A platform for the Nordic OER movement
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A platform for the Nordic OER promotion - join Nordic OER to create a strong network on Open Education in the Nordic countries!
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This document discusses open educational resources (OER) advocacy in different regions. It provides information on:
1) The current status of OER in China, including how OER was initiated in 2012 by the Ministry of Education to improve access and equity in education across regions.
2) The current status of OER in Europe, noting a lack of strategic policy support and awareness/concerns around copyright and quality. It then discusses specific initiatives and policies regarding OER in Germany, Slovenia, Sweden, and the UK.
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This document discusses open educational resources (OER) and lessons learned over the past decade regarding OER. It summarizes that OER can help reduce costs and improve access to education, but challenges remain around the digital divide between developed and developing nations. It also notes teachers may have difficulties locating and adapting relevant OER materials. The document outlines contributions from the Commonwealth of Learning (COL) in OER advocacy, policy development, capacity building and publishing resources. It concludes with recommendations for policymakers to develop ICT and OER policies and provide incentives to increase OER adoption.
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The overall aim of POERUP is to carry out research to understand how governments can stimulate the uptake of OER by policy means, not excluding financial means but recognising that in the current economic situation in Europe the scope for government financial support for such activities is much less than it has been in some countries.
We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after.
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We also want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to foresee hidden traps and to find ways of incorporating successful features of other initiatives. POERUP is about dispassionate analysis, not lobbying.
We aim to provide policymakers and education authorities above institutions, but also OER management and practitioners within institutions, with insight into what has been done in this area, plus a categorization of the different major initiatives and the diverse range of providers. Policy advice is needed explicitly to address Issues like critical thinking in the use of new technologies/media, risk awareness, and ethical/legal considerations. Our review will provide practical and concrete information in order to contribute towards a more informed approach in the future.
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• studying a range of countries in Europe and seen as relevant to Europe, in order to understand what OER is going on, and why it is going on (or might soon cease to be going on) – and taking account of reports from other agencies studying OER in other countries;
• researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities;
• developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field.
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The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education).
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In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation.
Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee.
Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland.
The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies.
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1) Fund the development of open and online resources for use in schools and colleges to widen access to higher education.
2) Examine how online learning can be integrated into skills development programs funded by the European Social Fund.
3) Develop a Welsh language MOOC to help students and workers improve their professional Welsh language skills.
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The overall aim of POERUP is to carry out research to understand how governments can stimulate the uptake of OER by policy means, not excluding financial means but recognising that in the current economic situation in Europe the scope for government financial support for such activities is much less than it has been in some countries.
We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after.
One aspect of this is to foster the potential of new technologies for enhancing innovation and creativity, in particular by researching policies designed to foster a lifelong learner mindset in learners – leading to curiosity, creativity and a greater willingness to consume OER.
We also want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to foresee hidden traps and to find ways of incorporating successful features of other initiatives. POERUP is about dispassionate analysis, not lobbying.
We aim to provide policymakers and education authorities above institutions, but also OER management and practitioners within institutions, with insight into what has been done in this area, plus a categorization of the different major initiatives and the diverse range of providers. Policy advice is needed explicitly to address Issues like critical thinking in the use of new technologies/media, risk awareness, and ethical/legal considerations. Our review will provide practical and concrete information in order to contribute towards a more informed approach in the future.
POERUP is doing this by:
• studying a range of countries in Europe and seen as relevant to Europe, in order to understand what OER is going on, and why it is going on (or might soon cease to be going on) – and taking account of reports from other agencies studying OER in other countries;
• researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities;
• developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field.
Finally, these results are being disseminated and maintained in a sustainable way.
The project has a web site http://www.poerup.info and a wiki http://poerup.referata.com for country reports and other outputs. This wiki will be sustained after the end of t
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Jan Pawlowski
Jan Pawlowski's slides from the webinar "Open education - global challenges" available at OERSverige.se http://oersverige.se/open-education-a-global-challenge/ Reuse: Follow the instructions in the beginning of the slideshow (CC BY-NC-SA, Jan Pawlowski).
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This paper from POERUP provides a set of 16 or so recommendations designed to foster the use of open educational resources and open educational practices in the UK higher education sector, in particular England, Scotland and Wales.
The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education).
This paper focuses only on higher education in the UK but companion papers focus on further education and on schools.
In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation.
Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee.
Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland.
The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies.
In its current draft form, the recommendations are formulated as 16 in a “home nation neutral” fashion, but the number of recommendations will no doubt change as the document splits into three versions. It is still felt to be valuable to produce a UK-wide synthesis, not least because several key agencies such as HEA and QAA have a UK-wide remit.
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The view from Scotland: What can Germany learn from OER initiatives in the UK?
Mainstreaming OER - policies, strategies and initiatives
Mainstreaming OER - policies, strategies and initiatives
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You like it, it likes you!
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The document summarizes Rodrigo Castilho's presentation at Facebook Developer World Hack in São Paulo 2012. It includes summaries of five presentations: an introduction by James Pearce on what it means to be a Facebook developer, a session on Open Graph by Matt Kelly, a session on mobile by Christine Abernathy, a session on games by Daniel Schultz, and a session on hosting applications by Juliano Tubino. It also lists the champions of the hack including Carbon Free for mobile, Top Top for games, Save The Pets for Open Graph, Online Recipes for the Pearson API, and PopNow as best overall. Rodrigo Castilho then summarizes his own project of building a Facebook Rate Me
Standards as enablers for innovation in education - a reality check
This document discusses challenges with the standardization process in education. It notes that standardization is paradoxical, as it aims to both constrain and enable innovation. The standardization process involves creators developing specifications, but there can be barriers to participation that limit input. Standards must balance being comprehensive yet understandable for implementers and users. Feedback from implementers and users is also important but often lacking. Overall, greater engagement is needed from all parties to better support the full innovation cycle from idea to implementation.
NordicOER - creating a network on Open Education in the Nordic countries
The document discusses the NordicOER project, which aims to build an alliance in the Nordic countries to promote open education. It notes that while open approaches are widely used, there is a lack of awareness, policies, and collaborations regarding open educational resources (OER) in the Nordic region. The project seeks to address these issues by raising awareness, creating a Nordic network on OER, exploring the transformative potential and cost/quality impacts of OER, and helping institutions incorporate OER into their strategies through cross-border collaborations and policy development. It also discusses how OER can help support smaller Nordic languages and cultures.
Is agile good enough for innovation ?
The document discusses factors that support innovation and whether agile is enough to drive innovation. It argues that while agile promotes collaboration, creativity, experimentation and flexibility, innovation also requires:
1. Diverse thinking among team members to bring different perspectives and problem solving approaches.
2. Strong leadership that embraces failures and is willing to take risks, as exemplified by Jeff Bezos at Amazon.
3. An environment where there is no fear of failure and individuals have time and space to experiment freely with new ideas.
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Presentation on Privacy and Learning Analytics at the LACE project wokrkshop in Graz 16 September 2014
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Tech Headline - SEO For Non-Technical Professionals
Quick presentation about SEO For Non-Technical Professionals with tips and tricks to clarify your understanding.
Learning Analytics – Ethical questions and dilemmas
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
European Learning technology standardisation in crisis due to lack of openness
This document discusses issues with standardization in European learning technology due to a lack of openness. It notes that the European Commission's policy of requiring free and open specifications clashes with the business model of formal standards organizations like CEN. It also examines differences in how creators, implementers, and users view openness. The document argues that standards bodies should consider implementation factors and seek more user feedback to help address challenges in both developing and adopting standards.
Eckm 2011 hoel_pawlowski_presentation
- The document proposes a new concept called a Key Knowledge Sharing Point (KKSP) to study crossroads in global innovation projects where knowledge sharing may breakdown.
- A KKSP is defined as a critical stage in a process where certain barriers could influence overall project success if key knowledge is not properly shared.
- The concept is tested through two case studies, one where key knowledge was available but not shared at the right time, and another where mobilization occurred but translation of key knowledge was missing.
- Further research is suggested to better identify and utilize KKSPs, such as focusing on the problematization stage of translation processes.
Tech Headline - CSS Naming Conventions: Improve your code with OOCSS, SMACSS,...
In this presentation you will see why the conventions (OOCSS, SMACSS, DRY and BEM) are important for your business, how you can to improve the performance, maintainability and solving problems/issues quickly for produce better web sites.
CSS are changing over time and today with several devices and responsive web design you need to have in your mind the best practices for create your CSS.
Obviously that we need to use a preprocessor (LESS, SASS, Stylus) because with the preprocessor you can to use variables, mixins, nested rules, inheritance, operations, extended and much more that will ease your life.
Naming Convention is very important in any language because clarifies intent.
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Tech Headline - Facebook Developer World Hack Sao Paulo 2012
Tech Headline - Facebook Developer World Hack Sao Paulo 2012
Standards as enablers for innovation in education - a reality check
Standards as enablers for innovation in education - a reality check
NordicOER - creating a network on Open Education in the Nordic countries
NordicOER - creating a network on Open Education in the Nordic countries
Strategies for Dealing with Privacy in the context of Learning Analytics
Strategies for Dealing with Privacy in the context of Learning Analytics
Tech Headline - Using WAI-ARIA & HTML5: Techniques to solve accessibility pro...
Tech Headline - Using WAI-ARIA & HTML5: Techniques to solve accessibility pro...
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Tech Headline - SEO For Non-Technical Professionals
Learning Analytics – Ethical questions and dilemmas
Learning Analytics – Ethical questions and dilemmas
European Learning technology standardisation in crisis due to lack of openness
European Learning technology standardisation in crisis due to lack of openness
Tech Headline - CSS Naming Conventions: Improve your code with OOCSS, SMACSS,...
Tech Headline - CSS Naming Conventions: Improve your code with OOCSS, SMACSS,...
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Training program 9 Oct2023.pdf
My presentation today to VGM, LT and their new LifeSkills program. Congrats to such a wonderful program. My session today was on UNESCO SDDs, Action plan for 2030, OERE Recommendation, and the new social contract for education
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This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
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Promoting public policies and multinational organizations for distance educat...
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
Enhancement of Cultural and Linguistic Diversity through OER
This document discusses open educational resources (OER) and lesser used languages. It notes that while OER uptake is increasing, most countries in Europe lag behind in OER development, especially for lesser used languages. It recommends enhancing cultural and linguistic diversity through OER by improving OER policies and initiatives in these countries and languages. The International Council for Open and Distance Education (ICDE) aims to facilitate OER development globally and ensure inclusive, flexible education through events, projects and partnerships.
Open resources for Science education
This project was funded by the European Commission to promote the use of open educational resources (OER) for less commonly taught languages. The LangOER network involved 9 partners across Europe working from 2014-2016 to enhance language teaching and learning through OER. The project developed an inventory of OER for 22 languages, conducted policy workshops, produced recommendations to encourage government support for OER in lesser-used languages, and provided teacher training on finding, using, and creating OER. While some national initiatives were identified, challenges remained in developing sustained OER programs and incentivizing teachers due to issues regarding resource sharing and copyright.
Open Educational Resources (OER): Tomorrow’s Main Educational Provider?
Open Educational Resources (OER) have the potential to solve global education crises by dramatically reducing education costs. Governments and universities need to take action to move the OER agenda forward. Governments should implement optimal OER policies and frameworks developed with universities. Universities should develop OER strategies and leadership for open education, partner with open and conventional universities, build competencies through research, and flip classrooms for personalized learning using OER. Massive open online courses (MOOCs) have increased momentum for OER adoption.
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Advantages of Open Educational Resources: 1. Affordability and Accessibility 2. Customization and Adaptability 3. Global Collaboration and Knowledge Sharing 4. Innovation in Teaching and Learning
Opal case study 02 the support centre for open educational resources score uk
The Open University in the UK received £7.8 million to enhance its national role, including the Support Centre for Open Resources in Education (SCORE) project. SCORE will focus on sharing the OU's expertise in open educational resources with other universities by establishing a community of practice around the effective use of OER to change teaching and learning policies and practices. It will support 36 fellowship projects between 2010-2012, mostly drawn from outside the OU, to inform, influence, and impact OER policy and practice in higher education.
A global outlook the situation and use of oer during the pandemic covid-19, ...
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
Ossiannilsson 131108 oslo_nordicoer
This document summarizes an OER higher education meeting focused on quality. It includes notes from presentations by Ebba Ossiannilsson of Lund University, Sweden on her dissertation research on benchmarking e-learning and comments from a 2012 EADTU conference. Key points covered include definitions of open educational resources and the Paris Declaration principles of OER including awareness, enabling environments, strategies, open licensing, and quality. Recommendations are made around exploiting MOOCs, innovative practices, digital skills, validating online learning, and accessing high quality open resources. Emergent themes discussed shifting to open practices using social media to foster communities.
Pacific region oer strategic paper
This document provides a strategic plan for promoting open educational resources (OER) in the Pacific region. It summarizes the background and purpose of developing an OER strategy at a regional consultation in Auckland, New Zealand. The strategic plan outlines a vision for OER to support inclusive and equitable education. It identifies challenges such as lack of advocacy, capacity, and infrastructure and proposes strategic objectives and indicators of success, such as developing OER policies, building human resource capacity, and establishing a Pacific regional OER repository.
CS I.3 - G. Titlestad
Open Educational Resources (OER) have the potential to become a major provider of education according to the presentation. Governments and universities need to take action to promote OER by developing optimal policy frameworks, implementing OER strategies, and conducting research on OER effectiveness and quality. While OER offer benefits like increased access, cost savings, and innovation, challenges remain regarding issues like language, connectivity, copyright, and sustainability. Massive open online courses (MOOCs) have further accelerated discussion around open education.
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Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
LOGIC - European perspective, lifelong learning strategies
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
ENCORE+: Your Place in the Open Ecosystem
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
Open Educational Resources and ICT-supported learning: NUS rektorsseminarium ...
NUS rektorsseminarium vid Helsingfors universitet, Finland 1 March 2013
Open Educational Resources and ICT-supported learning: Building up momentum for harvesting the benefits from OER - What to think about at a national and Nordic level.
Linq 2013 plenary_keynote_mulder
This document discusses open education and proposes a 5COE model to characterize different approaches. It describes open education as having 5 components: open educational resources (OER), open learning services (OLS), open teaching efforts (OTE), openness to learners' needs (OLN), and openness to employability and capabilities development (OEC). The document proposes using this 5COE model to map different educational approaches and provide "fingerprints" to characterize institutions. It also discusses the OpenupEd initiative, a new pan-European MOOCs partnership launched with support from the European Commission to promote open education across Europe according to values of equity, quality, and diversity.
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My keynote at OER Camp Global 2021 on OER - a new social contract for learning throughout the lifespan 10th December 2021
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This document provides a biography and background information on Professor Ebba Ossiannilsson from Sweden. It outlines her extensive experience in open and online learning as an independent consultant working with organizations like the European Commission, UNESCO, and ICDE. It also briefly describes some of ICDE's work promoting open educational resources through initiatives like the Francophone Expert Working Group and ENCORE+ project.
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Innovating Open Education: Critical Pathways and Communities of Practice
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This document discusses challenges for the higher education sector in implementing learning analytics at scale. It begins with an overview of learning analytics and its potential uses. Key challenges mentioned include developing a consensus approach for Norway, addressing privacy issues, establishing infrastructure for data handling and analysis, and developing standards and competencies. The document calls for establishing several resources to help institutions, including tools for assessing readiness, developing strategies, conducting research, and managing data and analytics processes according to privacy standards.
Smart Learning Environments - a framework for standardisation?
1) Smart learning environments (SLEs) could provide a framework for standardizing learning technologies, but the term "smart" is problematic without a clear definition.
2) Existing SLE frameworks from researchers like Koper could structure standards work but may not reflect market needs.
3) Taking a pragmatic approach by developing smaller, self-contained standards informed by—but not dictated by—SLE frameworks may be more effective than large, multipart standards.
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This document discusses learning analytics in the context of standardization. It begins by outlining 5 forces that are changing the world: access to data, viewing student data as a resource to be mined and used, concerns about student privacy, and using technology like fitbits and social media monitoring to track students. It then discusses key concepts in learning analytics like definitions, benefits for learners, teachers, and institutions. Other topics covered include the learning analytics process, addressing privacy and data protection, and the potential role of standardization in learning analytics.
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2) It analyzes characteristics of educational big data like varied data sources and formats, and calls for standards to bring these diverse data together and make them interoperable and meaningful for learners and teachers.
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The document summarizes a presentation about the future of learning analytics given by Tore Hoel. Some key points:
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HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
20240605 QFM017 Machine Intelligence Reading List May 2024
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Removing Uninteresting Bytes in Software Fuzzing
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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A platform for the Nordic OER movement
- 1. A platform for Nordic OER Tore Hoel 2013-11-08
- 2. Creative Commons Attribution-ShareAlike This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
- 3. Definition of OER (one of many) OER are learning resources that are usable, adaptable to specific learning needs, and freely shareable (European Commission (2013)Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources, COM(2013) 654 final)
- 4. 1. Values In the Nordic countries, we share values of openness and transparency, access for all to education, and commitment to citizen participation. Open Educational Resources (OER) build on these values. Uptake of OER will improve Nordic education.
- 5. 2. Innovation OER raises all sorts of unprecedented questions about education. Thus, OER will play an increasingly important role in innovating global educational practices. There is a need to focus the innovative potential of OER for Nordic knowledge economies.
- 6. 3. Models of education OER gives organisations an opportunity to redesign their educational and/or financial models. Promoting OER helps identifying opportunities and dismantling barriers to highquality learning and teaching.
- 7. 4. Market Freely shareable OER does not mean the end of commercial markets. Authors, content providers, publishers, school authorities and others should discuss how OER can be integrated into the Nordic educational systems.
- 8. 5. Awareness Raising awareness is first priority to promote OER in the Nordic countries. UNESCO’s Paris Declaration, and EU’s Opening Up Education are international initiatives that offer sound foundation. Inspiration should also be sought from emerging policies in our countries on Open Source, Open Access, Open Data, Open Education, Open Research and Open Innovation, as OER is part of these open practices.
- 9. 6. Quality Sharing enhances the quality of education, and OER introduces an aspect of peer review in learning and teaching. Quality should be the focus integrating OER in Nordic education.
- 10. 7. Language and Culture The Nordic languages and cultures are small and have to find their own position in a OER community dominated by English language and Anglo-American culture. The Nordic countries will benefit from close co-operation when coming up with their own policies on how to contribute to the local and global OER commons.
- 11. 8. Global responsibility OER is a global phenomenon with no limits to who can publish or who can use. Through promoting OER, the Nordic countries can strengthen their contribution to global educational development.
- 12. 9. Institutions Educational institutions should have a policy and plans for promoting OER. The Nordic collaboration on OER should help schools, colleges, universities, vocational training institutions, and other educational institutions develop their OER strategy, e.g. through knowledge sharing and exchange
- 13. 10. Governments Governments are responsible for providing a favourable framework for OER. Local, regional and national authorities should develop policies and strategies for use of OERs within their remit.
- 14. … and the translation to the Nordic languages will be easy!