Re-Purposing MOOCs and OER for Academic Credit in the UK Using a Flexible Work Based Learning Program at an English University

2016 ◽  
pp. 121-143
Author(s):  
Jon Talbot
Keyword(s):  
Online Courses ◽  
Rapid Development ◽  
Open Educational Resources ◽  
Pedagogical Practices ◽  
Flexible Work ◽  
Learning Program ◽  
Learning Framework ◽  
The Uk ◽  
The University ◽  
First Time

The rapid development of open educational resources (OER) and massive open online courses (MOOCs) has resulted for the first time in high quality higher education learning materials being freely available to anyone in the world who has access to the internet. While the emphasis in the literature is principally upon such matters as technology and cost pressures, rather less attention has been paid to ways in which pedagogical practices can be adapted to address these changes. This chapter reports on a UK university where innovative pedagogical practices have developed over a twenty-year period, which enables such adaptation. The development of a flexible work based learning framework enables the exploitation of these developments for the benefit of learners, tutors, and the university. The case study also highlights the importance of quality assurance and cost as key to competitive advantage in an increasingly globalised context.

scholarly journals Experience with Online Delivery of an Engineering Technical Elective Course

2012 ◽  
Author(s):  
Jim Wallace ◽  
Harpreet Dhariwal
Keyword(s):  
Alternative Energy ◽  
Online Courses ◽  
Lessons Learned ◽  
Online Delivery ◽  
University Of Toronto ◽  
Physical Presence ◽  
Elective Course ◽  
On Line ◽  
The University ◽  
First Time

MIE 515, Alternative Energy Systems, an engineering technical elective course open to senior undergraduates and graduate students, was delivered as an on line course for Fall 2011. This is the first time an undergraduate engineering course at the University of Toronto has been offered online. The course is also one of five pilot online courses across the University. The move online is being accomplished in two steps. For Fall 2011, a small lecture section of 25 students was used as a setting for video capture and the remaining 110 students accessed the course lectures online asynchronously. A live tutorial was offered once a week. All students were physically present for the midterm examination and the final examination. For Fall 2012, the course will be delivered entirely online, with the exception of student physical presence for the two examinations. Pedagogical and technical lessons learned during this transition year will be presented. The benefits and drawbacks of online delivery will be discussed from the perspective gained this year and compared with our expectations. Student feedback will also be presented and discussed.

scholarly journals Webs of activity in online course design and teaching

2004 ◽  
Vol 12 (1) ◽  
Author(s):  
Lisa Peruski ◽  
Punya Mishra
Keyword(s):  
Activity Theory ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
Teaching Online ◽  
Work Activities ◽  
Collaborative Activities ◽  
The University ◽  
First Time

In this study, we followed three faculty members’ experiences with designing and teaching online courses for the first time. In order to complete the activity, the faculty members had to work collaboratively with others across the university. Activity theory provided a framework within which to study faculty members’ collaborative activities with members of different activity systems that had different goals, tools, divisions of labor and accountabilities. In concordance with activity theory, such differences led to contradictions, disturbances, and transformations in thinking and work activities. The results of the study have implications for individuals and systems undertaking technology integration in teaching.DOI: 10.1080/0968776042000211520

Is the RIBA taking research seriously? At long last, it looks as if it is

2003 ◽  
Vol 7 (2) ◽  
pp. 104-106
Keyword(s):  
Initial Response ◽  
Research Assessment ◽  
Research Assessment Exercise ◽  
The Uk ◽  
Architectural Research ◽  
The University ◽  
First Time ◽  
As If

The repercussions of the results of the UK Government's highly controversial 2000 Research Assessment Exercise (RAE) for architecture (arq 6/3, pp 203–207) continue to resonate. But this time the university architecture schools are not alone. For the first time ever, the RIBA, recognizing the seriousness of the situation for the profession, is giving architectural research the attention it deserves. Jack Pringle is masterminding the Institute's response. In late September, arq reminded him of his initial response to the RAE debacle (arq 6/3, pp 197–198), and asked him about current developments.

scholarly journals Student Experience of E-Learning Tools in HE: An Integrated Learning Framework

2017 ◽  
Vol 11 (2) ◽  
pp. 39
Author(s):  
Aftab Dean ◽  
Andy Lima
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Massive Open Online Courses ◽  
Learning Tools ◽  
Effective Learning ◽  
Learning Framework ◽  
E Learning ◽  
The Uk

Over the last decade the adoption of a Virtual Learning Environment (VLE), at University, has become an accepted norm of support for student learning. However, despite the major investment in VLE’s there is a major disparity between what universities are offering, on their online platforms, and how this material and activities are being utilised by students. This research provides empirical evidence of the passive use, both by tutors and students, of the VLE. The literature provides evidence of the inertia that still exists, within Higher Education (HE), among tutors, to fully embrace the spectrum of VLE engagement tools. The lack of transition, among many tutors, to utilise the VLE as a pedagogical engagement tool continues to impact the expectations of fee paying students in the UK, who no longer expect that a Socratic dialogue will suffice to catalyse their intellectual curiosity. Today’s generation of students have been exposed to a plethora of technologies that facilitates the acquisition of instant information and often through a multitude of sensory (visual, audio) formats. Furthermore, with the growth of Massive Open Online Courses (MOOCS) that are freely available to students the expectations, of HE students, from universities is becoming more demanding. In light of this competitive virtual learning landscape the authors propose a learning framework. To enable universities to create a unique and effective learning experience, for their students, through prudent investment in VLE tools and a complimentary learning environments. Resulting in deeper learning and informed students prepared for seminars.

scholarly journals Open Educational Resources in Canada 2020

2020 ◽  
Vol 46 (1) ◽  
Author(s):  
Rory McGreal
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Educational Needs ◽  
Open Educational Resources ◽  
Educational Resources ◽  
One Step ◽  
National Networks ◽  
First Time

COVID 19 has had a wide impact on education internationally and specifically in Canada, with nearly all institutions now transitioning to online education, with many learning for the first time about Open Educational Resources (OER). Understanding what is happening with OER in the different regions of our country is one step in creating awareness and promoting national networks for sharing resources, serving to address local educational needs. Educators can assemble, adopt, adapt, design, and develop OER-based courses that can cost-effectively address the needs of Canadian students. This paper describes OER-related initiatives and implementations across Canada that can serve as examples to educators and administrators, who because of COVID 19, are offering online courses for the first time.  

Thinking beyond the binary: Barriers to trans* participation in university sport

2019 ◽  
pp. 101269021988962 ◽  
Author(s):  
Catherine Phipps
Keyword(s):  
Sport Participation ◽  
Research Area ◽  
Lgbt Students ◽  
Student Union ◽  
Trans People ◽  
University Life ◽  
Sport Clubs ◽  
The Uk ◽  
The University ◽  
First Time

Sport is a significant part of university life in the UK, where students may try new sports for the first time. Research also demonstrates links between sport participation and mental health and employment prospects. Despite the positive aspects of university sports, by mimicking wider sport practices, they may also be environments that exclude non-normative bodies, including those who are trans*. The experiences of trans* people in sport is still a limited research area, with existing studies suggesting a range of exclusionary practices are evident. However, it is currently unclear to what extent these practices are replicated in the university sport environment across institutions in the UK. As part of a broader study on LGBT+ inclusion in UK university sport, focus groups with student union officers and LGBT+ students were conducted, with one student identifying as trans*. Data derived from the trans* student, alongside the viewpoints of officers, suggests further action can be taken to ensure university sport is inclusive to all, particularly in regard to the reliance on wider binary gender structures in sport, which are also evident in the British Universities and Colleges Sport transgender policy. This research may be useful for student unions, university sport clubs and other bodies in control of sport provision to increase inclusion for all.

scholarly journals Engaging with OER at universities

EDMETIC ◽  
2014 ◽  
Vol 3 (2) ◽  
pp. 7
Author(s):  
Rosana Montes Soldado ◽  
Miguel Gea Megías ◽  
Claudio Dondi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Open Educational Resources ◽  
Learning Activity ◽  
Learning Framework ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The University ◽  
Official Recognition

<p>At present, there is great interest over the concept of Open Educational Resources (OER) in all of its forms: OpenCourseware repositories OCW, spare open resources, or even more recently as Massive Online Open Courses (also called MOOC). This panorama has generated considerable debate about their effectiveness in terms of learning, sustainability and especially the role that higher education institutions play in this context. We understand that students are involved on formal and informal learning activities, and require universities should have new model to recognize their skills and abilities on these scenarios. One case study is the MOOC learning framework, where universities are interested but there are nowadays some doubts and fears about the official recognition as a usual learning activity. In this article we analyse some data from the activity in an Open Course developed in the University of Granada and the implications regarding learning skills and recognition.  Finally, we link this approach with the studies given in the Open Learning Framework developed within the European project OERtest, in which five higher education institutions have conducted a pilot on this issue. We can offer some conclusions regarding the feasibility of certifying and award credits to a student.</p>

scholarly journals Faculty Perspectives on Narrowing the Success Gap Between Online and Onsite Learning

2019 ◽  
pp. 128-142
Author(s):  
Abour H. Cherif ◽  
Farahnaz Movahedzadeh ◽  
Gerald Adams ◽  
Margaret Martyn ◽  
Jennifer D. Harris ◽  
...  
Keyword(s):  
Student Success ◽  
Time Management ◽  
Online Courses ◽  
Online Course ◽  
Blended Courses ◽  
University Level ◽  
The University ◽  
First Time ◽  
And Training

With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.

scholarly journals Digital Transformation of Educational, Research and Business Activity of A University

2019 ◽  
Vol 9 (1) ◽  
pp. 7391-7394
Keyword(s):  
Educational Research ◽  
Digital Technology ◽  
Online Courses ◽  
Dominant Role ◽  
Rapid Development ◽  
Modern Society ◽  
Digital Transformation ◽  
Educational Process ◽  
Research Activities ◽  
The University

In the context of the development of digital economy and the widespread adoption of digital technologies in various fields of life and activities of modern society, the digital transformation of the education system and research activities of the country's population becomes relevant. Universities, as the main links in this system, are entering a new stage, a model of their development in which the digitalization of all its activity fields plays a dominant role. The digital transformation of universities involves a comprehensive transformation of all the basic activities of the university and the infrastructure corresponding to the implementation of these types of activities. Due to the rapid development and widespread use of digital technology, the universities have gained new perspectives and opportunities to improve the quality and convenience of the educational process. Due to the proliferation and widespread use of massive open online courses, the universities have become able to compete globally. The widespread introduction of digital technology in the main areas of university activity is the main condition for accelerating innovative transformations in the preparation of bachelors and masters. Digital transformation is becoming a key mechanism for creating a university’s competitive advantage in the global educational space. The purpose of this work is to investigate methodological approaches to the digital transformation of the main types of university activities: educational, research and entrepreneurial.

scholarly journals HE staff’s attitudes and expectations about their role in induction activities

2021 ◽  
Author(s):  
Camila Devis-Rozental ◽  
Susanne Clarke
Keyword(s):  
Induction Period ◽  
Small Scale ◽  
Induction Process ◽  
Effective Training ◽  
The Uk ◽  
Training And Support ◽  
The University ◽  
First Time ◽  
Support Students ◽  
Difficult Situations

The views of higher education staff regarding their role on the induction period has not been fully explored. Yet this transition to university is a complex for students. In the UK, many students who are going to university leave home, some for the first time, having to learn to deal with many new and sometimes difficult situations they may not have come across before. During the induction period students come across many staff within the university and these interactions are vital to support students in developing a sense of belonging within the university community. This small-scale project sought to evaluate the current provision for the induction process in a UK university to identify areas for improvement, by seeking the views regarding the induction activities from staff within a UK university. Findings from a staff survey with 58 participants suggest opportunities to improve practice. The main areas identified were a need for better communication between teams and effective training and support for staff to understand the issues students may face and type of support they will need. Additionally, the need to develop a more unifying understanding of every member of the university as an active participant within the induction process was highlighted.

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