Learning With MOOCs: 2.2.2: How to choose an appropriate MOOC?

How to Offer a Massive Open Online Course

How to Offer a Massive Open Online Course

(based on our experience of running The OER MOOC)

In August-September 2013 we ran The OER MOOC attended by around 1500 learners.
Read SMART Tips to learn how to run a MOOC whereby we shared our experiences.

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Open Content Licensing for Educators

Enrolled for the two week micro Course starting 5 February 2014 to learn about the the concepts of open educational resources, copyright and Creative Commons open licenses to achieve more sustainable education for all.

Anyone is free to participate in this course. 
Register here to start learning

If you are an educator or a student who want to learn more about open educational resources, copyright, and creative commons licenses, this course will help you to:

• Reflect on the practice of sharing knowledge in education and the permissions educators consider fair and reasonable;
• Define what constitutes an open educational resource (OER);
• Explain how international copyright functions in a digital world;
• Distinguish the types of Creative Commons licenses and explain how they support open education approaches;
• Acquire the prerequisite knowledge required by educators to legally remix open education materials and help institutions to take informed decisions about open content licenses;
• Use social media technologies to support your learning;
• Connect with educators around the world to share thoughts and experiences in relation to copyright, OER and Creative Commons.

Lead Facilitator

Dr Wayne Mackintosh will facilitate this course. He is the founding director of the OER Foundation and is the designated UNESCO - Commonwealth of Learning Chair in OER at Otago Polytechnic. He is coordinating the establishment of the OER university, an international innovation partnership which aims to provide free learning opportunities for all students worldwide with pathways for OER learners to achieve credible credentials.

Learning Activities
You will participate in an open international online course for 10 working days (2 weeks). You will need to allocate about 1.5 to 2 hours per day for the duration of open course.  The course is divided into five sessions inclusive of suggested learning activities:

•     Why open matters in education
•     Defining open educational resources
•     Your educational rights to copy
•     Refining your copyright using Creative Commons
•     Choosing the right open license

Want More?

Learners aiming for the Certificate of Achievement and/or credit towards the Open Education Course elective will need an additional 20 hours of self directed study to complete the assessments for this course.

So, come join and lets learn together!

Transforming Indian Education with MOOCs: Inaugural Programme Details

Transforming Indian Education with MOOCs

Prof. M M Pant, Founder, LMP Education Trust, explains that this event is a gathering of thought leaders, opinion makers and academics to deliberate upon addressing the multiple challenges to education in a rapidly changing world through a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), curating learning, measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics.

We also need a fundamental change of perspective. State delivered Education is based on authority, licenses and permissions and is often a misfit in modern times. As Henry Maine had said ' as society progresses, it moves from status to contract'. So must the educational system build contractual relationships between the learner and providers of learning with educators being at the core.

A technological and pedagogical model that has received a lot of attention during the last years initiated by Stanford, Harvard, Duke and almost 100 of the world's top ranking Uni-versities to teach millions of learners is that of the MOOC. The MOOC is considered on the one hand as a panacea for education and on the other as a defilement of the sanctity of the higher education tradition. The truth will probably lie somewhere in between and we must explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to de-liver assured high quality learning to large numbers, maybe evolve a model for a classroom of 10,000 learners.

This event is a step in that direction. We are experimenting here with a few MOOCs in a variety of subjects, for different target groups delivered by a team of Internationally re-nowned resource persons. We will be exploring several technological platforms and peda-gogical models to find answers to a few interesting questions:

• What is the right size of a learning cohort that is empowered with technology?
• What is the right price for tuition?
• What would be the most appropriate technology platform for mass education?
• What is the best way to cope with linguistic diversity?
• What course programs are best delivered as MOOCs?
• What skill sets must learners have to benefit most from MOOCs?
• What skill sets must educators acquire to teach effectively with MOOCs?

While MOOCs began as University courses of about 12 weeks, they may evolve to shorter duration MOOCs, such as Nano-learning MOOCs equivalent to the standard lecture, micro-MOOCs equivalent to the half-day ( 3 hour) seminar/workshop and an intensive 20 hour mini-MOOC reflecting Josh Kaufman's estimate of the time required to learn anything new.

To deliberate upon these timely issues, the event was inaugurated on Friday, 9th August 2013 by Prof. Asha Singh Kanwar, President & Chief Executive Officer, Commonwealth of Learning (Vancouver, BC, Canada).

Inaugural Session 

• Welcome by Mr. D.C. Pant, Former Pro-Vice Chancellor IGNOU 
• Introduction by Prof. M.M. Pant, Founder, LMP Education Trust
• Inaugural remarks and launch of 'The MOOC Primer' by Chief Guest: Prof. Asha Singh Kanwar, President & C.E.O., Commonwealth of Learning (Vancouver, BC, Canada)

Session 1
MOOCs: a solution or another fad (Chair person: Prof. Vinay Pathak)
1.1: The technology and pedagogy supporting MOOCs {Dr. Kinner Sachdeva}
1.2: New skill sets needed for effective participation in MOOCs {Prof. George Eapen} 1.3: MOOCs as a disruptive innovation for education in difficult and disaster-prone Geographies {Prof. Durgesh Pant}

Session 2
Panel Discussion: Transforming Indian Education with MOOCs (Chair person: Prof. V.R. Mehta)
Themes : 

• Science and Technology Education {Prof. S.K. Kak} 
• Healthcare and Medicine {Dr. Ajay Agarwal} 
• Teacher Education {Prof. A.K. Sharma}
• School Education {Prof. Rajaram Sharma}
• Legal Education {Prof. Susan Lamb}
• Management Education {Prof. J.K. Mitra}
• Higher Education in Hindi {Prof. G.K. Rai}

Session 3
Open Education Resources (Chair person: Prof. Marmar Mukhopadhyay)
3.1: The OER movement & launch of 'The OER MOOC' {Prof. Madhulika Kaushik}
3.2: Learning and Teaching effectively with OERs {Prof. Sanjay Jasola}
3.3: OERs and Educational Providers {Dr. R.C. Sharma}

Session 4
Announcements of MOOCs
4.1: Effective Parenting for Pre-School Children {Ms. Anjali Gogia}
4.2: Mathematical Modeling for School Teachers {Dr. Dharam Prakash}
4.3: Curating Learning Resources {Sri Sanjay Malaviya}
4.4: Becoming an Independent Educator {Dr.Gita Bajaj}

"May a thousand MOOCs bloom": Concluding Observations {Prof. MM Pant}

The OER MOOC

Almost everyone in India is conscious of the importance and urgency of the Challenges in Education and these are reflected in several other parts of the world as well. Some of these are the challenge of numbers, of relevance, of Quality, of access, of costs and of speed.

There is sometimes a sense of paralysis at the enormity of the challenge and the apparent impossibility of managing conflicting expectations. But we need a change in direction, as suggested in the scenario painted by Edward de Bono.
“Imagine a ship at sea that is in trouble. The lights keep going out. The engine is faltering. The rudder is unreliable. The first mate is drunk. The crew is very demoralised. The service is appalling. The passengers on the ship are very dissatisfied. Then a new captain and first mate are brought in by helicopter. Very quickly everything changes. The morale of the crew is lifted. Service improves. The engine is fixed. The rudder is fixed. The lights stay on. Everything is fine.
But the ship is still heading in the wrong direction.”

The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics.

However, in addition to new systems or technologies, we need a fundamental change of perspective. Education is seen as the responsibility of the State and the system is based on authority and licenses and permissions to allow education to be transacted in modern times this is unlikely to work. As Henry Maine had said ' as society progresses, it moves from status to contract'. So must the educational system build contractual relationships between the learner and providers of learning as more important than statutory authority.

A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC. The MOOC is considered on the one hand as a panacea for education and on the other as a defilement of the sanctity of the higher education tradition. The truth will probably lie somewhere in between and we must explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers , maybe evolve a model for a classroom of 10,000 learners.

This event is a step in that direction.

Learn about the OER MOOC

The Open Education Resources is a 4 week online program designed to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. The nominal duration for completing this course is 4 weeks. However, because of the nature of this program which allows flexibility and personalisation, participants may take another 2 weeks if they so wish to complete the course. This MOOC is designed to help impart the knowledge and develop the skills needed to be successful in learning from OERs or teaching the chosen subject to post secondary students and life-long learners using OERs. MOOC after OER include access to colleagues and discussion forums with other MOOC participants centered upon common interests and pursuits.

Duration: August 9th – September 5th 2013 (4 weeks)

Learning Outcomes

LO1: Become informed of the various OERs, their different sources and the skills of searching and inclusion of OERs in educational programs.
LO2: Able to search for open licensed materials and create OERs.
LO3: Appreciate the significance of OERs Open Licenses in the evolution of copyright law and how new licensing regimes such as 'creative commons' become a game changer in education.
LO4: Will be able to develop a sample OER related to his/her field of expertise.

What do we expect of the learners

In order to receive the maximum benefits from this course, participants should....
• dedicate focused time towards learning
• participate in discussions
• be active learners
• share their ideas and experiences

Course Overview

‘The OER MOOC’ comprises 4 modules. All these modules have a nominal duration of one week, each module being structured as 5 sessions, which may be seen as a daily action plan for systematic and regular participation in learning and have similar components including:
• Introductory Text based materials
• Introductory Video
• Lecture Presentations
• Blog posts for learning materials
• Tweets from time to time
• A resource base of links to relevant resources

Each module takes approximately 4-5 hours, depending on ability and engagement with online materials. The indicative themes for the 4 modules is as follows:

Module 1 - The OER movement:

Session 1.1: The story of OERs (a disruptive innovation) and its aspirations
Session 1.2: Introduction to Licensing: Copyright and Creative Commons
Session 1.3: Taxonomy / Classification/ Tagging of OERs
Session 1.4: Sources of Resources for OERs
Session 1.5: OERs OERs in India and other regions (Asia, Europe, Africa and Americas)

Module 2 - Learning from OERs:

Session 2.1: A survey of learning tools and learning opportunities with OERs
Session 2.2: How to choose an appropriate OER?
Session 2.3: Requisite learner skills set for learning from an OER
Session 2.4: Recognition of learning from OERs
Session 2.5: Augmenting the learning environment with OERs and Educational Games

Module 3 - Effective Teaching with OERs:

Session 3.1: Instructional design considerations for an OER
Session 3.2: Assessment of suitability , and adopting of an OER in a learning context
Session 3.3: Monitoring the impact of OER on a course and measuring its success
Session 3.4: Licensing: copy right and creative commons
Session 3.5: Developing an OER for a specific learning context and Contributing to an OER Repository

Module 4 - OERs and Education Providers :

Session 4.1: Policy imperatives driving OERs
Session 4.2: OERs as an economic value proposition
Session 4.3: Models of adoption of OERs: Global Case Studies
Session 4.4: Developing Institutional OER adoption plans
Session 4.5: Beyond OERs: What next?

Instructors:

Prof. Sanjay Jasola and Dr. Ramesh C. Sharma

Schedule:
The schedule provides a general timeline for pacing of the course. The course can be paced slower according to participant needs. Support will be provided for all course materials for six weeks. A schedule of synchronous sessions (if any) and any local groups created will be posted for the course. Course materials can be accessed 24/7. Weekends are intended for flexibility in pacing for participants to catch up or work ahead.

Grading & Certification:
There is no examination or grade for this course. Certificate of participation may be given on specific requests made with the final feed-back submitted along with the post- diagnostic test.

HELPDESK

A Helpdesk is available on a 24x7 basis, having a ticketing system and reachable through toll free number or SMS. This Helpdesk will be available for a period of 2 months. Details for contacting the Helpdesk will be provided shortly before it being activated. Till then for any help, send an e-mail to tiemooc@gmail.com

Scenario planning for educators (SP4Ed)

I have joined a micro Open Online Course (mOOC) Scenario Planning for Educators (#SP4Ed) which starts tomorrow (29th July 2013). A two week long course, this is being offered by the e-Learning Research Lab at the University of Canterbury in collaboration with the OER Foundation.

There are more than hundred colleagues from 33 countries making it a global collaborating community putting heads together on what futures are possible in education. A unique feature of this mOOC is that it is being offered in parallel with an official postgraduate course: Change with Digital Technologies in Education (EDEM630) at the University of Canterbury.

I find the theme of this mOOC very timely when there are so many developments are happening in all sectors of our life, including education in the form of new delivery models, pedagogy, media and technology, assessments, collaborations, open access, OERs etc, lets us think on what futures are possible in education. 

Connectivism, Online Learning, and the MOOC by Stephen Downes

Watch the video here for the session by Stephen Downes