Traditionally, developing courses in higher education involves a single individual working to build materials that will be implemented by that individual. More rarely, groups work together to build course.
Interdisciplinary collaboration by teams of developers is often seen during online course creation, where teams generally consist of content experts, technologists, and instructional designers, and each takes on and persists in a single role. We propose a different model for team development of online MOOCs, one in which team members take on diverse roles. This approach was implemented in development of a Foundations of Science course, with 28 core team members, consisting of staff and graduate students. The engagement of experts in areas outside their immediate area of expertise allowed developers to take on the role of the novice, ensuring a MOOC that was approachable to learners of diverse abilities.
Learning Object Repositories (LORs) addressing content management and preservation have the positive collaterals of institutional positioning and dissemination, but their main benefit is the empowerment of interest-centred learning communities: the LOR provides the learner interaction with the LOs, but also with other learners and teachers.
“Building an open social learning community around a DSpace repository on statistics” was a conference delivered by Cesar Córcoles, Julià Minguillón and Brian Lamb at the 4th International Conference on Open Repositories, in Atlanta (USA) on May 2009. The text explains how the Open University of Catalonia (UOC) has built a LOR combining DSpace with Delicious.
The project Ed2.0Work (European network for the integration of Web2.0 in education and work) is inviting stakeholders to join its recently created Special Interest Groups (SIGs).
Stakeholders include education administrators, teachers and university staff. From the world of work, the project welcomes the participation of companies, chambers of commerce, trainers, associations and government staff.
Three SIGs have already been opened, in order to encourage debate around:
- Web2.0 and Internet resources – how do we evaluate these tools and their uses
- Learning and training pedagogies – how do we teach and train using Web2.0
- Curriculum including criteria for excellence and quality – how do we build curricula for Web2.0 or integrate Web2.0 into existing ones
The Ed2.0Work project SIGs are open communities and are free to use. Click here to register and indicate your area or areas of interest.
Ed2.0Work is a transnational EU-funded project involving partners from the UK, Austria, Belgium, Estonia, Poland, Romania, Spain and Turkey. For more information you may visit this website.
Can the global OER community design a world map of Open Educational Resources initiatives and build it together? An international online conversation will take place from 12 – 30 November 2012 to explore this possibility.
The global Open Educational Resources movement reaches its ten years with more and more OER initiatives, in more and more countries. The vision of increasing access to the world’s knowledge through making resources open and accessible is beginning to be realized.
But there is still a problem: there is a lack of a comprehensive overview of OER projects in the world – how do I know what is going on in my own country? And how do I find contacts in other countries, or contacts working in my own language?
A map would give us the big picture of the global OER movement. It would help us communicate the story of OER. Furthermore, it could be enhanced with information such as OER initiatives by language, and with links to other maps. And it would help us connect.
An international conversation will take place from 12 – 30 November 2012, send an email to email@example.com and type subscribe in the subject line.
For more information, click here.
MERMIG is a powerful, Web based collaboration platform which serves as a common working space for modern organisations. MERMIG was carefully designed to allow a community of users produce share and disseminate information, archive documents, organise interaction and meetings, structure business processes, etc. All is needed is an internet connection, a username and a password.
Should everybody have an ePortfolio? How do ePortfolios contribute to the identity construction process? How do ePortfolios support the acquisition of 21st century skills? How do ePortfolios support lifelong learning, orientation and employability? How can we make ePortfolios fully interoperable? To find the answers to these questions, and more, join us at ePIC 2012, the 10th ePortfolio and Identity Conference.
The worldwide emergence of ePortfolios is an indicator of the need to review our approach to education and lifelong learning, at the same time demonstrating that it is possible to make learning and assessment more authentic and integrated. ePortfolios are at the source of a new generation of tools dedicated to valuing and celebrating the achievements of the individual, from nursery school to lifelong and life-wide learning. It is also a technology reinforcing the link between individual, organisational and community learning.
Over the last ten years, considerable effort has been invested in the development of ePortfolio technologies and practice. To further developments in this field, the main goal of the 10th international ePortfolio and Identity Conference is to offer a forum where researchers and practitioners can discuss theoretical aspects, open issues, and innovative approaches and share the latest advances in the state of the art and practices in:
- development of lifelong learner / professional / citizen identity;
- individual / community ePortfolios and identities;
- recognition of informal, lifelong and life-wide learning;
- accreditation of prior experience and learning (APEL), curriculum design and assessment;
- integrative learning and holistic development;
- continuing professional development and sustainable employability;
- development of distributed ‘communities of practice’, community and organisational development.