Friday, February 14, 2014

Breaking Boundaries > Broadening Access > OERs and MOOCs Webinar > February 20 2014 > Noon - 1:00 PM (ET)

This seminar will explore the role of technologies in increasing access to information and educational opportunities. It will engage particularly with the role of Open Educational Resources and Massive Open Online Courses (MOOCs) OER, MOOCs and the promise of broadening access to education

Speakers: Professor Grainne Conole, Dr Rebecca Eynon & Sarah Porter

Thursday 20th February 2014
Noon - 1:00 PM (ET)
9:00 - 10 AM (GMT)
Oxford Internet Institute

To attend: Please email your name and affiliation and the title of the seminar to or telephone +44 (0)1865 287210.

>>> To Be Live Streamed <<< 

This seminar will focus on the use of ICTs for increasing access to educational opportunities for people who have been traditionally excluded from them, paying particular attention to the movement around articulated around the so-called Open Educational Resources (OER) and Massive Online Open Courses (MOOCs).

About the Speakers

Professor Grainne Conole / Director of the Institute of Learning Innovation at the University of Leicester

GrĂ¡inne Conole is Professor of learning innovation at the University of Leicester. Her research interests include the use, integration and evaluation of Information and Communication Technologies and e-learning and the impact of technologies on organisational change. She regularly blogs on and her Twitter ID is @gconole. She has successfully secured funding from the EU, HEFCE, ESRC, JISC and commercial sponsors). She was awarded an HEA National Teaching Fellowship in 2012. And is also a fellow of EDEN and ASCILITE. She has published and presented over 1000 conference proceedings, workshops and articles, including the use and evaluation of learning technologies. She has recently published a Springer book entitled ‘Designing for learning in an open world.’

New open practices: the implications of OER and MOOCs for traditional educational institution

At the heart of the Open Educational Resource (OER) movement is the vision that education is a fundamental human right and that educational resources should therefore be freely available. Promoted by organisations such as UNESCO and the Hewlett Foundation, there are now hundreds of OER repositories worldwide. In recent years we have seen the emergence of Massive Open Online Courses (MOOC), which can be considered to be a structured mechanism for delivering OER, over a particular time period and through a structured learning pathway. The talk will highlight the key developments in OER and MOOC research. It will present a framework for benchmarking OER initiatives and developing a vision and roadmap for their future development, along with a new classification scheme for MOOCs.

Dr Rebecca Eynon / Senior Reserch Fellow at the OII and Lecturer in the Department of Education at the University of Oxford

Rebecca Eynon holds a joint academic post between the Oxford Internet Institute (OII) and the Department of Education at the University of Oxford. Since 2000 her research has focused on education, learning and inequalities, and she has carried out projects in a range of settings (higher education, schools and the home) and life stages (childhood, adolescence and late adulthood).

Rebecca is co-editor of Learning, Media and Technology and has published a number of academic articles, reports and conference papers. Her recent publications include Teenagers and Technology (Routledge, 2013). Her work has been supported by a range of funders including the EC, BECTA, the ESRC and the NominetTrust. She currently holds a British Academy Mid-Career Fellowship exploring the links between Internet use and social mobility in Britain.

Conceptualising interaction in MOOCs

While there has been a lot of attention about the potential for MOOCs to transform higher education, far less empirical research has been conducted that explores the experiences and behaviours of learners in these online settings. A particular strength of MOOCs is the potential for thousands of learners to come together to learn.  Understanding who interacts, how they interact, and why is an important part of understanding how learning may occur. This presentation aims to highlight the different ways in which people communicate and interact with one another in MOOCs, and how these interactions are related to learner characteristics, experiences and outcomes through the in-depth mixed method analysis of one case study MOOC. The findings discussed are those emerging from an ongoing study funded by the Bill and Melinda Gates foundation. See  for more details.

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