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Yishay Mor
Attended Institute of Education, University of London
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Call for Papers eLearning Papers no. 42: Design Patterns for Open Online Teaching and Learning

Deadline: 11 May
 
Guest Editor: Professor Steven Warburton, University of Surrey

We are excited to announce a call for papers for a special issue of "eLearning Papers" on design patterns for online teaching and learning. 

http://www.openeducationeuropa.eu/en/elearning_papers/call_for_papers  
The rapid rise of massive open online courses (MOOCS) has revived interest in the broader spectrum of open online teaching and learning. This “renaissance” has highlighted the challenges and potentials associated to the design of such educational environments. Arguably, the accelerated expansion of open online education creates risks forpedagogical quality and learner experience. There is an urgent need to articulate, share and critique design knowledge in this field.
 
We are witnessing a wealth of different approaches to the delivery, pedagogy, functionalities and support mechanisms for Open Online Learning. Some have these have been successful and others not so successful – for an example we can see high variability in the documented retention rates across different MOOC offerings.
 
Design patterns and pattern languages have been proposed as effective means to facilitate rigorous discourse, bridging theory and practice (Bergin et al, 2012; Conole et al, 2010; Goodyear, 2005; Mor et al, 2012; Mor et al, 2014; Sharp et al, 2003). The Design patterns paradigm was proposed by Christopher Alexander as a form of design language within architecture. A design pattern describes a recurring problem, or design challenge, the characteristics of the context in which it occurs, and a possible method of solution. These patterns were organized into coherent systems called pattern languages where patterns are related to each other. 
 
Some of the key questions within this call are underpinned by a desire to understand the design processes and mechanisms by which we come to create and deliver open online learning at scale and by extension how we can formulate this into sharable design solutions that can be applied by others. Particularly where we are observing differentiation and varying degrees of success in the current landscape as defined by:
 
● Delivery modes and platform choices;
● Style of open online courses;
● Reported experiences of learners;
● Reported experiences of tutors;
● Assessment and accreditation mechanisms;
● Increasing use of motivational schemes such as badging and micro-certification;
● Retention and progression;
● Increasing use of analytics;
 
In this issue, we are seeking either pattern papers, pattern review papers or papers which discuss the process of eliciting and using design patterns in the design and delivery of open online education. This may include the following: 
 
1. Papers reviewing existing pattern languages applicable to online learning;
2. Theory and methodology for mining / using patterns in relation to designing for Open Online Courses;
3. Pattern papers, including design narrative(s), design pattern(s) and scenario(s);
4. Application of patterns to design problems in open online learning.
 
For examples of pattern papers, please see the references below. You might also want to explore http://ilde.upf.edu/moocs/ as an environment for authoring and sharing design narratives, design paterns and design scenarios.
 
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Dear all,

MOOC providers seem to be concerned with completion rates - but are learners happy dipping in and getting the bits they need? What makes an effective MOOC learner? What are the appropriate pedagogies for massive open online vocational training? Who benefits when learners complete a MOOC?

We are running a panel at OER15 to debate the questions above. In the spirit of openness, we invite you to participate in this event by contributing to the online discussion. During the conference, we will conduct a live panel with some of the contributors which will be joining us in person or virtually. Panelists will refer to your contributions online, and we will use social media to facilitate live interaction with the audience outside the room. The event's online space is at:
http://openeducationeuropa.eu/en/node/167498

We invite you to participate in the debate by leaving your comments or video responses on the following 4 discussion spaces:
Certification, completion, and measures of success: while some MOOCs participants and employers see certification as important, others are happy with their own sense of achievement, getting what they want and moving on. MOOC providers seem to be concerned with completion - but are learners happy dipping in and getting the bits they need? Some learners find certification attractive, even if they don't need the formal proof - perhaps as an indicator of the MOOC's quality.
What makes an effective MOOC learner? Is effectiveness in the eyes of the provider identical to effectiveness in the eyes of the learner? What do employers see as effective learning? Are some learners more "qualification effective" and others more "growth effective"? Is lurking sometimes an effective strategy? Do analytics capture effectiveness?
What are the appropriate pedagogies for massive open online vocational learning? How do we support collaborative learning? Project based learning? Game based learning? How do MOOCs fit into our view of life-long learning?
Are we seeing the emergence of new educational ecosystems, and the fracture of old hegemonies? Will employers, civic organisations, and learners have an equal voice? Or, do we need to maintain academic authority? Where do we want to go - and how do we get there?

If you can add a video response that would be great, but if you don’t have the time do that can just post a comment or, alternatively, you can also send the videos to me and I'll embed them in the discussion space.  

We have initiated the social media dissemination in twitter since #OER15 is getting closer and we want to make some noise, but we need your contributions to get this debate going! Please do share the links to the discussions and the event page on your social network streams with the tags #OER15 and #webmoocs.
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I'm including here the direct links to the 4 discussion threads:

Certification, completion, and measures of success:
http://openeducationeuropa.eu/en/groups/startup-europe-moocs-web-talent-network/discussion/certification-completion-and-measures-succ

What makes an effective MOOC learner? 
http://openeducationeuropa.eu/en/groups/startup-europe-moocs-web-talent-network/discussion/what-makes-effective-mooc-learner

What are the appropriate pedagogies for massive open online vocational learning? 
http://openeducationeuropa.eu/en/groups/startup-europe-moocs-web-talent-network/discussion/pedagogies-massive-open-online-vocational-

Are we seeing the emergence of new educational ecosystems, and the fracture of old hegemonies? 
http://openeducationeuropa.eu/en/groups/startup-europe-moocs-web-talent-network/discussion/emergence-new-educational-ecosystems

We invite you to participate in the discussion leading to #OER15   #webmoocs  panel
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(deadline extended - 9th March 2015) call for papers for the eLearning Papers issue nº 41 on "Innovation, entrepreneurship and education".

http://www.openeducationeuropa.eu/en/news/deadline-extended-9th-march-call-papers-elearning-papers-issue-41-innovation-entrepreneurship-a


Issue 41 of eLearning Papers aims to open up the debate about the promises, challenges and potential synergies between education and entrepreneurship.
 
We wish to highlight how this burgeoning relationship can work to reshape European society whilst always adopting a critical stance and bearing in mind possible risks. 
 
For this issue we are accepting submissions of either theoretical or empirical research on this theme, which address questions such as:
 
● Can entrepreneurial initiatives truly change the way we learn, and transform educational systems? What are the barriers for their success?
● How can, and how should educational systems adapt to entrepreneurial mindsets?
● How are, and how should entrepreneurship and innovation be reflected in domains beyond business and management? What is the meaning of entrepreneurship in science, humanities, art and social action?
 
Further questions and detailed explanations about the call, submission guidelines and instructions for writers can be found here. Please be aware of the deadline and submit your paper until the 9th of March. 
 
The guest editor for this issue is Dr. +daniel Spikol, Assistant Professor of Computer Science, Malmö University.
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#MOOC   #designpatterns  cards, from the MOOC design project.
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MOOC design pattern... enjoy!
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4:30 "researchers spent so much time investigating whether one medium was more effective than another that they failed to invetigate exactly how to promote meaningful thought processes"

Er, excuse me? Did you just wipe clear 50 years of research in technology enhanced learning?
I like your message, but this particular statement is a bit rich... I think you could do with some modesty, stand on the shoulders of giants..
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The teacher as a guide... learning as both a personal and a social process... I would suggest that the role of a teacher (or teaching agent, whatever s/he or it is or they are) is to *create the conditions for learning*. Btw: what do we know about the best (optimal) conditions for learning? Are they content specific or not? Age specific or not? Is the role of social interaction the same for all content? etc.
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Rube Goldberg's Passover Seder

I want this to be my family's new Passover tradition! :D
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(deadline extended - 9th March 2015) call for papers for the eLearning Papers issue nº 41 on "Innovation, entrepreneurship and education".

http://www.openeducationeuropa.eu/en/news/deadline-extended-9th-march-call-papers-elearning-papers-issue-41-innovation-entrepreneurship-a


Issue 41 of eLearning Papers aims to open up the debate about the promises, challenges and potential synergies between education and entrepreneurship.
 
We wish to highlight how this burgeoning relationship can work to reshape European society whilst always adopting a critical stance and bearing in mind possible risks. 
 
For this issue we are accepting submissions of either theoretical or empirical research on this theme, which address questions such as:
 
● Can entrepreneurial initiatives truly change the way we learn, and transform educational systems? What are the barriers for their success?
● How can, and how should educational systems adapt to entrepreneurial mindsets?
● How are, and how should entrepreneurship and innovation be reflected in domains beyond business and management? What is the meaning of entrepreneurship in science, humanities, art and social action?
 
Further questions and detailed explanations about the call, submission guidelines and instructions for writers can be found here. Please be aware of the deadline and submit your paper until the 9th of March. 
 
The guest editor for this issue is Dr. +daniel Spikol, Assistant Professor of Computer Science, Malmö University.
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Our #MOOCDesign  workshop at #RIDE2015  
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A visit to #Lego  HQ
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Friday, 16th January 2015, London Knowledge Lab 
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  • Institute of Education, University of London
    PhD, Educational Technology, 2002 - 2010
  • Hebrew University, Computer Science dept.
    MSc
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run with me for the @AbrahamFundUK https://www.justgiving.com/Yishay-Mor #Israel #Gaza #coexist #coexistence
Introduction
Consultant: learning; design; technology; research

Previously Senior Lecturer in Educational Technology, Institute of Educational Technology, Open University, UK, teaching fellow at the Technologies in Education unit, University of Haifa, research fellow at the London Knowledge Lab, software team lead at Cisco systems.

Interested in the design and use of technology for social and individual empowerment, through opening opportunities for participatory learning, collective action and expression.

MSc in computer science from the Hebrew University, Jerusalem.

Previously projects at the London Knowledge Lab include Pattern Language NetworkComo, the Pedagogy Planner, Learning Patterns for the design and deployment of mathematical games and WebLabs.  Facilitated, Together with Carey Jewitt, the LKL workshop series on knowledge in social software.

Before that designed and developed web-based network management software for Cisco Systems.

Research interests include Programming as a constructionist tool in mathematics and science education, Open Source and education, Web-based systems to support learning communities and Democratic education.

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Consultant in education and technology
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research; teaching; training; development; educational design research; learning design; mathematics education; mobile learning; games and learning;
Employment
  • Constutant, 2013 - present
    learning; design; technology; research http://www.yishaymor.org
  • Institute of Educational Technology, Open University UK
    Senior Lecturer, 2011 - 2013
  • Technologies in Education Unit, University of Haifa
    Teaching Fellow, 2010 - 2011
  • London Knowledge Lab
    Researcher in education and technology, 2002 - 2010
  • Cisco systems
  • Agentsoft
  • J Shop
  • Google
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Jerusalem - Zichron Ya'akov - New York
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