Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...COHERE2012
This document describes a blended learning program called the Teaching Faculty Scholars Program at Vancouver Island University. The program aimed to build faculty members' professional capacity through a combination of online modules and face-to-face sessions throughout the year. Key elements of the program included online discussions, activities and reflections before each face-to-face session. The face-to-face sessions allowed participants to share their work and get feedback. Evaluations found that the blended approach helped build an online learning community and increased participants' confidence, enthusiasm and interest in scholarship of teaching and learning. However, maintaining participant engagement throughout the year-long program was challenging.
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...COHERE2012
The document discusses the challenges of cost and scalability in education as well as potential solutions using online courseware and learning analytics. It describes Acrobatiq, a Carnegie Mellon University venture, that aims to create financially sustainable and more rapidly innovative courseware that can reach more learners. The document outlines plans to partner with institutions, develop authoring tools, conduct A/B testing on courseware design, and integrate student dashboards and personalized learning based on individual learner differences.
This document summarizes an online course on ethics and legal responsibilities taught over multiple continents. It describes the pedagogical approach, tools used, phases of the course including student paper summaries and group presentations, and a final individual project. Challenges included engaging diverse students across time zones, while benefits included deep learning from peer interactions and authentic experiences. Student feedback was largely positive about what they learned, though some struggled with workload or peer evaluations.
Making On-line Teams Work (Jane Barrett)COHERE2012
This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012
This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.
A perfect match blended learning and student engagementCOHERE2012
This document summarizes a case study on the effectiveness of a blended learning model in a first-year composition course at Kwantlen Polytechnic University. The study found that the blended model helped most students succeed, with 11 of 16 survey respondents indicating it contributed to their success. Student grades were categorized into four groups: improvement, significant improvement, no improvement, and regression. The majority of students (11) showed improvement or significant improvement in their grades after struggling initially, suggesting the blended model benefited students at this open-admission institution. Regular online and in-person attendance was linked to student success.
Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...COHERE2012
This document discusses the challenges and responses involved in supporting a new collaborative Bachelor of Nursing program between multiple institutions. Key challenges included differing institutional cultures, systems, schedules, and unanticipated issues with videoconferencing across locations. Responses involved listening to different perspectives, identifying inter-departmental solutions, collaborative meetings, and staffing adjustments. The short startup timeline and need to integrate non-nursing courses also presented difficulties requiring instructional designers to take on fluid roles and accelerate online course development.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Teaching Faculty Scholars, Building Professional Capacity Through Blended Lea...COHERE2012
This document describes a blended learning program called the Teaching Faculty Scholars Program at Vancouver Island University. The program aimed to build faculty members' professional capacity through a combination of online modules and face-to-face sessions throughout the year. Key elements of the program included online discussions, activities and reflections before each face-to-face session. The face-to-face sessions allowed participants to share their work and get feedback. Evaluations found that the blended approach helped build an online learning community and increased participants' confidence, enthusiasm and interest in scholarship of teaching and learning. However, maintaining participant engagement throughout the year-long program was challenging.
Heavy Lifting Design Scalable and Sustainable Online Initiative to Increase A...COHERE2012
The document discusses the challenges of cost and scalability in education as well as potential solutions using online courseware and learning analytics. It describes Acrobatiq, a Carnegie Mellon University venture, that aims to create financially sustainable and more rapidly innovative courseware that can reach more learners. The document outlines plans to partner with institutions, develop authoring tools, conduct A/B testing on courseware design, and integrate student dashboards and personalized learning based on individual learner differences.
This document summarizes an online course on ethics and legal responsibilities taught over multiple continents. It describes the pedagogical approach, tools used, phases of the course including student paper summaries and group presentations, and a final individual project. Challenges included engaging diverse students across time zones, while benefits included deep learning from peer interactions and authentic experiences. Student feedback was largely positive about what they learned, though some struggled with workload or peer evaluations.
Making On-line Teams Work (Jane Barrett)COHERE2012
This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012
This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.
A perfect match blended learning and student engagementCOHERE2012
This document summarizes a case study on the effectiveness of a blended learning model in a first-year composition course at Kwantlen Polytechnic University. The study found that the blended model helped most students succeed, with 11 of 16 survey respondents indicating it contributed to their success. Student grades were categorized into four groups: improvement, significant improvement, no improvement, and regression. The majority of students (11) showed improvement or significant improvement in their grades after struggling initially, suggesting the blended model benefited students at this open-admission institution. Regular online and in-person attendance was linked to student success.
Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...COHERE2012
This document discusses the challenges and responses involved in supporting a new collaborative Bachelor of Nursing program between multiple institutions. Key challenges included differing institutional cultures, systems, schedules, and unanticipated issues with videoconferencing across locations. Responses involved listening to different perspectives, identifying inter-departmental solutions, collaborative meetings, and staffing adjustments. The short startup timeline and need to integrate non-nursing courses also presented difficulties requiring instructional designers to take on fluid roles and accelerate online course development.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
The document provides an overview of the Open Course Library (OCL) project in Washington State. It discusses preliminary findings from research on the impact of OCL courses on faculty teaching practices. Key findings include that faculty who adopted OCL courses liked the complete course packages and institutional support, while barriers to adoption included courses residing in the ANGEL platform and lack of support. Student perspectives shared that open resources improved learning but could be better organized. The presentation showcases an anthropology course to illustrate student and faculty views on OCL courses.
Open Course Library presentation, AMATYC 2013David Lippman
The Open Course Library Project aims to create open-source digital course materials for 81 heavily enrolled community college courses in Washington State. It is funded by the Gates Foundation and State Legislature. Faculty submit course proposals and are selected to develop materials through a standardized process, resulting in open textbooks and ancillary resources posted with a Creative Commons license. This document provides examples of open courses developed through the project, including Beginning and Intermediate Algebra, Math in Society, Precalculus, Calculus, and Business Calculus. It describes the open resources created and available for each course.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
These case studies from UBC courses exhibit students as active agents in their learning through collaborative projects. Open writing projects for Wikipedia supported the development of research, writing and collaboration skills while creating contributions to public knowledge. Students creating learning resources for peers integrated research to communicate topics creatively and develop digital literacies. Initiatives like undergraduate learning assistants, learning technology rovers, and student directed seminars positioned teaching as a partnership with students developing planning and problem-solving skills.
Cccoer Webinar Find and Adopt Open TextbooksUna Daly
This document summarizes presentations from three organizations working on open textbooks: BCcampus, OpenStax College, and the California OER Council. BCcampus has developed over 60 open textbooks for the British Columbia higher education system, saving students an estimated $305,000. OpenStax College has created free online and low-cost print textbooks for high-enrollment courses that are adopted at over 800 schools worldwide. The California OER Council works to promote open educational resources and adoption among California community colleges.
BC Open Textbook Project - Selkirk Discovery DaysClint Lalonde
The document summarizes the BC Open Textbook Project. It discusses the problems of high textbook costs that negatively impact students' access to education. Open textbooks are presented as a solution by being available online for free or in low-cost print versions, while still allowing customization. The project aims to develop 40 open textbooks in high-enrollment subjects. It highlights positive impacts seen at one college that adopted an open psychology textbook, such as improved grades and reduced withdrawal rates. Faculty are able to adapt open textbooks to fit their needs. The goals of the project are to increase access through lower costs while giving faculty more control over resources.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Small Group Discussion for a MOOC PlatformMike Sharples
This document discusses designing small group discussions for MOOC platforms like FutureLearn. It proposes creating voluntary "study groups" of around 30 learners who remain together in asynchronous discussion for the duration of the course. A pilot study with 12 courses found that learners liked interacting with peers in their group and appreciated educator contributions. However, discussions sometimes decreased without direction on group work. More structure and guidance is needed for both learners on how to work in groups and educators on designing learning activities for study groups.
Social learning at massive scale LWMOOCs 2015 slideshareMike Sharples
FutureLearn is a massive open online course (MOOC) platform with over 2 million learners and 4 million course sign-ups. It was formed by The Open University and launched in 2013. FutureLearn partners with universities, organizations, and content providers to offer over 190 courses in various subjects. Analytics from FutureLearn courses show that while most learners view content, around 40% actively engage and a quarter of learners access courses via mobile devices. FutureLearn aims to design pedagogically informed MOOCs through approaches like social learning, visible teaching, and narrative-based learning to support open learning at massive scale.
A Hybrid Model to Teacher Certification - HollarCOHERE2012
This document summarizes a hybrid teacher certification program at Central Washington University. It has three main components: a two-week summer academy, a year-long internship with a mentor teacher, and online coursework. The program aims to fill needs for certified teachers in high-need areas and rural schools in Washington state. It employs an online and hybrid instructional model to provide an efficient, low-cost way for students to earn certification while completing internships in their home communities. However, the program faces drawbacks like a lack of face-to-face interaction and challenges assessing teacher dispositions online. Moving forward, the program aims to improve rigor and balance between its components to better prepare teacher candidates.
June 8: Designing for Open Pedagogy with CCCOERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on Designing for Open Pedagogy. Open Pedagogy was first introduced by Lumen Learning co-founder David Wiley, as a way to capture how the use of OER can change educational practices. He relates that using OER in the same way as traditional textbooks is like driving an airplane down the road – it is missing out on what open can provide for student and teacher collaboration, engagement, and learning.
When: June 8, 10amPST/1pmEST
We will hear from two professors who have not only adopted OER but have redesigned their courses with the principles of open pedagogy. Although reduced cost is what originally attracted them to using OER, involving their students in creating and evaluating OER course materials has significantly increased student engagement and critical thinking and their courses are continually being updated and improved as a result.
Featured Speakers:
• Suzanne Wakim, Biology Faculty Butte College, OER Coordinator
Will share her open course design strategy where students in subsequent semesters build on the work of those before them to create an open textbook and ancillary material. Students discuss and decide on how best to present material in the book, what applications are relevant for each topic, and what materials can help other students learn the course content.
• Mike Elmore, Political Science Faculty, Tacoma Community College
Will share how he has engaged students in collaborative writing of an Introduction to Political Science open textbook. His students report that writing assignments take on new meaning when they realize that other people are going to read their work. Not just repeating what they have read or heard in class, they compare their understanding with their peers and collaborate to present their ideas in the best way possible.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=62446bc7-ca21-4fb3-a56b-7f135cc8cde4
Posted by: Una Daly, Director of Curriculum Design & College Outreach, OEC Consortium, email: unatdaly@oeconsortium.org
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
Beyond Free: The BC Open Textbook Project BCNetClint Lalonde
The BC Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It supports the development of free and open textbooks for high-enrollment courses. In its first two years, the project involved over 100 faculty and benefited over 5,000 students, saving an estimated $540,000 to $713,000 in textbook costs. The project allows faculty to customize resources while ensuring students have access to materials from day one. Research shows open textbooks may improve learning outcomes and provide opportunities for collaborative authoring and authentic learning activities.
American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.
This document summarizes a meeting of AU's MOOC Advisory Group. It introduces the co-leaders and members of the advisory group. It then briefly reviews AU's MOOC initiative and recent developments, including a $840,000 grant from the Gates Foundation to fund MOOC research projects. Finally, it presents a draft taxonomy development process for the advisory group to determine the direction of AU's MOOC efforts and ensure research on their MOOC experiences.
The document discusses the concept of multi-access learning, which allows students flexible access to courses through face-to-face, online, or hybrid modalities. It notes students strongly prefer having a choice in modality and the importance of this choice. Data from pilot programs found most students' quality of learning stayed the same or increased with multi-access, and it helped with recruitment by attracting more and higher quality applicants. The approach addresses issues with declining enrollments by expanding access to new markets.
Distributed learning at the university of saskatchewanCOHERE2012
The document discusses distributed learning at the University of Saskatchewan and strategies for the future. It notes some barriers to adopting blended learning like faculty reluctance and a lack of strategic direction. However, it also highlights strengths like existing online infrastructure and initiatives. Successful examples of blended learning at the U of S include the nursing undergraduate degree program delivered across multiple sites and the School of Physical Therapy's use of ePortfolios. The document calls for developing a university-wide strategy for distributed learning to encourage greater adoption of blended approaches and expand access to education.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
The document provides an overview of the Open Course Library (OCL) project in Washington State. It discusses preliminary findings from research on the impact of OCL courses on faculty teaching practices. Key findings include that faculty who adopted OCL courses liked the complete course packages and institutional support, while barriers to adoption included courses residing in the ANGEL platform and lack of support. Student perspectives shared that open resources improved learning but could be better organized. The presentation showcases an anthropology course to illustrate student and faculty views on OCL courses.
Open Course Library presentation, AMATYC 2013David Lippman
The Open Course Library Project aims to create open-source digital course materials for 81 heavily enrolled community college courses in Washington State. It is funded by the Gates Foundation and State Legislature. Faculty submit course proposals and are selected to develop materials through a standardized process, resulting in open textbooks and ancillary resources posted with a Creative Commons license. This document provides examples of open courses developed through the project, including Beginning and Intermediate Algebra, Math in Society, Precalculus, Calculus, and Business Calculus. It describes the open resources created and available for each course.
This document summarizes a study on postgraduate students' experiences taking wrapped MOOCs at a South African university. The study found that (1) having an in-person facilitator to provide context and clarify concepts was important for students, as the facilitator replaced the absent online instructor. (2) Students preferred face-to-face interactions where they could ask questions and discuss with peers. (3) Students reported applying what they learned to their own research and gaining new skills, though (4) independent learning outside of facilitated sessions proved difficult, with many students struggling with workload and dropping out. Logistical factors like session length and group size also impacted the experience.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
These case studies from UBC courses exhibit students as active agents in their learning through collaborative projects. Open writing projects for Wikipedia supported the development of research, writing and collaboration skills while creating contributions to public knowledge. Students creating learning resources for peers integrated research to communicate topics creatively and develop digital literacies. Initiatives like undergraduate learning assistants, learning technology rovers, and student directed seminars positioned teaching as a partnership with students developing planning and problem-solving skills.
Cccoer Webinar Find and Adopt Open TextbooksUna Daly
This document summarizes presentations from three organizations working on open textbooks: BCcampus, OpenStax College, and the California OER Council. BCcampus has developed over 60 open textbooks for the British Columbia higher education system, saving students an estimated $305,000. OpenStax College has created free online and low-cost print textbooks for high-enrollment courses that are adopted at over 800 schools worldwide. The California OER Council works to promote open educational resources and adoption among California community colleges.
BC Open Textbook Project - Selkirk Discovery DaysClint Lalonde
The document summarizes the BC Open Textbook Project. It discusses the problems of high textbook costs that negatively impact students' access to education. Open textbooks are presented as a solution by being available online for free or in low-cost print versions, while still allowing customization. The project aims to develop 40 open textbooks in high-enrollment subjects. It highlights positive impacts seen at one college that adopted an open psychology textbook, such as improved grades and reduced withdrawal rates. Faculty are able to adapt open textbooks to fit their needs. The goals of the project are to increase access through lower costs while giving faculty more control over resources.
This document discusses a study that examined the effectiveness of a blended learning environment for a required first-year composition course with typically high failure rates. The course used a flipped classroom model with online lectures, lessons, and quizzes as well as in-class group work and formative feedback. A survey of successful students found that the most helpful non-curricular elements were formative instructor feedback, blogging assignments, and online lessons/lectures. Responses indicated these helped students through their quality and ability to engage students. Most students believed the partially online format contributed to their success through improved quality and preparation. The findings suggest blended learning can help increase pass rates in compulsory courses.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Small Group Discussion for a MOOC PlatformMike Sharples
This document discusses designing small group discussions for MOOC platforms like FutureLearn. It proposes creating voluntary "study groups" of around 30 learners who remain together in asynchronous discussion for the duration of the course. A pilot study with 12 courses found that learners liked interacting with peers in their group and appreciated educator contributions. However, discussions sometimes decreased without direction on group work. More structure and guidance is needed for both learners on how to work in groups and educators on designing learning activities for study groups.
Social learning at massive scale LWMOOCs 2015 slideshareMike Sharples
FutureLearn is a massive open online course (MOOC) platform with over 2 million learners and 4 million course sign-ups. It was formed by The Open University and launched in 2013. FutureLearn partners with universities, organizations, and content providers to offer over 190 courses in various subjects. Analytics from FutureLearn courses show that while most learners view content, around 40% actively engage and a quarter of learners access courses via mobile devices. FutureLearn aims to design pedagogically informed MOOCs through approaches like social learning, visible teaching, and narrative-based learning to support open learning at massive scale.
A Hybrid Model to Teacher Certification - HollarCOHERE2012
This document summarizes a hybrid teacher certification program at Central Washington University. It has three main components: a two-week summer academy, a year-long internship with a mentor teacher, and online coursework. The program aims to fill needs for certified teachers in high-need areas and rural schools in Washington state. It employs an online and hybrid instructional model to provide an efficient, low-cost way for students to earn certification while completing internships in their home communities. However, the program faces drawbacks like a lack of face-to-face interaction and challenges assessing teacher dispositions online. Moving forward, the program aims to improve rigor and balance between its components to better prepare teacher candidates.
June 8: Designing for Open Pedagogy with CCCOERUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on Designing for Open Pedagogy. Open Pedagogy was first introduced by Lumen Learning co-founder David Wiley, as a way to capture how the use of OER can change educational practices. He relates that using OER in the same way as traditional textbooks is like driving an airplane down the road – it is missing out on what open can provide for student and teacher collaboration, engagement, and learning.
When: June 8, 10amPST/1pmEST
We will hear from two professors who have not only adopted OER but have redesigned their courses with the principles of open pedagogy. Although reduced cost is what originally attracted them to using OER, involving their students in creating and evaluating OER course materials has significantly increased student engagement and critical thinking and their courses are continually being updated and improved as a result.
Featured Speakers:
• Suzanne Wakim, Biology Faculty Butte College, OER Coordinator
Will share her open course design strategy where students in subsequent semesters build on the work of those before them to create an open textbook and ancillary material. Students discuss and decide on how best to present material in the book, what applications are relevant for each topic, and what materials can help other students learn the course content.
• Mike Elmore, Political Science Faculty, Tacoma Community College
Will share how he has engaged students in collaborative writing of an Introduction to Political Science open textbook. His students report that writing assignments take on new meaning when they realize that other people are going to read their work. Not just repeating what they have read or heard in class, they compare their understanding with their peers and collaborate to present their ideas in the best way possible.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=62446bc7-ca21-4fb3-a56b-7f135cc8cde4
Posted by: Una Daly, Director of Curriculum Design & College Outreach, OEC Consortium, email: unatdaly@oeconsortium.org
From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...COHERE2012
This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
Beyond Free: The BC Open Textbook Project BCNetClint Lalonde
The BC Open Textbook Project aims to increase access to post-secondary education by reducing student costs. It supports the development of free and open textbooks for high-enrollment courses. In its first two years, the project involved over 100 faculty and benefited over 5,000 students, saving an estimated $540,000 to $713,000 in textbook costs. The project allows faculty to customize resources while ensuring students have access to materials from day one. Research shows open textbooks may improve learning outcomes and provide opportunities for collaborative authoring and authentic learning activities.
American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.
This document summarizes a meeting of AU's MOOC Advisory Group. It introduces the co-leaders and members of the advisory group. It then briefly reviews AU's MOOC initiative and recent developments, including a $840,000 grant from the Gates Foundation to fund MOOC research projects. Finally, it presents a draft taxonomy development process for the advisory group to determine the direction of AU's MOOC efforts and ensure research on their MOOC experiences.
The document discusses the concept of multi-access learning, which allows students flexible access to courses through face-to-face, online, or hybrid modalities. It notes students strongly prefer having a choice in modality and the importance of this choice. Data from pilot programs found most students' quality of learning stayed the same or increased with multi-access, and it helped with recruitment by attracting more and higher quality applicants. The approach addresses issues with declining enrollments by expanding access to new markets.
Distributed learning at the university of saskatchewanCOHERE2012
The document discusses distributed learning at the University of Saskatchewan and strategies for the future. It notes some barriers to adopting blended learning like faculty reluctance and a lack of strategic direction. However, it also highlights strengths like existing online infrastructure and initiatives. Successful examples of blended learning at the U of S include the nursing undergraduate degree program delivered across multiple sites and the School of Physical Therapy's use of ePortfolios. The document calls for developing a university-wide strategy for distributed learning to encourage greater adoption of blended approaches and expand access to education.
The development of a sustainable quality e learning programCOHERE2012
The document summarizes a project to develop sustainable, quality blended learning programs across faculties of health and liberal arts at a university. It describes conducting faculty workshops on blended learning, piloting blended versions of 8 courses, and evaluating the courses using rubrics and student/faculty surveys. The evaluation found blended learning increased accessibility and flexibility for students while mostly maintaining or improving engagement and learning outcomes. Key lessons were that online activities must be meaningful and properly weighted, and not create an excessive workload for instructors or students.
This document describes Kwantlen Polytechnic University's Blended Learning BSN program. The program uses online learning enhanced with interactive technologies and apps, combined with intensive on-campus residencies and simulations labs. Students complete their courses online, with theory concentrated in the online portions. Residencies in semesters 1, 3, and 7 provide intensive hands-on practice in labs and clinical placements. Nursing skills are first taught online, then practiced in labs and applied during residencies. The blended model aims to provide rich, engaging content online while maintaining connections through visits, mentors, and face-to-face components.
A Blended Approach to Facilitating Professional DevelopmentCOHERE2012
This document describes the blended approach used in a course design program at the Taylor Institute for Teaching and Learning. The program uses a combination of in-person sessions and online work. Sessions are held over three days, with participants working online in between to complete assignments like writing learning outcomes and developing assessment strategies. The blended format allows for rich discussions during sessions while also providing feedback and interaction online. Learning outcomes are aligned with both in-person and online content to provide a coherent experience for participants.
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
The document discusses how epistemic network analysis (ENA) can inform discourse-centric learning analytics. ENA is a technique used to analyze complex thinking in cultures of practice by mapping patterns of discourse. It can capture an epistemic frame that describes skills, knowledge, identity, values and epistemology. By applying ENA to analyze discourse data from learning environments, researchers may gain insights into students' thinking and learning processes. This could inform the design of more effective discourse-centric learning analytics tools and techniques.
This document discusses tools and techniques for social network analysis and visualization. It begins with an introduction on why social network analysis is useful, such as identifying patterns and outliers. It then discusses how to represent social networks as nodes and ties. The remainder of the document provides examples of tools for visualizing social networks from platforms like Facebook, LinkedIn and Twitter. It also discusses common network measures and standard social network datasets that are often used for analysis.
Investigating Blended Learning in Undergraduate EducationCOHERE2012
This document summarizes a study investigating the blending of classroom instruction with the Moodle online learning platform in undergraduate education. The study evaluated five blended learning models (Blends I-V) and their impact on student satisfaction, engagement, and learning outcomes. Blends I and II, with roughly 30-50% of class time replaced with online activities, were the most effective models. Students reported higher satisfaction, better learning, and flexibility. Blends III, IV, and V were least effective with weaker community ties and lower engagement. The researchers recommend emphasizing active learning and student support to improve blended course design.
This document discusses open education in health professional programs. It begins by outlining the driving forces for open education, including recommendations from educational organizations. Two models are described that can facilitate open education: constructivism and sociocultural theory. An example is provided of an undergraduate nursing program that used online problem-based learning. Students found benefits like accessibility and efficiency, while relationship development and visual cues were challenges. The document concludes with a call for examples from other programs and discussion of implementation strategies and new technologies.
Lyryx Learning was founded in 2001 as a partnership between the University of Calgary's mathematics department and publishers to provide open textbook solutions for service courses. In 2012, Lyryx launched Lyryx Service Course Solutions (LSCS) which provides open textbooks, online assessments, slides and other materials to students for free on university networks or for a fee otherwise. A pilot of LSCS for a linear algebra course found that over 80% of students paid a fee to access the materials from off-campus, and these paying students had lower average scores than those who accessed for free on-campus.
This document discusses challenges in learning analytics and using visualizations to provide feedback to students. It describes an automated tool called SAFeSEA that provides targeted feedback on student essays. The document emphasizes that feedback should prompt self-reflection and discussion between students and tutors. It also notes that visualizations of feedback can help students understand key points in their writing and identify areas for improvement, but developing effective visual analytics methods remains a challenge.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
This document presents a methodology for choosing between different technology options described as "good, better, and best". It discusses stages of technology adoption including knowledge, persuasion, decision, implementation, and confirmation. It outlines factors to consider such as adopter cohorts, governance models, evaluation approaches, selection processes, implementation considerations, and lessons learned. The goal is to provide a framework to guide decision making when evaluating and adopting new educational technologies.
This document summarizes research on faculty views of open education resources and online teaching. It introduces the researcher, Dr. M. Cleveland-Innes, and their background working on projects related to online and blended learning. The purpose of the research is to understand faculty perspectives in the current context of financial pressures and demands for new models of teaching and learning. While only half of Canadian faculty surveyed have taught online, most agree that online opportunities have changed their teaching. The research found awareness of open educational resources is high but more incentives are needed for faculty to move courses online. Next steps include workshops and publications to share results through 2015.
Digital Extensions of Another Kind (Kathryn Ricketts)COHERE2012
This document discusses digital tools that can be used to disrupt habitual ways of thinking and enhance creativity. It describes several digital tools, including digital postcards, Twitter, a quote wall, Skype, Google Docs, and Prezi. These tools can be used to collaboratively share ideas, present information in unexpected ways, and spark new perspectives when working with others in different locations. The document advocates embracing the present moment and seeing it as a place for change, rather than solely preparing for an unknown future.
This document provides an overview of a conference session on using Mahara as a medium for feeding the learning spirit through aesthetic and reflective expression. It discusses how Mahara is used in the BSN Post Baccalaureate Program at KPU for ePortfolios, creative works, and reflection. Specific examples are given of how students can express themselves aesthetically through visual models, illustrations, poetry and more. Mahara also supports reflective learning through tools like journals, self-reflection, and case studies. Finally, Mahara helps with professional development by documenting skills and standards, and facilitating quality assurance activities.
Dcla13 discourse, computation and context – sociocultural dclaSimon Knight
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Beyond Free: The BC Open Textbook Project BCNetBCcampus
The document discusses the BC Open Textbook Project which aims to create open textbooks for the highest enrolled subjects in BC to reduce student costs and improve learning outcomes. It outlines 6 benefits of open textbooks including allowing faculty to customize resources, providing students day-1 access, potentially improving learning, enabling collaboration among faculty, and allowing authentic learning activities. Initial results found the project has created over 80 open textbooks adopted in over 500 courses saving students over $500,000 in textbook costs.
This document summarizes the key points from a presentation on open educational resources and open textbooks. It discusses the high cost of traditional textbooks, how open textbooks can help address this issue by being freely available online and in low-cost print versions. It describes how faculty can adapt open textbooks to fit their needs and how one college saw improved student outcomes and savings after adopting an open psychology textbook. The presentation promotes open education initiatives in British Columbia that aim to increase the use of open textbooks through faculty reviews, adaptations and collaborative writing sprints.
The document discusses open textbook collaboration between British Columbia and Manitoba, including how Manitoba faculty can receive $250 for reviewing open textbooks in their subject areas through a structured review process, with the goal of improving access to free or low-cost learning materials for post-secondary students in both provinces. Open textbooks can help address the high cost of traditional textbooks which poses financial barriers for students and can negatively impact learning outcomes.
This webinar was presented to Manitoba faculty interested in learning about open textbooks, and reviewing open textbooks in the Campus Manitoba collection. This presentation was part of the collaboration between the BC Open Textbook Project and Campus Manitoba.
This document provides an overview of open textbooks and the BC Open Textbook Project. It discusses the high costs of traditional textbooks and how open textbooks can help by being available online for free or at low cost. The project aims to increase the use of open textbooks in BC by facilitating their creation and adoption. Faculty are involved in reviewing, adapting and creating new open textbooks through sprints and other activities. Initial results show the project has helped save students over half a million dollars in textbook costs so far.
This document summarizes a presentation by Amanda Coolidge from BCcampus about their Open Textbook Project. The presentation discusses the high cost of textbooks for students, which can impact their course selections and success. It then introduces the BC Open Textbook Project, which aims to create 60 open textbooks and ancillary resources to save students money. The project has three phases: harvesting and reviewing existing open resources, adapting/improving existing materials, and creating new open textbooks. So far the project has resulted in 62 open textbooks being adopted at 8 institutions, with estimated student savings of over $305,000.
This document discusses the BC Open Textbook Project, which aims to create 40 free and open textbooks for the highest enrolled first and second year post-secondary subjects in British Columbia. It notes that the project received $1 million in funding in 2014 to support faculty authors in reviewing, adapting, and creating new open textbooks. The benefits of open textbooks discussed include lower costs for students and improved access and outcomes. Examples are provided of faculty collaboratively adapting and updating open textbooks in sprints or workshops. Initial results found that the project has saved students over $500,000 in textbook costs since 2013.
The document summarizes the BC Open Textbook Project, which aims to promote open educational resources in British Columbia by developing open textbooks for the highest enrolled first and second year courses. It provides statistics on the project's success in creating over 50 open textbooks across multiple institutions, with estimated student savings of over $915,000. The project also supports faculty reviews and adaptations of open textbooks to increase adoption.
Working Towards Low-Cost Textbooks: Cross-Sector Faculty Collaboration for a ...San Jose State University
St. Edward’s University September 25, 2019 Katherine D. Harris Professor of English Chair, California Open Educational Resources Council San Jose State University California Open Educational Resources Council Presentation by http://icas-ca.org/coerc
This document discusses open textbooks and textbook affordability. It notes that textbook costs are a major financial burden for students and can impact learning outcomes. Open textbooks are presented as a solution, as they are available online for free or at low cost, and can be adapted and customized. The document outlines a project between British Columbia and Manitoba to have faculty review and provide feedback on open textbooks to help improve quality and adoption. Faculty will be paid $250 per review to evaluate textbooks against a standard rubric. The goal is to increase access to affordable, high-quality open educational resources for post-secondary students.
Adopting an open textbook: It doesn’t need to be all or nothing BCcampus
This document discusses adopting open textbooks for college courses. It begins with an overview of open textbooks and their benefits, such as being freely available. It then discusses the history of open educational resources and provides examples of where open textbooks are used. Reasons for adopting open textbooks given by faculty and students include lowering costs and improving access and updating. Survey results from BC show increasing adoption of open textbooks at public post-secondary institutions there, with estimated savings of hundreds of thousands of dollars. The document concludes by discussing options for faculty considering adopting open textbooks, from full adoption to partial use, and resources for finding open textbooks.
Introduction to Open: Plymouth State CETL PresentationRobin DeRosa
1) OPEN stands for Open Educational Resources, Open Pedagogy, and Open Access. OER are teaching resources that can be freely used and modified, including full courses, materials, videos, and tools.
2) Using OER can significantly reduce student textbook costs, which have increased 812% since 1978 compared to a 3.2% inflation rate. High textbook costs negatively impact students' learning by causing them to not purchase or drop courses.
3) Open pedagogy focuses on community and collaboration over content, treating education as a learner-developed process rather than experts imparting knowledge. It enables customization of required texts and creative approaches to learning outcomes, assignments, and grading.
A Tale of Two Colleges' OER Projects: Learnings and Plans for SustainabilityRegina Gong
Presentation on the open educational resources (OER) projects at the Northwestern Michigan College (NMC) and the Lansing Community College (LCC). Librarians who led the project talk about their success, challenges and plans for sustaining the OER initiative in their campuses.
1) The document summarizes the BC Open Textbook Project, which aims to develop free and open textbooks for the highest enrolled subjects in BC post-secondary institutions.
2) It highlights that the project seeks to increase access to higher education by reducing costs for students, give faculty more control over instructional resources, and improve student learning outcomes.
3) The open textbooks are developed through a collaborative process where faculty review and adapt existing open resources or create new ones. They are licensed under Creative Commons to allow free use, modification, and distribution with attribution.
This document provides an overview of open educational resources (OER) and the BC Open Textbook Project. It defines OER as educational resources that can be freely accessed and adapted. The goals of the BC Open Textbook Project are to reduce student costs, improve learning outcomes, and provide faculty with flexibility. The project aims to develop 40 open textbooks in high-enrollment subjects. It discusses repositories where open textbooks can be found and the project's review and development process. The presentation encourages early adoption and adaptation of open textbooks.
This document introduces open educational resources (OER) and open textbooks. It discusses how rising textbook costs, student advocacy, and new licensing models have enabled the development of OER. Open textbooks offer benefits like customization, immediate updates, and low or no cost to students. While concerns remain around quality and transition efforts, open textbooks present an affordable alternative to commercial materials. The document provides examples of open textbook models and resources for discovering, selecting, adopting, and using open textbooks in courses.
UNBC CNC Annual Teaching and Learning Conference 2014Mary Burgess
This document summarizes an presentation about open textbooks and the BC Open Textbook Project. It defines open educational resources and open textbooks as teaching materials that are freely available online for anyone to use and adapt. The BC Open Textbook Project aims to create 60 open textbooks in popular subjects to increase access to education and reduce student costs. It involves reviewing existing open resources, adapting them for different courses, and creating new open textbooks through faculty collaboration. The project has resulted in over 50 textbook reviews and adaptations, and estimated student savings of $262,000.
Una Daly and James Glapa-Grossklag from the Community College Consortium for OER at the Open Education Consortium were keynote speakers for the Maryland Online OER Day held at University of Maryland University College in Largo. Over 150 faculty, staff, and administrators registered for the daylong event held on June 2, 2014.
Similar to Beyond Free, How Open Textbooks Can Improve Learning, Building Community and Empower Faculty (Clint Lalonde) (20)
This document discusses victimology and survivor studies in higher education. It provides background on victimology as the study of victimization, victims, and societal responses. It notes barriers to developing empathy for victims, such as desensitization from constant media exposure or viewing victims as responsible. The status of adult education and victim advocacy as social movements is examined. Current victim services in Canada are outlined. The document argues for increased academic study of victimology and notes challenges, such as considering diverse perspectives and ensuring accessibility. It proposes critical action research to identify stakeholder priorities to inform the development of victimology education in Canada.
1. The document provides an invitation and overview of the Sauder Learning Labs at the University of British Columbia, a disruptive learning space that is 1 year old.
2. The conceptual design of lab DL 009 includes 4 modes - local/boardroom, CEO/instructor, "Truman Show" and group global - to support teams, collaboration and problem solving.
3. Lessons learned include that flexible learning spaces can drive curriculum innovation, institutional bureaucracies are not ready for flexibility, and a focus on audio and data connectivity rather than video is critical. Support and tech support are also essential needs.
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
Learning Ecosystems Integrations for Improved Student ExperienceCOHERE2012
Barish Golland is an architect at UBC Sauder Learning and Strategy who presented on integrating various learning technologies like assessment tools and analytics into a central learning management system to improve the student experience in large courses. The presentation slides and prezi from the talk are available online with links provided.
The document discusses evaluating student performance, character, and depth. It notes that performance is usually evaluated based on measurable skills and knowledge, but education should also focus on social-emotional skills like compassion. While students can recall theories, true understanding requires applying concepts more broadly. Depth involves higher-order thinking like considering multiple viewpoints and self-reflection. The document proposes using peer learning exercises and reflective feedback to help design education that develops character and depth, not just performance.
The Quest for the Finest Blend of Text and Voice in Graduate Online Learning:...COHERE2012
1. The panel discussed online learning at the graduate level from an Eastern Canadian perspective.
2. Each presenter discussed where their institution currently stands with online graduate studies, where the institution is headed, and their personal views on synchronous and asynchronous technologies.
3. Key points included increasing demand for online graduate programs, a focus on quality and student experience, and balancing synchronous and asynchronous methods depending on student and program needs.
What it is like to be a student in an online STEM course (Audrey Aamodt, Fidj...COHERE2012
This document summarizes a presentation about an online STEM course that integrated Indigenous and Western science. It describes:
- The course's origins in a biologist's interest in Indigenous knowledge and collaboration with colleagues in different fields.
- How the course was taught by instructors from food science, biology, biochemistry and Indigenous science, exposing students to multiple perspectives.
- How qualitative research was conducted through student interviews to understand their experiences, with considerations for Indigenous methodologies.
- Student feedback suggesting the integration of different instructors' styles enhanced learning, but that managing time independently in an online course was challenging.
We Don't Know What We Think (Darrel Lawlor, Michelle Vanginneken)COHERE2012
The document summarizes survey results from the University of Regina regarding online learning. It shows that between 2004-2014 enrollment increased from 547 to 4362 students and courses increased from 22 to 112. The survey found that most students were satisfied with their online courses, though some wanted faster responses from instructors. Flexibility of location and time was the most important factor for students choosing online courses. The majority of students preferred assessments that combined quizzes and assignments over a single final exam.
The document summarizes survey results from the University of Regina regarding online learning. It shows that between 2004-2014 enrollment increased from 547 to 4362 students and courses increased from 22 to 112. The survey found that most students were satisfied with their online courses, though some felt instructors took too long to respond. Flexibility of location and time was the most important factor for students choosing online courses. The majority of students felt that a combination of quizzes and assignments was the best way to assess learning rather than a single final exam.
This document discusses how blended learning is transforming traditional lecture courses through more open approaches. It describes a case study of a blended learning project at Queen's University that involved transitioning large introductory courses with 400-1800 students each to blended formats. The project aimed to enhance student engagement and improve learning outcomes. It discusses how the transition required departmental support and curriculum changes. It also describes how instructors worked in teams with instructional designers and technologists to integrate online and open resources, and to focus classroom time on active learning. Evaluation found the blended approaches improved pedagogy over time.
This document discusses an online instruction course for open educators that had over 450 registered participants and 120 very active in discussions on social media. The 6-week course, currently in its second week, takes a connectivist approach using a learning management system. It also outlines future funding models and projects including an open course design program using open tools in the spring of 2014.
The document discusses accessibility issues with open educational resources (OERs) and provides guidance on designing OERs to be more inclusive of students with disabilities. It notes that accessibility is often an afterthought in OER design and that resources are difficult to locate. The document recommends following guidelines like WCAG and UDL and using tools to test accessibility. It also provides examples of resources that are working to improve OER accessibility through reviews, libraries and repository tagging.
The document discusses factors driving greater interest in improving the quality of instructional content in higher education. New conditions like transparency from MOOCs and online programs have increased competition between institutions and awareness of the impact of high-quality content on learning outcomes. Measurement and reporting of learning outputs is also increasing attention on the instructional techniques that most effectively support student achievement. As higher education adopts competency-based models, high-quality content will become even more important to guide independent learning and ensure accurate assessment.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Beyond Free, How Open Textbooks Can Improve Learning, Building Community and Empower Faculty (Clint Lalonde)
1. Beyond Free
The BC Open Textbook Project
Clint Lalonde
Manager, Open Education
COHERE October 28, 2014
Unless otherwise noted, this work is licensed under a Creative Commons Attribution 3.0 Unported License.
Feel free to use, modify or distribute any or all of this presentation with attribution
2. Open Educational Resources & Open Textbooks
Implications of textbook costs
6 benefits beyond free
The BC Open Textbook Project
Q & A
3. Connect the expertise, programs, and resources of
all BC post-secondary institutions under a
collaborative service delivery framework
1
23
Open Education & Professional Learning
Collaborative Programs & Shared Services
Student Services & Data Exchange
4. 1
Connect the expertise, programs, and resources of
all BC post-secondary institutions under a
collaborative service delivery framework
Open Education & Professional Learning
Support & promote the development & use of Open Educational Resources
Support the development of effective teaching & learning practices
OER Global Logo by Jonathas Mello is licensed under a CC-BY 30 License
5. Online Program Development Fund (OPDF)
2003-2012
$9 million invested
153 grants awarded
100% participation across system
83% partnerships
47 credentials developed in whole or part
355 courses, 12 workshops, 19 web sites/tools and 396
course components (learning objects, labs, textbooks,
manuals, videos)
6. What are Open Educational Resources?
“Open Educational Resources (OERs) are
any type of educational materials that are
in the public domain or introduced with an
open license. The nature of these open
materials means that anyone can legally
and freely copy, use, adapt and re-share
them.”
UNESCO
7. The 5 R’s of Open
Retain • Make and own copies
Reuse • Use in a wide range of ways
Revise • Adapt, modify, and improve
Remix • Combine two or more
Redistribute • Share with others
Adapted (color change) from Open Education: A “Simple” Introduction by David Wiley released under CC-BY license
8. Creative Commons logo by Creative Commons used under a CC-BY 3.0 License
CC license image from Copyright in Education & Internet in South African Law used under CC-BY 2.5 South Africa license
9. Beyond Free Benefit #1
Faculty have full legal right to
customize & contextualize open
textbooks to fit their pedagogical
needs
15. Students spend
$1200/yr on textbooks
3x rate of inflation in
10 years
2nd biggest
educational expense
after tuition
Source: Fixing the Broken Textbook Market U.S. PIRG
Cover image: Center for Public Interest Research used under CC-BY 4.0 license
17. 2 Year Mining Exploration Program
Term 1 (of 4)
Course Textbook Bookstore
CHEM 1105 Chemistry: The Central Science (lab manual) $215.00
MATH 1501 Basic Technical Mathematics with Calculus $186.50
MINE 1101 Laboratory Manual in Physical Geology $118.95
COMM 1135 Writing for Success $45.95
COMP 1620 New Perspectives on Computer Concepts $183.95
New Perspectives on Microsoft Excel $137.95
MINE 1100 Mineral Exploration and Mining Essentials $73.95
MINE 1107 None -
PHYS 1147 Custom book & Lab Manual $37
SURV 1145 None -
Total $999.25
18. 2 Year Mining Exploration Program
Term 1 (of 4)
Course Textbook Bookstore Amazon
CHEM 1105 Chemistry: The Central Science (lab manual) $215.00 $214.20
MATH 1501 Basic Technical Mathematics with Calculus $186.50 $140
MINE 1101 Laboratory Manual in Physical Geology $118.95 $155
COMM 1135 Writing for Success $45.95 $36.20
COMP 1620 New Perspectives on Computer Concepts $183.95 $165.25
New Perspectives on Microsoft Excel $137.95 $151.40
MINE 1100 Mineral Exploration and Mining Essentials $73.95 $89.95
MINE 1107 None - -
PHYS 1147 Custom book & Lab Manual $37 n/a
SURV 1145 None - -
Total $999.25 $952
19. How students battled textbook publishers to a draw, Planet Money, NPR, Oct 9, 2014
20. What is going on here?
How students battled textbook publishers to a draw, Planet Money, NPR, Oct 9, 2014
21. 65% students have
not purchased a
textbook for a course
during their academic
career because of
price
Source: Fixing the Broken Textbook Market U.S. PIRG
Cover image: Center for Public Interest Research used under CC-BY 4.0 license
23. Textbook Costs vs Student Success
Source: 2012 student survey by Florida Virtual Campus
60%+ do not purchase books at some point due to book cost
35% take fewer courses due to book cost
31% choose not to register for a course due to book cost
23% regularly go without textbooks due to book cost
14% have dropped a course due to book cost
10% have withdrawn from a course due to book cost
Slide: CC-BY Cable Green, Creative Commons via http://www.project-kaleidoscope.org/
24. “I had to take very few classes, because each time the price of the book more
than doubles the tuition fee. It took me much longer to get my degree.”
Marie Efira, 63
Anthropology, Foothill College
“Usually when I don’t buy it, it’s because I’ve found that you actually don’t
need it for the class.”
“My most expensive class was clinical psych, because she writes the textbook
herself, and it has a new edition every semester or something ridiculous. So it was
like almost $200. And the thing is that you can’t use the previous edition, because
she changes it herself because she knows the textbooks sell well. It’s like so
manipulative.”
Students Get Savvier about Textbook Buying,
The Chronicle of Higher Education, January 2013
Emma Anderson, 21
Political science, U. of California at Berkeley
Jennifer Bi, 20
Economics, U. of California at Berkeley
30. “My textbook is…
…back-ordered
…in the mail
…out of stock
…the wrong edition
…on hold until my student loan arrives
…not needed until I decide I want this course”
How often do students start the term
without the resources they need?
31. Faculty have:
Right to customize
The textbook
Students have:
Day 1 access to that
customized textbook +
33. “Many students attending HCC have difficulty with the cost of
college. Some students do not purchase books at all; other
students use outdated editions or non-assigned books.
In addition, the cost of textbooks may prevent students from
taking an optimal course load. A reduced course load means
more years in college and reduces the likelihood of
completion.
For these reasons, faculty were concerned that the cost of
textbooks was interfering with student success.
A faculty committee, with the support of administration,
decided to make cost a primary consideration in the textbook
adoption process.”
Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The
Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012
34. “A group of six full-time and six adjunct HCC psychology faculty
members participated in the adaptation of FWK’s Introduction
to Psychology textbook.
The adaptation was necessary in order to lower the reading
level to one that the faculty felt was appropriate for HCC
students (12th grade) and to incorporate additional learning
objectives and key terms that they had identified as being
essential to the course.
Additional video links, relevant examples, and cross-cultural
information were also added to the text.”
Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The
Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012
35. Spring 2011, Traditional
Textbook (n = ~370
students)
Fall 2012, open Textbook
(n = ~370 students)
GPA 1.6 2.0
Withdrawl Rate 14% 7.1%
Department Final
Exam
67.6% 71.1%
Table 1. Aggregated data, spring 2011 (traditional text) versus fall 2011 free text:
multiple campuses and instructors.
Source: One college’s use of an open psychology textbook, John Hilton III, Carol Laman, Open Learning: The
Journal of Open, Distance and e-Learning Volume 27, Issue 3, 2012
36. Beyond Free Benefit #5
Opportunities for collegial
collaboration to create
stronger resources
41. Delmar Larsen now offers extra credit to students who
submit entries. He assigns a rating system to new
articles based on the author's expertise and
experience, with articles moving up as they are edited
and vetted.
5.5 million view per month. The most visited chemistry website in the world.
Sources: ChemWiki takes on costly textbooks UC Davis News, October 2013
UCD Hyperlink Newsletter October 2014
42. Sources: ChemWiki takes on costly textbooks UC Davis News, October 2013
UCD Hyperlink Newsletter October 2014
45. BC Open Textbook Project
40 free & open textbooks for highest
enrolled 1st & 2nd year post-secondary
subjects in BC
2014 – 20 for skills & training
First province in Canada
2014 – AB & SASK MOU
$1 million
2014 - $1 million
Visual notes of John Yap announcement, Giulia Forsythe Used under
CC-SA license
46. Why are we doing this project?
To increase access to higher education by reducing student costs
To give faculty more control over their instructional resources
To improve learning outcomes for students
Annie Lennox campaigns with Oxfam at the AIDS Conference by Oxfam used under CC-BY-NC-ND license
47. The Project
Don’t reinvent it by Andrea Hernandez released under CC-BY-NC-SA and based on Wheel by Pauline Mak released
under CC-BY license