The document analyzes how funded science education projects disseminate outcomes to target audiences and recommendations for more effective dissemination. It finds that projects disseminate materials, guidelines, networks, and more to teachers, policymakers, and other project managers. However, stakeholders report receiving scarce information and barriers like time constraints. Recommendations include involving audiences early, using existing networks, providing incentives, and tailoring dissemination to address barriers.
This document provides an overview of Dalila Coelho's doctoral research proposal on the use of Open Educational Resources (OER) in higher education institutions in Portugal and Mozambique. The research aims to characterize OER use in these contexts and identify collaborative models to promote adoption at the institutional and teaching levels. The methodology will involve a qualitative case study with data collection from institutional leaders, teachers, and experts via interviews, questionnaires, and focus groups. The research is organized into 5 phases from 2014-2016 involving a literature review, instrument development, data collection and analysis, development of a collaborative OER model, and thesis writing. The expected results include a comprehensive collaborative model to support sustainable OER use considering institutional actors, training
This document provides an overview of a dissertation proposal on integrating MOOCs in German higher education institutions. It begins by defining MOOCs and discussing the hype and skepticism around them. It then reviews Germany's federal action and regional hesitation regarding MOOCs. The research question proposes to examine how different types of German HEIs can integrate emerging virtual teaching forms like MOOCs given their political and regulatory context. It outlines research sub-questions on the HEI landscape, digitization strategies, MOOC features, the German context, addressing systemic challenges. The proposal argues MOOCs could help address issues like access, retention, lifelong learning and more.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
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
This document summarizes a seminar for the Global OER Graduate Network (GO-GN). The agenda includes a tour of the website, discussing profiles on the site, and expectations between PhD students and GO-GN. PhD students expect to share best practices, support open education research worldwide, get feedback on their work, and network for collaboration, funding, and career opportunities. GO-GN expects PhD candidates to keep their profiles up to date and blog monthly. The seminar aims to help participants make the most of their involvement in this global open education community.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
This document provides an overview of Dalila Coelho's doctoral research proposal on the use of Open Educational Resources (OER) in higher education institutions in Portugal and Mozambique. The research aims to characterize OER use in these contexts and identify collaborative models to promote adoption at the institutional and teaching levels. The methodology will involve a qualitative case study with data collection from institutional leaders, teachers, and experts via interviews, questionnaires, and focus groups. The research is organized into 5 phases from 2014-2016 involving a literature review, instrument development, data collection and analysis, development of a collaborative OER model, and thesis writing. The expected results include a comprehensive collaborative model to support sustainable OER use considering institutional actors, training
This document provides an overview of a dissertation proposal on integrating MOOCs in German higher education institutions. It begins by defining MOOCs and discussing the hype and skepticism around them. It then reviews Germany's federal action and regional hesitation regarding MOOCs. The research question proposes to examine how different types of German HEIs can integrate emerging virtual teaching forms like MOOCs given their political and regulatory context. It outlines research sub-questions on the HEI landscape, digitization strategies, MOOC features, the German context, addressing systemic challenges. The proposal argues MOOCs could help address issues like access, retention, lifelong learning and more.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
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
This document summarizes a seminar for the Global OER Graduate Network (GO-GN). The agenda includes a tour of the website, discussing profiles on the site, and expectations between PhD students and GO-GN. PhD students expect to share best practices, support open education research worldwide, get feedback on their work, and network for collaboration, funding, and career opportunities. GO-GN expects PhD candidates to keep their profiles up to date and blog monthly. The seminar aims to help participants make the most of their involvement in this global open education community.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
This document discusses open educational resources (OER) and innovation in three parts. First, it provides context on how OER were an innovation in response to copyright. Second, it examines theories of innovation and how OER diffusion and adoption relates to these theories. Finally, it outlines several OER research projects and how they explored and supported innovation with and through OER in areas like textbooks, MOOCs, and policy development.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
This document discusses creating and using open educational resources (OER). It begins with introductions and questions about the reader's interest and experience with OER. It then provides information on OER quality standards and next steps. The document discusses thinking about OER and considers benefits such as reducing costs and increasing access. Challenges of OER like search and discovery, quality assessment, and copyright are presented. Details on copyright and open licensing models like Creative Commons are provided. The document concludes with guidance on using and adapting works with Creative Commons licenses.
The document discusses the unX project, an online community for entrepreneurship and lifelong learning in Latin America. It provides context on the Center for Higher Virtual Education (CSEV), which focuses on open innovation in eLearning. CSEV's projects include MOOCs that have enrolled over 300,000 students and an entrepreneurship community called unX with almost 30,000 members.
unX uses a phased learning approach that begins with MOOCs, builds an open knowledge community, offers certifications, and facilitates the creation of new businesses and local partnerships. The goal is to stimulate entrepreneurship and support aspiring entrepreneurs. The methodology combines MOOCs with an active social community based on practical challenges, collective learning
This document outlines Paula Cardoso's PhD research on open educational practices (OEP) in public higher education in Portugal. The research aims to identify recommendations and initiatives promoting OEP at the European and national levels, examine how public universities in Portugal adopt OEP, and characterize OEP among faculty. The study seeks to understand how OEP are promoted at multiple levels and implemented in practice. The research questions are addressed at the macro, mezzo, and micro levels. The study is relevant given challenges in integrating technology, the need for more open and collaborative learning models, and universities' roles in the knowledge economy.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
A ticket for a cross-boundary higher education system. Just a dream? PhD studyChrissi Nerantzi
This document describes a study that used a collective case study approach and phenomenography to examine learners' experiences in two open cross-institutional academic development courses designed for collaborative learning. The study aimed to understand learners' experiences, which course characteristics most influenced learners, and develop a collaborative open learning framework. Data collection methods included surveys and interviews. Preliminary findings identified categories of description around course experience, boundary crossing, and collaboration. The outcome space addressed the research questions and informed a proposed collaborative open learning framework for cross-institutional academic development.
The FDOL journey so far presented at NW ALT SIG 12 Dec 13 with Neil WithnellChrissi Nerantzi
This document provides an overview of the Flexible, Distance and Online Learning (FDOL) open courses #FDOL131, #FDOL132 and plans for #FDOL141.
#FDOL131 had 80 participants in Problem-Based Learning groups, while #FDOL132 had 107 registrations and groups of 6-8 participants each. Both courses used a simple COOL FISh approach for autonomous and collaborative learning. Participant feedback highlighted the value of community, facilitator support, and applying skills to practice.
#FDOL141 is planned to start in February 2014 with streamlined COOL FISh activities, 10 volunteer facilitators, and a course leader role. It aims to further support
“I would probably find it quite hard if I had to do it in a foreign language” Chrissi Nerantzi
My PhD research work-in-progress... contribution for Sunday the 10 April 2016 for the event of the Global OER Graduate Network in Krakow, Poland as part of the OEGlobal
Opening-up the HE box through cross-boundary collaborative open learning in c...Chrissi Nerantzi
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
Developing a collaborative learning design framework for open cross-instituti...Chrissi Nerantzi
The document describes a PhD research project that aims to explore learner experiences in open cross-institutional academic development courses through phenomenographic analysis of semi-structured interviews and surveys. The research questions focus on how these courses are experienced by learners, which course characteristics influence learner experience, and identifying features of a collaborative design framework. The methodology section outlines the phenomenographic approach, purposeful sampling strategy, and initial findings from surveys and interviews conducted with participants in two case studies.
Este documento describe las características generales de las plantas. Explica que las plantas fabrican su propio alimento a través de la fotosíntesis usando agua, sales minerales del suelo, gases del aire y luz solar. También describe las diferencias entre árboles, arbustos y hierbas, señalando que los árboles tienen tallos leñosos y gran tamaño, los arbustos tienen tallos leñosos más delgados y las hierbas tienen tallos blandos y herbáceos. Finalmente, menciona brevemente las
El documento presenta una introducción a Excel, incluyendo los requisitos para instalarlo, cómo ingresar, el entorno de trabajo y los elementos de la ventana. Luego describe cómo cambiar el nombre de la hoja, definir rangos de celdas, ingresar datos, realizar operaciones básicas y usar la ventana de formato de celdas. El objetivo es enseñar los conceptos y herramientas básicas de Excel.
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
This document discusses open educational resources (OER) and innovation in three parts. First, it provides context on how OER were an innovation in response to copyright. Second, it examines theories of innovation and how OER diffusion and adoption relates to these theories. Finally, it outlines several OER research projects and how they explored and supported innovation with and through OER in areas like textbooks, MOOCs, and policy development.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
This document discusses creating and using open educational resources (OER). It begins with introductions and questions about the reader's interest and experience with OER. It then provides information on OER quality standards and next steps. The document discusses thinking about OER and considers benefits such as reducing costs and increasing access. Challenges of OER like search and discovery, quality assessment, and copyright are presented. Details on copyright and open licensing models like Creative Commons are provided. The document concludes with guidance on using and adapting works with Creative Commons licenses.
The document discusses the unX project, an online community for entrepreneurship and lifelong learning in Latin America. It provides context on the Center for Higher Virtual Education (CSEV), which focuses on open innovation in eLearning. CSEV's projects include MOOCs that have enrolled over 300,000 students and an entrepreneurship community called unX with almost 30,000 members.
unX uses a phased learning approach that begins with MOOCs, builds an open knowledge community, offers certifications, and facilitates the creation of new businesses and local partnerships. The goal is to stimulate entrepreneurship and support aspiring entrepreneurs. The methodology combines MOOCs with an active social community based on practical challenges, collective learning
This document outlines Paula Cardoso's PhD research on open educational practices (OEP) in public higher education in Portugal. The research aims to identify recommendations and initiatives promoting OEP at the European and national levels, examine how public universities in Portugal adopt OEP, and characterize OEP among faculty. The study seeks to understand how OEP are promoted at multiple levels and implemented in practice. The research questions are addressed at the macro, mezzo, and micro levels. The study is relevant given challenges in integrating technology, the need for more open and collaborative learning models, and universities' roles in the knowledge economy.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
A ticket for a cross-boundary higher education system. Just a dream? PhD studyChrissi Nerantzi
This document describes a study that used a collective case study approach and phenomenography to examine learners' experiences in two open cross-institutional academic development courses designed for collaborative learning. The study aimed to understand learners' experiences, which course characteristics most influenced learners, and develop a collaborative open learning framework. Data collection methods included surveys and interviews. Preliminary findings identified categories of description around course experience, boundary crossing, and collaboration. The outcome space addressed the research questions and informed a proposed collaborative open learning framework for cross-institutional academic development.
The FDOL journey so far presented at NW ALT SIG 12 Dec 13 with Neil WithnellChrissi Nerantzi
This document provides an overview of the Flexible, Distance and Online Learning (FDOL) open courses #FDOL131, #FDOL132 and plans for #FDOL141.
#FDOL131 had 80 participants in Problem-Based Learning groups, while #FDOL132 had 107 registrations and groups of 6-8 participants each. Both courses used a simple COOL FISh approach for autonomous and collaborative learning. Participant feedback highlighted the value of community, facilitator support, and applying skills to practice.
#FDOL141 is planned to start in February 2014 with streamlined COOL FISh activities, 10 volunteer facilitators, and a course leader role. It aims to further support
“I would probably find it quite hard if I had to do it in a foreign language” Chrissi Nerantzi
My PhD research work-in-progress... contribution for Sunday the 10 April 2016 for the event of the Global OER Graduate Network in Krakow, Poland as part of the OEGlobal
Opening-up the HE box through cross-boundary collaborative open learning in c...Chrissi Nerantzi
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
Developing a collaborative learning design framework for open cross-instituti...Chrissi Nerantzi
The document describes a PhD research project that aims to explore learner experiences in open cross-institutional academic development courses through phenomenographic analysis of semi-structured interviews and surveys. The research questions focus on how these courses are experienced by learners, which course characteristics influence learner experience, and identifying features of a collaborative design framework. The methodology section outlines the phenomenographic approach, purposeful sampling strategy, and initial findings from surveys and interviews conducted with participants in two case studies.
Este documento describe las características generales de las plantas. Explica que las plantas fabrican su propio alimento a través de la fotosíntesis usando agua, sales minerales del suelo, gases del aire y luz solar. También describe las diferencias entre árboles, arbustos y hierbas, señalando que los árboles tienen tallos leñosos y gran tamaño, los arbustos tienen tallos leñosos más delgados y las hierbas tienen tallos blandos y herbáceos. Finalmente, menciona brevemente las
El documento presenta una introducción a Excel, incluyendo los requisitos para instalarlo, cómo ingresar, el entorno de trabajo y los elementos de la ventana. Luego describe cómo cambiar el nombre de la hoja, definir rangos de celdas, ingresar datos, realizar operaciones básicas y usar la ventana de formato de celdas. El objetivo es enseñar los conceptos y herramientas básicas de Excel.
Este documento presenta información sobre el uso de Microsoft Excel. Explica que Excel es un programa de hojas de cálculo diseñado por Microsoft para Windows. Detalla algunas funciones básicas como realizar cálculos, crear gráficos, imprimir informes y organizar datos. Luego describe los elementos de la ventana de Excel y cómo cambiar el nombre de las hojas, seleccionar rangos de celdas, introducir datos, y realizar operaciones básicas como borrar, eliminar e insertar celdas, filas y columnas. Finalmente, explica cómo formato
EVA is an expert system that uses natural language processing to classify and date ancient Greek vases. It was created as the subject of the presenter's master's thesis. The system uses a decision tree knowledge base and inference engine to mimic the reasoning of human experts by asking textual descriptions of vases a series of questions. While still experimental, the presenter discusses expanding the system by adding more styles to the knowledge base, additional languages, and integrating image recognition capabilities.
Este documento presenta una introducción a la segunda edición del libro "La Gnosis en el Siglo XXI" de Miguel Amaro. En el exordio, el autor invita al lector a buscar las herramientas en el libro para despertar su conciencia y encontrar la felicidad. Luego, presenta el módulo 0 sobre la introducción a la psicología gnóstica, definiendo sus orígenes, objetivos y algunos conceptos básicos como el individuo.
Some studies on ceria–zirconia reinforced solvothermally synthesized cordieri...Abhinav Srivastava
Nanostructured cordierite and 12 mol% ceria stabilized zirconia were chemically prepared separately. Pure cordierite was synthesized solvothermally, whereas [(Zr)0.88(Ce)0.12O2] termed as CeSZ was processed with gelation and co-precipitation method. The evolution of crystalline phases and the microstructures have been studied using X-ray diffractometer, and FE-SEM with EDX. Varying contents (0–20 weight%) of CeSZ were then mixed with cordierite to form sample blocks of desired shapes. These nano-composite blocks were fired at 1100–1400 C for a soaking time of 3 h to observe their thermomechanical, micro-structural and physical properties. Results indicate that ceria not only acts as a stabilizer in zirconia ceramics but it also acts as a sintering aid in cordierite formation. CeO2 also improves
compressibility and structural properties of nano-composites. Sintering temperature also plays an important role in the behavior of nano-composite blocks. All properties show a major improvement than previous reported data’s.
Este documento presenta un capítulo introductorio sobre diseño moderno de pavimentos asfálticos. Explica la estructura típica de los pavimentos asfálticos y conceptos clave como comportamiento elástico, elasto-plástico, módulo elástico, resiliente y complejo dinámico. También discute la clasificación de suelos de fundación y los requisitos para su estabilización.
Este documento presenta información sobre sistemas operativos y tipos de software. Explica las características y funciones básicas de los sistemas operativos, y provee ejemplos como Windows, Ubuntu y familias Unix. También discute las ventajas y desventajas del software libre frente al software propietario.
Dissemination of the results of Educational Science Projects in EuropeBrussels, Belgium
The document discusses dissemination strategies for STEM education projects in Europe. It describes European Schoolnet's work promoting STEM, including their projects and conferences. It analyzes how funded STEM projects currently disseminate results and recommendations from stakeholders to improve dissemination, such as increasing involvement of target audiences and using existing networks. The main goals are to provide information to various audiences and help mainstream project results into policies.
Fostering innovation in STEM education, Maite DebryBrussels, Belgium
The document discusses how new knowledge from STEM education projects can be more effectively disseminated to teachers. It conducted surveys of project managers, teachers, and policymakers about dissemination strategies and identified several challenges: teachers' time constraints, lack of teacher involvement, underuse of existing resources, difficulty reaching teachers, and lack of support for teachers. It recommends wider teacher involvement in testing and sharing project outcomes, and better use of networks and institutions to create sustained interaction models and help teachers disseminate new STEM knowledge.
Learning Analytics – Research challenges arising from a current review of LA useRiina Vuorikari
The document summarizes a report by the Joint Research Centre (JRC) on learning analytics. The JRC conducted a study between 2015-2016 that included an inventory of 60 learning analytics tools, practices and policies, as well as 5 case studies. The study found that most learning analytics work is not strongly aligned with European priorities for education. It identified several research challenges, including developing a common vision for learning analytics in Europe, building tools that help teachers and learners, and conducting research that validates tools. The report suggests policy goals should drive learning analytics research.
Presentation titled "Innovation in the Teaching of Sustainable Development in Europe: The Case of ISLE Erasmus Network". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
The UDLL project aimed to promote inclusion of students with disabilities in higher education through universal design principles. It involved partners from Norway, Belgium, and Ireland. The project developed best practice guidelines and a student toolkit from focus groups and stakeholder consultations. It found universal design benefited all students. The partners' understanding of universal design grew through the collaboration. They plan to continue promoting universal design nationally using the project outputs.
ICT and Education Lessons Learned from the LLP Peter Birch EDEN conferencePeter Birch
The document summarizes key activities and initiatives under the Lifelong Learning Programme between 2007-2013. It discusses the objectives and structure of the Programme, including its sectoral and transversal programs. Specifically, it outlines several projects funded by Key Activity 3 on ICT, which aimed to foster innovative ICT-based learning approaches. It also describes two projects selected under the 2012 European Cooperation in Education and Training call that focused on areas like creative classrooms and ePortfolios.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
This document outlines the Teamwork, Training and Technology Network (TTTNET) project. The project involves 11 partner organizations across 7 European countries and Russia. The project aims to make science education more attractive and appealing to young learners by identifying innovative practices, supporting teachers, and influencing education policy. Key activities include collecting and sharing good practices, monitoring classrooms, hosting conferences, and developing recommendations to support science education. The EU supports the project to help develop skills needed for the modern knowledge economy.
This project implemented nine school repositories and one university-wide learning repository integrated within the university's virtual learning environment to support sharing and reuse of learning resources. The project aimed to increase deposit and usage of resources through establishing workflows for content creation and resource sharing. Key outcomes included developing a metadata schema and selection criteria for learning objects, as well as increasing strategic focus on repository provision as reflected in university policies and strategies. The project successfully implemented the technical infrastructure but did not develop an interface between the learning repository and institutional repository as originally planned.
Handbook for the integration of the gender perspective in teaching and researchSUPERA project
Presentation held by Maria J. Pando - Canteli and Pilar Rodriguez (Universidad de Deusto) during the SUPERA Final Conference, organised by SUPERA on 25 March 2022.
Going open: the teachers’ perspective on openness in education LangOER
This project was financed by the European Commission to enhance teaching and learning of less used languages through open educational resources. It involved several partners across Europe. The project activities included producing a report on OERs in less taught languages, developing training materials and courses for teachers, and creating OERs. The document then discusses key concepts in openness including definitions, criteria, attitudes, barriers and drivers. It also summarizes desktop research conducted on Polish OERs and an online survey of 32 Polish teachers which investigated their attitudes towards sharing and adapting educational resources. The implications highlighted were to promote flexible manipulation of resources, raise awareness of licensing, and focus on task design in teacher training.
The DESIRE project consulted science teachers, project managers, communicators and policymakers from 2011-2013 to identify how to more efficiently disseminate results from STEM education projects to teachers and schools. It analyzed stakeholders' experiences to determine the main obstacles and facilitators. The DESIRE survival kit provides recommendations for project managers and policymakers on how to plan and carry out dissemination of funded science education projects based on lessons learned. It identifies targets, obstacles to reaching them, and offers tools to create multiplier effects and mainstream results into policies.
The document summarizes a European project called "Adults Learn in Families" that brings together partners from across Europe to study family learning and intergenerational education. The project aims to observe how the family environment is changing across contexts, define themes for family learning, exchange experiences and evaluate models for joint parent-child learning using new technologies. By working with diverse European partners and sharing results, the project hopes to provide a wider perspective on family education to inform adult learning policies and identify transferable methods.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
This document provides an overview of the MOOCKnowledge study being conducted by JRC-IPTS and other partners. The study aims to better understand MOOC learners in Europe through a large-scale survey of learners from different European MOOCs. The survey will collect data at three time points - before, immediately after, and one year after course completion - to understand learner demographics, motivations, experiences, and long-term impacts. Preliminary results from an initial pilot survey of over 1700 learners across 6 MOOCs show distributions of gender, age, education level, and employment status. The findings will help inform evidence-based policy on open education in Europe.
The Scientix Observatory: Online communications channels with teachers and st...Brussels, Belgium
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
The document discusses open educational resources (OER) and the potential for UCL to develop an OER program and repository. It provides an overview of OER, definitions, examples of OER programs internationally, drivers and challenges. It summarizes the UKOER pilot program and lessons learned. It describes UCL's existing involvement in OER through the Virtual Dutch initiative and an early modern Low Countries history course. It compares arguments for open access to research to potential arguments for a UCL OER policy and repository.
Teachers evaluated the effectiveness of using the 5E instructional model for science education in Italy. They found that:
1) Teachers guided student engagement through questions and causing doubts, rather than direct teaching, helping students design experiments, analyze data, and clarify explanations.
2) Both teachers and students found the 5E model effective in improving understanding of environmental issues and stimulating interest and curiosity.
3) Teachers reported being autonomous in implementing modules, though some faced challenges setting up activities, and noted that more time was needed compared to traditional teaching methods.
The SMART Tree project uses sap flow sensors installed on trees at multiple schools to engage students in hands-on plant science experiments. Students measure and compare water use of different tree species across different locations. Preliminary results show that rainfall events suppressed sap flow similarly in different species at different schools. The program aims to inspire students and improve science education by giving them experience with experimental design, data analysis, and sharing results internationally. It also benefits tree experts and the local community through development of a carbon trading program.
This document discusses a project that used a 3D virtual world called Science Island to teach students about water and life through inquiry-based science education. Students explored Science Island using avatars and completed 10 steps of inquiry-based activities and experiments in both the virtual world and a real chemistry laboratory. Pre- and post-tests showed that the students who experienced the immersive virtual path improved their knowledge about water and life more than a control group who did not use Science Island. The project aims to understand how immersive virtual environments can influence learning, and students expressed a preference for this immersive education approach over traditional methods.
Drosophila melanogaster is a popular model organism for teaching biology. It has a short lifespan of 2 weeks, allowing many generations to be studied quickly. It is easy and inexpensive to culture in large numbers. Students can observe Drosophila's morphology, life cycle, sexual dimorphism, and mutants. Activities include extracting and staining polytene chromosomes from salivary glands to observe banding patterns. Drosophila is a useful tool for teaching genetics and demonstrates principles like dominance, inheritance of sex-linked traits, and similarities to human diseases.
The Involen project involves 5 European countries and aims to promote intergenerational learning for nature conservation through serious games. Volunteers in each country will develop a location-based mobile game using the ARIS platform about a Natura 2000 protected area. The project will include training workshops, pilot testing of the methodology with students and seniors, national competitions for the best games, and an international conference to discuss results. The outcomes will include guidance materials, an online database of senior stories, and a library of mobile games.
This document describes CusMiBio's efforts to create an interactive link between high school students, teachers, and university researchers through hands-on learning activities. CusMiBio provides dedicated labs in the Milan State University campus for high school students to choose their university studies. An annual competition selects motivated students to work with researchers. Students help develop teaching kits and modules to transfer back to their schools. The collaboration aims to excite students about science, help teachers manage topics, and expand networks between schools.
The document summarizes research on adapting a brief Italian version of Holland's RIASEC model for measuring career interests. Exploratory factor analysis supported a six-factor solution, consistent with the RIASEC model. The subscales showed satisfactory internal consistency, except for the Enterprising subscale. Gender and academic track differences emerged in some interest areas. Correlations between the brief measure and a longer established measure provided further support, except again for the Enterprising scale. The brief Italian RIASEC measure shows potential for career assessment but requires refinement, particularly of the Enterprising scale.
1) The document discusses a program in Mexico that aimed to improve science and math education at the university level by focusing on developing general competencies like literacy and problem solving.
2) A survey found that the university's efforts to promote general competencies were dispersed and inconsistent. The program involved workshops to help faculty incorporate literacy and math problem solving into their courses.
3) Faculty participants initially blamed students' problems, but working on the program revealed inconsistencies in their own teaching. Most faculty said general competencies should be developed throughout university rather than seen as prerequisites.
This document describes a study conducted with 253 pre-service primary school teachers on using models as a teaching methodology for science education. The study had students develop models of inventions, machines, and devices to illustrate scientific concepts and create accompanying educational projects. Students created 115 models across various science themes. Results found that the model-based approach helped students better understand how the world works and explore scientific relationships in a hands-on way. It also facilitated teaching science concepts in relation to real-world technology. Overall, the model methodology was found to promote meaningful learning of science.
This document discusses a study on developing reflective abilities in school students. It presents results from an experiment measuring reflection levels in 198 students aged 14-18 from Kharkiv Gymnasium No. 14 in Ukraine. The study found that 10% of 16-18 year olds had high reflection, compared to 0% of 14-16 year olds. Reflection levels also varied between subject profiles. General reflection was higher than virtual reflection. The document proposes developing reflective abilities through psychological technologies like training and programs, as well as pedagogical technologies including innovative teaching methods. The overall goal is to design situations and activities to improve students' reflective skills.
This document summarizes an education and outreach program conducted by LaMMA Consortium, the weather service for Tuscany, Italy. The program included weather lessons for 81 classes in primary, middle, and high schools in 2011-2012, both at LaMMA labs and in schools. Evaluations found that engagement and interest were highest for primary students and modules involving experiments and videos. Students enjoyed learning about weather forecasting and many expressed interest in becoming weather forecasters. LaMMA aims to improve participative modules, raise weather alert awareness, and produce more educational materials to enhance their science education offerings.
The ACARISS project aimed to improve science education in schools by linking schools with research centers using web technologies. The project created an online platform and didactic modules on topics like the carbon cycle and climate change. These resources supported inquiry-based learning activities. Over 30 schools participated in the network, with over 45 classrooms conducting experiments. The website received over 6,000 visits and allowed students, teachers, and researchers to collaborate through sharing materials, experiences, and solutions in the project blog. Evaluation found the website effectively disseminated innovative teaching methods and engaged students in scientific subjects.
The document proposes teaching informatics in schools in a fun and engaging way through "algomotricity", which involves using physical activities to represent computational processes. It suggests this helps students develop a better understanding compared to purely abstract or computer-based approaches. Specific workshops are described that dramatize text formatting, algorithms through mazes, and image representation to introduce core informatics concepts. The goal is to convey informatics as a science rather than just computer literacy.
The document discusses using gamification in education to address problems students have with traditional education methods. It proposes using a project simulation game to make the learning process more engaging for the current Generation Z. The game would simulate real-world testing projects to help students gain practical skills and experience. Key principles of the approach include balancing theory and practice, holding workshops instead of lectures, emphasizing teamwork, and simulating real testing projects. Google Apps and Skype would be used to track student progress. Results from testing courses using this approach found increased student motivation and activity levels.
This document describes the development of a website to provide teaching resources for earth science teachers in Italy. A survey of teachers found a lack of earth science teaching materials in Italian. The website aims to collect useful tools and adapt them for Italian schools. It includes learning objects on topics like plate tectonics and volcanoes. Teachers can access PowerPoint files, PDF lessons, exercises and additional videos. Over 100 teachers have registered to use the resources. Feedback from teachers will help improve the website's quality and effectiveness.
The document summarizes research on the portrayal of human migration in Italian textbooks. The researchers analyzed textbooks from geography and history classes and found: 1) Migration is oversimplified without attention to complexity or two-way flows, 2) Texts often frame migration as a "problem" and use ambiguous or inappropriate terms, 3) Images rely on stereotypes by gender imbalance and association of women with children and poverty. The analysis concludes the textbooks reduce complexity and fail to problematize migration.
The ACARISS project was a two-year project applying inquiry-based science education methods in secondary schools in Tuscany, Italy. It involved partnerships between research institutes and universities to develop teaching modules for teachers following the 5E model. The project provided resources for teachers, carried out student and teacher training, created a website, and organized scientific competitions for students. Evaluation through student surveys aimed to assess the impact on attitudes towards science education. The goal was to improve science teaching and learning through collaboration between schools and researchers.
(1) The document presents research on evaluating the quality of mobile learning activities (LAs) using tablets in science education in Europe compared to traditional teaching methods.
(2) It describes a methodology using multiple criteria decision analysis and fuzzy methods to evaluate LAs based on criteria like flexibility, engagement, interaction, and teaching methods.
(3) The results found that mobile LAs based on problem-solving, personalization, collaboration and flipped classroom scored higher in quality (82.8%) than traditional LAs(50%), and better suited different learning styles like activists and pragmatists.
This document describes a meteorology and climatology education experience in Friuli Venezia Giulia, Italy over the past 20 years. The region has a high level of interest in these topics due to its unique geographical, linguistic, climatic, and cultural characteristics. The program involves classroom lessons, field trips, and peer-tutoring to teach students about meteorological phenomena and measurements. It aims to promote science education while preserving the region's minority languages. A video was produced to illustrate rainfall patterns and increase knowledge of this topic in the local languages.
The Eduscience project aims to increase interest in math and science among Polish students. It develops an e-learning platform and interactive materials to teach these subjects through skills like curiosity, persistence, research and teamwork rather than just facts. Evaluations found traditional teaching is passive and focuses on exams rather than real-world application. Eduscience partners with scientists to bring hands-on lessons to schools and festivals. Initial results saw interest decline as students aged, but schools using Eduscience saw increased use of multimedia, experiments and groupwork.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
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
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
10.45 panzavolta
1. Disseminating Educational Science, Innovation and Research in Europe
How do funded science education projects
disseminate their outcomes to target audiences?
Analysis of the current status and
recommendations for more effective
dissemination
Silvia Panzavolta, INDIRE
Science education and guidance in schools: the way forward, International Workshop
21-22 October 2013, Florence
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
2. What do we understand by dissemination?
• Dissemination of results understood as the diffusion of
innovations are envisaged as “the process in which an
innovation is communicated through certain channels over time
among the members of a social system”, undergoing different
phases, such as awareness, understanding, persuading, adopting
(or rejecting), and re-inventing (Rogers, 1983 – On social
sciences)
• We will refer to dissemination as the process by which, using
certain strategies and channels, outcomes of a project are made
available, comprehensible and usable to be adopted by
potential users (Harmsworth et al., 2001 – On educational
development projects)
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
3. What models of dissemination have been
described to bridge the academic-practitioner gap?
Active role of stakeholders in
dissemination processes
(Huberman,
1996)
Sustained
interactivity
model
(Havelock,
1969)
Passive role of stakeholders in
dissemination processes
Models of
dissemination
(Hughes, C., 2003)
Traditional
linear
models
Knowledge
remaining intact in
the transfer
process
Mode 2
knowledge
model
(Hargreaves,
1999)
Social
constructivist
models
(Cousins &
Simon, 1996)
Knowledge being
cognitively
processed by the
audience
Knowledge being codeveloped, applied to
the context and driven
by its demands
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
4. Problem and Research Questions
"The dissemination of research findings has been given
increasing emphasis in recent years, particularly in the wake of
critiques of educational research for failing to have an impact on
policy-making and practice“ (Hammersley, 2000)
What are we looking for?
• How are the outcome from science education projects
disseminated to target audiences? – Current status
• What recommendations do different target groups suggest
to improve the dissemination strategies used in science
education projects? - Recommendations
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
5. Methodology
INSTRUMENTS OF DATA COLLECTION
Survey for project managers
Survey for teachers
Survey for policy-makers
Closed-ended (Multiple choice, matrix of
choices, 5-points Likert scale)
Open-ended questions
CONTACTED SAMPLE: 46 FUNDED R+D
SCIENCE EDUCATION PROJECTS
20 projects funded within 7th FP
18 projects funded within LLP
6 projects funded by national institutions
2 projects funded by other organisms
Pilot test of the surveys
COLLECTED DATA
26 responses from project managers about 26 projects
105 responses from teachers about 21 projects
15 responses from policy-makers about 10 projects
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
6. Methodology
INSTRUMENTS OF DATA
COLLECTION
Online discussion events (ODE)
(DESIRE platform or Google Hangouts)
Survey for project managers
Survey for teachers
Survey for policy-makers
ODE for project managers
ODE for teachers
ODE for policy-makers
ODE for science centre / museum
professionals
ODE for science event organisers
DATA ANALYSIS
Qualitative analysis intended:
- To interpret connections among dissemination strategies and outcomes to be
disseminated or target audiences
- To identify possible differences among projects funded by different funding sources
- To identify target audiences’ needs regarding dissemination
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
7. Results
On the target audience of dissemination
Other stakeholders (e.g. laboratories)
1
Editorials
2
Science centre / museum professionals
7
Science event organisers
7
General society (e.g. parents, industries)
7
Other project managers (e.g. researchers)
17
Policy-makers (e.g. commissioner, officer)
17
Teacher trainers
18
Teachers or Professors
22
0
5
10
15
20
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
25
8. Results
On the outcomes that project managers disseminate
Other project outcome (e.g. a contest)
1
Review of already existing literature / studies
5
Theoretical contributions
6
Assessment materials / tools
7
Findings from empirical research studies
8
Repository of resources / results / practices
12
Materials / approaches for professional development /
teacher training
15
Establishment of a network of people
17
Guidelines / recommendations of good practices
19
Teaching and learning materials / tools / environments
21
0
5
10
15
20
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
25
9. Results
On the project outcomes that teachers reach
Review of already existing literature / studies
19
Theoretical contributions
23
Findings from empirical research studies
24
Materials / approaches for professional development /
teacher training
36
Assessment materials / tools
37
Repository of resources / results / practices
46
Establishment of a network of people
46
Guidelines / recommendations of good practices
58
Teaching and learning materials / tools / environments
88
0
10
20
30
40
50
60
70
80
90
100
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
10. Results
On the project outcomes that policy makers reach
Theoretical contributions
2
Review of already existing literature / studies
4
Findings from empirical research studies
4
Assessment materials / tools
6
Guidelines / recommendations of good practices
7
Materials / approaches for professional development /
teacher training
7
Establishment of a network of people
8
Repository of resources / results / practices
10
Teaching and learning materials / tools / environments
11
0
2
4
6
8
10
12
14
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
11. Results
On the channels / strategies to disseminate project outcomes
Paper-based channels
Web-based channels
Face-to-face events
The dissemination channels / strategies used by project managers depend on
the type of project outcome intended to be disseminated
Teaching and learning materials
Theoretical or empirical research findings
Network of people
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
12. Results
On the dissemination channels to reach each target audience
Most project managers recognise that the way project outcomes are communicated is
adapted for different stakeholders.
Teachers
Policy-makers
Project managers /
Researchers
All target audiences recognise that other channels through which they usually get informed
are e-mails, brief documents and social media, although it does not seem that project
managers prioritize it.
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
13. Results
On the language and length of dissemination channels
• Language
- Public reports and specialized journals are dissemination channels through which
project outcomes are usually presented in English (in EU projects).
- Brief documents, email lists, websites, and conferences tend to use English as well as
other languages, depending on the countries that the project involves.
- Mass media and face-to-face participatory techniques usually choose the native
languages of participants or main target audience of the project.
• Length
- From project managers’ perspective, most of the dissemination strategies they use in
funded projects do not require too much time to make project outcomes known and
understood by target audiences, except for project reports and face-to-face strategies,
which require more time to disseminate project outcomes.
- However, from teachers’ and policy makers’ perspective, websites also require quite a
lot of time to be consulted in order to reach projects’ outcomes.
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
14. Results
On the evaluation of the effectiveness of dissemination actions
Citation index of published articles
2
Quality of the dissemination strategies as
perceived / evaluated by the target audience
10
Number of users (i.e. number of people using the
project results)
11
Number of reached people (e.g. attending /
participating in an event, downloading a material,
visiting a website)
16
0
2
4
6
8
10
12
14
16
18
20
The criteria for evaluating the effectiveness of dissemination actions highlight the
dilemma between quality and quantity. Whereas some project managers express their
worries about scaling up and reaching a larger audience, other researchers are more
concerned about the quality of their relationships with teachers and policy makers
rather than about the quantity of stakeholders reached.
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
15. Results
Stakeholders’ perception of the amount of information
reached from science education projects
45
Policy makers
55
52
Teachers
48
32
Project managers
68
0
10
20
30
40
50
60
70
80
90
100
I receive sufficient information from funded science education projects
I receive scarce information (if any) from funded science education projects and I would like to receive some more
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
16. Results
On the needs or difficulties to disseminate / reach science
education projects’ outcomes
Specific needs for dissemination
Project managers
Teachers
Policy makers
Time constraints
25%
34%
40%
Resource constraints (e.g. funding, technology,
human)
11%
22%
20%
Lack of active involvement of the target audience
35%
38%
36%
Underuse of already existing resources or
networks
34%
50%
18%
Low reach of the target audience (i.e. number or
variety)
14%
25%
30%
Language barriers
-
26%
50%
Barriers related to the style of dissemination
channels
-
26%
20%
Lack of support from partners in the project
-
18%
-
Lack of support from colleagues in one’s own
context
-
44%
-
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
17. Recommendations from stakeholders on how
to improve dissemination strategies
Stakeholders’ needs
Recommendations
Time constraints
Projects devoted to produce outcomes might be followed by projects specifically addressed to
disseminate and exploit those results
Resource constraints (e.g.
funding, technology, human)
Incentives (e.g. remuneration, recognition, training, equipment for school) should be provided to
teachers and other stakeholders so that they engage in reaching and using projects’ outcomes
Lack of active involvement of the
target audience
Stakeholders should be involved as intermediaries, ambassadors or members of an steering committee
from the beginning of a project to act as multipliers at a regional/national level
Underuse of already existing
resources or networks
Strong contact and cooperation should be established with local teacher training institutions and
programmes, reference centres, databases (e.g. Scientix), and networks addressed to similar topics
(e.g. ProCoNet). New teachers’ networks should be potentiated after the end of a project for scaling up
Low reach of the target audience
(i.e. number or variety)
Mass media (e.g. newspapers) and social networks (e.g. local and international) should be used more
often in order to have a larger impact among teachers. Conferences, seminars and workshops are one
of the best ways to gain new knowledge and inform teachers and policy makers about projects.
Language barriers
Dissemination materials should be provided in other languages than English and more dissemination
initiatives (e.g. conferences) should be organised at a local or regional level
Barriers related to the style of
dissemination channels
Projects should document experiences and present them in a flexible way (e.g. case studies, scripts for
teachers, movies of educational activities, evidence-based books for teachers) in order to spread good
practice and generate adaptive processes so that stakeholders can learn from past experiences. Brief
and concise messages may facilitate the communication between researchers and other stakeholders.
The usability of some dissemination channels (e.g. websites) should be improved so that people do not
get lost
Lack of support from partners in
the project
Guidelines and support should be provided to stakeholders so that they can use what has been
disseminated. These guidelines should take account of the curriculum, school organization, teachers’
current practices, etc.
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, Local consulting commissions should be developed be made of teachers, researchers, students’ families,
Lack of support from colleagues and the Commission, cannot be held responsible for any use which may involvingthe information contained therein.
in one’s own context
school principals and administrators, and other relevant actors
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
18. Conclusions
• Most of the models of dissemination currently used in funded projects on
science education seem to combine channels and strategies characteristic of
traditional linear models and social constructivist models (e.g. wide use of
reports, websites and conferences as dissemination channels, face to face
participatory techniques to interact with stakeholders).
• Recommendations from stakeholders tend to advocate for dissemination
models which assume wider involvement of stakeholders and already
existing institutions and networks as intermediaries with an active role in
dissemination actions, which is characteristic of the sustained interactivity
model. At the same time, stakeholders recommend to take account of
contextual factors influencing dissemination, stressing the need for
overcoming language barriers, aligning the outcomes with curriculum,
school organization, and teachers’ current practices, organising local
consulting commissions, etc. These recommendations are also consistent
with the Mode 2 knowledge model.
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/
19. THANK YOU VERY MUCH FOR YOUR ATTENTION
For further information:
http://desire.eun.org (Publications Analysis Framework Definition
Catalogue of Key Results
DESIRE draft Survival Kit)
s.panzavolta@indire.it
The DESIRE project has been funded with the support of the Lifelong Learning programme of the European Union. This document reflects the views
only of the authors, and the Commission, cannot be held responsible for any use which may be made of the information contained therein.
Project no: 519133-LLP-2011-BE-KA4-KA4MP
http://desire.eun.org/