Formation Continue du Supérieur

11 mai 2013

TEL-Map project survey about technology supported, innovative learning practices

TEL-Map is a Coordination and Support Action focussing on roadmapping activities for innovative forms of learning. A roadmap can be understood as a ‘strategic lens’, through which future developments in a domain or an organisation are analysed for the purpose of channelling available resources wisely.
The aim of this new survey is to collect the views of teaching professionals to inform future roadmapping activities by probing certain statements with regards to their likelihood, desirability and – when it comes to policy measures – their feasibility.
There is no need to be an expert in all areas addressed to answer the survey, as the objective of TEL-Map is to get feedback from people with as diverse backgrounds as possible.

Website: Take the online survey.

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11 mai 2013

International Council for Open Research and Education (ICORE) to be launched in Rome

The International Council for Open Research and Education (ICORE) is a new association bringing together interested experts and stakeholders from the fields of open education and open research. The association will be officially launched on May 16 in Rome (Italy) during the Learning Innovations and Technology (LINQ 2013) conference.
ICORE is a non-profit and requires no membership fees to join. Open to both representatives of organisations as well as individuals, it aims to promote open research and open education as a fundamental social objective. This promotion of these goals will be accomplished through the fostering of collaboration between relevant stakeholders in open research and education, such as national, European and international policy makers, researchers, educators of all levels, students, non-profit educational providers as well as commercial educational providers, among others.
The association's activities will include the administration of an online community portal for information exchange, the organisation of scientific and educational events (conferences, summer schools, etc.) and the establishment of creative partnerships between ICORE members to advance open research and open education internationally.
Interested applicants can register easily at the ICORE website, where the complete first public draft of the association’s statutes can also be found. Joining before the first official meeting of ICORE on May 15 allows new members to be recognized as co-founders.
Website: Official website. University of Duisburg-Essen WIP .

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11 mai 2013

European MOOC Summit

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6-7 June 2013. Many European universities are engaging in MOOCs-related initiatives. Some host their MOOCs on US platforms, while others are developing their own platforms. What strategies do European universities employ?
The École Polytechnique Federale de Lausanne (EPFL) will host a meeting in June in preparation for the Fall 2013 Summit regarding Massive Open Online Courses (MOOCs) at European Universities.
The questions to be discussed include:
Why do European Universities engage in MOOCs? In which languages are they produced? Which audiences are targeted? How effective have the first MOOCs experiences in Europe been? Why should Europe have its own platform? How do MOOCs build upon existing online learning activities? How do regional, national or European governments see their role? What is the impact on mobility of European students? Which research initiatives are launched in Europe? What are the new business opportunities?
Key actors will gather at EPFL for two days of sharing information. On the first day, participants will have 5-10 minutes to present the state of affairs in his or her institution, i.e., what has been achieved so far and what are the key challenges. The second day will be structured around the themes that will emerge from the first day, such as those mentioned above.

Website: Source.

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11 mai 2013

University of Cambridge OCW language learning resources

The Language Centre of the University of Cambridge offers a range of Open Courseware (OCW) learning resources under the Creative Commons Licence.
Most of the OCW resources offered by the Language Centre were initially developed for the courses run as part of the Cambridge University Language Programme (CULP). The materials were designed for use in a blended learning environment combining ICT-based learning with face-to-face learning in the classroom.
The resources can be used for self-study, but for their most effective use they will benefit from a learning environment with some face-to-face contact.
Basic and intermediate Chinese, basic German and Russian essentials are currently available in the OCW language platform.
URL: OpenCourseWare.

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11 mai 2013

Building open bridges: collaborative remixing and reuse of open educational resources across organisations

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“Building open bridges: collaborative remixing and reuse of open educational resources across organisations” is a paper published in March 2013 by the University of Nottingham (UK) exploring new creative collaboration practices related to OER.
Authors Tim Coughlan, Rebecca Pitt and Patrick McAndrew explore in this paper practices that, developed as a set of course materials, were released as OER from the UK, remixed for a US context by a cross-organisational, cross- cultural team, and then reused in a broad range of educational settings. The approaches taken during these remixing and reuse activities as novel forms of creative collaboration are also analysed.
Researchers identify how openness has provoked novel inter- organisational collaboration and forms of ownership. They also define forms of open practice that need support and present issues that should be considered in devising and supporting open projects in education and beyond.

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11 mai 2013

Open Educational Resources: Innovation, Research and Practice

“Perspectives on Open and Distance Learning: Open Educational Resources: Innovation, Research and Practice” is one in a series of publications by the Commonwealth of Learning (COL) examining Open Educational Resources (OER). The book, initiated by the UNESCO/COL Chair in OER, describes the movement in detail, providing readers with insight into OER’s significant benefits, its theory and practice, and its achievements and challenges. The 16 chapters of the volume, published in May 2013, have been written by some of the leading international experts on the subject and are organised into four parts by theme:

OER in Academia: describes how OER are widening the international community of scholars, following MIT’s lead in sharing its resources and looking to the model set by the OpenCourseWare Consortium
OER in Practice: presents case studies and descriptions of OER initiatives underway on three continents
Diffusion of OER: discusses various approaches to releasing and “opening” content, from building communities of users that support lifelong learning to harnessing new mobile technologies that enhance OER access on the Internet
Producing, Sharing and Using OER: examines the pedagogical, organisational, personal and technical issues that producing organisations and institutions need to address in designing, sharing and using OER.

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11 mai 2013

EduSenior offers a free course on Senior Education

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By Roger Esteller-Curto, Pilar Escuder-Mollon. The EduSenior project aims to improve the quality of educational institutions that currently are offering courses and activities or wish to implement a learning activity aimed to senior learners (65+ or retired). Supported by the European Commission’s the Lifelong Learning Programme, EduSenior is offering from June to September 2013 the free online course “Senior education: A Quality of Life approach to assessing educational institutions”, targeted to professionals, decision makers, students and, in general, anybody interested in the topic of adult and senior education. The virtual classroom will open on May 27th, and the course will start on June 3rd. The course is 100% virtual and will be offered in English and Spanish (different groups). Participants will also have the option to choose the intensity which best suits their needs:

A 4 months course: June - September 2013.Average time required: 8 h. per week
Or a 2 months course: June - July 2013. Average time required: 16 h. per week.

The course is organised by the Senior Citizens’ University (Universitat Jaume I, Castellón, Spain) and the Akademia im. Jana Długosza (Jan Długosz University, Częstochowa, Poland) and is part of the EduSenior project “Evaluation toolkit on seniors’ education to improve their quality of life" (QEduSen). The topics to be addressed during the online training sessions are:

Introduction to the needs and requirements of the elderly and potentialities of education
Analysis of educational factors that help increase seniors’ competences and increase their quality of life, with real examples and other case studies.
Introduction to the evaluation process to increase quality in an institution.
Application of the EduSenior evaluation toolkit

The online registration to participate in this course will remain open until 26 May. QEduSen_VirtualCourse_generalInfo.pdf.

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11 mai 2013

The Impact and Reach of MOOCs: A Developing Countries’ Perspective

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Authors: Tharindu Liyanagunawardena, Shirley Williams, Andrew Adams. Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet.
However, a close consideration of the ability of learners from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these areas of the world. The paper further shows the need for more data on the demographics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
Read Complete Text: PDF Document.

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11 mai 2013

MOOCs and disruptive innovation: Implications for higher education

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Authors: Li Yuan, Stephen Powell. The opportunity that Massive Online Open Courses (MOOCs) offer for cost effective massification of learning has generated significant interest from governments, higher education institutions (HEI) and commercial organisations. A growing number of HEI have been involved in experimenting with MOOCs for the purposes of expanding access, marketing and branding, as well as the potential of developing new revenue streams. The motivation for some MOOC providers is a philanthropic one and for others a business proposition. However, in both cases, there is the challenge of finding a viable business model that allows for sustainability of MOOC provision.
This paper will use the theory of disruptive innovation (Bower and Christensen, 1995) to examine MOOCs development and how their approach could be used to help institutions explore innovative approaches for teaching and learning and to develop new business models in order to gain competitive advantages in the education market. MOOCs provide institutions with a vehicle to think creatively and innovatively to explore new business models and flexible learning paths in HE provision. However, there is a need to rethink current higher education structures and policies and working practices that obstruct innovation. This includes funding arrangements and the ability to disaggregate teaching from assessment and accreditation for differential pricing and pursuit of marketing activities.
Read Complete Text: PDF Document.

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11 mai 2013

The Next Game Changer: The Historical Antecedents of the MOOC Movement in Education

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Author: David T. Boven. Though the history of massive open online courses is very short, scholars can gain insights by looking at similar movements in the past. This paper examines several historical moments in education to develop an understanding of MOOCs and their future.
Specifically, this paper explores two developments that resemble the discourse surrounding MOOCs—the emergence of studia particulare and generale in medieval Europe and the monitorial educational systems of the early nineteenth century. It also looks at several other educational innovations that have been seen as disruptive to the status quo of education. These include land-grant institutions in the United States in addition to the University Without Walls and open education movements of the 1960s and 1970s. These previous movements are very instructive as proponents of MOOC educational systems develop strategies for promoting MOOCs and giving them lasting resonance in the digital age.
Read Complete Text: PDF Document.

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