The document summarizes how a magazine represents its target audience of 14-19 year old males and females who are interested in indie music. The magazine features images of boys with swept hair and relaxed poses wearing band t-shirts to appeal to male readers, as well as images of a female singer with wavy red hair to attract female readers. The overall tone, colors, and text style aim to portray an indie aesthetic that will interest the target audience.
The document outlines an agenda to discuss how social networking software can help address higher dropout rates in self-paced distance education models. It will discuss examples from Athabasca University, TÉLUQ, and University of Montreal. The discussion aims to explore if social/networking tools designed for sharing, collaboration and relationship building can make a difference for learners in self-paced programs who have more freedom but lack community.
010-2011 African Health OER Network Phase 2 Evaluation: Consolidation and Sus...PiLNAfrica
As part of the Hewlett Foundation grant for the African Health OER Network, Professor Ken Harley (University of KwaZulu-Natal) conducts an annual external evaluation of the project. For his 2009 evaluation, Prof Harley interviewed participants at Kwame Nkrumah University of Science and Technology (KNUST), University of Ghana (UG), University of Cape Town (UCT), University of the Western Cape (UWC), the South African Institute of Distance Education (Saide) and the University of Michigan (U-M). In 2010, he conducted follow-up interviews with the same institutions. The 2010 evaluation was aimed at exploring institutional experiences, to establish how the project was being consolidated, and to start assessing issues of sustainability. Based on document analysis and institutional interviews, broadly, the evaluation concludes that:
The African Health OER Network has supported institutions to develop OER based on institutional needs and choices. This in itself is a signifier of sustainability.
Because of the modelling of OER production along institutional needs and choices, institutions have produced OER that are consistent with their “ethos, contextual realities, strategies and resources.” In other words, what is being produced will be utilised in the institution and is not designed for ‘show and tell’ to meet funder requirements.
The development of OER has encouraged institutions to reconsider their policies on OER and also how they can support OER within their own means.
The document discusses open educational resources (OER) and their potential role in development. It notes that OER can provide universal access to education and help mobilize the global community of educators. It also discusses issues like ensuring OER quality, cultural appropriateness, funding models, and assessing OER for academic credit. The document advocates that OER represent an opportunity to make education more open and accessible worldwide.
The document summarizes how a magazine represents its target audience of 14-19 year old males and females who are interested in indie music. The magazine features images of boys with swept hair and relaxed poses wearing band t-shirts to appeal to male readers, as well as images of a female singer with wavy red hair to attract female readers. The overall tone, colors, and text style aim to portray an indie aesthetic that will interest the target audience.
The document outlines an agenda to discuss how social networking software can help address higher dropout rates in self-paced distance education models. It will discuss examples from Athabasca University, TÉLUQ, and University of Montreal. The discussion aims to explore if social/networking tools designed for sharing, collaboration and relationship building can make a difference for learners in self-paced programs who have more freedom but lack community.
010-2011 African Health OER Network Phase 2 Evaluation: Consolidation and Sus...PiLNAfrica
As part of the Hewlett Foundation grant for the African Health OER Network, Professor Ken Harley (University of KwaZulu-Natal) conducts an annual external evaluation of the project. For his 2009 evaluation, Prof Harley interviewed participants at Kwame Nkrumah University of Science and Technology (KNUST), University of Ghana (UG), University of Cape Town (UCT), University of the Western Cape (UWC), the South African Institute of Distance Education (Saide) and the University of Michigan (U-M). In 2010, he conducted follow-up interviews with the same institutions. The 2010 evaluation was aimed at exploring institutional experiences, to establish how the project was being consolidated, and to start assessing issues of sustainability. Based on document analysis and institutional interviews, broadly, the evaluation concludes that:
The African Health OER Network has supported institutions to develop OER based on institutional needs and choices. This in itself is a signifier of sustainability.
Because of the modelling of OER production along institutional needs and choices, institutions have produced OER that are consistent with their “ethos, contextual realities, strategies and resources.” In other words, what is being produced will be utilised in the institution and is not designed for ‘show and tell’ to meet funder requirements.
The development of OER has encouraged institutions to reconsider their policies on OER and also how they can support OER within their own means.
The document discusses open educational resources (OER) and their potential role in development. It notes that OER can provide universal access to education and help mobilize the global community of educators. It also discusses issues like ensuring OER quality, cultural appropriateness, funding models, and assessing OER for academic credit. The document advocates that OER represent an opportunity to make education more open and accessible worldwide.
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