative Approach, Duke University’s FirstMOOC, Duke Center for Instructional Technology
32. Consensus Points
• Brand Extension
• Recruitment
• Educational Innovation
• Revenue (or cost reduction)
Department for Business, Innovation and Skills – BIS (2013). The Maturing of the MOOC: Literature Review of Massive Open Online Courses and other Forms of Online Distance Learning. Research Paper Number 130. Retrieved from
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf
34. Challenges
High retention rates
Accreditation
Assessment
Authentication
Department for Business, Innovation and Skills – BIS (2013). The Maturing of the MOOC: Literature Review of Massive Open Online Courses and other Forms of Online Distance Learning. Research Paper Number 130. Retrieved from
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf
35. Types of MOOCs
• Centralized / linear
• Organized lecture recordings
• Predefined schedule
• Proprietary licenses
• Self-assessment and discussion forums
• Learner Analytics
• Lack of social interaction and access
xMOOCs
van Treeck, T., Himpls‐Gutermann, K., & Robes, J. (2013). Offene und partizipative Lernkonzepte: E‐Portfolios, MOOCs und Flipped Classrooms. In M. Ebner und S. Schön (Eds.). Lehrbuch für Lernen und Lehren mit Technologien. Retrieved from http://l3t.eu
Grünewald, F., Meinel, C., Totschnig, M., & Willems, C. (2013). Designing MOOCs for the Support of Multiple Learning Styles. Lecture Notes in Computer Science, 8095, pp. 371‐382.
Schulmeister, R. (2013). Der Beginn und das Ende von Open, Chronologie der MOOC-Entwicklung. In R. Schulmeister (Ed.). MOOCs – Massive Open Online Courses: Offene Bildung oder Geschäftsmodell? Münster: Waxmann.
36. • Decentralized
• Connectivist principles of learning
• Active participation and engagement
• Social learning through social software
• Personal Learning Environments
• Peer Learning (pedagogical model)
• Joint communication
cMOOCs
Types of MOOCs
van Treeck, T., Himpls-Gutermann, K., & Robes, J. (2013). Offene und partizipative Lernkonzepte: E-Portfolios, MOOCs und Flipped Classrooms. In M. Ebner und S. Schön (Eds.). Lehrbuch für Lernen und Lehren mit Technologien. Retrieved from http://l3t.eu
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), pp. 3-10.
Grünewald, F., Meinel, C., Totschnig, M., & Willems, C. (2013). Designing MOOCs for the Support of Multiple Learning Styles. Lecture Notes in Computer Science, 8095, pp. 371-382.
McAuley, A., Stewart, B., Siemens, G. & Cormier, D. (2010). Massive Open Online Courses. Digital ways of knowing and learning. The Mooc Model For Digital Practice (Created through funding received by the University of Prince Edward Island through the
Social Sciences and Humanities Research Council's "Knowledge Synthesis Grants on the Digital Economy". 2010 CC Attribution.)
45. Micro Learning
• Formal learning Direct & Pragmatic approach
• Autonomous learning environment
• On‐demand information from any kind of device
• Independent from any restrictions of formal
education.
Krüger, N. (2012). Micro-E-Learning in Information Literacy. Proceedings from World Library and Information congress: 78th IFLA General Conference and Assembly. Retrieved from http://conference.ifla.org/past/2012/93-kruger-en.pdf
46. Micro Learning
Micro learning does not provide
seperate learning sessions, rather it is
integrated into several activities of
learner
It supplements other forms of learning
to support the autonomy of learner.
Bruck, P. A., Motiwalla, L., & Foerster, F. (2012). Mobile learning with micro-content: A framework and evaluation. Proceedings from BLED 2012. Retrieved from http://aisel.aisnet.org/bled2012/2
47. Micro Learning
Macro Learning
• Static
• Quickly
outdated
Micro Learning
• Dynamic
• Pragmatic
• Autonomous
• Personalized
• Open Access (i. e. Digitial
repositories of universities)
Krüger, N. (2012). Micro-E-Learning in Information Literacy. Proceedings from World Library and Information congress: 78th IFLA General Conference and Assembly. Retrieved from http://conference.ifla.org/past/2012/93-kruger-en.pdf
49. Individual Involvement Institutional Involvement
Recognition Individually Institutionally (Global)
Transparency Individually developed educational
materials, or courses
A collection of institutionally developed
educational materials, or courses
Quality Benchmarking of individually developed
educational materials, or courses
Benchmarking of institutionally developed
educational materials or courses AND
brand extension
MICRO MACRO
OER & MOOCs
