Presenting the OpenMed regional Open Education agenda for the South Mediterranean region: a set of proposed actions that should guide institutions and governments alike to increase openness in their educational offer.
OpenMed is an international cooperation project cofunded by the Erasmus+ Capacity Building in Higher Education programme of the European Union during the period 15 October 2015 – 14 October 2018.
It explores the adoption of strategies and channels that embrace the principles of openness and reusability within the context of South-Mediterranean universities.
www.openmedproject.eu
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
OpenMed is an international cooperation project cofunded by the Erasmus+ Capacity Building in Higher Education programme of the European Union during the period 15 October 2015 – 14 October 2018.
It explores the adoption of strategies and channels that embrace the principles of openness and reusability within the context of South-Mediterranean universities.
www.openmedproject.eu
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
MAGHRENOV International Conference ProgrammeMaghrenov
TITLE:
Euro-Med innovation in sustainable energy
WHEN: 11 & 12 February 2016
WHERE: La Villa Méditerranée - Marseille - France
ORGANISATOR: MAGHRENOV
MAJOR PARTNER: CAPENERGIES
GUEST: MARE
EXHIBITION OF EURO-MED ECONOMIC ACTORS: Startups, Firms, Laboratories, Universities, etc.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Executive sumary : main findings on the Industrial internship :
• Focused to MSc students.
• The content should be quite specialized from the technical point of view
• Duration of the internship according to the level of the candidate (from 3 to 1 year)
• Type of immersion: industry and/or research centre
• Mobility is welcome at all levels (from professional to post-doc)
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Hi...Samuel Martins
University of Porto Intervention
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies”
MAGHRENOV deliverable 3.6: List of existing facilities along with the ESFRI c...Maghrenov
MAGHRENOV deliverable D3.6 aims at the
establishment of a database of existing research infrastructures in Maghreb area taking into consideration the ESFRI classification scheme and also the existing data from ESFRI.
The methodology was based on an integrated approach focused on questionnaire, documents studies, survey,
and interviews with experts.
MAGHRENOV International Conference ProgrammeMaghrenov
TITLE:
Euro-Med innovation in sustainable energy
WHEN: 11 & 12 February 2016
WHERE: La Villa Méditerranée - Marseille - France
ORGANISATOR: MAGHRENOV
MAJOR PARTNER: CAPENERGIES
GUEST: MARE
EXHIBITION OF EURO-MED ECONOMIC ACTORS: Startups, Firms, Laboratories, Universities, etc.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Executive sumary : main findings on the Industrial internship :
• Focused to MSc students.
• The content should be quite specialized from the technical point of view
• Duration of the internship according to the level of the candidate (from 3 to 1 year)
• Type of immersion: industry and/or research centre
• Mobility is welcome at all levels (from professional to post-doc)
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Hi...Samuel Martins
University of Porto Intervention
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies”
MAGHRENOV deliverable 3.6: List of existing facilities along with the ESFRI c...Maghrenov
MAGHRENOV deliverable D3.6 aims at the
establishment of a database of existing research infrastructures in Maghreb area taking into consideration the ESFRI classification scheme and also the existing data from ESFRI.
The methodology was based on an integrated approach focused on questionnaire, documents studies, survey,
and interviews with experts.
BITCOIN UNLIMITED 51 PERCENT ATTACK COULD CUT PRICE IN HALF: INVESTOR BLOGSteven Rhyner
Personal {finance|financing|money} {resource|source} PFhub {has|has actually} {suggested|recommended} Bitcoin Unlimited is {planning|preparing|intending} a 51 percent {attack|assault|strike}, which {could|might|can} see Bitcoin {lose|shed} half its {value|worth}.
Latlon Technologies - Official Presentation Mohan Kumar
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- Before you can evaluate competition, you need to define your market.
- IPEDS has lots of good historical data on competition.
– IPEDS identifies most competitors and their size and growth.
– Median completions helps to estimate the size of potential new programs.
– Change in median completions is an indicator of saturation.
- But, IPEDS is dated and missing certain competitors:
– National on-line
– Non-Title IV
- More current data is available, including Google and inquiries.
- The degree for the programs should enable graduates to compete for jobs.
A Blockchain is nothing more than a database. Blockchain offers many advantages as compared to other databases. It has a decentralized structure with no single point of failure and the data stored on the Blockchain is completely tamper proof.
The presentation shares the first results of the Open Educators Factory project, focussing on the relation between openness and networking and on the importance of keeping in mind different entrance points towards openness
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Wanneer kunnen leerlingen reflecteren op hun vooroordelen over hun eigen of andere levensbeschouwingen? Deze vraag -op het raakvlak godsdienstpedagogiek, psychologie en filosofie - beantwoordt Chester Vacquier in deze paper.
The Biggest Digital Marketing Mistakes Every Startup Makes | Marketing FailsSOURABH KUMAR PANDEY
The Biggest Marketing Mistakes Every Startup Makes:
No matter what kind of business you start, every startup goes through a unique set of marketing challenges like, restricted budgets, limited resources and the pressing need to build brand visibility.
Here are some common marketing mistakes & ways to avoid them
1. Spending money on 'big marketing' too quickly
You should hold back and start slow. You don’t want to blow your budget early in this game.
Take time to test your audience & discover who your buyers are by spending small amount of money on hyper-targeted marketing
2. Speaking through the wrong channels
Don’t rush ahead without understanding your audience. You’re likely to have more than one target audience for your product and each one may have its own channel. You need to figure out which channel will give you the best return.
3. Spending too much time on brand perfection
Investing in perfection too early won’t yield much results, rather it would lead to wastage of fund.
The best approach is to run a lean startup method. Don’t delay the launching of the website, just to get the perfect design. Once the website is launched and started rolling, you can pick up more information and make those tweaks and changes for a more stable position.
4. Chasing competitors
Make your own agenda. Don’t get caught in the trap of replicating your competitor’s efforts in the hope of getting more attention.
Your competition may have a bigger budget and hundreds of employees, but don’t dwell on that.you Just focus on your competitive advantage -- your 'secret sauce'.
5. Failing to measure results
If you don’t know what kind of traction you got from a specific campaign, you'll have no idea if you made a return on your investment.
As you move forward, learn from your past mistakes and relaunch your marketing strategies to drive sales.
2017 may be a very challenging year for hiring professionals in terms of finding the best new personnel.
Here are a few tips to attract the finest talent, gain a competitive advantage, and improve the candidate experience.
How To Cut Time From Your Hiring Process by Spark Hire
If your hiring process is dragging on, it can cause you to miss out on top talent. These are the tips you need to find talent quickly and efficiently.
Explications et inspirations venant des meilleures interfaces mobile ou desktop.
Malheureusement ce sont principalement des GIF qui ne se lancent pas sur PDF. Pour visualiser la présentation avec les GIF animés, merci de vous rendre sur ce lien.
https://docs.google.com/presentation/d/1HBakdoN3RNYG5fEt_lWUVv_kg54OVcBpHp3HiSWCLDQ/edit?usp=sharing
IIF2017 - Niclas Bergenblad - Så blir du kunskapsledare i din bransch!Internet i fokus
De flesta företag har en önskan om att bli den man vänder sig till i branschen. Som journalister och media rådfrågar och som blir inbjudna att föreläsa om visionära ämnen. Men hur gör man för att bli en though leader? Räcker det med att vara välinformerad, kunnig, trovärdig och engagerad? Och hur väljer man ut vilka medarbetare som ska vara talespersoner för verksamheten?
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
Main findings from the “Compendium of Case Studies and Interviews with Experts about Open Education Practices and Resources” (by Katherine Wimpenny and Daniel Villar-Onrubia, Coventry University, UK)
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
The Sixth “Smart Education” Webinar centered on the domain of Open Educational Resources (OER). In this presentation the Case Study of Using Open Education Resources (OER) in Northern African Universities was presented
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Policy perspectives on Open Educational Resourcesicdeslides
Policy perspectives on Open Educational Resources:
The world has got a new educational policy – a global shift. The Incheon Declaration. The Qingdao Declaration. Two major Global Challenges for Higher Education towards 2030: average education and economic growth, enrolment in higher education. Drivers for Opening up for Knowledge: Open, Technology, Costs, Demographics and Learners.
Policy for Less used Languages - a policy brief for governments.
What about Norden?
End
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
To Be the Global Facilitator for Inclusive, Flexible, Quality Learning and Te...icdeslides
Following up on the Qingdao declaration in the International Forum on ICT and Education 2030 Qingdao, China, July 10, 2017,Three candidate actions was suggested based on their possible impact for digital innovations in education.
UNESCO OER Programme 2014 ACDE Conference,Victoria Falls, ZimbabweAbel Caine
Promoting the UNESCO OER Programme within the 1st Africa Workshop of the OpenupEd Project Sat 7th June, 2014 within the 2014 ACDE Annual Conference, Victoria Falls, Zimbabwe
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
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.
Similar to A regional Open Education agenda for the South Mediterranean (20)
Building open education capacity step by step: the Open Education Factory app...Fabio Nascimbeni
Presentation given at OEGlobal Conference 2020, presenting the state of the art of the OEF project and some ideas to develop openness capacity of university educators.
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Presentation of the Open Educators Factory project and results, in occasion of a webinar organised by the Canadian Initiative for Distance Education Research (CIDER) on February 7, 2018.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. www.openMedproject.eu
TITLE OpenMED
A bottom-up approach for opening up education in South-
Mediterranean countries
PROGRAMME Erasmus+, KA2 – Capacity-building
in the Field of Higher Education
PROJECT nr. 561651-EPP-1-2015-1-IT-EPPKA2-CBHE-JP
DURATION 15/10/2015 - 14/10/2018
GRANT 871.229,00 EUR
LEAD CONTRACTOR
PARTNERS POLITO (Italy), UNIR (Spain), University of Seville (Spain), Coventry University
(UK), Cairo University (Egypt), Alexandria University (Egypt), Cadi Ayyad
University (Morocco), Université Ibn Zohr (Morocco), Birzeit University
(Palestine), An-Najah National University (Palestine), AArU (Jordan), German
Jordanian University (Jordan), Princess Sumaya University for Technology
(Jordan)
5. www.openMedproject.eu
OER are “[t]eaching, learning and research materials in any medium, digital or otherwise, that reside in the
public domain or have been released under an open license that permits no-cost access, use, adaptation and
redistribution by others with no or limited restrictions.” (UNESCO, 2012)
6. www.openMedproject.eu
There is not a single, correct way of doing open education.
OpenMed emphasises the idea of breaking boundaries and building bridges that
expand the opportunities for any citizen to benefit from universities as a source of
knowledge without having to become fee-paying students
9. www.openMedproject.eu
Expected Results
• Compendium of EU-MED Open Education practices
• Regional Agenda of Open Education for university course
development
• Institutional roadmap(s) of open educational practices
• Network of Innovation Centres for Open Education activated in
partner universities in Morocco, Palestine and Egypt and Jordan
• 70 Faculty staff members trained to the concepts of OE
• Recommendations for policy makers, managers of universities,
teachers and educators
11. www.openMedproject.eu
Discover Palestine (MOOC, Palestine)
EDRAAK (MOOCs platform, Jordan)
JORUM (repository, UK)
Nafham (techers’ platform, Egypt)
OER Commons Arabic (learning repository, Egypt)
OER Strategy of UNISA (strategy, South Africa)
Open Humanities Press (open access publishing, UK)
Open Review Project (reviews OER research, US)
Platforme Pédagogique (Learning platform, Morocco)
REDES (Open journal, Spain)
UC@MOOC (MOOCs platform, Morocco)
Review of OER and OEP case studies
Video Presentation
https://youtu.be/Zqt9x9sIUb0
Downloadable at:
http://openmedproject.eu/results/compendium/
12. www.openMedproject.eu
Wimpenny, K., Merry, S.K., Tombs, G. & Villar-Onrubia, D. (eds) (2016). Opening Up Education in
South Mediterranean Countries: A Compendium of Case Studies and Interviews with Experts about
Open Educational Practices and Resources. Roma: UNIMED. ISBN 978-1-84600-0.
13. www.openMedproject.eu
Tel Amiel, UNESCO Chair in OER at UNICAMP and Researcher at NIED/UNICAMP, Brazil;
Maha Bali, Center for Learning & Teaching at the American University in Cairo (AUC), Egypt;
Daniel Burgos, UNESCO Chair on eLearning at the International University of La Rioja (UNIR), Spain;
Cristóbal Cobo, Director of the Center for Research, Ceibal Foundation, Uruguay;
Jean-Claude Guédon, Professor at the University of Montreal, Canada;
Sana Harbi, Professor at the University of Sousse (Tunisia);
Rory McGreal, UNESCO/Commonwealth of Learning Chair in OER
Teresa McKinnon, Principal Teaching Fellow, University of Warwick, UK;
Paul Stacey, Associate Director of Global Learning, Senior Project Manager with Creative Commons, US;
Peter Suber, Director of the Harvard Open Access Project
Shireen Yacoub, Queen Rania Foundation for Education and Development, Jordan
All the recordings are available at http://openmedproject.eu/category/experts/
Interviews with experts
14. www.openMedproject.eu
3 minutes about Open Education
All the recordings are available at: https://www.youtube.com/playlist?list=PL6E65Vd_hjnzie0nmKEMCOSJI-psukXBf
21. www.openMedproject.eu
The OpenMed OER Regional Agenda for the South-
Mediterranean region, starting from an understanding of the
long-term challenges and priorities which are necessary for
opening up Higher Education in the South Mediterranean
countries, presents a set of strategic actions aimed at
maximising the benefits of OER and OEP to increase the access,
the quality and the equity of Higher Education in the region.
The OpenMed project recommends that HE institutions, within
their capacities…
An attempt to structure a shared strategy
22. www.openMedproject.eu
OER Regional Agenda for
South-Mediterranean
Universities (draft 1.0)
It is a set of long-term recommendations for OER
adoption in South-Mediterranean Universities.
The aim is to become the starting point for the
development of both policies and roadmaps at
institutional level, and it will inform the training
of trainers component of the OpenMed project.
24. www.openMedproject.eu
Open Content and Licenses (C)
C1. Encourage the use of open licenses for all educational materials
produced by public institutions.
C2. Encourage the development, adaptation, and localisation of
OER in Arabic language and in diverse cultural contexts.
C3. Promote the adoption open standards (open source), address
accessibility principles and standards during the design (W3C), and
the use bibliometric criteria (Metadata) when publishing OER.
25. www.openMedproject.eu
Open Pedagogy and Practice (P)
P1. Promote open approaches to knowledge production within
education, which include the use, reuse and remix of OER.
P2. Raise awareness - also through practical experimentation - of the role
of OER supporting educational transformative practices and learning
innovation, to enhance the creation and conveyance of knowledge
through OEP.
P3. Recognise and accredit knowledge acquired through OER and OEP by
creating adequate indicators and metrics to assess competences, pursuing
academic quality assurance and rigour in the process of OER production
and adoption
P4. Further develop empirical research of the pedagogical value of OER,
including their impacts on formal and informal education environments
26. www.openMedproject.eu
Technology (T)
T1. Ensure equitable access to Information and Communication Technologies
(ICTs), as a crucial requirement in the adoption and production of OER.
T2. Incorporate openness in teachers training programmes, building capacity on
the use and value of open standards to develop technical skills and competences
to find, use, remix, and contribute with OER as well as to engage with and to
promote OEP.
T3. Support the adoption of appropriate open formats and standard to enable
interoperability and compatibility between existing and new systems or solutions,
and transferability of data and information between old and new systems.
T4. Pursue decentralised or federated solutions to knowledge management which
facilitate the creation of inter-institutional and regional OER initiatives that
leverage the findability, exchange, reuse and repurpose of resources within an
expanded community of users and beyond the educational institutions.
27. www.openMedproject.eu
Governance & business models (G)
G1. Implement consistent and inclusive OER institutional policies outlining the
ways in which the organisation aims to engage with OER and OEP.
G2. Empower OER champions, innovators and early adopters to widespread
the word to faculty and non-faculty members about the value premises and
benefits of OER, through institutional and/or financial incentives and
professional recognition
G3. Foster an OER culture through knowledge management practices that
enable an educational paradigm by shifting towards openness and
collaboration, disseminating OER and OEP within the institution and beyond
G4. Develop institutional and cross-institutional flexible certification models
to assess, qualify and recognise the learning outcomes of those who have
learned through the use of OER and OEP
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Collaborative models between institutions (I)
I1. Pursue inter-institutional collaboration fostering the emergence of
networked communities of practice around open education themes..
I2. Liaise with regional and international initiatives (i.e. consortiums,
world wide federations, open education alliances, initiatives promoted by
UNESCO, etc.) that may enhance the visibility of the region in worldwide
Open Education initiatives..
I3. Collaborate beyond the university boundaries, recognising that Open
Education is an opportunity to expand learning beyond the boundaries of
traditional education.
I4. Encourage and promote academic research networks into open
education in the Arab countries, and on the various organisational
opportunities and challenges associated with the implementation and use
of OER.
30. www.openMedproject.eu
What’s Next
1. Regional OER Strategy Forum in Birzeit, Palestine
• 20 April 2017, Birzeit University
2. Online Conversation on the OER Regional Agenda
3. Institutional roadmaps, based on the overall Regional OER
Agenda and institutional strategies
4. Sharing knowledge and building capacity: OER blended
training of trainers course
• Intensive OER Training Week: September 25-30, 2017, Politecnico di
Torino, Italy
• Online training and peer-support (80 hrs E-learning): October 2017 -
February 2018
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OER blended training of trainers course
(draft modules)
1. Introducing Openness in Education
2. Open Licensing and Copyright
3. OER and Open Content
4. Localising OER and MOOCs
5. Open Educational Practices
35. www.openMedproject.eu
OPENING UP EDUCATION
IN SOUTH-MEDITERRANEAN COUNTRIES
This work is licensed under a Creative Commons Attribution 4.0 International License
CONTACTS
general inquires: info@OpenMedproject.eu
website: www.OpenMedproject.eu