The presentation given at SIREMSIEL2014 congress in Perugia, 13th to 15th November 2014 (http://www.siremsiel2014.it/)
Abstract:
Developments in Information and Communication Technologies are not always paralleled by an equivalent number of transformations in higher education institutions. Indeed it seems that Open Educational Resources have missed the objective of transformation in spite of the potential of Open Learning to transform education. This paper reports on a part of some qualitative research carried out at the University of Parma, a case study involving teachers from UniPR Co-Lab Research Centre who share the values of being alert to innovation and aware of the importance of Technology Enhanced Learning in the academic pedagogical landscape; it examines whether educators are ready and willing to adopt open approaches in both a pedagogical and technological perspective and whether they have the necessary competences to do so. The aim was to explore the perceptions of University teachers who might become involved in the use of Open Educational Resources (OER) and the organization of MOOCs
This document summarizes presentations from several conferences related to science education in Europe. It discusses the ESERA conference which focused on approaches to science education research and learning processes. It also lists presentations from conferences on topics like inquiry-based science education, assessment of science learning, and engaging students with socioscientific issues. Several European projects are mentioned that aim to promote inquiry-based approaches and improve science education.
Mihai Bizoi: "Three FP7 projects at University of Valahia: PROFILES, IRRESIST...ifi8106tlu
Mihai Bizoi:
"Three FP7 projects at University of Valahia: PROFILES http://www.profiles-project.eu ; IRRESISTIBLE http://www.irresistible-project.eu ; ENGAGE http://www.engagingscience.eu "
Online Learning at the University of ParmaSara Valla
The document discusses online learning programs at the University of Parma in Italy. It describes the university's socio-technical system for online learning, which includes structures that provide technological support like the Information and Telecommunications Department and the Engineering Learning Centre. It also outlines some of the university's online learning programs and experiences, such as the DILL Master's program, online learning laboratories, and the use of social bookmarking, reading, and reference management tools to foster collaborative and active learning.
Self Publishing e Social Publishing - La biblioteca nel nostro tempo, il temp...Sara Valla
Self-publishing e Social Publishing
La biblioteca nel nostro tempo,
il tempo in biblioteca.
Worskhop organizzato da AIB, 27 novembre 2014, EURAC conference center, Bolzano. Sara valla
Internship organisation in Digital Library post-graduate educational programs...Sara Valla
Presentation of a paper on a study about Internship organisation in Digital Library post-graduate educational programs: students' perceptions - presented on 30th January in Barcelona at Bobcatsss2014 international conference
The document summarizes an upcoming workshop on education technology hosted by the International Alliance of Research Universities. The two-day workshop will bring together educators from member institutions to share ideas and initiatives regarding education technologies. It will feature presentations from guest speakers on trends in edtech and how technology can transform learning. Members will also present their own edtech projects and discuss potential areas of collaboration. The goal is to create a collaborative network for advancing education technology among IARU members.
This document summarizes presentations from several conferences related to science education in Europe. It discusses the ESERA conference which focused on approaches to science education research and learning processes. It also lists presentations from conferences on topics like inquiry-based science education, assessment of science learning, and engaging students with socioscientific issues. Several European projects are mentioned that aim to promote inquiry-based approaches and improve science education.
Mihai Bizoi: "Three FP7 projects at University of Valahia: PROFILES, IRRESIST...ifi8106tlu
Mihai Bizoi:
"Three FP7 projects at University of Valahia: PROFILES http://www.profiles-project.eu ; IRRESISTIBLE http://www.irresistible-project.eu ; ENGAGE http://www.engagingscience.eu "
Online Learning at the University of ParmaSara Valla
The document discusses online learning programs at the University of Parma in Italy. It describes the university's socio-technical system for online learning, which includes structures that provide technological support like the Information and Telecommunications Department and the Engineering Learning Centre. It also outlines some of the university's online learning programs and experiences, such as the DILL Master's program, online learning laboratories, and the use of social bookmarking, reading, and reference management tools to foster collaborative and active learning.
Self Publishing e Social Publishing - La biblioteca nel nostro tempo, il temp...Sara Valla
Self-publishing e Social Publishing
La biblioteca nel nostro tempo,
il tempo in biblioteca.
Worskhop organizzato da AIB, 27 novembre 2014, EURAC conference center, Bolzano. Sara valla
Internship organisation in Digital Library post-graduate educational programs...Sara Valla
Presentation of a paper on a study about Internship organisation in Digital Library post-graduate educational programs: students' perceptions - presented on 30th January in Barcelona at Bobcatsss2014 international conference
The document summarizes an upcoming workshop on education technology hosted by the International Alliance of Research Universities. The two-day workshop will bring together educators from member institutions to share ideas and initiatives regarding education technologies. It will feature presentations from guest speakers on trends in edtech and how technology can transform learning. Members will also present their own edtech projects and discuss potential areas of collaboration. The goal is to create a collaborative network for advancing education technology among IARU members.
The document proposes the creation of the European Science Education Academy (ESEA) to promote best practices in science education across Europe. The goals of ESEA are to 1) influence science teaching approaches, 2) document innovation in teacher professional development, 3) create an accessible repository of best practices, and 4) provide policy advice. ESEA will develop guidelines, identify resources, support communities of practice, and disseminate information to stakeholders including teachers, policymakers, and educational organizations. Initial funding from PATHWAY and other projects will support developing the conceptual framework, repository, and teacher training programs to improve science education.
The document discusses a study on the impact of open educational resources (OER) availability on open educational practices in universities in Sub-Saharan Africa as part of an ICT-integrated teacher education program. It provides background on the program developed courses in math, science and other subjects that were released under Creative Commons licenses. The study examined the extent of OER use and repurposing at the network and university levels. It found the OER were extensively used as source materials in course development. However, while the university participated in the OER creation, it did not adopt the full teacher education program due to financial and technological constraints. The availability of OER impacted the process for creating the open courseware.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
Univirtual Lab is an e-learning center that provides learning and instructional design support through various functions and areas. It was founded in 1999 to develop online teacher education courses and has since expanded its scope. Today, Univirtual Lab supports learning and instructional design with an innovative approach to educational technologies in collaboration with CIRDFA. It carries out functions like needs analysis, course design, trainer development, and more to build specific tools and methods for different educational scenarios and needs.
This document presents a case study on the shifting conceptions of faculty members at the Open University of Sri Lanka regarding open educational resources (OER) and open educational practices (OEP) after participating in a project to redesign teacher education courses using OER and ICT. Through concept mapping exercises at different stages, the study found that participants developed a deeper understanding of OER/OEP concepts over time as evidenced by their maps becoming more complex. Interviews revealed participants faced challenges with time and skills but benefited from capacity building and new knowledge and skills in searching, evaluating and integrating OER into course design.
This document discusses open educational resources (OER) including definitions, practices, and quality considerations. It defines OER as teaching, learning and research materials that are in the public domain or introduced with an open license allowing free use, reuse, adaptation and distribution. Issues addressed include finding and sharing resources, open licensing models, the UNESCO Paris Declaration on OER, and ensuring quality through self-assessment, ratings, and review. Pedagogical and technical aspects of using and producing OER are also covered.
The document summarizes the National Open University of Nigeria's (NOUN) strategic response to embracing open educational resources (OER) and massive open online courses (MOOCs). It discusses NOUN establishing an OER unit in 2014 and launching sensitization workshops on OER/MOOCs for staff. It also details NOUN's plans to convert 50% of course materials to OER by 2017 and design MOOCs on pressing learning needs. The conclusion states that NOUN aims to grow into an OER-based open university and their experience may indicate a manageable route for other open universities to mainstream OER.
SAAIR: Implementing learning analytics at scale in an online world: lessons l...Bart Rienties
Workshop objectives:
Explore how institutions like Open University UK have implemented learning analytics at scale. Workshop activities:
Presentation from the facilitator and interactive with questions via pollev, chat, and Zoom. Facilitator biography:
Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 250 academic outputs, and is the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020). More info at https://iet.open.ac.uk/people/bart.rienties
Pedro Encarnação: Development of an Integrated Manipulation and Communication...Beitissie1
The document summarizes a lecture on the development of an integrated manipulation and communication assistive technology (IAMCAT) to support academic activities for children with disabilities. The IAMCAT allows children to control a Lego robot or virtual robot to manipulate educational objects and communicate about learning experiences. Nine children with disabilities used the IAMCAT in their regular classrooms for language, math, science, and social studies activities. Teachers perceived that the IAMCAT enabled participation, increased communication, and contributed to accessing new knowledge for the children.
This document provides a template for designing an open educational CLIL (Content and Language Integrated Learning) project. The template includes sections for describing the project title, teacher and student roles, aims, key competences, content areas, assessment criteria, skills, resources, setting, challenges and final outcome. The template is intended to help teachers prototype a CLIL project for primary education that incorporates ICT and open educational resources.
This document contains a template for an open educational CLIL (Content and Language Integrated Learning) project on dinosaurs for 6th grade students. The template includes sections for the project title, teacher and student roles, aims, key competences, content areas, assessment criteria, skills, resources, location, challenges and final outcome. The final outcome involves students creating a 15 minute documentary on two dinosaur species. The template is based on a model for CLIL methodology.
This document summarizes the work of the OER Sverige partnership project. The project aimed to foster open collaboration on open educational practices among Swedish higher education institutions. It established a website that received over 12,000 unique visitors. The project held webinars to promote open learning and increase awareness of OERs. An evaluation found that the virtual organization and open webinars were effective at enhancing national collaboration on supporting teachers and students through improved access to high-quality OERs. Going forward, the project aims to establish networks and communities of practice to continue promoting OERs and open educational practices in Sweden.
The OpenMed Project compendium provides an introduction to open education concepts and definitions. It includes case studies of open education initiatives in Europe and the South-Mediterranean region, as well as interviews with open education experts. The compendium aims to inform the OpenMed project's work and provide inspiration for adopting open educational practices.
Self regulation elements in the adult literacy blended learning solutionDr. Norine Wark
Literacy adult courses are traditionally delivered as synchronous face-to-face courses. Mobile technology introduced into literacy education enables a blended approach to learning by allowing for time and place flexibility. Literacy Uplift is a research project that aims to define design guidelines and principles for a mobile adult literacy learning system. Tabuenca, Kalz, Drachsler, and Specht (2015) explore the importance of tracking and monitoring time devoted to learning with mobile tools and their effect on self-regulated learning. Their work shows that there is a positive correlation between self-regulated learning and monitoring study-time, as well as between self-regulated learning and study-time planning. These authors also noticed that complexity of the tool has a negative impact on a learner’s ability to use and integrate the tool into their schedule, hence forfeiting the benefits of the monitoring. With tools such as Experience API (xAPI) integrated into the system, time monitoring and logging can be done automatically without additional actions from the learner beyond giving one-time permission. Time spent on learning as well as other learner analytics can be visualized using various tools. These tools can not only show individual progress, but can also present the learner’s situation within the context of a group when possible. Such information, combined with positive reinforcement through notifications and reminders, can be very motivating. As reported by Tabuenca et al. (2015), notifications and reminders have a positive impact on learner results. These authors suggest that notifications containing learning analytics and generic tips on self-regulation may positively influence time management skills and, as a result, improve the learner’s ability to incorporate learning episodes into everyday life. Such reminders create occasional “stop and think” moments that, if containing adequately contextualized messages, can support learners in the capacity of learning to learn, especially when these notifications are combined with suitable visualizations. Tang and Kay (2014) claim that rewards and reward schedules are powerful techniques that can engage users in self-monitoring and reflection. Providing possibilities for the learner to see how they do in comparison to other learners in their course can encourage the learner to self-monitor more closely, and develop the habit to maintain this behaviour over time (Zichermann & Cunningham, 2011). In this presentation, we analyze the design guidelines for a mobile adult literacy learning solution, focusing on the self-regulation and self-motivation elements required for successful learning using a blended learning approach. The analysis also points to potential technological solutions that can support implementation of these guidelines. Time tracking and reminders, visualization tools, and gamification elements as motivation and guidance tools in self-regulated learning are also discussed.
The document describes the ENGAGE project which aims to equip students for active engagement in science through inquiry-based science education. The goals are to help teachers address contemporary science issues, develop their practice for responsible research and innovation, and provide students with skills to engage with science issues. The project will create an online teacher community and open curriculum materials dealing with science dilemmas. It focuses on developing students' science-society knowledge, inquiry skills, and ability to evaluate claims, consider values, and communicate ideas.
1) The document summarizes a presentation by Dr. Ebba Ossiannilsson from Lund University, Sweden on quality in e-learning.
2) It discusses trends driving changes to learning such as technology, demography, and labor market demands. This is shifting education towards more flexible, personalized, collaborative, and informal learning.
3) Quality in e-learning involves aspects like blended learning, open educational resources, massive open online courses, and ensuring high digital competences for teachers and learners. National strategies and institutional policies are important to mainstream e-learning.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Quality Assurance Standards for e-ASEM OER Open and Distance Learning
Tae Rim Lee, Insung Jung
This presentation opened the 9th International Summer School on Training And Research On Testing, run at the
SIAF center, Volterra, Italy, on July 9-13, 2013
The document summarizes an international conference on teaching, education and learning that took place from November 8-9, 2016 in Singapore. The conference was held at the Nanyang Technological University and included keynote speakers Dr. Chen Wenli from the National Institute of Education in Singapore and Patricia Loren from the University of Freiburg in Germany. Several papers from the conference proceedings are presented, including papers from Amit Kumar, Raharjo, Lufuno Phillip Netshifhefhe, and Patricia Lorenz.
Webinar Online Learning Myths & Engaging (Distance) Learners!Sara Valla
Presented by Sara Valla, a Digital Library Learning (DILL) Masters student completing her virtual internship with UNCG Libraries, and an Instructional Design & e-learning Consultant at Università degli Studi di Parma UniPR Co-Lab http://unipr.academia.edu/SaraValla
Dec 17, 2013 9am in UNCG Libraries' Blackboard Collaborate virtual room
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
More Related Content
Similar to A readiness gap for Opening Up education by OER and MOOCs at University?
The document proposes the creation of the European Science Education Academy (ESEA) to promote best practices in science education across Europe. The goals of ESEA are to 1) influence science teaching approaches, 2) document innovation in teacher professional development, 3) create an accessible repository of best practices, and 4) provide policy advice. ESEA will develop guidelines, identify resources, support communities of practice, and disseminate information to stakeholders including teachers, policymakers, and educational organizations. Initial funding from PATHWAY and other projects will support developing the conceptual framework, repository, and teacher training programs to improve science education.
The document discusses a study on the impact of open educational resources (OER) availability on open educational practices in universities in Sub-Saharan Africa as part of an ICT-integrated teacher education program. It provides background on the program developed courses in math, science and other subjects that were released under Creative Commons licenses. The study examined the extent of OER use and repurposing at the network and university levels. It found the OER were extensively used as source materials in course development. However, while the university participated in the OER creation, it did not adopt the full teacher education program due to financial and technological constraints. The availability of OER impacted the process for creating the open courseware.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
Univirtual Lab is an e-learning center that provides learning and instructional design support through various functions and areas. It was founded in 1999 to develop online teacher education courses and has since expanded its scope. Today, Univirtual Lab supports learning and instructional design with an innovative approach to educational technologies in collaboration with CIRDFA. It carries out functions like needs analysis, course design, trainer development, and more to build specific tools and methods for different educational scenarios and needs.
This document presents a case study on the shifting conceptions of faculty members at the Open University of Sri Lanka regarding open educational resources (OER) and open educational practices (OEP) after participating in a project to redesign teacher education courses using OER and ICT. Through concept mapping exercises at different stages, the study found that participants developed a deeper understanding of OER/OEP concepts over time as evidenced by their maps becoming more complex. Interviews revealed participants faced challenges with time and skills but benefited from capacity building and new knowledge and skills in searching, evaluating and integrating OER into course design.
This document discusses open educational resources (OER) including definitions, practices, and quality considerations. It defines OER as teaching, learning and research materials that are in the public domain or introduced with an open license allowing free use, reuse, adaptation and distribution. Issues addressed include finding and sharing resources, open licensing models, the UNESCO Paris Declaration on OER, and ensuring quality through self-assessment, ratings, and review. Pedagogical and technical aspects of using and producing OER are also covered.
The document summarizes the National Open University of Nigeria's (NOUN) strategic response to embracing open educational resources (OER) and massive open online courses (MOOCs). It discusses NOUN establishing an OER unit in 2014 and launching sensitization workshops on OER/MOOCs for staff. It also details NOUN's plans to convert 50% of course materials to OER by 2017 and design MOOCs on pressing learning needs. The conclusion states that NOUN aims to grow into an OER-based open university and their experience may indicate a manageable route for other open universities to mainstream OER.
SAAIR: Implementing learning analytics at scale in an online world: lessons l...Bart Rienties
Workshop objectives:
Explore how institutions like Open University UK have implemented learning analytics at scale. Workshop activities:
Presentation from the facilitator and interactive with questions via pollev, chat, and Zoom. Facilitator biography:
Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 250 academic outputs, and is the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020). More info at https://iet.open.ac.uk/people/bart.rienties
Pedro Encarnação: Development of an Integrated Manipulation and Communication...Beitissie1
The document summarizes a lecture on the development of an integrated manipulation and communication assistive technology (IAMCAT) to support academic activities for children with disabilities. The IAMCAT allows children to control a Lego robot or virtual robot to manipulate educational objects and communicate about learning experiences. Nine children with disabilities used the IAMCAT in their regular classrooms for language, math, science, and social studies activities. Teachers perceived that the IAMCAT enabled participation, increased communication, and contributed to accessing new knowledge for the children.
This document provides a template for designing an open educational CLIL (Content and Language Integrated Learning) project. The template includes sections for describing the project title, teacher and student roles, aims, key competences, content areas, assessment criteria, skills, resources, setting, challenges and final outcome. The template is intended to help teachers prototype a CLIL project for primary education that incorporates ICT and open educational resources.
This document contains a template for an open educational CLIL (Content and Language Integrated Learning) project on dinosaurs for 6th grade students. The template includes sections for the project title, teacher and student roles, aims, key competences, content areas, assessment criteria, skills, resources, location, challenges and final outcome. The final outcome involves students creating a 15 minute documentary on two dinosaur species. The template is based on a model for CLIL methodology.
This document summarizes the work of the OER Sverige partnership project. The project aimed to foster open collaboration on open educational practices among Swedish higher education institutions. It established a website that received over 12,000 unique visitors. The project held webinars to promote open learning and increase awareness of OERs. An evaluation found that the virtual organization and open webinars were effective at enhancing national collaboration on supporting teachers and students through improved access to high-quality OERs. Going forward, the project aims to establish networks and communities of practice to continue promoting OERs and open educational practices in Sweden.
The OpenMed Project compendium provides an introduction to open education concepts and definitions. It includes case studies of open education initiatives in Europe and the South-Mediterranean region, as well as interviews with open education experts. The compendium aims to inform the OpenMed project's work and provide inspiration for adopting open educational practices.
Self regulation elements in the adult literacy blended learning solutionDr. Norine Wark
Literacy adult courses are traditionally delivered as synchronous face-to-face courses. Mobile technology introduced into literacy education enables a blended approach to learning by allowing for time and place flexibility. Literacy Uplift is a research project that aims to define design guidelines and principles for a mobile adult literacy learning system. Tabuenca, Kalz, Drachsler, and Specht (2015) explore the importance of tracking and monitoring time devoted to learning with mobile tools and their effect on self-regulated learning. Their work shows that there is a positive correlation between self-regulated learning and monitoring study-time, as well as between self-regulated learning and study-time planning. These authors also noticed that complexity of the tool has a negative impact on a learner’s ability to use and integrate the tool into their schedule, hence forfeiting the benefits of the monitoring. With tools such as Experience API (xAPI) integrated into the system, time monitoring and logging can be done automatically without additional actions from the learner beyond giving one-time permission. Time spent on learning as well as other learner analytics can be visualized using various tools. These tools can not only show individual progress, but can also present the learner’s situation within the context of a group when possible. Such information, combined with positive reinforcement through notifications and reminders, can be very motivating. As reported by Tabuenca et al. (2015), notifications and reminders have a positive impact on learner results. These authors suggest that notifications containing learning analytics and generic tips on self-regulation may positively influence time management skills and, as a result, improve the learner’s ability to incorporate learning episodes into everyday life. Such reminders create occasional “stop and think” moments that, if containing adequately contextualized messages, can support learners in the capacity of learning to learn, especially when these notifications are combined with suitable visualizations. Tang and Kay (2014) claim that rewards and reward schedules are powerful techniques that can engage users in self-monitoring and reflection. Providing possibilities for the learner to see how they do in comparison to other learners in their course can encourage the learner to self-monitor more closely, and develop the habit to maintain this behaviour over time (Zichermann & Cunningham, 2011). In this presentation, we analyze the design guidelines for a mobile adult literacy learning solution, focusing on the self-regulation and self-motivation elements required for successful learning using a blended learning approach. The analysis also points to potential technological solutions that can support implementation of these guidelines. Time tracking and reminders, visualization tools, and gamification elements as motivation and guidance tools in self-regulated learning are also discussed.
The document describes the ENGAGE project which aims to equip students for active engagement in science through inquiry-based science education. The goals are to help teachers address contemporary science issues, develop their practice for responsible research and innovation, and provide students with skills to engage with science issues. The project will create an online teacher community and open curriculum materials dealing with science dilemmas. It focuses on developing students' science-society knowledge, inquiry skills, and ability to evaluate claims, consider values, and communicate ideas.
1) The document summarizes a presentation by Dr. Ebba Ossiannilsson from Lund University, Sweden on quality in e-learning.
2) It discusses trends driving changes to learning such as technology, demography, and labor market demands. This is shifting education towards more flexible, personalized, collaborative, and informal learning.
3) Quality in e-learning involves aspects like blended learning, open educational resources, massive open online courses, and ensuring high digital competences for teachers and learners. National strategies and institutional policies are important to mainstream e-learning.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Quality Assurance Standards for e-ASEM OER Open and Distance Learning
Tae Rim Lee, Insung Jung
This presentation opened the 9th International Summer School on Training And Research On Testing, run at the
SIAF center, Volterra, Italy, on July 9-13, 2013
The document summarizes an international conference on teaching, education and learning that took place from November 8-9, 2016 in Singapore. The conference was held at the Nanyang Technological University and included keynote speakers Dr. Chen Wenli from the National Institute of Education in Singapore and Patricia Loren from the University of Freiburg in Germany. Several papers from the conference proceedings are presented, including papers from Amit Kumar, Raharjo, Lufuno Phillip Netshifhefhe, and Patricia Lorenz.
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Presented by Sara Valla, a Digital Library Learning (DILL) Masters student completing her virtual internship with UNCG Libraries, and an Instructional Design & e-learning Consultant at Università degli Studi di Parma UniPR Co-Lab http://unipr.academia.edu/SaraValla
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The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
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This document summarizes the experiences of using the OpenEyA lecture capture system at the University of Parma to record lectures and events. It discusses the pros and cons of the system, including that it has low costs, is easy to use, and portable, but also has issues with audio quality, organization, and usability. It provides examples of lectures and events recorded with OpenEyA. Overall, while the system has benefits, there are also technical challenges that would need to be addressed for widespread adoption. Continued use of the system depends on addressing these issues and gaining more user feedback.
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Lecture presented at ICTP Workshop "New Trends for Science Dissemination" in Grignano, Trieste. 28 september, 2011
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Course was designed and created by ASTRID group during the Master in E-Learning of Università della Tuscia and then adopted as a project to propose by Digital Co-Lab at Uhiversity of Parma.
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A readiness gap for Opening Up education by OER and MOOCs at University?
1. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
UniPR Co-Lab!
A
readiness
gap
for
Opening
Up
educaEon
by
OER
and
MOOCs
at
University?
Sara
Valla
UniPR
Co-‐Lab
Research
Centre
University
of
Parma
2. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
outlines
• OER
and
MOOCs
for
learning
enhancement
• Research
quesEons
and
aims
• Research
context
• Research
methodology
• Readiness
for
TEL,
Open
Learning,
MOOCs
• Findings
• Conclusions
and
implicaEons
(finish
line
as
a
starEng
point)
3. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
“The
development
in
informa1on
and
communica1on
technologies
over
the
last
three
decades
is
comparable
with
the
development
in
informa1on
and
communica1on
technologies
over
the
last
three
millennia”
Laurillard
(2004,
p.
8)
4. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
WHAT
ABOUT
LEARNING???
“Being
connected
changes
learning.
When
those
connec1ons
are
global,
the
experience
of
knowledge
development
is
drama1cally
altered
as
well.”
Siemens,
2008
8. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
ACCESS
Focus
is
to
be
shiYed
from
open
content
and
access
to
Open
Educa9onal
Prac9ces
(Camilleru,
A.
F.,
&
Ehlers,
U.
D.,
2011)
9. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
February,
2014
C
C
R
C
M
F
C
Updated
3rd
September,
2014
10. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
• recommendaEons
and
iniEaEves
of
the
European
Community
towards
opening
up
educaEon
• Opening
up
EducaEon
IniEaEve
2013
• Horizon
2020
programme
• Horizon
Report
2013
and
2014
OPENING
UP
EDUCATION
–
EUROPE
11. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
survey
on
OER
conducted
in
2013
in
the
Italian
UniversiEes
(CRUI
library
commission)
• need
for
insEtuEonal
strategies
on
OER
• need
for
competent
resources
and
support
to
be
dedicated
to
open
educaEon
(Tammaro,
Roncaglia,
De
Robbio,
Panto,
&
De
Rosa,
2013).
OPENING
UP
EDUCATION
–
ITALY?
12. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Research
quesEon(s)
• what
does
open
educaEon
mean
to
educators
in
terms
of
enhancing
learning?
• are
educators
ready
and
willing
to
open
up
educaEon
in
a
pedagogical
and
technological
perspecEve?
• do
they
have
the
necessary
competences?
15. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Aims
• to
establish
the
role
and
possibili9es
of
Open
Educa9onal
Resources,
Open
Educa9onal
Prac9ces
and
the
MOOC
phenomenon
in
relaEon
to
learning
enhancement;
• to
idenEfy
and
gain
insight
into
the
pedagogical
and
technological
implica9ons
that
this
concept
of
openness
may
have;
• to
explore
the
percep9ons
of
teachers,
who
might
be
involved
in
the
use
of
Open
EducaEonal
Resources
and
the
adopEon
of
Open
EducaEonal
PracEces
and
the
MOOCs.
16. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
32.050
students
1882
scholars
(including
visiEng
scholars)
University
of
Parma
(Italy)
(November
2013)
18. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
• RESEARCH
METHOD:
case
study
(UniPR
Co-‐Lab
teachers,
at
the
University
of
Parma)
• SAMPLE:
7
teachers
at
the
University
of
Parma
who
had
shown
or
declared
an
interest
in
Technology
Enhanced
Learning
and
in
the
acEviEes
of
the
UniPR
Co-‐Lab
Research
Center.
Methodology
1
/
3
Research
method
19. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Methodology
2/3
Data
collecEon
techniques
• semi-‐structured
face-‐to-‐face
interviews
– conversaEons
are
aimed
at
gefng
to
know
people
and
learning
“about
their
experiences,
feelings
and
hopes
and
the
world
they
live
in”
Kvale
(1996,
p.
5)
– carried
out
between
25th
March
and
28th
April
2014,
in
Italian,
following
a
specific
interview
process
(Pickard,
2007
p.
172).
• document
analysis
– to
obtain
contextual
informa9on
about
facts
and
strategies
about
e-‐learning
and
open
learning
and
contribute
to
the
picture
of
the
operaEonal
world
in
which
teachers
are
acEng.
– InsEtuEonal
documents,
policies,
strategies,
reports
made
available
through
the
University
web
site
20. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Methodology
3/3
-‐
Analysis
• Data
collecEon
aimed
at
in-‐depth
understanding,
taking
due
care
about
complexity
(Stake,
2010,
p.
26-‐28).
• STRATEGY
for
analysis
:
“constant
compara9ve
analysis”
(Pickard,
2007,
p.
241).
21. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
C
C
R
C
M
F
C
Readiness
(TEL,
OL,
MOOCs)
Chapnick
(2000),
Haney
&
Haney
(2002),
Guglielmino
&
Guglielmino
(2003)
Aydın
&
Tasci,
(2005):
dimensions
and
factors
for
e-‐learning
readiness
change
management
theories
readiness
as
an
important
factor
for
successful
implementa9on
of
change
(Holt,
Armenakis,
Harris,
&
Feild,
2007)
(Armenakis,
Harris,
&
Mossholder,
1993,
pp.
681–2)
(Jones,
2005,
p.
362).
Technology
Enhanced
Learning
READINESS
oYen
referred
to
as
readiness
for
e-‐learning
by
insEtuEons
(Aydın
&
Tasci,
2005)(Chapnick,
2000)
22. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
IniEal
framework
for
analysis
about
readiness
for
open
learning
and
MOOCs
Learners
Human
Resources
BLOOM
(domains)
COGNITIVE
AFFECTIVE
PSYCHOMOTRIC
Knowledge
Feeling
Competences
(skills)
and
tools
TECHNOLOGY
Content
readiness
(technological
AND
pedagogical
level)
Aftude
towards
technology
Aftude
towards
innovaEon
Aftude
towards
self-‐development
Sociological
aspect
(collaboraEon)
Technological
Skills
PEDAGOGY
23. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Learners
Human
Resources
BLOOM
(domains)
COGNITIVE
AFFECTIVE
PSYCHOMOTRIC
Knowledge
Feeling
Competences
(skills)
and
tools
Knowledge
(previously
known
material,
terminology,
facts,
ways,
means,
theories)
Comprehension
(understanding)
meaning
Applica9on
à
use
in
new
and
concrete
situaEons
Analysis
Synthesis:
creaEvely
or
divergently
apply
Evalua9on
Feelings
Values
AppreciaEon
Enthusiasm
MoEvaEons
Aftudes
Using
technical
instruments
Other
skills
TECHNOLOGY
Knowledge
of
technologies
to
use
Knowledge
of
experiences
/
examples
Knowledge
of
exis1ng
support
(T)
AMtude
towards
use
of
…
(posi1ve/
nega1ve)
AMtude
towards
technology
Feeling
about
exis1ng
support
(T)
Feeling
about
technological
competences
AMtude
towards
innova1on
Ability
to
use…
(technological
skills)
PEDAGOGY
Knowledge
of
exis1ng
strategy
(T-‐P)
Knowledge
of
exis1ng
support
(P)
Levels
of
enrichment
(learning
quality)
Teaching
experience
Comprehension
of
the
right
approach
/
tool
for
the
pedagogical
approach
Sociological
aspect
AMtude
towards
self-‐development
Feeling/aMtude
towards
strategy
Feeling
about
exis1ng
support
(P)
Mo1va1ons
as
teacher
AMtude
towards
teacher’s
role
/
teaching
approach
Feeling
about
“tension”
research
/
teaching
Feeling
about
pedagogical
competences
Ability
to
use
(pedagogical-‐level
skills)
24. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
no
specific
focus
by
the
insEtuEon
on
their
pedagogical
prepara9on
no
guidance
given
on
“how
to
explain
their
discipline”.
READINESS
AND
PEDAGOGY:
no
pedagogical
preparaEon
to
use
technology
to
enhance
learning
by
Open
Learning
/MOOCs
25. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Gaps
in
technological
competences
and
skills:
not
so
great
need
for
improvement
/
development
of
competences
knowledge
of
sensible
uses
of
technologies
in
the
educaEonal
context
a
conversaEonal
methodology
works
26. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Gap
between
a
personal
use
of
technology
and
its
use
for
educaEonal
purposes
27. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Technology
and
Pedagogy
must
go
on
together
28. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
OER
OEP
MOOC
Openness
• No
sufficient
knowledge
• No
common
understanding
of
meaning
• PosiEve
aftude
• Doubts
on
licenses
• RecogniEon
of
opportuniEes
for
LE
• no
specific
implicaEons
of
technology
(T)
• Need
for
support
(T)
(P)
• Not
menEoned
• No
experience
• Absence
or
regular
pracEces
• Occasional
use
of
OER
• No
creaEon
of
OER
• no
specific
implicaEons
of
technology
(T)
• Need
for
support
(T)
(P)
• Acronym:
known
and
clear
• Need
for
further
clarificaEon
of
meaning
• No
direct
experience
• Curiosity
• RecogniEon
of
opportuniEes
fo
LE
(P)
• Pedagogical
concerns
(P)
• no
specific
implicaEons
of
technology
(T)
• Need
for
support
(T)
(P)
• Broad
approach
—
including
overcoming
limitaEons
and
facing
specific
challenges
(P)
• NO
content-‐based
approach
(P)
• “Seamless”
learning
(P)
• Focus
on
usage/needs
rather
than
on
specific
technological
tools
(T)
(P)
Pedagogy
(T)
Technology
OPPORTUNITIES
FOR:
• fostering
interacEon
and
parEcipaEon
• answering
to
specific
students’
learning
needs
• solve
challenging
issues
• Learning
analyEcs
to
know
students’
behaviour
CONCERNS:
Openness
(background,
knowledge,
language…)
OPPORTUNITIES:
• learn
basic
things
• Support
explanaEon
of
abstract/complex
concepts
• development
of
teacher’s
preparaEon
• support
for
specific
tasks
(e.g.
thesis)
• go
beyond
the
curriculum
• prepare
for
the
real
world
Findings
29. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
gap
in
the
pedagogical
knowledge,
under
the
cogni9ve
and
affec9ve
domain
Which
aspects?
• comprehension
of
the
right
approach/tool
for
the
pedagogical
approach;
• sociological
aspect
of
learning
• concerns
deriving
from
insufficient
experience
of
open
pracEces.
Conclusions
(readiness
aspect)
gap
in
technological
competences
and
skills
apparently
felt
as
less
crucial
(and
not
so
big)
30. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
need
for
fostering
a
unitary
and
shared
approach
COACHING
by
professionals
with
a
wide
range
of
competences,
which
are
not
limited
to
technical
aspects,
to
be
carried
out
in
a
conversaEonal
and
dialogue-‐based
way
31. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Teachers’
profiles
based
on
readiness
to
open
up
educaEon
in
a
technological
and
pedagogical
perspecEve
Tech
Innovator
Open
innovator
PT
curious
Cau9ous
innovator
PT
uncertain
PK
(-‐)
PK
(+)
TK
(-‐)
TK
(+)
32. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
Proposals
for
further
research
• Study
including
all
the
educators
at
UniPR
• Students’
percepEons
…any
gaps
between
percepEons?
Experimen9ng
on
some
of
the
suggested
themes:
• learning
analyEcs
• flipped
classroom
model
33. UniPR Co-Lab!
PERUGIA,
13th
November
2014
Sara
Valla
SIREMSIEL
2014
For:
ATTENTION
FEEDBACK
(WELCOME)
COMMENTS
(WELCOME)
Sara
Valla
–
UniPR
Co-‐Lab
–
Università
degli
Studi
di
Parma
E-‐mail:
sara.valla@unipr.it
Twiver:
@thuridilla
Profile
is
available
on:
Linkedin,
Academia.edu,
ResearchGate