‘Addressing the various lifelong learning needs in ASEAN countries: To what extent is MOOCs/E-learning the solution’
Abstract: As ASEAN is moving along the integration process to realise its aspiration of “one vision, one community, one identity” by the end of 2015, lifelong learning has emerged as a trend in the region to help develop its human resource, achieve social cohesion and build up “caring and sharing societies”. However, due to vast differences in social and economic backgrounds, ASEAN member states have very diverse needs in LLL, varying from illiteracy eradication to professional development. Addressing such a wide range of learners’ needs is very problematic considering a shortage of quality programmes available, ineffective utilisation of resources and insufficient government funding, among other things. This presentation looks at those issues especially from the perspective of one of the most popular models of LLL provider in the region: the CLC (community learning centre) and discusses what MOOCs/E-learning can contribute as an effective solution.
Le Huy Lam, Director SEAMEO Regional Centre for Lifelong Learning (SEAMEO CELLL), Vietnam
Le Huy Lam is the Director of the SEAMEO Regional Centre in Lifelong Learning (SEAMEO CELLL), based in Ho Chi Minh City, Vietnam. He has a background in teaching English language skills and Teaching with Technology. His experience involves teacher-training, syllabus design and programme planning and management.
His main interests are lifelong learning policies and teaching methodology, especially teaching and learning enhancement through effective use of technology.
‘Digital Cultures and Lifelong Learning’
Abstract: This talk will describe what a ‘digital cultures’ perspective reveals for the MOOC and for lifelong learning more generally. ‘Digital cultures’ can be defined as the attempt to understand how digital technologies are valued, imagined and represented in education, rather than simply used to improve or enhance teaching and learning. These critical perspectives, drawing from cultural studies and the philosophy of technology, were the subject of E-learning and Digital Cultures, a MOOC from the University of Edinburgh in partnership with Coursera. Building on the themes addressed in this course, this talk will examine the trajectory of the open education movement, and its emphasis on self-directed and lifelong learning in particular. Three interrelated themes will be explored. Firstly, the space of digital education and MOOCs: raising questions about where lifelong learning ‘takes place’ and how we can think about the educational institution in the era of networked technology. Secondly, a clash between instructivist and constructivist pedagogies: highlighting a return to orthodox practices in mainstream open education. Thirdly, the emergence of ‘massiveness’ and scale: foregrounding the implications of a shift towards ‘global’ provision, market dominance and standardisation.
Dr Jeremy Knox, University of Edinburgh, UK
Jeremy Knox is a Lecturer in Digital Education with the University of Edinburgh, and a core member of the Digital Cultures in Education research group. Research interests include critical posthumanism, new materialism and the implications of such thinking for education and educational research. He is currently working on the AHRC (UK) funded project ‘Artcasting’ (artcastingproject.net) to develop mobile applications for museum and gallery evaluation, the Erasmus+ funded SHEILA project to develop learning analytics policy, and the LARC project (larcproject.wordpress.com) to develop student-centred forms of data analysis for education. Jeremy designed and taught the E-learning and Digital Cultures MOOC (EDCMOOC) partnered with Coursera (www.coursera.org/course/edc). He is the author of numerous publications in the field of digital education, and a forthcoming book entitled Posthumanism and the MOOC: contaminating the subject of global education with Routledge.
‘Making MOOCs work: Learning in an Open World’
Abstract: The critical discourse emerging around MOOCs is that the new form of learning provides opportunities for opening up access to higher education globally. The MOOC phenomenon reflected the vastly changing societal needs for knowledge and lifelong learning and the needs for developing new ways for learners to access courses and materials that are affordable and flexible.
This presentation will look at the key themes that have emerged from the global MOOC experiment and its implications for open education. Most importantly, how should we bridge the gap between formal and informal learning when more MOOCs are available? Three years after the initial MOOC hype, one of most significant effects of MOOCs to date has been an increased public discussion on open education and online learning. Some MOOCs have been produced with Creative Commons licences and they can be reused to develop blended learning courses or support a flipped classroom approach in face-to-face teaching. New models and pedagogical experiments in online distance learning are evolving which have been moved away from MOOCs to more closely resemble regular online courses with flexible learning pathways.
One way to realise the potential of MOOCs is to develop an open learning model that enable learners to access learning materials available free of charge, and additionally opt for a paid-for continuum of support and formal recognition of learning with paid-for accreditation and awards from universities. In this presentation, I argue that to establish such a scalable, affordable and flexible education provision, and make self-learning more effective, we must promote openness, collaborations and innovation between institutions and commercial providers in a changing educational landscape.
Dr Li Yuan, Cetis (Centre for Educational Technology, Interoperability and Standards) LLP Institute for Educational Cybernetics University of Bolton, UK
Dr Li Yuan is a Senior Researcher at the University of Bolton and her recent work has included several large educational technology development and research projects funded by the Europe Commission such as “TEL-Map”, “LACE” and “RAGE” etc. As a learning technology advisor at Centre for Educational Technology, Interoperability and Standards (Cetis), a former innovation support centre for Joint Information Systems Committee (JISC), she has been involved in supporting the JISC/HEA UK Open Educational Resources programme and has worked on the JISC Observatory to investigate technology trends including innovative practices in education in the UK and internationally. Her main areas of research activity include investigating and understanding innovations in technology in education, and their implications for policy and practice and for future teaching and learning. Her work also covers all aspects of online learning, including developing Open Educational Resources and open online courses in institutions. In 2013, she founded Wolearn, an open online learning platform based in China to promote openness, collaboration and innovation in teaching and learning among academics between universities in China and Europe. Her reports, entitled “MOOCs and Open Education: implications for higher education” and “Beyond MOOCs: Sustainable Online Learning in Institutions” have been widely accessed by educators, researchers and policy makers internationally.
‘Revisiting teacher professional support – the NROER model‘
Abstract: The National Repository of Open Educational Resources (NROER, available at nroer.gov.in) is an initiative of the Government of India to bring together all digital and digitisable resources related to school and teacher education. These resources span all languages of the country. The resources on the platform are expected to catalyse a range of activities, events, courses and interest groups, which will bring together all teachers, educators and everyone interested in school and teacher education on to a collaborative platform.
A course platform supporting customised course delivery is an integral part of this platform. We propose to model different approaches to teacher development and teacher professional support through these courses. These include i) direct offering of courses to teachers and students; ii) coopting teachers as mentors of courses delivered into their classes; iii) making available the course platform and contents to resource teachers in the second and third level of the cascade system (to mitigate input losses); and iv) to make available the course contents on an anytime anywhere basis, beyond the period of the course.
Professor Dr. Rajaram S. Sharma, Joint Director at National Council for Educational Research and Training (NCERT), India
Professor Rajaram S. Sharma heads the Central Institute of Educational Technology of the NCERT. He leads initiatives in exploring appropriate applications of ICT in education, including radio and television, audio and video, web and interactive multimedia applications. He is closely associated with the implementation of the National Policy of ICT in School Education, particularly the development of a National Repository of Open Education Resources and a curriculum which aims at enabling teachers and students in meaningfully using ICT to enhance their capacities to learn.
In a career in education, spanning over twenty five years, he has been a teacher, teacher educator, trainer and researcher, exploring active methods of learning, helping children become independent learners, enhancing teachers competency and capacity for innovation, and helping school systems explore appropriate ICT to reach out and bridge divides. He champions the Creative Commons and Free and Open Source Software applications.
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