The 10th Annual Open Education Conference took place on 6-8 November, 2013, in Utah, USA. The past ten years saw the creation of a “vast, high-quality open content infrastructure” which has paved the way for a wave of new educational innovations. This conference engaged with the critical challenges for the next decade. The recorded conference sessions are available online. More...
Il corso intende fornire agli studenti gli strumenti per una conoscenza di base della produzione artistica medievale in Italia e in Europa dal IV al XIV secolo, con una apertura verso l’incontro di culture tra oriente e occidente nel Mediterraneo e nell’Italia meridionale.
L’obiettivo è la conoscenza dei principali temi del periodo trattato e l’acquisizione degli strumenti metodologici che permettano di leggere e comprendere l’opera d’arte in tutti i suoi aspetti (formali e stilistici, iconografici, tecnici) inserendola nel contesto storico-culturale di riferimento. imparerai a conoscere la storia dell’arte dal paleocristiano al gotico (i movimenti, gli artisti e le maestranze, le opere, i committenti). Il contesto socio-politico ed economico, le questioni storiografiche e il dibattito critico in relazione al periodo analizzato. Accanto alla parte manualistica è previsto un approfondimento sulla cultura artistica della Sicilia normanna e il rapporto con Bisanzio e l’arte islamica. View the course.
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The course "European funding and Europlanning" is firstly aimed to provide students with an overview of the Community funding programs, as well as some information on future programming from 2014 to 2020.
A specific focus is devoted to future programming in research, development and innovation. Second, the course aims to train students on the design, with particular reference to the project cycle, from the identification of the idea to the implementation of the activities, their reporting and evaluation. The third axis of the course focuses on the role of lobbying and advocacy, which can influence the evaluation of project proposals and that is important to exercise properly and effectively, beside and in addition to the predisposition of a high-quality proposal. Certifications: ECTS: 11. View the course.
Provided by: Università Telematica Internazionale UNINETTUNO.
By Audrey Watters. Fast Company published a lengthy and glowing profile today of Udacity co-founder Sebastian Thrun, dubbing him the “godfather of free online education.”
Many in my Twitter feed balked at that headline, no surprise. Some interpreted “Godfather” in its Mario Puzo incarnation: Michael Corleone – perhaps this is my pop culture imagination getting the best of me – ordering the murder of the heads of other families so as to seize total control. But me, I can’t help but think instead about the traditional, religious meaning of the term: a godfather is the man who takes personal responsibility for the moral growth of a child. Either way, it is a strange and unsettling title for Thrun for those of us who’ve found his pronouncements about the future of education to be in turn threatening, dire, apocalyptic, and, well, pretty amoral. More...
By Tamar Lewin. Coursera, a California-based venture that has enrolled five million students in its free online courses, announced on Thursday a partnership with the United States government to create “learning hubs” around the world where students can go to get Internet access to free courses supplemented by weekly in-person class discussions with local teachers or facilitators. By Denmark Luceriaga. Companies arise to compete with universities for education. A recent surge of interest in Massive Open Online Courses (MOOCs) is sparking a revolution in higher education. Often regarded as the next great technological disruption in education, supporters of MOOCs have been lauding its potential to widen productivity in higher learning while relieving cost pressures.
MOOCs are mostly free, and are open to everybody. Taught by an instructor -- usually a college professor, they are very similar to courses here at UMBC. Lectures, tests, and class assignments are given, but the main difference is that the lessons are on video. Work is done and submitted online, and all discussion of class topics takes place on online discussion boards, very similar to features that Blackboard offers.
The original MOOC was launched in 2008: a course called “Connectivism and Connective Knowledge” that was taken free-of-charge by 2,300 members of the general public along with 25 tuition-paying students at the University of Manitoba. After seeing the potential in its concept, several Internet startups generated a business model for the low-cost online education market. More...
Prepare for Success is an interactive web learning tool for international students who are getting ready to come to the UK for study in further or higher education. It contains learning resources which are activity-based to help you find out about different aspects of academic life in the UK and the skills needed for effective study.
As well as preparing you for what to expect during your studies, the activities provide scope for English language improvement*. The learning resources can be used in any order by clicking on a title. Alternatively, you can use them through the 'study pathways' page if you would like to search by skill or topic. There is a demo to watch if you would like more information on how to use the activities, and an interactive FAQs page where you can find simple answers to questions about study in the UK. There is also a special page of interactive questions and answers for international students planning to study in Further Education colleges in the UK. To see it, select FE on the menu bar.
* Prepare for Success is intended primarily for international students whose first language is not English. It is aimed at students with an IELTS level between 5.5 and 7.5 or equivalent.
View the resource.
Open Education Europa is pleased to announce a new partnership with Study Portals, an online platform that helps students to understand the options and opportunities available for international study.
Open Education Europa and Study Portals share a commitment to providing easily accessible and comprehensive information to students in Europe, empowering them to improve and expand their own educational experience.
Students are more mobile than ever before, and international experience is a valuable asset. The problem is that it can be difficult to find and understand the many opportunities available from the array of institutions across Europe. Study Portals offer specialized platforms to search and compare courses at various levels (Bachelor, Master, and PhD). Furthermore, students can find valuable information about scholarships and read about other students’ experiences and opinions of the institutions they have attended. More...
By Paul Stacey. Providing free learning with pathways to formal credit, the OERu officially launched on Friday November 1, 2013 at Thompson Rivers University in Kamloops British Columbia. “In basing your learning and teaching on OER, you have an excellent opportunity to treat the minds of your students primarily as fires to be set alight rather than as vessels to be filled with the knowledge of just one teacher,” said Sir John Daniel, former UNESCO Assistant Director General of Education and open learning visionary. More...
By Elliott Hauser. Open source software has shown the world something amazing: that thousands or even millions of people can collaborate in a relatively uncoordinated way to achieve something remarkable. Many of us are thinking about how open education might replicate this staggering success. I want to share some of the thought we're developing at Coursefork.org with the HASTAC community and invite comments, feedback, and help making open education a reality.
Despite the ambitious title, I can't claim I know for sure how we'll build education's open future. But by examining the history of open source, I think we can see what shape the answer will take. And so this is the approach we're taking with Coursefork: the hypothesis that the future of education looks a lot like the present of software and that both are inexorably becoming open.
There are three areas that we believe educators must develop if we are to make this future a reality: Community, Leadership, and Technology. More...
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