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Moocs and Open Education Around the World Book
MOOCs and Open Education Around the World Edited by Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, & Thomas H. Reynolds “To all the inquisitive, informal, nontraditional, and educationally disadvantaged learners around the world who can benefit from innovative learning alternatives and options. May this book help open a few new doors and windows for you.” Book Info: https://www.routledge.com/products/9781138807419 Preface (free): http://publicationshare.com/moocsbook/ Amazon: http://www.amazon.com/dp/1138807419 Copyright © 2015 Taylor & Francis CONTENTS Foreword 1: The Role of MOOCs in the Future of Education xiii George Siemens Foreword 2: Open(ing up) Education for All . Boosted by MOOCs? xviii Fred Mulder Preface: Actions Leading to MOOCs and Open Education Around the World xxviii Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, and Thomas H. Reynolds PART 1 MOOCs and Open Education: Historical and Critical Reflections 1 1 The MOOC Misstep and the Open Education Infrastructure 3 David Wiley 2 The Single Canon: MOOCs and Academic Colonization 12 Karen Head 3 MOOCs and Open Education in Japan: The Case of the Open University of Japan 21 Kumiko Aoki x Contents PART 2 Open Education Opportunities Now and On the Horizon 31 4 MOOCs, MERLOT, and Open Educational Services 33 Gerard L. Hanley 5 Enabling Open Education: A Feasibility Protocol for Australian Higher Education 41 Carina Bossu, David Bull, and Mark Brown 6 Open Education at the University of Cape Town 53 Laura Czerniewicz, Glenda Cox, Cheryl Hodgkinson-Williams, and Michelle -
The Status, Characteristics and Potential of SMART SPECIALISATION in Nordic Regions
The status, characteristics and potential of SMART SPECIALISATION in Nordic Regions By Mari Wøien, Iryna Kristensen and Jukka Teräs NORDREGIO REPORT 2019:3 nordregio report 2019:3 1 The status, characteristics and potential of SMART SPECIALISATION in Nordic Regions By Mari Wøien, Iryna Kristensen and Jukka Teräs NORDREGIO REPORT 2019:3 Prepared on behalf of the Nordic Thematic Group for Innovative and Resilient Regions 2017–2020, under the Nordic Council of Ministers Committee of Civil Servants for Regional Affairs. The status, characteristics and potential of smart specialisation in Nordic Regions Nordregio Report 2019:3 ISBN 978-91-87295-67-6 ISSN 1403-2503 DOI: doi.org/10.30689/R2019:3.1403-2503 © Nordregio 2019 Nordregio P.O. Box 1658 SE-111 86 Stockholm, Sweden [email protected] www.nordregio.org www.norden.org Analyses and text: Mari Wøien, Iryna Kristensen and Jukka Teräs Contributors: Ágúst Bogason, Eeva Turunen, Laura Fagerlund, Tuulia Rinne and Viktor Salenius, Nordregio. Cover: Taneli Lahtinen Nordregio is a leading Nordic and European research centre for regional development and planning, established by the Nordic Council of Ministers in 1997. We conduct solution-oriented and applied research, addressing current issues from both a research perspective and the viewpoint of policymakers and practitioners. Operating at the international, national, regional and local levels, Nordregio’s research covers a wide geographic scope, with an emphasis on the Nordic and Baltic Sea Regions, Europe and the Arctic. The Nordic co-operation Nordic co-operation is one of the world’s most extensive forms of regional collaboration, involving Denmark, Finland, Iceland, Norway, Sweden, and the Faroe Islands, Greenland, and Åland. -
2017 Initiates Alphabetical List
AMERICAN COLLEGE OF SURGEONS 2017 INITIATES ALPHABETICAL LIST 30 Hanser Antonio Abreu Quezada Khaled Sami Ahmad Ali Alaraj A Santiago, Dominican Republic Riyadh, Saudi Arabia Chicago, IL Amaar Awad Hussien Hussien Carlos Maria Abril Vega Siddique Ahmad Yakout Hameed Alaraji Aamery Abu Dhabi, United Arab Emirates Peshawar, Pakistan Dubai, United Arab Emirates Wolverhampton, United Kingdom Walid Abu Tahoun Usman Ahmad Nasrin Alavi Wesley M. Abadie Dhahran, Saudi Arabia Cleveland, OH Tehran, Iran, Islamic Republic of Williamsburg, VA Abdelrahman Hassan Abusabeib Azam S. Ahmed Marco Alfonso Albán Garcia Andrea M. Abbott Doha, Qatar Madison, WI Santiago, Chile Mount Pleasant, SC Jihad Achkar Tanveer Ahmed Hamdullah Hadi Al-Baseesee Abdel Rahman Abdel Fattah M. Beirut, Lebanon Dhaka, Bangladesh Najaf, Iraq Abdel Aal Doha, Qatar Alison Alden Acott Manish Ahuja Michael A. Albin Little Rock, AR Mumbai, India South Pasadena, CA Karim Sabry Abdel Samee Cairo, Egypt Badih Adada Naveen Kumar Ahuja Saleh Mohammad Aldaqal Weston, FL Hamilton, NJ Jeddah, Saudi Arabia Eltayib Yousif Abdelaleem Doha, Qatar Patrick Temi Adegun Begum Akay Saad A. A. A. Aldousari Ado-Ekiti, Nigeria Birmingham, MI Kuwait City, Kuwait Tamer Mohamed Said Abdelbaki Salama James Olaniyi Adeniran Hakkı Tankut Akay Matthew J. Alef Cairo, Egypt Ilorin, Kwara State, Nigeria Ankara, Turkey Winooski, VT Kareem R. AbdelFattah Adedoyin Adekunle Adesanya Raed Hatmal Akayleh Farzad Alemi Dallas, TX Lagos, Nigeria Amman, Jordan Kansas City, MO Khaled Mohamed Saad Obinna Ogochukwu Adibe Ahmet Akman Naif Abdullah Alenazi Mostafa Abdelgalel Chapel Hill, NC Ankara, Turkey Riyadh, Saudi Arabia Ajman, United Arab Emirates Farrell C. Adkins Mohamed Gomah Hamed Falih Mohssen Algazgooz Ahmed Mohamed Abdelkader Roanoke, VA Al Aqqad Basra, Iraq Dubai, United Arab Emirates Dubai, United Arab Emirates John Affuso Mohammed S. -
Catalogue of Place Names in Northern East Greenland
Catalogue of place names in northern East Greenland In this section all officially approved, and many Greenlandic names are spelt according to the unapproved, names are listed, together with explana- modern Greenland orthography (spelling reform tions where known. Approved names are listed in 1973), with cross-references from the old-style normal type or bold type, whereas unapproved spelling still to be found on many published maps. names are always given in italics. Names of ships are Prospectors place names used only in confidential given in small CAPITALS. Individual name entries are company reports are not found in this volume. In listed in Danish alphabetical order, such that names general, only selected unapproved names introduced beginning with the Danish letters Æ, Ø and Å come by scientific or climbing expeditions are included. after Z. This means that Danish names beginning Incomplete documentation of climbing activities with Å or Aa (e.g. Aage Bertelsen Gletscher, Aage de by expeditions claiming ‘first ascents’ on Milne Land Lemos Dal, Åkerblom Ø, Ålborg Fjord etc) are found and in nunatak regions such as Dronning Louise towards the end of this catalogue. Å replaced aa in Land, has led to a decision to exclude them. Many Danish spelling for most purposes in 1948, but aa is recent expeditions to Dronning Louise Land, and commonly retained in personal names, and is option- other nunatak areas, have gained access to their al in some Danish town names (e.g. Ålborg or Aalborg region of interest using Twin Otter aircraft, such that are both correct). However, Greenlandic names be - the remaining ‘climb’ to the summits of some peaks ginning with aa following the spelling reform dating may be as little as a few hundred metres; this raises from 1973 (a long vowel sound rather than short) are the question of what constitutes an ‘ascent’? treated as two consecutive ‘a’s. -
A New Dawn in the Land of the Midnight Sun Are the Nordic Countries at a Crossroads Between Management Agreements and Leases?
A NEW DAWN IN THE LAND OF THE MIDNIGHT SUN ARE THE NORDIC COUNTRIES AT A CROSSROADS BETWEEN MANAGEMENT AGREEMENTS AND LEASES? Cristina Balekjian Associate Lara Sarheim Associate Director www.hvs.com HVS – London Office| 7‐10 Chandos Street, Cavendish Square, London W1G 9DQ, UK Introduction To lease or to manage, that is the question... As the closest European countries to the Arctic Circle, the Nordic countries (Denmark, Finland, Norway, Iceland and Sweden) are unique business and leisure destinations. Although these five countries have a shared history and cultural background, each one has its own distinct individuality, presenting further growth opportunities and potential for the future. The hotel investment market within the Nordics has long been dominated by a handful of regional investors and companies. As a result, the region has developed into a stable, attractive, if perhaps insular, and self‐reliant hotel market – in terms of both development and product. There are currently only a handful of brands with significant presence across the region, although the large multinational hotel companies are making progress in entering the market. One of the main barriers to entry, besides high operating costs which come into play once the hotel is up and running, is that most hotel agreements in the Nordics are based on leases with the operator – a real estate interest – rather than management agreements, the preferred route for the large international chains. In terms of tourism demand, the Nordics is a very regionally focused market; the five Nordic countries are the top producers of international room nights for each other, with Germany as a fifth contributor. -
Learning Technologies and Global Education Ecosystem
Learning Technologies and Global Education Ecosystem Paul Kim [email protected] Quiz on Stanford University Who gave Larry Page and Sergey Brin, two Stanford University students, $100,000 check to start Google company in 1998? Andy Bechtolsheim, a former Stanford University student who co- founded SUN Microsystems with another Stanford student, Scott McNealy. What does SUN stands for in the company name SUN Microsystems? Stanford University Network What is Yahoo’s original URL when Jerry Yang and David Filo were fiddling with their computers at Stanford University as students in 1994? akebono.stanford.edu/yahoo Akebono is the name of a famous Hawaiian sumo player Yet Another Hierarchical Officous Oracle (Yahoo) Bill Hewlett and Dave Packard graduated in electrical engineering from Stanford University. What company did they establish? A big proponent of Internet Television who completed his master’s degree in CS at Stanford founded what company? Reed Hastings •Technology has been the major driver of economic development world-wide. •A new sector is riding on the technology sector growth. $4.5 Trillion in 2012 $6.3 Trillion in 2017 Learning Management Systems Student Information Systems Content YTD 2013 – 1B invested in Education Ventures Series D – 26M Series D – 30M Series D – 65M Series D – 32M MOOCs Through the Lens of Sustainability No videos over slow modems UOP 1987 http://www.flickr.com/photos/eyth16_de/6192656303/lightbox / Where are all the traditional university features? Access and learn curated free contents from well-known universities Supposedly anyone can access and learn from the best teachers? http://sylviamoessinger.files.wordpress.com/2013/05/mooc_7.png https://edutechdebate.org/massive-open-online-courses/3-ways-moocs-unleash-the-power-of-massive-international-attendance/ http://www.mindingthecampus.com/originals/2013/06/whos_afraid_of_the_big_bad_moo.html Did anyone ask if we need MOOCs Champion the cause or over-MOOCed join the M.O.O.C. -
The 2017 UNESCO Asia Pacific ICT Education Ministerial Forum
Press Release Ministry of Education, Office of Spokesperson ☏ 044-203-6588 ☎ 02-3668-1594 International Education Cooperation Director Eung-seok Oh, Deputy Director Yunchul Nam Asia Pacific Ministerial Forum on ICT in Education 2017 (AMFIE 2017) “Shaping Up ICT-supported Lifelong Learning for All” □ The Ministry of Education (Deputy Prime Minister and Minister of Education Joonsik LEE), together with the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Korea Education and Research Information Service (KERIS), host the “2017 Asia Pacific Ministerial Forum on ICT in Education (AMFIE 2017)” at Grand Hyatt Hotel in Seoul on 11-12 May 2017. ◦ The 2017 UNESCO Asia Pacific ICT Education Ministerial Forum is a forum that brings together Ministers of Education from 46 Member States across the Asia-Pacific Region to discuss about policies on use of ICT in education. This Forum, which takes place in Seoul, Republic of Korea this year, was last held four years ago - previously, it was held in Thailand in 2010, Philippines in 2011, Thailand in 2012, and China in 2013. 1 ◦ This year’s Forum is themed “Shaping Up ICT-supported Lifelong Learning for All,” which aims to endorse the “Asia Pacific Regional Strategy on Using ICT to Facilitate the Achievement of Education 2030” (“Regional Strategy” from hereinafter) and to achieve United Nation's (UN) Sustainable Development Goal 4 (SDG 4)* through using ICT in education innovations across Asia-Pacific countries. * Among the 17 Sustainable Development Goals (SDGs), education goal is Goal 4 (SDG 4): Ensure inclusive and quality education for all and promote lifelong learning. -
Terms and Conditions Essentialvård
Valid from 2021 01 01 ESSENTIALVÅRD Insurance Terms and Conditions Contents 1 General ......................................................................................................................................... 3 1.1 About the insurance ............................................................................................................ 3 1.2 Definitions ............................................................................................................................... 3 1.3 When does the insurance apply ................................................................................................. 4 1.4 Where does the insurance apply ................................................................................................ 4 1.5 Transfer from other group or insurance company ........................................................................ 4 1.6 Renewal and changes ................................................................................................................ 5 1.7 Personal data ........................................................................................................................... 5 1.8 The Swedish claims register ....................................................................................................... 6 1.9 The premium ........................................................................................................................... 6 1.10 Post-employment cover ......................................................................................................... -
Who, What and Where in Kista Galleria an Ethnographically Inspired Study of a Shopping Mall and Mobile Life Within
SICS Technical Report T2003:25 ISSN 1100-3154 ISRN:SICS-T--2003/25-SE Who, what and where in Kista Galleria An ethnographically inspired study of a shopping mall and mobile life within Åsa Rudström SICS Box 1263 164 29 Kista [email protected] ABSTRACT An ethnographically inspired study was performed in the Kista Galleria shopping mall. The objective was to provide input to the design of a mobile social service running on mobile telephones. User behaviour was observed indicating opportunities for a service to manifest itself on a user’s mobile phone without being too obtrusive: phone walking, glancing, and logging on and off. The study also provided insight as to places in the mall where people tend to gather and stop for some time span: waiting rooms. Such places are appropriate for the placement of server stations and public server displays. Keywords Ethnography, mobile telephone, mobile service, social computing. INTRODUCTION People are social beings. We live, work, and play together with others. We study what others do, where they go, what is appropriate behaviour, what is needed in order to show – or to avoid – membership in a group. An interesting research problem is whether these powerful mechanisms for taking advantage of other’s experience can be transferred into systems’ functionality and design. In our work, we investigate ways of overlaying a domain with traces of its use – social trails, in analogy with the way paths and trails form in woods and parks. We have previously investigated social navigation and recommender systems as a means for navigating information spaces, in the domain of recipe recommendation (Svensson et al. -
“Commencement”: an Excerpt from DIY U - Blog
“Commencement”: An Excerpt from DIY U - Blog The following is an excerpt from the forthcoming DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education by Anya Kamenetz. It has been adapted for the Web. I have visited the university of the future. Its classroom is a van bumping over dirt roads in Baja California, Mexico. The curriculum includes technology, economic and social development, anthropology, sociology, pedagogical techniques, and leadership and teamwork skills. Noah, a nineteen-year-old Princeton sophomore, is on his laptop in the front seat doing some last-minute debugging of an interactive storytelling software program—giving a new meaning to “mobile development,” he joked—while Ricardo, a master’s student at Stanford, is translating the program’s directions into Spanish. We spend the next two days meeting with indigenous Mixtec and Zapotec children at migrant farm workers’ camps with haphazard access to doctors and schools. I watch kids as young as six pick up palmtop devices and tiny netbook computers made in China and programmed in India and Argentina, and within a few minutes, helping each other, with almost no directions, they’re playing games that teach math skills, and writing and illustrating their own original stories. Paul Kim, the chief technology officer of Stanford University’s School of Education, has user-tested this “Pocket School” idea in Rwanda, Uganda, Kenya, and India over the past three years. His passion is to connect people around the world, from all backgrounds and circumstances, and empower them to teach themselves using appropriate technology that is designed and redesigned by an informal network of students and volunteers to be responsive to their needs. -
Future Trends in Mobile Technology Development: What Can We Expect in the Next 5, 10, and 15 Years?
Future Trends in Mobile Technology Development: What Can We Expect in the Next 5, 10, and 15 Years? Paul Kim [email protected] Evolution Phenomenon Specie Perception Strategy Organization Technology Or It is dead. 1981 Call Text message Take photo Value priority Edit video Browse Expansion and Quality Mobinar Do whatever of User Experience When ICT is the main driver of evolution = faster clock speed http://twulibrarynews.blogspot.com/2007_05_01_archive.html / http://www.istockphoto.com/stock-photo-5032663-exam-bubble-sheet-with-pencil.php http://ismartboard.com/ http://studenthacks.org/category/study-help/ http://www.wired.com/gadgetlab/2009/04/iphonestanford/ SMILE PLUG Access & Quality Bihar, India Once a week/ 2 hrs/ teacher with 5th grade level education This their home, classroom, and playground. Walking 3 hours to come for 3-hour schooling and 3 hours to walk home. 2 hours of fluctuating voltage a day National deployment of computers Other kids would have this Uruguay – Plan Ceibal After 450,000+ notebooks 25% India Aakash $45 Android 2.2 Tablet Old Phenomena • Unit cost = Innovation • Number of units deployed = Success evidence • Free open contents = Everyone can access • Delivery and Display = Learning • Teacher training = First and last discussion Stanford Research Team Programmable Open Mobile Internet 2020 Education Applications Paul Kim HCI Scott Klemmer Security Dan Boneh Languages John Mitchell Monica Lam Distributed Systems David Mazieres OS Phil Levis Mendel Rosenblum Architecture Christos Kozyrakis Economics Ramesh -
Redalyc.Mobile Innovations in the Education Ecosystem
Revista de Ingeniería ISSN: 0121-4993 [email protected] Universidad de Los Andes Colombia Kim, Paul Mobile Innovations in the Education Ecosystem Revista de Ingeniería, núm. 39, julio-diciembre, 2013, pp. 59-66 Universidad de Los Andes Bogotá, Colombia Available in: http://www.redalyc.org/articulo.oa?id=121030106010 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative DOSSIER 59 Mobile Innovations in the Education Ecosystem1 Innovaciones móviles en ecosistemas educativos Paul Kim(1) (1) 3h.D. ChieI 7echnology OIʏcer and Assistant Dean oI the *raduate School oI Education at StanIord University. phNim#stanIord.edu Received November 13th, 2013. Modiʏed -anuary 1th, 2013. Approved January 20th, 2014. Key words Palabras claves Education, eduprenuers, technology, Educación, edu-emprededores, tecnología, learning environment, mobile learning. ambiente de aprendizaje, educación móvil. Abstract Resumen This paper shares macro-level perspectives drawn from bu- Este artículo comparte las perspectivas a nivel macro en siness and engineering on the widespread efforts to bring los negocios y en la ingeniería sobre los esfuerzos masi- innovation to education ecosystems. Signiʏcant shifts are vos de los ecosistemas innovadores de la educación. Son occurring in the education marketplace: from content deli- notables los cambios en el mercado de la educación, en very technologies to video capturing and processing tech- las tecnologías que generan contenido, las que graban vi- nologies. The changes involve a combination of large cor- deo, las tecnologías de proceso, así como en las grandes porations and small innovative start-ups, for example, there corporaciones, y en las pequeñas compañías incubadoras.