Presentation at OER Camp Global 2021. A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19: Christian M Stracke & Ramesh Sharma & Ebba Ossiannilsson. 由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
My presentation 1 December 2021 at ALTA’21 - “Advanced Learning Technologies and Applications. From Distance to Hybrid Learning
Learning Practices on /for timer on
Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
My Keynote at Alta21, 1 Dec 2021 on Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract.
My presentation 1 December 2021 at ALTA’21 - “Advanced Learning Technologies and Applications. From Distance to Hybrid Learning
Learning Practices on /for timer on
Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
My Keynote at Alta21, 1 Dec 2021 on Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract.
My keynote today
KEYNOTE
2:15 PM
EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES
at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION
http://wls.futurelearninglab.org/final-program/
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
My presentation at M-learn 2020 4th November 2020. 19TH WORLD CONFERENCE ON MOBILE, BLENDED AND SEAMLESS LEARNING
Sustaining equal access to learning in a mobile world
The International Association for Mobile Learning’s 19th World Conference, mLearn 2020, will be hosted in Cairo, Egypt, by the eLearning Centre at Mansoura University!
https://www.iamlearn.org/mlearn/
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
My presentation at XVIII Congresso Brasileiro de Ensino Superior a Distância
VII Congresso Internacional de Educação Superior a Distância
Educação, Tecnologia e Resiliência Social: o que aprendemos com a pandemia 22 October 2021
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
Covid-19 And Its Effects On Education of Children: Reflecting On the Importan...Kingsley Chiwayula
This Article “Covid-19 And Its Effects On Education of Children: Reflecting On the Importance of Opening Schools During the Lockdown” will argue against the decision by most governments to close schools in times of covid-19 pandemic. It is intended to provide some insights for consideration when making policies about closure of schools during the lockdowns. Why should students be spared?
The future of education and skills Education 2030Peerasak C.
"We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.
To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.
Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch."
My contribution at the ICDE Leadership Summit 2022 hosted by #KNOW Korea #ICDELS2022 INNOVATIVE LEADERSHIP FOR OPEN EDUCATION Open Access, Open Science, and OER 20-21 Jan 2022
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
Jeremy Morse - nasig lightning talk model digital preservation policyCLOCKSS
As Director of Publishing Technology, I manage a team of programmers in developing and supporting the software that enables the Library's publishing efforts, which include the University of Michigan Press and Michigan Publishing Services. I manage the development of the Fulcrum publishing platform and serve on the Digital Repository Services Steering Committee and Digital Preservation Steering Committee. Digital preservation and sustainability is at the center of all of my work, as I strive for everything we publish to endure as part of the scholarly record.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
My keynote today
KEYNOTE
2:15 PM
EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES
at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION
http://wls.futurelearninglab.org/final-program/
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
My presentation at M-learn 2020 4th November 2020. 19TH WORLD CONFERENCE ON MOBILE, BLENDED AND SEAMLESS LEARNING
Sustaining equal access to learning in a mobile world
The International Association for Mobile Learning’s 19th World Conference, mLearn 2020, will be hosted in Cairo, Egypt, by the eLearning Centre at Mansoura University!
https://www.iamlearn.org/mlearn/
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
My presentation at XVIII Congresso Brasileiro de Ensino Superior a Distância
VII Congresso Internacional de Educação Superior a Distância
Educação, Tecnologia e Resiliência Social: o que aprendemos com a pandemia 22 October 2021
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
Covid-19 And Its Effects On Education of Children: Reflecting On the Importan...Kingsley Chiwayula
This Article “Covid-19 And Its Effects On Education of Children: Reflecting On the Importance of Opening Schools During the Lockdown” will argue against the decision by most governments to close schools in times of covid-19 pandemic. It is intended to provide some insights for consideration when making policies about closure of schools during the lockdowns. Why should students be spared?
The future of education and skills Education 2030Peerasak C.
"We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.
To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.
Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch."
My contribution at the ICDE Leadership Summit 2022 hosted by #KNOW Korea #ICDELS2022 INNOVATIVE LEADERSHIP FOR OPEN EDUCATION Open Access, Open Science, and OER 20-21 Jan 2022
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
Jeremy Morse - nasig lightning talk model digital preservation policyCLOCKSS
As Director of Publishing Technology, I manage a team of programmers in developing and supporting the software that enables the Library's publishing efforts, which include the University of Michigan Press and Michigan Publishing Services. I manage the development of the Fulcrum publishing platform and serve on the Digital Repository Services Steering Committee and Digital Preservation Steering Committee. Digital preservation and sustainability is at the center of all of my work, as I strive for everything we publish to endure as part of the scholarly record.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
A Study on Awareness and Usage of Social Network among Teachers Educators in ...ijtsrd
Social networks have significant impact on the changing scenario of education It is the fundamental necessity of teacher educators. Teacher educators make use of the social networking to learn and communicate. Through the social networking, the teacher educator can find knowledge resources in any discipline. They can also share their discipline. They can share their ideas in any part of the world through, World Wide Web. E mail. Facebook and whatsapp and twitter. It leads to improve thinking and learn concepts. Social networks helps to communicate with other students and teacher educators which provide sharing Of lessons or the specific classroom problems and social issues. G. Guru Prakash Raja | Dr. T. Selvaraj "A Study on Awareness and Usage of Social Network among Teachers Educators in Tirunelveli District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49973.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49973/a-study-on-awareness-and-usage-of-social-network-among-teachers-educators-in-tirunelveli-district/g-guru-prakash-raja
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Digital access to knowledge in the preschool classroom: Reports from Australiafilzah zahilah mz
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).
Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics,
comfort with digital technologies and beliefs about their use were assessed. Internet-enabled
technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs
predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday
life, teachers reported less comfort with Web-searching in the context of their classroom practice.
The findings identify the provision of Internet-enabled technologies and professional development as
actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are
necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.
A Study of the Effect of Online Learning Apps on School Pupils in the Chennai...PugalendhiR
Abstract
The Covid-19 pandemic condition changed off all kinds of people’s lives, particularly in the field of education and affecting regular education for school and college students all over the world. UNESCO is concerned that 87% of the students worldwide are severely affected by not being able to get their education. The role of education is very important for developing countries like India and the results of many studies shows that education could improve the future and economy of a country. All over the world Online learning apps have increased during this Covid-19 Pandemic. As the online scenario is very new and difficult for the mentors as well as the students, it is all the most challenging for school school students. However, the development of web Technology helps to education field, particularly routine classes possible through "Online Apps.The purpose of this survey is to find the level to how online learning Apps fulfil the educational needs for school students in Chennai Urban. The advantages and disadvantages of online learning Apps were discussed and A study was conducted among 146 students to reveal their perception of online learning Apps. The result from the survey may suggest making better online classes for students.
The Adoption of Online Teaching and Learning strategy in Tertiary Learning In...AJHSSR Journal
ABSTRACT:The teaching and learning process has been a big revolution since Corona Virus Disease 19
(COVID-19) has spread out to the world. This paper assessed adoption of Online Teaching and Learning in the
Midst of COVID-19 in Tertiary Learning Institutions in Tanzania. Specifically, the study examined readiness
level of students and teachers on the practices of online teaching and learning strategy during COVID-19 and
lock down; the attitude of students towards online teaching and learning; and online teaching and learning
facilities in Tertiary Learning Institutions in Tanzania. A case study research design was adopted while a sample
of 87 respondents was selected using judgemental sampling technique. Data was collected through a
questionnaire tool while descriptive statistics was used for data analysis. The findings revealed that57.5% of
students were ready to learn though online services. On other hand the findings revealed that college
management and staff were not ready to adopt online teaching and learning strategy. The reluctant of staffs
were caused by inadequate online learning resources, incapability of staff, and absence of policies and
guidelines issued by government on application of online teaching and learning programs. The study concludes
that although there was high degree of readiness of students and internet accessibility, the adoption of online
teaching and learning strategy was impossible due to inadequate facilities. Therefore, the study recommend to
the government to establish and issue the policies and guidelines about the application of online teaching and
learning technologies.
Key words: Online Teaching and Learning, Tertiary Learning Institutions, COVID-19, Online learning
facilities.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
Emerging Trends of Remote Learning in the Higher Education Challenges and Opp...YogeshIJTSRD
The COVID 19 pandemic has not only affected higher education on a global scale, but it has also brought numerous challenges to the higher education community. Remote learning refers to situations where learners and lecturers or information sources, separated by time and distance, and therefore cannot meet their needs in a traditional classroom environment. It can encompass a wide variety of learning opportunities. This could include exploring the natural world, activities to support students’ local communities with appropriate social distancing , and engaging in hands on projects and artistic creations that stem from students’ passions and experiences. The purpose of the study is to emphasize the benefits and impact of remote learning on higher education. The research method of this study used the second hand data listed in different databases of books, research papers and related articles on remote learning and higher education on the Internet. The research results of the paper show that higher education in India lacks challenges in terms of declining institutional income and national budget cuts, deterioration of financial conditions among students, quality problems of remote learning, and inefficient credit transfers. The study also reports on various opportunities for higher education. Researchers have found that remote learning can help promote flexible schedules. Learn important skills enhance technical knowledge a safer and more accessible environment a world full of possibilities walk your own way and build long remote friendships. Higher education institutions need to improve their quality and reputation. Colleges and universities should have good infrastructure to attract students. The government must promote cooperation between Indian higher education institutions and top international institutions. It can also establish links between national research laboratories and research centers of top institutions to improve quality and conduct collaborative research. Mrs. Ani Smriti | Mr. Rajesh Kumar "Emerging Trends of Remote Learning in the Higher Education: Challenges and Opportunities after COVID -19 Situation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41132.pdf Paper URL: https://www.ijtsrd.commanagement/general-management/41132/emerging-trends-of-remote-learning-in-the-higher-education-challenges-and-opportunities-after-covid-19-situation/mrs-ani-smriti
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1. A Global Study of Macro, Meso and
Micro aspects of Open Education due
to COVID-19
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A.
Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E.
Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M.
Wan, G. Conole, R. Farrow
10 December 2021
2. Grainne Conole
Ramesh Sharma Ebba Ossiannilsson
Jon Mason
Daniel Burgos
Aras Bozkurt
Christian M. Stracke
Chrissi Nerantzi
María Soledad
Ramírez Montoya
Andreia Inamorato
dos Santos
Marian Wan
Cécile Swiatek Jin Gon Shon
Robert Farrow
Özlem Karakaya
Gema Santos-Hermosa
Jane-Frances
Obiageli Agbu
3. Challenges for formal education
during the COVID-19 outbreak
https://pixabay.com/illustrations/covid-19-coronavirus-distance-4951405/
• Global overview of the status of Open Education and Open Science
• First year of the COVID-19 pandemic
• Practices and uses cases from 13 countries and global regions
• Challenges for formal education during the COVID-19 outbreak
• Potential solutions and examples of Open Education and Open Science
4. Open education and COVID-19
This present study investigated how the operations for open education and support
mechanisms for distance learning were established on a global scale during the initial COVID-19
period -- with a focus on examining the affordances of open education and learnings therefrom
https://pixabay.com/illustrations/distance-learning-teacher-students-5735149/
5. Case studies from all over the world
https://pixabay.com/illustrations/map-of-the-world-background-paper-2401458/
Case studies describing the
impact of the COVID-19
outbreak on formal education
and how distance education
was adopted, were collected
from 13 countries: Australia,
Brazil, France, India, Mexico,
the Netherlands, Nigeria, Spain,
Sweden, South Korea, Taiwan,
Turkey, and the United Kingdom
8. Results
Marginalised or excluded student
groups
It was found that disadvantaged and
marginalised social groups from lower
socio-economic backgrounds have
been the most severely affected due to
COVID-19 pandemic. In several
countries, there were early responses
to try and minimise this impact and to
provide support such as Australia,
France and Sweden. In contrast, other
countries reported a prominent digital
divide such as Turkey.
https://pixabay.com/photos/teacher-child-concept-kindergarten-3966049/
9. Results
Impact on infrastructure
An early finding of our investigation was the lack of resources, infrastructure,
equipment, special needs, etc. We found that most of the countries
investigated implemented open educational practices for continuity of
education. This was mainly delivered as distance education, although the
policy guidelines for these were often unrealistic or too restrictive.
https://pixabay.com/photos/architecture-building-infrastructure-2564897/
10. Results
Effective communication
Effective communication between teachers and
students is a crucial foundation of education (Tiffin
& Rajasingham, 1995). During emergencies, this
foundation requires additional support for social
and emotional wellbeing (Chatzidamianos &
Nerantzi, 2020).
https://pixabay.com/photos/school-classroom-boys-girls-79612/
https://pixabay.com/photos/virtual-learning-online-learn-5550480/
For those with access to adequate
infrastructure, such communication was
maintained globally by using social media,
virtual learning environments (VLE) and online
platforms such as Zoom, Microsoft Teams, or
Google Meet suddenly with no time or
preparations for training.
11. Learning Experiences
A Digital Education Action Plan (European Commission, 2020) was launched in
Europe in mid-2020. A guide for ‘remote learning’ was developed by the Australian
Council for Educational Research (ACER), which incidentally overlooked
deliberations on OER (Cowden et al., 2020). Social media and virtual reality
technology were used for social, technical and pedagogical purposes in Sweden,
Taiwan, Turkey and the UK. National associations (ICOLC followed by ADBU,
Couperin and EPRIST) in France promoted open access and open science.
Results
https://pixabay.com/photos/school-video-conference-digitization-5711987/
12. Results
Digitally-supported open learning
Online platforms generally provided increased support for openness, with many companies offering
services and resources for free that normally attracted a premium.
https://pixabay.com/photos/webinar-conferencing-video-call-5005852/
13. Results
Open Educational Resources (OER)
The UNESCO Recommendation on OER (2019) has gained significant
adoption in most of the countries (Stracke et al., 2019). In Turkey, substantial
use of OER is clear although open licenses, pedagogical frameworks and
models were not promoted. Several initiatives in Spain like Conectad@s,
UNED Abierta, Emergency remote teaching programme and UNIRTv are
notable examples for use of OER. In India, DIKSHA (Digital Infrastructure for
Knowledge Sharing) platform and the National Repository of OER (NROER)
offered many OER including e-content, quizzes and QR-coded Energized
Textbooks (Phygital Textbooks). MEC-RED, the Brazilian portal for OER,
offered open-licensed basic education content to around 32 million students.
14. How during the pandemic formal
education at a distance was introduced
MACRO
MESO
MICRO
https://pixabay.com/photos/hands-world-map-global-earth-600497/
15. MACRO Level
Formal education at
distance for first time
Similar approaches for
formal education
Missing infrastructure
and sharing Open
Educational Resources*
Note: * = related to Open Education
16. MESO Level
Diverse teaching and
learning methods and
practices
Open Education and access
to Open Educational
Resources*
Note: * = related to Open Education
17. MICRO Level
Assessing and monitoring
learning environments,
teachers and students
Huge need for professional
development and training
for teachers*
Note: * = related to Open Education
18. Conclusions • There is a low usage or lack of open education
and OER revealed economic inequities (access
to infrastructure and resources), cultural
injustice (the lack of cultural sensitivity) and
political injustice where teachers in various
constrained environments lack voice and
empowerment
• The digital divide has also become more
prominent in terms of access to devices and
Internet connections
• More collaboration between teachers and at the
institutional level
• Need for the inclusiveness of digital education
19. Conclusions
• There is a need for open and direct communication and pro-active
leadership that recognises the need for trauma-informed pedagogy of
care, changed roles of parents as teachers, and increased domestic
violence and student stress came
• Too much exposure to webinars has also met with resistance and
‘screen fatigue’
• This period has heightened calls for policies for open education and
openness
• Assessment is crucial to robust educational process but has been
threatened in online settings by increased cheating
• We found an emergent need for inclusiveness and social justice in
education
20. Further References
• Stracke, C. M., Sharma, R. C., Swiatek, C., Burgos, D., Bozkurt, A., Karakaya, Ö., Ossiannilsson, E., Mason, J.,
Nerantzi, C., Agbu, J.-F., Ramírez Montoya, M. S., Shon, J. G., Inamorato dos Santos, A., Farrow, R., Wan, M.,
Santos-Hermosa, G., & Conole, G. (2021). How COVID-19 has an impact on formal education: A collective
international evaluation of open education in distance learning. Proceedings of the 14th Annual
International Conference of Education, Research and Innovation (ICERI) (pp. 4270-4275).
https://doi.org/10.5281/zenodo.5764585
• Stracke, C. M., Bozkurt, A., Burgos, D., Mason, J., Ossiannilsson, E., Sharma, R. C., Wan, M., Agbu, J.-F.,
Cangialosi, K., Conole, G., Cox, G., Nascimbeni, F., Nerantzi, C., Ramírez Montoya, M. S., Sgouropoulou, C.,
Shon, J. G., Boulet, P., Inamorato dos Santos, A., Downes, S., Farrow, R., Proudman, V., Varoglu, Z., Weller,
M., Xiao, J., Santos-Hermosa, G., Karakaya, Ö., Truong, V., & Swiatek, C. (2021). Global study on Open
Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and
beyond. Open Education Global Conference 2021 (OE Global 2021, online). Université de Nantes, France.
https://doi.org/10.5281/zenodo.5546182 [Open Access]
• All also online available at: http://www.opening-up.education
21. Further References
• Stracke, C. M. (2020). Open Science and Radical Solutions for Diversity, Equity and Quality in Research:
A Literature Review of Different Research Schools, Philosophies and Frameworks and Their Potential
Impact on Science and Education. In Radical Solutions and Open Science. An Open Approach to Boost
Higher Education. Lecture Notes in Educational Technology (pp. 17-37). Springer: Singapore.
doi:10.1007/978-981-15-4276-3_2 [Open Access]
• Stracke, C. M. et al. (2020). Open Education and Open Science for our Global Society during and after
the COVID-19 Outbreak. In Proceedings of the Open Education Global Conference 2020. (s.p.).
doi:10.5281/zenodo.4274890 [Open Access]
• Stracke, C. M. et al. (2020). A Holistic Pedagogical Model for STEM learning and education inside and
outside the classroom. In P. Zaphiris & A. Ioannou (Eds.): Learning and Collaboration Technologies 2020,
Part I, HCII 2020, LNCS 12205 (pp. 568–581). doi:10.1007/978-3-030-50513-4_41
• All also online available at: http://www.opening-up.education
22. Further References
• Stracke, C. M., Downes, S., Conole, G., Burgos, D., & Nascimbene, F. (2019). Are MOOCs Open Educational
Resources? A literature review on history, definitions and typologies of OER and MOOCs. Open Praxis,
11(4), 331-341. doi:10.5944/openpraxis.11.4.1010 [Open Access]
• Stracke, C. M. (2019). The Quality Reference Framework for MOOC Design and Evaluation. In
Proceedings of the Open Education Global Conference 2019 (s.p., 11 p.). doi:10.5281/zenodo.3966308
[Open Access]
• Stracke, C. M. et al. (2019). A Holistic Pedagogical Model for STEM education in schools: Its Design and
Evaluation through Mixed Methods Research with Surveys and Interviews. In Proceedings of Learning
Innovations and Quality (LINQ) 2019, EPiC Series 2 (pp. 40-48). doi:10.29007/t43b [Open Access]
• Stracke, C. M. (2019). The Quality Reference Framework for MOOC Design. Proceedings of EC-TEL 2019,
LNCS 11722 (pp. 673–677). doi:10.1007/978-3-030-29736-7_64
• All also online available at: http://www.opening-up.education
23. Further References
• Stracke, C. M. (2019). Quality Frameworks and Learning Design for Open Education. The International
Review of Research in Open and Distributed Learning, 20(2), 180-203.
doi:10.19173/irrodl.v20i2.4213 [Open Access]
• Stracke, C. M., & Bozkurt, A. (2019). Evolution of MOOC designs, providers and learners and the related
MOOC research and publications from 2008 to 2018. International Open and Distance Learning
Conference 2019 (pp. 13-20). doi:10.5281/zenodo.3598418
• Stracke, C. M. et al. (2018). Gap between MOOC designers' and MOOC learners' perspectives on
interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey. In M. Chang et al.
(Eds.), Proceedings 18th IEEE ICALT Conference (pp. 1-5). doi:10.1109/ICALT.2018.0000
• Stracke, C. M. et al. (2018). Quality Reference Framework (QRF) for the Quality of Massive Open Online
Courses (MOOCs). Retrieved from http://www.mooc-quality.eu/QRF [Open Access]
• All also online available at: http://www.opening-up.education
24. Acknowledgments
The co-authors thank the following colleagues for their contribution to the
discussion of the national reports and the article (in alphabetic order): Pierre
Boulet (University of Lille, France), Karen Cangialosi (Keene State College,
USA), Fabio Nascimbeni (Universidad Internacional de La Rioja, Spain), Lisa
Petrides (ISKME, USA), Vanessa Proudman (SPARC Europe, The
Netherlands), Cleo Sgouropoulou (University of West Attica, Greece), and
Zeynep Varoglu (UNESCO, France).