Inclusion, Innovation, Excellence: Only connect
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Presentation of Susan D’Antoni, Athabasca University, held at the EFQUEL Innovation Forum 2010. More information: www.efquel.org
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The document discusses key concepts related to knowledge societies, including definitions of knowledge and information. It outlines the goals of developing a knowledge society, including lifelong learning and the role of information communication technology. The document also discusses national and international initiatives to achieve "Education for All" goals and broad strategic objectives for the future, including improving education quality, developing high-level skills, and ensuring accessibility of basic education. Teachers and learners are described as active participants in knowledge societies.
CS I.3 - G. Titlestad
Open Educational Resources (OER) have the potential to become a major provider of education according to the presentation. Governments and universities need to take action to promote OER by developing optimal policy frameworks, implementing OER strategies, and conducting research on OER effectiveness and quality. While OER offer benefits like increased access, cost savings, and innovation, challenges remain regarding issues like language, connectivity, copyright, and sustainability. Massive open online courses (MOOCs) have further accelerated discussion around open education.
Canadareport 123.docx (1)
This document provides a summary of the key points discussed during the author's attachment at the Commonwealth of Learning (COL). It outlines COL's focus on open educational resources (OER) and distance learning. It also describes several areas COL is working on, including technology-enabled learning, education accessibility, teacher education, and supporting the Pacific Centre for Open and Flexible Learning for Development. The methodology involved conversations with COL education specialists covering topics like OER, their importance in the Pacific, and the value of collaboration. The outcomes emphasized establishing an OER unit in the author's country with clear objectives and defined roles for limited staff.
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This document is a report summarizing the key author's experience and learnings from an attachment at the Commonwealth of Learning regarding Open Educational Resources (OER). The report discusses the definition and importance of OER for educational development in Fiji and globally. It provides details about the Commonwealth of Learning organization's evolution and mandate to promote open and distance learning. The report also outlines the objectives, content, and methodology of the attachment, which focused on understanding OER and how to establish an OER unit in Fiji to support a knowledgeable society through open sharing of educational resources.
Open Educational Resources (OER): Tomorrow’s Main Educational Provider?
Open Educational Resources (OER) have the potential to solve global education crises by dramatically reducing education costs. Governments and universities need to take action to move the OER agenda forward. Governments should implement optimal OER policies and frameworks developed with universities. Universities should develop OER strategies and leadership for open education, partner with open and conventional universities, build competencies through research, and flip classrooms for personalized learning using OER. Massive open online courses (MOOCs) have increased momentum for OER adoption.
Etablishing oer in fiji
The document discusses establishing an open educational resources (OER) platform in Fiji to ensure quality and accessibility of educational resources. It outlines the process that the Fiji OER team will take in collaboration with the Commonwealth of Learning (COL) to develop an OER information platform. This will include localizing global OER approaches to consider Fiji's context and ensure resources meet community needs and desires. The summary discusses planning the OER unit to achieve expected outcomes through identifying outcomes, planning to achieve them with a small staff, and preparing governance documents and a multi-year work plan.
Etablishing oer in fiji
This is a paper which I presented during the 2016 APQN. The paper is about establishing OER in Fiji, how the establishment motivated directed QA process.
Open Educational Resources
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The document discusses open educational practices (OEP) and resources (OER) in adult education. It notes that the National Institute of Adult Continuing Education (NIACE) supports adult learning through advocacy, research, and development. The discussion at a NIACE seminar focused on whether OERs are truly free and relevant for adult learners. Key messages from the seminar were that teachers need skills in using online resources, learners need self-study skills, and public funding of OERs should consider the needs of all potential users.
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Ossiannilsson eden2014
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Open and Connected
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Eadtu Open Learn
The Open University launched its OpenLearn initiative to make some of its educational content freely available online to advance open educational resources and distance learning. Over its first 18 months, OpenLearn attracted over 2 million visitors and 60,000 registered users. Evaluation found that OpenLearn helped widen participation in higher education and provided learning opportunities for underrepresented groups. The initiative also advanced the university's technological and pedagogical research into open online education.
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Opening pathways for access, inclusion, flexibility and quality dublin irelan...
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3) The current status of OER in the United States, highlighting increased access through open textbooks and degree pathways without commercial content, as well as initiatives to increase inclusion and success through
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Presentación que utilizó Graham Attell, Researcher working for Pontydysgu in Pontypridd , para impartir su videoconferencia del 30 de junio en el Congreso E-DUCA 2011: PLE, celebrado en el CITA del 30 de junio al 2 de julio.A global outlook the situation and use of oer during the pandemic covid-19, ...
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The document discusses the role of libraries in empowering communities and meeting information needs in the 21st century. It highlights issues identified by 523 librarians and teachers as most important for modern libraries, including funding, technology, and public relations. The document advocates for libraries to support lifelong learning, information literacy, and knowledge sharing to develop informed citizens and learning societies.
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VMCOLAB o cómo iniciar una experiencia de Movilidad Virtual by Ignacio J. Blanco, CEVUG, UGR
The presentation was used as a guideline in order to develop an interactive session with the attendants during which important questions on for example the recognition of the virtual mobility experiences for both students and teachers were raised.Intercultural exchange while staying in the classroom: the VMCOLAB project
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The VMCOLAB project aims to promote virtual mobility in European higher education. It has developed support materials and run pilots integrating virtual exchange into courses on open educational resources, water management, and career services staff training. The document outlines the project partners and objectives, defines virtual mobility, and describes three pilot programs integrating virtual exchange into existing university courses and staff professional development.Presentation of Co-laboratory for the Integration of Virtual Mobility in High...
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EFQUEL is Europe's largest association focused on e-learning quality, established in 2005 with over 100 organizational members. It works in several areas including projects, awards, networking, conferences, and certifications. The presentation discusses EFQUEL's conceptual framework for evaluating e-learning quality, called SEEQUEL, which includes subjective and objective components. It also introduces the UNIQUe certification for evaluating ICT adoption and integration for learning in higher education.Moscow Education Online 2010 - UNIQUe and HEXTLEARN
UNIQUE and HEXTLEARN provide a methodology for implementing a system-wide quality framework for technology enhanced learning (TEL) at higher education institutions. They offer institutions access to expertise in TEL management and implementation through a peer review process. Institutions that complete the process can become accredited and recognized through the UNIQUE quality label. The criteria and standards are continually evolving based on expert reviews and feedback to reflect advances in open education resources and TEL best practices. The methodology is represented in Russia through AKKORK and provides materials and reviews in Russian to accredit Russian institutions.
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This document discusses strategies for addressing quality and copyright issues related to user-generated content (UGC) and open educational resources (OER) in higher education. It notes challenges like assessing quality of collaborative content and reluctance of some teachers to use UGC. It proposes frameworks and methods for quality assessment of UGC and learning 2.0 approaches, including peer reviews, surveys, and benchmarking. Regarding copyright, it suggests Creative Commons-like approaches can increase reputation by addressing issues while still allowing for creativity. The vision presented involves open educational practices that empower learners as co-producers of high-quality OER.
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The document discusses quality assurance of user-generated content in higher education. It notes the explosion of user-generated content online and how this is changing e-learning from a transmission model to one of collaboration and reflection. Ensuring quality of user-generated content is challenging due to difficulties measuring individual contributions to collaborative works. The document also outlines some methods and frameworks for developing quality in user-generated content and learning 2.0 approaches, including self-assessment, peer reviews, and social recommendations.
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The document discusses quality assurance of user-generated content in higher education. It notes the explosion of UGC due to factors like social networking sites and the desire for self-expression. Ensuring quality of UGC is challenging as contributions can be difficult to assess individually and UGC is seen as supplemental rather than innovative. The document proposes several methods for developing quality, including self-assessment, peer reviews, surveys, and enabling supportive policies, processes, and tools.
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Prof. Ulf-Daniel Ehlers, Vice-President of EFQUEL and Chair of the Program Committee, is introducing the EFQUEL Innovation Forum 2010.
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