This document discusses open educational resources (OER) and open education practices. It reports on surveys and focus groups conducted with academics to understand their awareness and use of OER. The results found that while about a third of respondents were aware of OER and their uses, only 9% shared resources through repositories. It also describes a research project aimed at transforming university teachers into "agents of change" for openness. Finally, it outlines roles and a procedure for a debate on whether third level educators should aspire to be "open" educators.
Taking lessons from Agile Programming/eXtreme Programming into how we do research. From deliverables and meetings to sprints and scrums.
Based on version presented at Open University CALRG conference 11 June 2013.
CC-BY
Taking lessons from Agile Programming/eXtreme Programming into how we do research. From deliverables and meetings to sprints and scrums.
Based on version presented at Open University CALRG conference 11 June 2013.
CC-BY
Guidance on Open Educational Practices during School ClosureseLearningCenterUPT
Prezentarea la webinar Impreuna Online #11 din 6 august 2020 "Utilizarea practică a Resurselor Educaționale Deschise. Recomandările UNESCO" cu experiența Universitatea Politehnica Timișoara si a Centrului de e-Learning.
This project was developed at Macquarie ICT Innovations Centre (MacICT).
MacICT is located at Macquarie University, Sydney, Australia. It is a collaborative agreement between the NSW Department of Education and Training (DET) and Macquarie University, which provides the opportunity for NSW DET schools access to the use of innovative technologies in teaching and learning.
MacICT’s mission statement:
to develop, implement, and evaluate innovative ways of enhancing learning through the application of dynamic and emerging information and communication technologies.
This projects investigates local ecosystems to identify factors affecting survival of organisms in an ecosystem. Once a shared environemnment is selected, our project teams will work together to collect the relevant data and begin monitoring their ecosystem as a joint collaborative community project
The Iowa Core has included 21st century literacy to be used within the framework of the core curricular areas. This presentation gives examples of available tools that allow alternative approaches for 21st century learners.
OER collaborators beyond borders: The case of Brazil 2010_06_29OLnet Initiative
Presentation by Andreia Inamorato dos Santos at the "OER and LabSpace: from OER content to OER community" workshop on 29th June 2010 organised by The Support Centre for Open Resources in Education (SCORE)
The Open Strategy of TU Delft - 1st international conference of AVUWillem van Valkenburg
Presentation for the First International Conference of the African Virtual University about the Open Strategy of Delft University of Technology on 22nd of November 2013 in Nairobi.
Our mission in the Inspiring Science Education team is to provide digital resources and opportunities for teachers to help them make science education more attractive and relevant to students’ lives. Through the Inspiring Science Education website and the activities organised by the partners, teachers can help students make their own scientific discoveries, witness and understand natural and scientific phenomena and access the latest, interactive tools and digital resources from within their classrooms.
Read more: http://www.inspiringscience.eu/
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
This presentation is for demonstration purposes only. It is used to show how SlideShare presentations can be embedded in Connexions modules by modifying the Embed HTML snippet provided by SlideShare.
Guidance on Open Educational Practices during School ClosureseLearningCenterUPT
Prezentarea la webinar Impreuna Online #11 din 6 august 2020 "Utilizarea practică a Resurselor Educaționale Deschise. Recomandările UNESCO" cu experiența Universitatea Politehnica Timișoara si a Centrului de e-Learning.
This project was developed at Macquarie ICT Innovations Centre (MacICT).
MacICT is located at Macquarie University, Sydney, Australia. It is a collaborative agreement between the NSW Department of Education and Training (DET) and Macquarie University, which provides the opportunity for NSW DET schools access to the use of innovative technologies in teaching and learning.
MacICT’s mission statement:
to develop, implement, and evaluate innovative ways of enhancing learning through the application of dynamic and emerging information and communication technologies.
This projects investigates local ecosystems to identify factors affecting survival of organisms in an ecosystem. Once a shared environemnment is selected, our project teams will work together to collect the relevant data and begin monitoring their ecosystem as a joint collaborative community project
The Iowa Core has included 21st century literacy to be used within the framework of the core curricular areas. This presentation gives examples of available tools that allow alternative approaches for 21st century learners.
OER collaborators beyond borders: The case of Brazil 2010_06_29OLnet Initiative
Presentation by Andreia Inamorato dos Santos at the "OER and LabSpace: from OER content to OER community" workshop on 29th June 2010 organised by The Support Centre for Open Resources in Education (SCORE)
The Open Strategy of TU Delft - 1st international conference of AVUWillem van Valkenburg
Presentation for the First International Conference of the African Virtual University about the Open Strategy of Delft University of Technology on 22nd of November 2013 in Nairobi.
Our mission in the Inspiring Science Education team is to provide digital resources and opportunities for teachers to help them make science education more attractive and relevant to students’ lives. Through the Inspiring Science Education website and the activities organised by the partners, teachers can help students make their own scientific discoveries, witness and understand natural and scientific phenomena and access the latest, interactive tools and digital resources from within their classrooms.
Read more: http://www.inspiringscience.eu/
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
This presentation is for demonstration purposes only. It is used to show how SlideShare presentations can be embedded in Connexions modules by modifying the Embed HTML snippet provided by SlideShare.
Firehost Webinar: How a Secure High Performance Cloud Powers ApplicationsArmor
Learn from the experts how to effectively secure your online business. Join FireHost’s Director of Technology, Todd Gleason, and ZetaSafe CTO, Chris Wiles as they identify how to secure high performance cloud in critical applications.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Main findings from the “Compendium of Case Studies and Interviews with Experts about Open Education Practices and Resources” (by Katherine Wimpenny and Daniel Villar-Onrubia, Coventry University, UK)
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
London International Conference in Education2015debbieholley1
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
The presentation shares the first results of the Open Educators Factory project, focussing on the relation between openness and networking and on the importance of keeping in mind different entrance points towards openness
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
Similar to 1. towards open pedagogical practices (20)
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Designing with blended learning in mind requires the same understanding and skills that are applied to all course design. A key difference is that consideration must also be given to how the activities, delivery methods, technologies, learning spaces and assessments are integrated. These all have a direct impact on how the activities are designed. This session, designed with university lecturers in mind, seeks to establish and share best practice in blended learning, bridging the gap between strategy and delivery by empowering higher education teachers to translate principles of blended learning into effective teaching and learning practice.
Turnitin is a plagiarism-prevention service and feedback tool which can be extremely useful in formative assessment to help students learn how to avoid plagiarism and improve their writing. This hands-on session will explore its features and the integration with the Assignment tool in Sulis from a pedagogically and research-informed perspective.
Good educational practice points to the need to provide timely, confidential, manageable and empowering feedback (Race, 2013). Yet, with increasing demands on academics and large cohorts, this becomes very difficult to manage. This session explores ways in which the available insitutional tools (Sulis, Turnitin, clickers, etc) can enhance the assessment and feedback experience for students and bring efficiencies for teaching staff.
Delivered by Dr Angelica Risquez as part of the National Forum teaching series
http://www.teachingandlearning.ie/event/building-evidence-base-enhanced-digital-pedagogy-online-learning/
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. NF Digital Roadmap
Recommendation 3, Priority 5
(2015: 41): Develop and implement
open education principles and
practices for Irish education that
are aligned with EU policy and
emerging international practice.
5. RQ1 How can digital teaching and learning
resources be effectively utilised and shared?
• N=192 survey with academics
• Focus groups with academics, librarians and
educational technologists:
– FG1 (11 participants) from UL/MIC
– FG2 (16 participants) from 6 institutions, both
public and private, in the Dublin region
– FG3 (8 participants), all from NUI Galway
6. Levels of awareness of OER No. %
I am not aware of OER 29 15
I have heard of OER 37 19
I am somewhat aware 37 19
I am aware of OER and some of
their use cases 63 33
I am very aware of OER and know
how they can be used 26 14
Totals 192 100
7. How they look for OER to reuse No. %
Library ebooks and ejournals 74 10
Search engine (e.g. Google) 149 20
Open learning repositories 40 5
Sharing among colleagues 84 11
Twitter 33 4
LinkedIn 15 2
Professional/discipline association 56 7
Conference/journal articles 63 8
Online courses/MOOCs 43 6
Commercially authored content 15 2
YouTube 102 14
iTunes 11 1
Slideshare 42 6
10. How do you deal with copyright issues?
(open ended)
11. 65% state they share
resources… but
‘sharing’ is largely
private (with
colleagues and
students though a
virtual learning
environment). Only
9% shared through
repositories and 13%
through the web
Source: White and Manton (2011: 5)
14. A. Open learning
design
B. Open content C. Open teaching D. Open
assessment
A3. Open designer B3. OER expert C3. Open teacher D3. Open evaluator
A2. Collaborative
designer
B2. OER Novice C2. OER novice D2. Innovative
evaluator
A1. Individual
designer
B1. New to OER C1. Traditional
teacher
D1. Traditional
evaluator
15. Roles
FOR THE MOTION
• Proposer
• Proposer's Seconder
AGAINST THE MOTION
• Opposer
• Opposer's Seconder
First, we will divide the class in two teams
17. Procedure
1. Motion is presented by chairperson, both teams
prepare argument (15min)
2. Proposer speaks for the motion (3min)
3. Opposer speaks against the motion (3min)
4. Retreat: both teams prepare responses to issues
raised (10min)
5. Proposer’s seconder speaks for the motion (2min)
6. Opposer’s seconder speaks against the motion (2min)
7. Debate closes. Chairperson asks the Proposer and
Opposer to briefly sum up his/her main idea (30sec)
8. Voting for/against the motion
Representation challenges: 1. It is not possible to precisely define the survey population. 2. Self selection
Significantly, 69% declaired to be teaching Face-to-face courses, this is, a course where all meetings are face-to-face, may use a learning management system (LMS) or web pages to post the syllabus and assignments. Around 21% taught in a blended/hybrid course: where sufficient content is delivered online to create a reduction in the number of face-to-face class meetings. Online course: A course in which all, or virtually all, the content is delivered online. Typically have no face-to-face class meetings.
Question 10 sought to establish how respondents looked for open educational resources to reuse. Results are presented in Table 11/Figure 11. The use of search engines (e.g. Google) and YouTube accounted for 34% of all responses. Sharing among known colleagues was the next most popular way to find open resources, accounting for 11% of responses. Library subscriptions, conference presentations & journal articles and professional & discipline associations accounted for a further 25% (10%, 8% and 7% of responses respectively). Both online courses/MOOCs and Slideshare accounted for 6% of responses each. The use of open learning repositories accounted for just 5% of all responses, ahead of Twitter, LinkedIn, commercially authored content licensed to institutions and iTunes.
Finally, 23 responses fell into the ‘other’ category. For 12 of these the question was not applicable. Three responses were re-coded into existing categories, and the remaining answers highlighted the additional sources listed below for finding open educational resources. Apart from Facebook which got 2 mentions, all other sources got just 1 mention.
Facebook;
Prezi;
National Centre for Case Study Teaching in Science;
Cambridge, MIT, Harvard;
TED Talks.
Question 9 asked respondents to what degree they had used open educational resources as part of their primary course material and their supplementary course materials (supporting material to enhance teaching, or as further reference for students). Results are presented in Table 10/Figure 10. There was more use of OER as supplementary course material with 38% (or 72 respondents) reporting occasional use and just over a fifth of respondents (21%, or 41) reporting regular use.
Question 11 investigated respondents’ awareness of licensing mechanisms. Results are presented in Table 12/Figure 12. Respondents were most aware of copyright licensing (68% aware or very aware). Over half of respondents were unaware or just somewhat aware of creative commons and public domain licensing (58% and 53% respectively).
Question 12, an open question, asked respondents how they deal with copyright issues for the OER that they reuse. Four discrete categories emerged from the data (155 responses) as follows.
(iv) Check copyright/licence and act accordingly
There were 41 respondents, or 26% of those for whom the question was relevant, who specifically stated that they take cognisance of specific copyright issues pertaining to the open educational resources that they reuse. w to deal with copyright issues for the open educational resources that they reuse.
Question 13 sought to elicit whether or not respondents share the educational resources that they produce themselves. 65% of respondents (or 125) stated that they share resources, with 35% (or 67) stating that they do not share resources.
While almost two-thirds of respondents stated that they ‘shared’ resources, when they were asked to specify how they shared, answers revealed that this occurs privately, for the most part, between colleagues. Sharing resources with students, either through course delivery or VLEs, was also put forward as an example of how respondents shared their educational resources. These two methods of private sharing outweighed public sharing, implicit in open educational resources, by a factor of more than 2 to 1.
The metaphor of an iceberg is used by White and Manton (2011:5) in the OER Impact Study funded by JISC. They distinguish between the visible reuse and production of licensed OER that bear the name of the institution, and the invisible reuse by staff and students of digital learning resources in and around the curriculum. The majority of reuse takes place in contexts that are not publicly visible. Much of that reuse is possibly illegal, but the risk is considered acceptable. In relation to students they found that: they were generally oblivious to OER, they lack the requisite digital literacy skills, and they value the curation of resources.
Chairperson then says whether the motion is carried (proposer win) or defeated (opposer win) by saying “I declare this
motion – reads motion – carried or defeated.”