Data Dreamers OCW OER Final Project

Opportunities from a more open and online world. Lecture at China Open University, Beijing, China. 21 February 2012

Catalyzed by technology, education is undergoing major change towards greater personalization and access. Many tools and instructional models are being reimagined using technology, from personalized and interactive literature to credentialing and e-portfolios. New blended learning models like lab rotation and flex rotation combine online and classroom instruction. Venture capital is increasingly flowing into educational technology startups.

The document discusses the value of online learning for K-12 students. It notes that online learning provides greater access to education through non-traditional methods. Studies have shown that online learners improved more than traditional students in areas like self-reflection and participation. Statistics show growing enrollment in online K-12 courses. Experts believe schools should be required to offer online options to meet varied student needs.

The document discusses challenges facing Northland Community Schools in Minnesota and proposes adding e-learning to address declining enrollment issues. Key points include: 1) Enrollment has been declining in recent years, shrinking class sizes. This has budget implications as the district still needs to cover operating expenses. 2) The district lacks training and resources for digital learning but open source platforms could provide online course access for students at low cost. 3) Implementing e-learning across the district could help attract and engage students, address transportation costs, and allow electives with too few students. It may also help with attendance tracking required by NCLB.

Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances. Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education. Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER

This document summarizes lessons learned about emergency remote teaching during the COVID-19 pandemic and provides recommendations for the next academic year. It discusses the importance of careful instructional design for effective online learning. Student feedback indicated struggles with structuring learning independently. Recommendations include providing a sense of belonging, teacher presence, and structure for students. Digital inequalities are discussed as impacting students' access to tools, capabilities to practice literacies, and importance of certain literacies for different populations. The document provides resources and seeks collaboration on a new online course module.

The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes. COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.” The big question that arises is that will this Online Teaching be able to produce lasting change?

This document discusses trends in higher education and skills needed for 2020. It predicts that by 2020: - Learning will be ubiquitous, personalized, and accessed through networks rather than individual institutions. Knowledge will be shared openly across the globe. - Institutions will take on more of a guiding role, teaching thinking processes rather than content. Faculty will act as specialized coaches and knowledge will reside in open networks rather than silos. - Students will need skills like judgment, transmedia navigation, collective intelligence and negotiation to succeed in this environment where knowledge is shared and learning is collaborative across networks and modalities.

The document discusses issues facing Northland Community Schools and proposes adding e-learning to address declining enrollment and budget shortfalls. It analyzes demographic data showing population decline and proposes using an open-source learning management system to combine online and in-person instruction. This could increase course access for students and provide professional development for teachers facing reduced class sizes or positions.

Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.

How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.

The document discusses the United States Distance Learning Association (USDLA), an organization that aims to unite learners around the world through distance learning. The USDLA's mission is to support the development and application of distance learning globally. It was founded in 1987 to meet the growing education and training needs of various learning communities. The USDLA works to advocate for distance learning and provide resources and recognition in the field.