This blog is for educators, academicians, students and those who are interasted to integrate technology in class room.

Archive for the ‘Free & Open Education’ Category

Education Technology MOOC: A New Learning Dynamic

A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance. There are many platform available, which are offering free MOOC courses from world class universities and institutes. A MOOC throws open the doors of a course and invites anyone to enter, resulting in a new learning dynamic, one that offers remarkable collaborative and conversational opportunities for students to gather and discuss the course content.For the independent, lifelong learner, the MOOC presents a new opportunity to be part of a learning community, often led by key voices in education.

Following are the upcoming  MOOC courses that every faculty should enroll and learn.

(1)Instructional Design for Mobile Learning:

Full course description

This course introduces participants to instructional design principles for teaching with mobile technology. Mobile technology is a growing and powerful trend; people now spend more time on mobile apps than they do on the Web. What opportunities does this powerful trend present to those who design online learning? How can we leverage mobile technology in ways that make sense for our teaching methods and student learning?

To answer these questions, participants will explore principles for designing mobile learning; pedagogies for teaching with mobile technology; and tools for creating mobile instruction. Participants will also have the opportunity to attend webinars facilitated by mobile learning experts Dr. Jackie Gerstein, Dr. David Metcalf, and Michelle Pacansky-Brock. By the end of the course, participants should be able to determine how to leverage and integrate mobile technology in their own online courses.

(2)Learning Analytics and Knowledge:

Full course description

This course will provide a generally non-technical introduction to learning analytics and how they are being deployed in various contexts in the education field. Additionally, the tools and methods, ethics and privacy, and systemic impact of analytics will be explored, presenting a broad overview of the current state and possible future directions of the field.

Capturing and analyzing data has changed how decisions are made and resources are allocated in the fields of business, journalism, government, military, and intelligence. Through better use of data, leaders are able to plan and enact strategies with greater clarity and confidence. Data is a value point that drives increased organizational efficiency and a competitive advantage. Analytics provide new insight and actionable intelligence. Companies such as Microsoft, IBM, Google, and Amazon are investing heavily in technologies and techniques to help individuals and organizations make sense of and unlock the value within big data.

In education, the use of data and analytics to improve learning is referred to as learning analytics. Software companies, researchers, educators, and university leaders are starting to recognize the value of data in improving not only teaching and learning, but the entire education industry. The growth of online learning and open online courses generates new sources of data for researchers and educators to better understand the learning experience.

(3)Academia and the MOOC:

Full course description

The New York Times said 2012 was “the year of the MOOC” and EDUCAUSE said MOOCs have “the potential to alter the relationship between learner and instructor and between academe and the wider community.” Many elite universities are offering Massive Open Online Courses, but most colleges and educators are unsure about what MOOCs are and if they are worthwhile.

Can an “open” course offered at no cost to a very large number of participants who receive no institutional credit be a worthwhile venture for a college? And can a course be effective if participants and course materials are distributed across the Web?

In this class, we will briefly cover the history and development of MOOCs. Participants will engage in discussions about why institutions offer these courses, and the possible benefits to both schools and students. This four-week course will examine MOOCs from four perspectives: as a designer building a course, as an instructor, as a student, and as an institution offering and supporting a course.

More courses can be found at ”

(4)Creativity, Innovation, and Change:

About the Course

This course empowers learners to develop their creative human potential to improve, enhance, and transform  their businesses, communities, and personal lives. Processes like Intelligent Fast Failure will teach you rapid prototyping skills, while the Adaption-Innovation creative style spectrum will help you understand how and why your ideas are unique – and how you can work better with others to solve complex problems.Personal reflection tools like CENTER add a character development dimension to the course that is an important first step towards unlocking your creative potential. Along the way, you will engage with a rich set of tools, exercises, and metrics in order to understand these concepts and how they impact the development of your creative life and career.

(5)Globalizing Higher Education and Research for the ‘Knowledge Economy’:

About the Course

Universities, and higher education systems worldwide, are being transformed by new or changing practices, programs, policies, and agendas. From notions of ‘global competency’ and the ‘global engineer,’ through to ever more common perceptions that international collaborative research is a desirable objective, through to the phenomena of bibliometrics, rankings and benchmarking that work at a global scale, contexts are changing.

This course is designed to help students better understand the complex and rapidly changing nature of higher education and research in a globalizing era. A complementary objective is to experiment with the MOOC platform and assess how well it works to support international collaborative teaching and service. We decided to participate in this initiative to engage in some ‘learning while doing’ that will build on our experiences in international collaborative research, advising, and teaching, as well as Kris’ experience at UW-Madison with a relative new online course (Geography 340 – World Regions in Global Context).

Professors Olds and Robertson began collaborating via a Worldwide Universities Network (WUN) exchange scheme in the mid-2000s. The University of Bristol and University of Wisconsin-Madison are both members of the WUN. We very much look forward to engaging with you about this topic.

(6)Fundamentals of Online Education: Planning and Application:

About the Course

In this course you will learn about the fundamentals of online education. The emphasis will be on planning and application. In the planning phase, you will explore online learning pedagogy, online course design,privacy and copyright issues, online assessments, managing an online class, web tools and Learning Management Systems. In the application phase, you will create online learning materials. The final project for the course will consist of you building an online course based on everything that you learned and created in the course.

(7)E-learning and Digital Cultures:

E-learning and Digital Cultures is aimed at teachers, learning technologists, and people with a general interest in education who want to deepen their understanding of what it means to teach and learn in the digital age. The course is about how digital cultures intersect with learning cultures online, and how our ideas about online education are shaped through “narratives”, or big stories, about the relationship between people and technology. We’ll explore some of the most engaging perspectives on digital culture in its popular and academic forms, and we’ll consider how our practices as teachers and learners are informed by the difference of the digital. We’ll look at how learning and literacy is represented in popular digital-, (or cyber-) culture, and explore how that connects with the visions and initiatives we are seeing unfold in our approaches to digital education.

This course will not be taught via a series of video lectures. Rather, a selection of rich resources will be provided through which you can begin to engage with the themes of the course. While the teachers will be present in the discussion forums and in various other media environments, there will be an emphasis on learner-led group formation, and the use of social media to build personal learning networks and communities of peers. On this course, you will be invited to think critically and creatively about e-learning both as a process and as a topic of study; you will be able to try out new ideas in a supportive environment, and gain fresh perspectives on your own experiences of teaching and learning.  This course is also intended to be an exploration  of the MOOC format itself.  Rather than approaching this course with the expectation of exacting teaching methods or precise learning routines, we invite all participants to collectively experiment with what the MOOC experience might be.

The course assessment will involve you creating your own digital artefact: something that is designed to be experienced digitally, on the web. It will be likely to contain a mixture of text, image, sound, video, links, and can be created in the environment of your choice. The artefact will be a representation of any of the themes encountered during the course, and you‘ll have the opportunity to use digital spaces in new ways to present this work. Our definition of ‘digital artefact’ is intentionally imprecise to invite experimentation and creativity: it will be evaluated via guided peer-assessment.

This course has been developed collaboratively by a team of experienced teachers and researchers in online education, who run the international MSc in Digital Education distance programme at the University of Edinburgh.

(8)Writing for the Web (WriteWeb):

Capture the attention of online readers by learning how writing style, web design and structure can keep them engaged.Understanding the difference between writing for print versus writing for the web starts with learning about how readers behave differently online. This subject brings to light how to accommodate the needs of online readers through web design, writing style, structure and search engine optimisation.


Free Mobile Development Courses

With the increased usage of smart phones and the hardware goes into the mobile, now dual core processor mobile are in the market, demand for sophisticated apps(applications) is growing now than before. So is the necessity of courses on application development for both the leading mobile platforms iOS and Android.

While Stanford university has started an exclusive course on iPhone app development since 2010, Harvard extension school recently started an online course “Building mobile application”.


Building Mobile Applications: A course by Harvard extension School during spring 2011. It is must course if you want to be a pro developer. Has 12 lecture videos, two focus on HTML, 5 on Android platform, 5 on iOS for iPhone and one video on other tools. Every lectures has HD mp4 video, audio, lecture notes and examples.

iPhone Application development : Winter 2010 course by Stanford university, covers only about iPhone app development. All videos are hosted on YouTube.

Developing Mobile application by Web Technologies: Another course by Stanford, this about developing application on WebOS.

Developing Apps for iOS(HD): Tools and APIs required to build applications for the iPhone platform using the iPhone SDK. User interface designs for mobile devices and unique user interactions using multitouch technologies. Object-oriented design using model-view-controller pattern, memory management, Objective-C programming language. iPhone APIs and tools including Xcode, Interface Builder and Instruments on Mac OS X. Other topics include: core animation, bonjour networking, mobile device power management and performance considerations.

iPhone Application Programming: Tought by Prof. Jan Borchers of RWTH Aachen University.

Advanced iPhone Development: By Madison Area Technical College, prof Bras Larson. This course aims to answer the question: “What next?” Fundamentals of Cocoa development are explained, but the class quickly moves on to coverage of the many interesting frameworks within iPhone OS. Topics such as Core Animation, Core Data, OpenGL ES, multithreading, and iPad-specific development are presented from the perspective of an experienced Cocoa developer.

iPhone app development Tutorials: There are around 40 video tutorials developed by user thenewboston on YouTube.

Android developer resources: Google has put an excellent collection of videos for android developers.

Tools & Softwares to develop apps with little knowledge:

Some Softwares or tools, mentioned below doesn’t require any knowledge or app development training.

Few more:

  1. Android app course by Prof. David Janzen of Cal Poly.

I am sure this would give a great start to write mobile applications for both the platforms. There are many app developer forums for getting help if you are struck.

Connecting,Interacting and Learning

Presentation Transcript

  1. Sharing to Connect,Interact & Learn!
    Zaid Ali Alsagoff
    This work is licensed under
    Creative Commons Attribution-NonCommercial-ShareAlike 3.0.
  2. HELLO!
    Openness in Education
    Embracing Openness
    Lessons Learned
  4. Openness in Education?
    Open Educational Resources (OER)
    Online Facilitation
    Open Source Software
    Open Textbooks
    Open Courseware (OCW)
  6. Open Education Resources (OER)?
    Accidental OER!
    OER Diagram:
    Accidental OER:
    • Reuse – copy verbatim
    • Redistribute– share with others
    • Revise– adapt and improve
    • Remix– combine with others

    The 4Rs
    David Wiley

    Image source:
  8. Open Publication License
    Notification of modifications
    No-derivatives clause
    Open Publication License:
    David Wiley
  9. OER Funding Models
  10. Besides Funding, We Need to Consider…
  11. Finding OER – Starting Points!
  12. OER News
  13. Find Free Online University Courses?
  14. YouTube EDU
  15. Academic Earth
  16. TED Talks
    Inspired talks by the world’s greatest thinkers and doers.
  17. Massachusetts Institute of Technology
  18. iTunes U
  19. Wikiversity
    Wikiversity is a Wikimedia Foundation project devoted to learning resources and learning projects for all levels, types, and styles of education from pre-school to university, including professional training and informal learning.
  20. WikiEducator
    An evolving community intended for the collaborative:

    • Planning of education projects linked with the development of free content.
    • Development of free content on Wikieducator for e-learning.
    • Work onbuilding open education resources (OERs) on how to create OERs.
    • Networking on funding proposals developed as free content.

  21. Peer-to-Peer University
    • All courses are free and based on materials and resources openly available on the web.
    • Anyonecan volunteer to run a course.
    • Groups of peers come together to learn course materials collaboratively.

    Learning for everyone, by everyone, about almost anything!

  22. University of the People
    Claims to be the world’s first tuition-free online academic institution dedicated to the global advancement and democratization of higher education. The high-quality low-cost global educational model embraces the worldwide presence of the Internet and dropping technology costs to bring university-level studies within reach of millions of people across the world.
  23. Khan Academy
  24. Wolfram Alpha
    The answer is a question!
    Wolfram Alpha (styled Wolfram|Alpha) is an online service that answers factual queries directly by computing the answer from structured data, rather than providing a list of documents or web pages that might contain the answer as a search engine would.
  25. Quora
    Accumulating Knowledge
    Continually Improving
    Quora is a continually improving collection of questions and answers created, edited, and organized by everyone who uses it.
  26. OER Glue
    More Free Learning Resources…
  28. Barriers to OER
    Funding (Individuals Vs. Institution)
    Project Type (Producer Vs. centralized)
    Expressing & Mixing Licenses
    Existing Structures (centralized, financially oriented, hierarchical)
    Higher Education is behaving like the recording and movie industries!
    Not only the technologies we need exist, they’re free and open!
    Entails not just mechanism but a model of production, use, distribution.
    Adapted From: &
    A Conversation on OER!
    The Open Education
    Open Debate!
    105 page document:
  30. Open Education Gurus?
  31. My Open Education Gurus
  32. Why Share Your ______ For FREE?
    Lady Gaga:
    Sneezing Panda:
    Khan Academy:
    1 View!
    What I hear, I forget.
    What I see and hear, I remember somewhat.
    What I hear, see, question, and discuss with others, I begin to understand.
    What I see, hear, question, discuss, and do, I learn.
    And after all this, when I teach, I master the learning.”
    -Mel Silberman
  37. StianHåklev
    The Open Scholar
  38. Turning Back The Clock!
  39. Sharing Knowledge is Power!
    Still Working!
    Animation Missing!
    June 2004 – July 2007
  40. Lesson Learned
    “Insanity: doing the same thing over and over again and expecting different results.”
    – Albert Einstein
    Time to move on!
  41. Blogging to Learn!
    Ultimate tool for lifelong learning!
    July 2007 – Lifelong Learning!
  42. A Few Blogging Stories!
  43. e-Learning 2.0 Workshop
    New Boss!
    1 Year Later…
    Prof. Jai Mohan
  44. IDEA!
    “Let’s create anE-BOOK out of my posted
    learning nuggets.”
    22nd July, 2008
  45. Nuggets
  46. Mission Accomplished!
    6th August, 2008
    268 Pages
  50. Male Brain Vs. Female Brain
    Mark Gungorexplains the difference between the male and the female brain.
  51. Lesson Learned
    Blogging is an amazing tool for…
    Lifelong Learning!
  52. Creating AHA-G(raphics)
    SHOCK, CLICK, INSPIRE, and make you LAUGH, all at the same time!
    Tom Kuhlmann
  53. Presentation:
    Critical Thinking:
    Some are Reused, Too…Cool 
  54. Lesson Learned
    The process of creating AHA-G(raphics), awakens the kid in me, and nurtures my creative mind.
    Exploring SlideShare!
  56. Lesson Learned
    Learning and facilitating LEARNING IS
  57. Using Twitter to Amplify…
    Joseph Thibault
  59. Use Twitter #Hashtags to Amplify Your Learning!
    “The # symbol, called a hashtag, is used to mark keywords or topics in a Tweet. It was created organically by Twitter users as a way to categorize messages”
  60. Lesson Learned
    You amplify your learning and connections by sharing, interacting, and being RECEPTIVE TO CRITICISM!
    Don’t just follow… ENGAGE!
  61. URL:
  62. Amazing Stories of Sharing
    Alan Levine
  63. Embrace Openness, Because…
  64. Q&A
  65. Zaid Ali Alsagoff
    E-Learning Manager
    E-mail :
    Blog :
    IMU :