The power of the three words and one acronym: OER vs OERCarmen Holotescu
The power of the three words and one acronym: OER vs OER. Subtitle: I’m not an Ogre of the Enchanted Realm (of cyberspace). I’m an Omnipresent Educational Rescuer (because I use the OER!)
Presentation at WCES 2014, 6-9 February, Malta
Full paper at http://www.scribd.com/doc/210088165/The-power-of-the-three-words-and-one-acronym-OER-vs-OER-Subtitle-I-m-not-an-Ogre-of-the-Enchanted-Realm-of-cyberspace-I-m-an-Omnipresent-Educati
Candidature of Finland to the
Executive Board of UNESCO
for 2017–2021
Towards 2030 through actions
Candidature of Finland to the Executive Board of UNESCO for 2017-2021.
As a member of the Executive Board Finland will work for…
- an effective and active UNESCO based on
• policy coherence
• efficient governance
• functional inter-sectoral linkages
• strong partnerships
- the implementation of the 2030 Agenda for Sustainable Development
- gender equality in all walks of life
- an inclusive and equitable high-quality education
- an integrated approach to sustainability in sciences
- safeguarding tangible and intangible heritage
- freedom of information and pluralistic media
- unique added value of UNESCO’s work
The power of the three words and one acronym: OER vs OERCarmen Holotescu
The power of the three words and one acronym: OER vs OER. Subtitle: I’m not an Ogre of the Enchanted Realm (of cyberspace). I’m an Omnipresent Educational Rescuer (because I use the OER!)
Presentation at WCES 2014, 6-9 February, Malta
Full paper at http://www.scribd.com/doc/210088165/The-power-of-the-three-words-and-one-acronym-OER-vs-OER-Subtitle-I-m-not-an-Ogre-of-the-Enchanted-Realm-of-cyberspace-I-m-an-Omnipresent-Educati
Candidature of Finland to the
Executive Board of UNESCO
for 2017–2021
Towards 2030 through actions
Candidature of Finland to the Executive Board of UNESCO for 2017-2021.
As a member of the Executive Board Finland will work for…
- an effective and active UNESCO based on
• policy coherence
• efficient governance
• functional inter-sectoral linkages
• strong partnerships
- the implementation of the 2030 Agenda for Sustainable Development
- gender equality in all walks of life
- an inclusive and equitable high-quality education
- an integrated approach to sustainability in sciences
- safeguarding tangible and intangible heritage
- freedom of information and pluralistic media
- unique added value of UNESCO’s work
My presentation at ICDE Members Forum on 14 June 2022 08.00am and 6pm CEST, on OER/Open Education
https://www.icde.org/events-listings/membersforum-june22
Open Educational Resources (OER): Global and Indian PerspectivesAnup Kumar Das
Presented by Dr. Anup Kumar Das in the International Workshop on Technology in Education: Learning in 21st Century; on 4th December 2012; at NISTADS (CSIR), New Delhi, India.
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
Artificial intelligence and Education, Planning education in the AI Era: Lead...eraser Juan José Calderón
Artificial intelligence and Education, Planning education in the AI Era: Lead the leap
Report International conference @UNESCO.
The current report is an exhaustive account of the
discussion and debate at the International Conference
on Artificial Intelligence and Education (hereafter
referred to as ‘the conference’) held in Beijing from
16 to 18 May 2019. Under the overarching theme
of ‘Planning Education in the AI Era: Lead the Leap’,
the conference was structured into seven plenary
sessions and 16 breakout sessions complemented by
a live exhibition and study tours to facilitate forwardlooking debates, share cutting-edge knowledge and
AI solutions, and deliberate on sector-wide strategies.
The executive summary captures the five key areas of
take-aways and seven main trends in AI in education
emerging from the conference discussions
Open Educational Resources: An Aid to Faculty DevelopmentAnup Kumar Das
Open Educational Resources: An Aid to Faculty Development.
Presented at the 4th International Conference Confluence 2013: The Next Generation Information Technology Summit. Plenary Session: “Open Educational Resources as a Catalyst for Faculty Development”
26-27 September, 2013. Amity University Uttar Pradesh, India.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
My presentation at ICDE Members Forum on 14 June 2022 08.00am and 6pm CEST, on OER/Open Education
https://www.icde.org/events-listings/membersforum-june22
Open Educational Resources (OER): Global and Indian PerspectivesAnup Kumar Das
Presented by Dr. Anup Kumar Das in the International Workshop on Technology in Education: Learning in 21st Century; on 4th December 2012; at NISTADS (CSIR), New Delhi, India.
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
Artificial intelligence and Education, Planning education in the AI Era: Lead...eraser Juan José Calderón
Artificial intelligence and Education, Planning education in the AI Era: Lead the leap
Report International conference @UNESCO.
The current report is an exhaustive account of the
discussion and debate at the International Conference
on Artificial Intelligence and Education (hereafter
referred to as ‘the conference’) held in Beijing from
16 to 18 May 2019. Under the overarching theme
of ‘Planning Education in the AI Era: Lead the Leap’,
the conference was structured into seven plenary
sessions and 16 breakout sessions complemented by
a live exhibition and study tours to facilitate forwardlooking debates, share cutting-edge knowledge and
AI solutions, and deliberate on sector-wide strategies.
The executive summary captures the five key areas of
take-aways and seven main trends in AI in education
emerging from the conference discussions
Open Educational Resources: An Aid to Faculty DevelopmentAnup Kumar Das
Open Educational Resources: An Aid to Faculty Development.
Presented at the 4th International Conference Confluence 2013: The Next Generation Information Technology Summit. Plenary Session: “Open Educational Resources as a Catalyst for Faculty Development”
26-27 September, 2013. Amity University Uttar Pradesh, India.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How libraries can support authors with open access requirements for UKRI fund...
Putting quality education at the heart of development UNESCO and Open Education Resource
1. OCWC Conference
Ljubljana, 23-25 April 2014
6 May 2014 UNESCO Venice Office - Science 1
Putting quality education at the heart
of development
UNESCO and Open Education Resource
Mario Scalet, Senior Programme Specialist, Head of Science
UNESCO Regional Bureau for Science and Culture in Europe
2. Mandate on Education
6 May 2014 UNESCO Venice Office - Science 2
Since its creation in 1945, UNESCO’s mission has been to
contribute to the building of peace, poverty eradication, lasting
development and intercultural dialogue, with education as one of
its principal activities to achieve this aim.
The Organization is committed to a holistic and humanistic vision
of education worldwide, in particular through:
- Access & Inclusion, to realize the everyone’s right to
education
- Quality, to promote the concept that education plays a
fundamental role in human, social and economic development
The United Nations Educational, Scientific and Cultural Organization
3. Open Educational Resources
6 May 2014 UNESCO Venice Office - Science 3
The potential of opening up educational resources for use and
adaptation by everyone, especially those in resource-poor
environments, is a great opportunity to achieve quality education
for all.
UNESCO promotes OER through a specific programme of the
Communication and Information sector (CI). It allows learners,
teachers, administrators and governments to freely access, create
and share open document-format educational resources.
The UNESCO Education Sector (EDU) focuses on promoting the
introduction of OER in teacher education, HIV and AIDS and
Literacy and education in post-conflict and post-disaster
situations.
4. ICT in Education
6 May 2014 UNESCO Venice Office - Science 4
Information and Communication Technology (ICT) in
education for:
- universal access to and equity in education
- delivery of quality learning and teaching
- teachers’ professional development
- more efficient education management, governance
and administration.
5. ICT in Education
6 May 2014 UNESCO Venice Office - Science 5
The UNESCO Intersectoral Platform for ICT in education
focuses on these issues through the joint work of three of its
sectors: Communication & Information, Education and Science.
UNESCO’s global network of offices, institutes and partners
provide Member States with resources for elaborating ICT in
education policies, strategies and activities. In particular,
the UNESCO Institute for Information Technologies in Education
(IITE), based in Moscow, to serve as a center of excellence
(information exchange, research and training)
UNESCO’s Bangkok office is strongly involved in ICT for
Education in Asia and the Pacific.
7. UNESCO Basic Info
6 May 2014 UNESCO Venice Office - Science 7
Established on 16 November 1945 as a specialized
agency of the United Nations
194 Member States, and 7 associated members (October
2011)
Head Quarters in Paris; about 60 field offices
Director General Irina Bokova, Bulgarian, confirmed until
2017
About 1500 staff and a 500 millions USD as regular budget
(biennium 2014-15)
8. UNESCO Organization
6 May 2014 UNESCO Venice Office - Science 8
Head Quarters in Paris
World Network of field & liaison offices (4 liason; 24
regional/cluster; 27 national)
Specialized Institutes (no. 9 category I centres)
Specialized Centres (category II centres)
University Chairs/Networks (circa 700), Associated Schools
(ASPNet)
National Commission for UNESCO to promote the
participation to and impact of the programmes
National Programme Committees (MAB, COI, IGCP, …)
UNESCO Clubs
10. EDUCATION at HQs
6 May 2014 UNESCO Venice Office - Science 10
Executive Office
EFA_Education For All Team
Basic Education
Division of Higher Education
Teacher development & Higher Education (ED/THE)
11. Communication and Information
Sector
6 May 2014 UNESCO Venice Office - Science 11
The CI Sector consists of some eighty staff members (HQs and FO)
and it is organized as follows:
- the Division of Freedom of Expression and Media Development
(FEM)
- the Knowledge Societies Division (KSD)
- the Executive Office (EO), an Administrative Unit (AO) and
the Office of the Assistant Director-General (ADG)
CI also hosts the Secretariats for the following programmes:
- the International Programme for the Development of
Communication (IPDC)
- the Information for All Programme (IFAP).
12. CI – Knowledge Societies Division
(KSD)
6 May 2014 UNESCO Venice Office - Science 12
The KSD is responsible for the coordination of UNESCO’s overall contribution
to the follow-up to the World Summit on the Information Society (WSIS), and
Promotes the application of ICTs to enhance the quality of and access
to education, build scientific knowledge,
Promotes open access to scientific research results, and empower local
communities.
Promotes free and open source software, open web and open standards
Protects and digitize documentary heritage through the Memory of the
World Programme
Fosters the role of libraries and archives and is responsible for further
strengthening of the World Digital Library.
Host the Secretariat for the Information for All Programme (IFAP), the
intergovernmental programme that assists Member States in elaborating
national information policy frameworks
14. UNESCO Strategy
6 May 2014 UNESCO Venice Office - Science 14
Short-term (2014-17), 4 years (37 C/5)
Medium-term (2014-2021), 8 years (37 C/4)
Work Programme and Budget (2 years: 2014-2015)
o General Policy and Direction (including General Conference
and Governing Bodies)
o Five Major Programmes (ED, SC, CLT, SHS, CI), UIS and
Field Office management
o Programme related services (Coordination Africa, Gender,
Disaster; BSP-BRM-budget; Knowledge management; ERI
& public Information
o Participation Programme & Fellowships
o Corporate Services (HRM; finance; management of support)
18. UNESCO-IITE, Moscow
6 May 2014 UNESCO Venice Office - Science 18
The UNESCO Institute for Information
Technologies in Education was
established as an integral part of
UNESCO by the General Conference
of UNESCO at its 29th session
(November 1997)
Responds to both global and country
needs, IITE is a part of an operational
network of UNESCO structures and
supports the achievement of
the strategic objectives of the
Medium-Term Strategy as well as
the programme priorities of
UNESCO, as approved by the General
Conference.
19. IITE activity
6 May 2014 UNESCO Venice Office - Science 19
UNESCO IITE Activity Report
for the biennium 2012-2013
was prepared and published in
English and Russian languages.
The IITE is administered by a
Governing Board formed by
11 members chosen for their
eminence in the field,
considering geografical
coverage, and sit in a personal
capacity.
21. ICT in Teacher Professional
Development
6 May 2014 UNESCO Venice Office - Science 21
The International Master Programme on “ICT in
Teacher Professional Development” is an
educational programme for Master’s Degree in
“Pedagogy” (code 050100)
The Programme aims at shaping a new generation
of educators ready to use innovations based on the
smooth integration of ICT and pedagogy into the
everyday practice.
Main target: Higher education institutions of Russia
and CIS to elaborate educational master
programmes, as well as for institutions in the field of
teacher training and professional development
focused on ICT and digital pedagogy
22. OER Symposium, June 2014
6 May 2014 UNESCO Venice Office - Science 22
The Second Symposium on Open Educational Resources “Beyond
Advocacy, Research and Policy” will be held in Wawasan Open
University Penang, Malaysia from 24th to 27th June, 2014.
The event will be supported by UNESCO IITE, the Open University
of Hong Kong, Open Educational Resources ASIA and other
partners.
The main objective of the Symposium is to bring together the OER
community in the regions to share ideals, best practices and
lessons learnt, establish collaboration and promote mutual interests
in learning technologies especially in new innovations such as OER,
MOOC, SOOC and others.
More information about the event can be found on:
www.oerasia.org/oersymposium2014.
26. Category I Institutes
UNESCO Education Institutes
6 May 2014 UNESCO Venice Office - Science 26
UNESCO International Bureau of Education (IBE), Geneva
UNESCO International Institute for Educational Planning (IIEP), Parigi
UNESCO Institute for Lifelong Learning (UIL), Hamburg
UNESCO Institute for Information Technologies in Education (IITE),
Moscow
UNESCO International Institute for Capacity-Building in Africa (IICBA),
Addis Ababa
UNESCO International Institute for Higher Education in Latin America and
the Caribbean (IESALC), Caracas
Mahatma Gandhi Institute of Education for Peace and Sustainable
Development (MGIEP), New Delhi
27. 6 May 2014 UNESCO Venice Office - Science 27
UNESCO Chair on OER
The UNITWIN/UNESCO Chairs Programme was conceived as a way to
advance research, training and programme development in all of UNESCO’s
fields of competence by building university networks and encouraging inter-
university cooperation.
Programme establishment: 1992
Active Chairs/networks about 700 Chairs & 70 UNITWINs involving
over 800 institutions in 130 countries
Open Universiteit, the Netherlands Fred Mulder
Athabasca University, Canada Rory McGreal
Otago Polytechnic, New Zealand Wayne Macintosh new
State University of Campinas, Brazil Tel Amiel new
28. UNESCO Chair on OER
6 May 2014 UNESCO Venice Office - Science 28
Building a network across continents
Support the establishment of new chairs
First Plan of Action established summer 2011 in New York (for two
chairs)
First online meeting of 4 UNESCO Chairs in OER on April 24, 2013
Main Action lines of the four Chairs
Global OER Graduate Network (GO-GN), Mulder NL
OER Knowledge Cloud, McGrael CAN
OER university, Macintosh NZ
K-12, Amiel BRA
29. ASPnet - UNESCO schools
6 May 2014 UNESCO Venice Office - Science 29
Founded in 1953, the UNESCO Associated Schools Project
Network (ASPnet), commonly referred to as UNESCO
Associated Schools, is a global network of 9900 educational
institutions in 180 countries.
ASPnet celebrated its 60th anniversary in 2013.
Member institutions – ranging from pre-schools, primary,
secondary and vocational schools to teacher training
institutions - work in support of international understanding,
peace, intercultural dialogue, sustainable development and
quality education in practice
30. Open Educational Resources
6 May 2014 UNESCO Venice Office - Science 30
Open Educational Resources (OER) provide a
strategic opportunity to improve the quality of
education as well as facilitate policy dialogue,
knowledge sharing and capacity building
OER is then a key element for building peace
and sustainable development of society
UNESCO has helped the international
movement in support of OERs, and has
been deeply committed to the production,
adaptation, adoption and dissemination of
OERs in local languages.
31. UNESCO and OER
6 May 2014 UNESCO Venice Office - Science 31
the Forum on the Impact of Open Courseware for Higher
Education in Developing Countries, Paris July 2002, where
the term Open Educational Resources (OER) was adopted and a
Final Declaration agreed (the participant "express their satisfaction and
their wish to develop together a universal educational resource available for the
whole of humanity, to be referred to henceforth as Open Educational Resources“)
the World Open Educational Resources Congress, Paris
June 2012, an important milestone in raising the awareness of
government about the important role of OERs in facilitating
access to high-quality educational resources (2012 Paris OER
Declaration)
UNESCO also promoted global Fora on OER since 2002
32. The Paris OER Declaration
6 May 2014 UNESCO Venice Office - Science 32
The Paris OER Declaration, agreed in Paris in June 2012, was
the first step for the development of policies supporting OER
The Declaration aimed at encouraging governments to contribute
to the awareness and the use of OER and to develop strategies
and policies to integrate OER in education.
UNESCO, in collaboration with the Commonwealth of Learning
(COL), now wants to apply these guidelines and proposes to
implement a series of global activities based on the 10 points of
the Paris Declaration
- Organizing advocacy and capacity building events
- providing recommendations for developing educational policies
supporting OER in 5 countries, representing 4 world regions
33. Implementing the Paris OER
Declaration : launch of project
6 May 2014 UNESCO Venice Office - Science 33
The Inception Meeting of the "Implementing the Paris OER
Declaration" project took place on 26 and 27 March, 2013 at
UNESCO Headquarters in Paris, and brought together
representatives of four partner countries, OER experts, and UNESCO
Specialists to discuss the modalities of the project and agree on the
schedule of activities.
The four partner countries are: Bahrain, Indonesia, Kenya, and
Oman.
This project, with the financial support of the Hewlett Foundation,
aims to assist Member States in:
Developing national-level OER Policies, and
Implementing the UNESCO ICT Competency Framework for
Teachers (ICT CFT) by harnessing OERs
34. UNESCO Project for Implementing
the Paris OER Declaration
6 May 2014 UNESCO Venice Office - Science 34
Key partners in the project will be the associated UNESCO Field Offices
and the Meeting featured strategic inputs from:
UNESCO Bangkok
UNESCO Jakarta
UNESCO Nairobi
UNESCO Kingston
UNESCO Institute for Information Technologies in Education (IITE), Moscow
Potential partner organizations such as:
Creative Commons
Intel
Commonwealth of Learning
Organisation internationale de la Francophonie (OIF)
UNESCO Category 2 Regional Center for ICT, Bahrain
35. Open Training Platform
6 May 2014 UNESCO Venice Office - Science 35
UNESCO hosts the Open Training Platform, a
comprehensive database of more than 10,000 OERs
designed to facilitate teaching, learning, and research.
Developed by UNESCO’s Communication and
Information Sector, the Open Training Platform is
searchable by subject and provides a central access
point for capacity building in a wide variety of
disciplines.
37. UNESCO and OER
6 May 2014 UNESCO Venice Office - Science 37
With the support of the Hewlett Foundation, UNESCO created a
global OER Community wiki in 2005 to share information and
work collaboratively on issues surrounding the production and use
of Open Educational Resources.
UNESCO is developing a new, innovative OER Platform which
will offer selected UNESCO publications as OERs and allow
communities of practice including teachers, learners, and
education professionals to freely copy, adapt, and share their
resources.
In partnership with key European institutions, UNESCO is a
member of the (Open Educational Quality (OPAL) Initiative to
develop a Framework of OER Practices that improve quality and
innovation in education.
38. Broadband Commission
6 May 2014 UNESCO Venice Office - Science 38
The International Telecommunication Union (ITU) and UNESCO
set up, in May 2010, the Broadband Commission for Digital
Development in response to UN Secretary-General call to step up
UN efforts to meet the Millennium Development Goals (MDGs).
The Commission aims to boost the importance of broadband on the
international policy agenda and believes that expanding broadband access
in every country is key to accelerating progress towards these goals by the
target date of 2015 through e-health, e-education, e-government, e-
agriculture and more.
It defines practical ways in which countries, at all stages of development,
can achieve this, in cooperation with the private sector.
UNESCO DG is Vice-Chair of the Commission and Chair of the
Working group on Education.
39. UNESCO High-Level Policy Workshop on ICT in
Education for Eastern and Central European
Countries (Paris, 15-16 April 2014)
6 May 2014 UNESCO Venice Office - Science 39
UNESCO and Intel co-organised the workshop in order to facilitate
the knowledge sharing on the development of forward-looking
policies to leverage ICT to achieve the goal of equitable quality
education and lifelong learning for all.
The Workshop convened high-level governmental officials of
Eastern and Central European Countries to share and analyze
selected ICT strategies already implemented by Member States, and
review the most important trends of ICTs and their implication for the
next generation of education.
Successful examples of ICT in education policy development
have been presented, as well as progammes and Tools of
UNESCO and Intel in assisting states to develop ICT in education
policies.
40. Guidelines for open educational
resources (OER) in higher education
2011
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These Guidelines outline key issues and make suggestions
for integrating OER into higher education.
UNESCO and the Commonwealth of Learning (COL) have developed
these Guidelines, after broad consultations with stakeholders in all
regions of the world, to support governments, higher education
institutions/providers, academic staff, student bodies and quality
assurance/accreditation and recognition bodies
Main objective:
to encourage decision makers to invest in the systematic
production, adaptation and use of OER
to bring government and institutions into the mainstream of
higher education in order to improve the quality of curricula
and teaching and to reduce costs
41. A Basic Guide to Open Educational
Resources (OER)
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This Guide comprises three sections:
1_Summary of the key issues on OER,
presented in the form of a set of Frequently Asked
Questions (a quick and user-friendly introduction to
OERs)
2_Comprehensive analysis of OER issues,
presented in the form of a traditional research
paper (this section will assist with making the case
for OER more substantively)
3_Set of appendices, containing more detailed
information about specific areas of relevance to
OER
42. UNESCO Guide
to measuring ICT in Education (2009)
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The Guide is published and systematically reviewed by the UNESCO
Institute for Statistics (UIS, Montreal) in order to present :
- a comprehensive set of internationally comparable indicators on the
use of ICT in education
- standards in a rapidly-changing field where technologies induce the
use of new devices, different norms and procedures for teaching and
learning
- standardized definitions of key concepts and detailed measurement
specifications
- practical guidance on appropriate interpretation of the indicators.
This technical paper is designed to assist Members States in
developing their capacity and monitoring national goals in this area,
addressing policy needs at both national and international levels (e.g.
WSIS, Millennium Development Goals and Education for All).
43. Free and Open Source Software
(FOSS)
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The Free and Open Source Software (FOSS) model provides
interesting tools and processes with which women and men can
create, exchange, share and exploit software and knowledge
efficiently and effectively.
FOSS can play an important role as a practical instrument for
development as its free and open aspirations make it a natural
component of development efforts in the context of the
Millennium Development Goals (MDGs).