Disruptive innovation: Open online courses are changing education forever When the first movable-type printing press began churning out books in 1439, knowledge that belonged to an elite few flowed to masses of hungry learners. This year, something similar happened. Select courses taught at places like Stanford on subjects like physics were offered for free online, meaning that a level of education once available only to Ivy League-level college students is now an option in places like Pakistan, Ghana and Tibet. These courses, called Massive Open Online Courses (or MOOCs) make education cheaper and more accessible, but some say they have potential to undermine the current profit model. "This transition to digital learning is as significant as when we first began to learn from books," said Karen Cator, director of the U.S. Office of Educational Technology. What's a MOOC? Online classes have been around for decades, providing a convenient, if rather dull, learning environment for correspondence courses and basic education. MOOC genesis MOOC credit? Higher ed in flux
Essential Khan Academy Courses meine LiebLinks (KW 31) | konzeptblog Heute stelle ich nur einen Link vor, hinter dem sich aber eine ganze Serie interessanter Beiträge verbirgt: Learning with ‘e’s My thoughts about learning technology and all things digital – das ist die Website von Steve Wheeler, der als Associate Professor of learning technology am Plymouth Institute of Education der Plymouth University arbeitet. Steve verdeutlicht (mal wieder), dass auch in Bildungstechnologie und Mediendidaktik der übliche Verweis auf Behaviorismus, Kognitivismus und Kosntruktivismus (bei manchen heute auch noch Konnektivismus) der Vielfalt menschlichen Lernens nicht gerecht wird. Wer also Lernumgebungen konzipiert und gestaltet, sollte eher die von Steve vorgeführte Vielfalt im Hinterkopf haben.
: Webinars & Events 2021 Webinar Series As 2021 dawns on us, eMWRE is coming back with a new series of webinars! Following up on the 2020 edition (see below for more info on them), and the great response that came from the community, we are content to launch our new series. Each webinar will also include time to engage with the expert panel during a Q&A session. Remote sensing, Internet of Things and Citizen Science for use in Water Resources Engineering and Water Management Dates: 18/2| 23/2 | 25/2 | 2/3 | 4/3 | 9/3 | 11/3 | 16/3/2021 Download the Webinar Flyer In this webinar series, a number of webinars will be organised, focusing on different aspects of how we can use remote sensing, internet of things and citizen science to support water resources engineering and water management. Other 2021 Events Mapathon & Tutorial on OpenStreetMap for GIS analysis in Water Resources Engineering Dates: 1/2/2021 - 7/2/2021 The course duration is from February 1st to February 7th, 2021. Training Session on SWAT+ Yes!
Endewima Zehn Thesen zur Zukunft des Wissensmanagements Studie 10 der Wissensfabrik PDF Download der Studie -> noch nicht verfügbar Rezension von Blended Solutions Rezension von Weiterbildungsblog Inhaltsverzeichnis Einleitung Je digitaler die Wirtschaft, desto umstrittener werden die Märkte. Gleichzeitig führt das Internet den Tod des Wissensmanagements herbei. Durch die Transparenz des Wissens, den digitalen Wertewandel, neue Möglichkeiten zur Zusammenarbeit sowie eine abnehmende Loyalität der Arbeitskräfte werden Arbeitsmärkte zu Innovationsmärkten. Alles Wissen ist im Netz Durch das Internet wird sämtliches Wissen digitalisiert und an zentraler Stelle zugänglich gemacht. Die Digitalisierung des Wissens wird nicht von Suchmaschinen, Verlagen und den Wissensarbeiterinnen selbst vorangetrieben. Auf den ersten Blick mögen die Spiegelbilder wertlos sein. Durch das Netz explodiert die Anzahl Wissensquellen, wobei deren Qualität immer schwieriger zu beurteilen ist. Das Wissensmanagement ist tot
's upcoming web-based activities | UNITAR Prosperity This is a 5-week online course in Russian implemented jointly with the Food and Agriculture Organization of the United Nations (FAO) Dates:11 May 2020 - 12 June 2020 Fee:Free Target countries: Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan Registration: Entrepreneurship and Leadership Inspiring Agents of Change: Social Entrepreneurship Training and Knowledge Platform for WomenHarnessing Digital Technologies to Address Inequalities in Fragile African States This is a multi-phased blended training programme funded by the Japanese government that aims to develop women entrepreneurs from the Horn of Africa. Dates:May 2020 – March 2021 Target countries: Ethiopia, Kenya, Somalia, and Sudan For more information:Please contact michael.adalla@unitar.org Building Bridges: Entrepreneurship and Project Planning for South Sudan Target country: South Sudan Target country: Iraq
Digital University soll Lehre an klassischen Unis verändern Online-Lernplattformen für Massive Open Online Courses (MOOCs) werden nicht nur neuen Zielgruppen kostenlose akademische Bildung auf Hochschulniveau ermöglichen, sie werden auch die Lehre an den Unis selbst verändern. Davon zeigt sich Hannes Klöpper, Managing Director von MOOC-Anbieter iversity überzeugt. Heute, Freitag, spricht er beim Forum Alpbach über die "Digital University". Unter einer "Digital University" wie der deutschen iversity oder den von US-Eliteunis initiierten MOOC-Plattformen wie "edX", an denen man ohne formelle oder finanzielle Hürden speziell konzipierte Online-Kurse bei den Koryphäen des jeweiligen Fachs besuchen kann, darf man sich laut Klöpper allerdings keine vollwertige Universität vorstellen. Es sei nicht das Ziel, Unis mit vollwertigen Abschlüssen online abzubilden. Plattformen sollen Qualität der Lehre steigern Vielfalt bringt neue Aspekte
What it feels like to be the last generation to remember life before the internet - Quartz I’ve long believed that speed is the ultimate weapon in business. All else being equal, the fastest company in any market will win. Speed is a defining characteristic—if not the defining characteristic—of the leader in virtually every industry you look at. In tech, speed is seen primarily as an asset in product development. What they fail to grasp is that speed matters to the rest of the business too—not just product. I believe that speed, like exercise and eating healthy, can be habitual. Through a prolonged, proactive effort to develop these good habits, we can convert ourselves as founders, executives, and employees to be faster, more efficient company-building machines. Speed, like exercise and eating healthy, can be habitual. This is how category killers are made. So let’s break this down. Making decisions A good plan violently executed now is better than a perfect plan next week. General George Patton said that, and I definitely subscribe to it. This isn’t a vote for rash decisions.
From Open To Connected It’s been gnawing on me over the last couple of years that in our haste to open up schooling, we may well have missed the greater and more important aims that “open” strives toward. And while there’s no way to protect words from being twisted or co-opted, the phenomena of “openwashing” and the long long O in MOOC are troubling indicators that what initially seemed to be the language of openness may have fought shy of the question of what the openness was for. How otherwise to explain a world in which broadcast lectures are touted as innovations or disruptions? Not that higher ed itself has not had its own complicity in the process, given that our practices of scaling and isolation have modeled much of what we see in the “content delivery” model of online learning. I tried to explore some of these concerns at Open Ed 2012 in Vancouver in a talk I called “Ecologies of Yearning and the Future of Open Education.” “Only connect.” Check out connectedcourses.net. Caravanistas, I salute you.
My Open Learning: xMOOCs I participate frequently in MOOCs, both xMOOCs such as those offered through platforms edX and Coursera, and cMOOCs. cMOOCs offer a different learning experience; usually less structured where learning relies upon networked interactions using social media platforms. Click here for reviews on my completed cMOOCs. To read an in-depth article describing differences between the two types of MOOCs click here. I participate in MOOCs for different reasons that depend upon my learning goals and the amount of time I am able to commit to the course during its time frame. 1) Course auditor: Do not participate for the most part in course activities, discussions or assessments, though will read and review select course materials and discussion forums. 2) Active learner: Engage in the majority of activities, assignments and some discussions. ♦ Turn Down the Heat: Why a 4° C World Must Be Avoided, Coursera Course duration: January 27, 2014 – February 23, 2014 Participation level: Course Auditor
Hieroglyphs of the Future: Jacques Rancière and the Aesthetics of Equality We're not a surplus, we're a plus. The slogan appeared at the demonstrations of the French jobless movement in the mid-90s in journals, on banners, and on tracts printed by the political art group, Ne pas plier. It knitted the critical force and the subjective claims of the movement into a single phrase. To be "a surplus" (laid off, redundant) was to be reduced to silence in a society that subtracted the jobless from the public accounts, that made them into a kind of residue—invisible, inconceivable except as a statistic under a negative sign. A way to grasp the aesthetic language of the French social movements in the 1990s—and of the transnational movements now emerging—is through the work of Jacques Rancière and his writings on the politics of equality. The political is an opposite process, and it is rare. Rancière's description was in sync with its time. Metaphors are the hieroglyphs of an unknown language, the demand for an unheard-of community.