New Modes of Learning and Teaching in Higher Education
Via a post on the Learning Analytics Community Exchange (LACE) LinkedIn group
which described how a “Report on Modernisation of Higher Education specifically refers to LA [learning analytics]
” I came across the High Level Group’s report on the Modernisation of Higher Education which covers New modes of learning and teaching in higher education
. The 37 page report, available in PDF format
, provides two quotations which are likely to welcomed by educational technologists.
“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world” David Warlick
“… if we teach today as we taught yesterday, we rob our children of tomorrow” John Dewey
Yesterday was the first anniversary since I started work at Cetis. During that period I have been involved in two main areas of work: supporting the outreach and engagement aspects of the LACE (Learning Analytics Community Exchange) project
and promoting use of open educational practices and in particular, use of Wikipedia.
Later today I will be travelling to Edinburgh to give talks about Wikipedia at two conferences.
Last week, I gave a presentation at the Westminster Higher Education Forum Keynote Seminar
, where I discussed the opportunities MOOCs provide for UK universities to develop their brand internationally and to expand their international market through online learning. I would like to share some of my slides and transcripts below:
At last, it is official
: “effective October 23, 2014, leadership and governance of the Learning Resource Metadata Initiative (LRMI) [...] have transferred from the Association of Educational Publishers and Creative Commons to the Dublin Core Metadata Initiative (DCMI).”
represents the end of LRMI as a project, and the start of it as a member of the family of stable-but-evolving educational metadata specifications, one which is maintained under the governance protocols of DCMI. This does not mean that LRMI is being merged in some way with Dublin Core’s well known metadata element set
; DCMI is more than its specifications, it is (as it says on its website banner, with my emphasis) a metadata community
“supporting innovation in metadata design, implementation and best practices”. The longstanding high regard with which the DC Metadata Element Set and DC Terms are held is testament to the care and expertise that the DCMI community devotes to specification development and curation. LRMI will now benefit from that same care and expertise. It will also benefit from representation among other educational technology and metadata specification and standardization bodies, for example through the Digital Learning Metadata Alliance
(Cross posted to Open Scotland.)
This rather crowded map of open education in Scotland is the product of a brief ten minute brainstorm I took part in at the launch of the Open University’s Opening Education Practices in Scotland (OEPS) project in Edinburgh last week.
Open Education in Scotland
Contributors: Linda Creanor, Natalie Lafferty, Heather Gibson, Peter Cannell and Lorna M. Campbell
My scribbles may not be very legible, and the geography is questionable, but even if you can’t read the text, this map does give a good impression of the sheer breadth of open education practice already taking place across all sectors of Scottish education. And it also gives a good impression of the significant task facing the OEPS project if they are to effectively engage with existing open education initiatives in Scotland. This is a point that Sheila MacNeill and Joe Wilson have already raised in two thoughtful blog posts (Stuck in the middle with…open and #Oepsforum14 #Openscot Reflections.) Though supportive of the project and enthusiastic about its potential, both Sheila and Joe have raised valid questions about how OEPS plans to support existing open practice in Scotland, and how it will construct a distinctly Scottish narrative of open education.
Co-authors & Project Team:
Michelle Brennan, OER Information Services Manager; Lisa Petrides, CEO ISKME.
ISKME’s OER Commons offers a comprehensive infrastructure and suite of services for educators globally, including groups of curriculum specialists, administrators, content providers, teachers, librarians, and technology and resource decision-makers who seek to implement high quality and adaptable curriculum through the use, evaluation, and improvement of open educational resources (OER).
Launched in 2007, OER Commons serves as a digital library and collaboration platform for content providers and emerging open education practitioners at all levels. Engaging with over 500 OER content providers from around the world, ISKME provides the open scaffolding necessary for knowledge sharing and access to teaching and learning materials, strategies, and curricula online. The site has over 35,000 registered users, 55,000 resources, and millions of visitors from 193 countries.
Project lead: Daniel Williamson, CNX
“OpenStax believes that everyone has something to learn, and everyone has something to teach. OpenStax CNX is a dynamic non-profit digital ecosystem serving millions of users per month in the delivery of educational content to improve learning outcomes. There are tens of thousands of learning objects, called pages, that are organized into thousands of textbook-style books in a host of disciplines, all easily accessible online and downloadable to almost any device, anywhere, anytime.”
Standards for Web Applications on Mobile: Current State and Roadmap
Back in July 2014 W3C published an overview report on Standards for Web Applications on Mobile
which summarised the various technologies developed in W3C which increase the capabilities of Web applications and how they apply to use on mobile devices.
The document describes a variety of features which will enhance use of mobile devices to access Web products which are grouped into the following categories: graphics, multimedia, device adaptation, forms, user interactions, data storage, personal information management, sensors and hardware integration, network, communication and discovery, packaging, payment, performance and optimization and privacy and security.
Last week, I ran a workshop for the Lace project
on “Learning Analytics: seeking answers at a time of big questions?” at the ALT-C14. The workshop was designed to bring together educators, researchers and developers to explore the promises and the pitfalls of using learning analytics in education. A brief introduction to the workshop is available here
[Cross posted to Open Scotland]
I’m delighted to have been invited to Berlin later this week to give a talk at OERde14 – The Future of Free Educational Materials. I’ll be talking about a range of contrasting initiatives that have aimed to promote open education policy and practice in Scotland, England and Wales over the last five years, including the UKOER Programme, Open Scotland, OER Wales, the Welsh Open Education Declaration of Intent, the Scottish Open Education Declaration and the Opening Educational Practice in Scotland project. I’ll also be reflecting on the different approaches taken by these initiatives and asking what Germany can learn from the experiences of open education practitioners in the UK.