Browsing by Author "Ostashewski, Nathaniel"

Now showing 1 - 9 of 9
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    Participant Experience in an Inquiry-Based Massive Open Online Course
    (2022-09) Ostashewski, Nathaniel; Cleveland-Innes, Martha
    The Introduction to Technology Enabled Learning MOOC (TELMOOC), a massive open online course developed by the Commonwealth of Learning and Athabasca University, was offered a total of ten times between January 2017 and July 2021. The purpose of TELMOOC was to provide an accessible learning opportunity to teachers, particularly for those in the Global south, to expand upon their knowledge and skills regarding the use of technology and open educational resources in teaching and learning. Designed with the inquiry MOOC (iMOOC) model that complies with the Community of Inquiry framework, the TELMOOC has been successful as a large-scale educational implementation. This book presents a critical perspective into the design and delivery of the TELMOOC. Of particular interest to administrators, educators, and instructional designers is the descriptions and outcomes of the course from the view of the participants. How and why the course interactions were incorporated to descriptions of new educator roles are included in this research-based book that intends to provide a roadmap for others to follow. Articulated in the book is a proposed way in which MOOCs completion rates should be reported as well as an introduction to a holistic quality framework for MOOCs (The PAGE MOOC Success framework). Finally, an evidence-based model of online delivered teacher professional development for MOOCs is outlined showcasing the experiential opportunities provided to educators in the TELMOOC.
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    Report of the Massive Open Online Course on Blended Learning Practice (BLP MOOC 2 and 3)
    (2020-09) Cleveland-Innes, Martha; Wilton, Daniel; Jensen-Tebb, Carmen; Ostashewski, Nathaniel
    This is a combined report on the second and third offering of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC2 and BLPMOOC 3 were held respectively from April 19 to May 16 and July 12 to August 8, 2020. It reports the design, development and delivery of the two cohorts and presents a comparative finding from participant surveys and their engagements in the MOOCs.
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    Report of the Massive Open Online Course on Blended Learning Practice (BLPMOOC8)
    (2023-04) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the seventh edition of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC8 was held from January 15 to February 11, 2023. It reports the design, development, and delivery of the BLPMOOC8 and presents the preliminary findings the participant surveys and their engagements in the course.
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    Report of the Massive Open Online Course on Designing for Communities of Inquiry in Online Courses
    (2023) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the very first edition of the Massive Open Online Course (MOOC) on Designing for Communities of Inquiry in Online Courses (DCOI) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. DCOIMOOC was held from March 12 to April 15, 2023. It reports the design, development, and delivery of the DCOIMOOC and presents the preliminary findings the participant surveys and their engagements in the course.
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    Report of the Massive Open Online Course on Introduction to Technology-Enabled Learning (TEL MOOC 3)
    (2019-04-09) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This is a report on the third offering of the Massive Open Online Course (MOOC) on Introduction to Technology-Enabled Learning (TEL) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning from October 29 to November 30, 2018. It reports the design, development and delivery of the course and presents the preliminary findings from participant surveys and their engagements in the TEL-MOOC 3.
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    Report of the Massive Open Online Course on Introduction to Technology-Enabled Learning (TEL MOOC 6)
    (2020-09) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This is a report on the sixth offering of the Massive Open Online Course (MOOC) on Introduction to Technology-Enabled Learning (TEL) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning from June 21 to July 25, 2020. It reports the design, development and delivery of the course and presents the preliminary findings from participant surveys and their engagements in the TEL-MOOC 6.
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    Report of the Massive Open Online Course on Introduction to Technology-Enabled Learning (TEL MOOC 7)
    (2020-11) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This is a report on the seventh offering of the Massive Open Online Course (MOOC) on Introduction to Technology-Enabled Learning (TEL) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning from October 4 to November 7, 2020. It reports on the design, development and delivery of the course and presents the preliminary findings from participant surveys and their engagements in the TEL-MOOC 7.
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    Report of the Massive Open Online Course on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC2)
    (2023-01) Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the second edition of the Massive Open Online Course (MOOC) on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC2) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. LCTLMOOC2 was held from 16 October to 12 November 2022. It reports the design, development, and delivery of the LCTLMOOC and presents the preliminary findings of the participant surveys and their engagements in the course. Certificates were awarded for a total of 13.7% participants based on the 934 student registrations. Of these 88 were also awarded the more challenging Certificate of Completion based on successful completion and submission of the Leadership Activity Plan.
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    Supporting Open Education Resource qualification and creation: The TEL MOOC Case
    (2019-09) Ostashewski, Nathaniel; Wilton, Dan; Cleveland-Innes, Martha; Mishra, Sanjaya
    The TEL MOOC (Technology-Enabled Learning MOOC) is a five-week professional development course about teaching that provides OERs (Open Educational Resources) to learners as both content and assessment activity. As content, OERs are presented to learners with opportunities to explore, qualify using the TIPS framework, and share curated examples with peers. In the course assessment activity, OERs are presented as an authentic creative experience that asks learners to develop a TEL Activity plan (lesson plan) and share it as an OER. Analysis of these OER TEL Activity Plans created by learners shows that many learners are still early in the understanding of TEL integration as 54% of the plans developed show low levels of planned TEL student activity according to the TIM framework (University of Florida, n.d.). This finding highlights the need for additional TEL professional development courses that seek to advance TEL integration in teaching environments. Further study about support for Activity Plan development at increased levels of TEL engagement is needed.) Areas of need for further research is identified.// Paper ID 261