The document summarizes the CaddoSTEAM Project which aims to strengthen STEM education through various teacher professional development programs and curricula. It describes two main programs - the TechSTEP program which provides interactive workshops and projects for high school science and math teachers, and the STEM EDA curriculum for middle school that teaches through hands-on projects. It also outlines other offerings like the Education Discovery Forum for teacher training, and curricula in cyber literacy, cyber science, and advanced math that vertically integrate STEM learning from grades 6 through 12. The goal is to better engage students in STEM through cross-disciplinary, project-based approaches and help teachers feel confident in teaching such material.
New ALERT - Team Leadership during Neonatal ResuscitationINSPIRE_Network
This document describes a quality improvement project to improve team leadership during neonatal resuscitations at Children's Hospital Colorado NICU. The project aims to increase identification of team leaders during actual resuscitations from 51% to 80% through leadership training. The intervention includes structured debriefing of actual resuscitations to identify leadership gaps, and bimonthly simulations where neonatal fellows lead multidisciplinary teams. Team leadership is evaluated during debriefing and simulations using a modified Teamwork Assessment Scale. The project timeline runs from August 2015 to July 2016. Feedback is sought to improve study design and measurement outcomes.
Preparing your institution to benchmark technology enhanced learning in 2016: Using the ACODE Benchmarks. Presented at The ascilite 2015 Conference in Perth 30 Nov - 3 Dec
Defining Excellence In Learning Resource ProvisionAndrew Eynon
The toolkit is intended to provide guidance for practitioners and managers in evaluating LRS quality. It draws on peer review models developed in Wales and Scotland. The toolkit will contain key questions, quality indicators, and grade illustrations to assess LRS performance. A working party consisting of representatives from colleges across the UK helped develop the toolkit. The toolkit is meant to highlight the important role of LRS and provide a standard for self-evaluation and improvement.
Sandwich Year Placements Within The Computing Industry: Issues And Solutions ...Thomas Lancaster
This presentation discusses key findings from the "Improving Industrial Sandwich Year Placements" research project, which looked at how placements are delivered in the UK across the Computing industry.
The document summarizes TAFE Queensland's approach to applied research through its RedSpace program. It discusses 3 phases of a research project exploring skills development: case studies of current applied research experiences, identifying overlaps between these experiences and future skills, and developing frameworks to improve collaborations. It provides examples of "pracademics" conducting applied research projects addressing real problems, such as using community construction projects to integrate job training. The goal is for TAFE educators to engage in scholarly practice through streamlined ethics approval and research guidance.
Penn State - Institutional Review Board - Open 2011the nciia
This document discusses ethical challenges in conducting research with developing communities. It provides an overview of student ventures conducting applied science and design research projects in places like Kenya. The importance of research for these projects is described as well as navigating the institutional review board (IRB) process for approving research involving human subjects. Some of the challenges discussed include obtaining local approvals, addressing informed consent and risk when working in unfamiliar contexts, incentives for research participation, and balancing the discipline of research with chaotic real-world conditions in developing areas. The document concludes with lessons learned from a student research trip to Kenya regarding preparing protocols early, managing risks, addressing language barriers, and determining criteria for community engagement and participation.
The document summarizes the CaddoSTEAM Project which aims to strengthen STEM education through various teacher professional development programs and curricula. It describes two main programs - the TechSTEP program which provides interactive workshops and projects for high school science and math teachers, and the STEM EDA curriculum for middle school that teaches through hands-on projects. It also outlines other offerings like the Education Discovery Forum for teacher training, and curricula in cyber literacy, cyber science, and advanced math that vertically integrate STEM learning from grades 6 through 12. The goal is to better engage students in STEM through cross-disciplinary, project-based approaches and help teachers feel confident in teaching such material.
New ALERT - Team Leadership during Neonatal ResuscitationINSPIRE_Network
This document describes a quality improvement project to improve team leadership during neonatal resuscitations at Children's Hospital Colorado NICU. The project aims to increase identification of team leaders during actual resuscitations from 51% to 80% through leadership training. The intervention includes structured debriefing of actual resuscitations to identify leadership gaps, and bimonthly simulations where neonatal fellows lead multidisciplinary teams. Team leadership is evaluated during debriefing and simulations using a modified Teamwork Assessment Scale. The project timeline runs from August 2015 to July 2016. Feedback is sought to improve study design and measurement outcomes.
Preparing your institution to benchmark technology enhanced learning in 2016: Using the ACODE Benchmarks. Presented at The ascilite 2015 Conference in Perth 30 Nov - 3 Dec
Defining Excellence In Learning Resource ProvisionAndrew Eynon
The toolkit is intended to provide guidance for practitioners and managers in evaluating LRS quality. It draws on peer review models developed in Wales and Scotland. The toolkit will contain key questions, quality indicators, and grade illustrations to assess LRS performance. A working party consisting of representatives from colleges across the UK helped develop the toolkit. The toolkit is meant to highlight the important role of LRS and provide a standard for self-evaluation and improvement.
Sandwich Year Placements Within The Computing Industry: Issues And Solutions ...Thomas Lancaster
This presentation discusses key findings from the "Improving Industrial Sandwich Year Placements" research project, which looked at how placements are delivered in the UK across the Computing industry.
The document summarizes TAFE Queensland's approach to applied research through its RedSpace program. It discusses 3 phases of a research project exploring skills development: case studies of current applied research experiences, identifying overlaps between these experiences and future skills, and developing frameworks to improve collaborations. It provides examples of "pracademics" conducting applied research projects addressing real problems, such as using community construction projects to integrate job training. The goal is for TAFE educators to engage in scholarly practice through streamlined ethics approval and research guidance.
Penn State - Institutional Review Board - Open 2011the nciia
This document discusses ethical challenges in conducting research with developing communities. It provides an overview of student ventures conducting applied science and design research projects in places like Kenya. The importance of research for these projects is described as well as navigating the institutional review board (IRB) process for approving research involving human subjects. Some of the challenges discussed include obtaining local approvals, addressing informed consent and risk when working in unfamiliar contexts, incentives for research participation, and balancing the discipline of research with chaotic real-world conditions in developing areas. The document concludes with lessons learned from a student research trip to Kenya regarding preparing protocols early, managing risks, addressing language barriers, and determining criteria for community engagement and participation.
Rafael Hidalgo from The Open University, UK gave a presentation about Learning Analytics for Student Support as part of the online events by expert pool Student Support within EMPOWER.
Presentation given by Rebecca Ferguson at Charles Sturt University, Wagga Wagga campus, on 16 March 2018. http://uimagine.edu.au/portfolio/guest-lecture-dr-rebecca-ferguson/
Don’t leave me alone: effectiveness of a framed wiki-based learning activityNikolaos Tselios
This study investigated the effect of a wiki-based activity on student learning. 146 university students participated in the activity on search engines and Google. Students were assessed before and after the activity using a 40 question multiple choice test. On average, student scores improved from 38.6% correct to 54.9% correct, a statistically significant gain. The largest learning gains were seen in students who scored lowest on the pre-test. Most students improved their scores by at least 40%. The activity was designed using principles of collaborative learning and did not find any significant difference in learning gains based on student role in the activity groups. Overall, the results suggest that a well-designed wiki activity can enhance learning when implemented according to collaborative learning frameworks.
Awareness of OER and OEP in Scotland: Survey Findings from the OEPS Project BdelosArcos
Presentation given at OER16, Edinburgh, April 19th-20th 2016 in collaboration with Beck Pitt as part of our work with the Open Education Practices in Scotland (OEPS) Project.
Online presentation by Leanne Ngo (Deakin University), Patsie Polly (University of New South Wales), and Kristina Hoeppner (Catalyst) at the Eportfolios Australia webinar on 23 May 2018.
Open Education Summit Math Workshop Denver June 2013Ronda Dorsey
The Kaleidoscope Open Course Initiative aims to improve student success, particularly for low-income and underrepresented students, by creating open educational resource (OER) course designs that can be adopted across institutions. Phase I of the initiative developed 11 OER courses impacting 9,000 students, which improved average student success rates by over 10% while eliminating textbook costs. Student feedback indicated that the OER courses were of equal or better quality than traditional materials and that students preferred the free, digital access provided. Phase II plans to develop additional courses frameworks and grow the number of participating institutions.
The document discusses the results of implementing a blended learning module for a course on minimally invasive spinal surgery. The curriculum for a 21-hour face-to-face course was enhanced with 3 hours of pre-course online activities. Many participants completed the online components and earned additional continuing medical education credits. Evaluations from 45 spine surgeons and trainees showed that the blended learning approach was a positive educational experience for most.
Vipin Kumar Kushwaha is pursuing a PG-Diploma in Biomedical Instrumentation and Healthcare Informatics from Centre for Development of Advanced Computing in Mohali. He has a BTech in Electronics and Instrumentation Engineering from National Institute of Science and Technology in Odisha. His academic qualifications also include intermediate studies with 82.8% and 10th grade with 74.8%. He is certified as a LABVIEW Associate Developer and has completed a one month course in PLC programming. Vipin seeks a challenging position that offers growth and has participated in engineering cricket tournaments and computer game competitions.
One of the biggest hurdles we faced was the initiation of external users in the clinical centres in the use of our platform.
This presentation will present the interaction needed from the clinical preceptors with the ePortfolio. Supervisor sign off, formal assessment, formative and summative feedback.
This presentation will also discuss the training programme as we implemented it, what worked well and will provide some examples of the resources we provided to facilitate the process.
Global OER Graduate Network: Raising the Profile of Research into Open Educat...BdelosArcos
The document discusses the Global OER Graduate Network, which supports 45 PhD researchers from 14 countries researching open education. The network aims to raise the profile of open education research, support PhD students, and develop openness in the research process. It also discusses open research and defines it as conducting and sharing research such as proposals, literature reviews, and findings publicly to allow others to access and build upon.
Open research is defined as intentionally sharing research proposals, documents, literature reviews, methodologies, instruments, frameworks, findings, and data publicly to allow others free access, use, modification, and sharing while preserving ethics and legal standards. Conducting open research can improve quality through an agile process where work is openly shared and built upon, though there are also challenges to consider regarding openly sharing failures or incomplete work.
1) The document summarizes updates from the GO-GN.net organization, which supports open education research and PhD students.
2) Key updates include a new website, membership application process, surveys of members, webinar series, and funding secured for three more years.
3) The goals are to establish GO-GN as a global community for OER research, have PhD students at the heart of it, and develop resources to increase publications, students, alumni, and ongoing researchers in open education.
The Open Education Research Hub has established itself as a leader in open education research since 2012 through building knowledge networks, conducting and disseminating research, and innovating with open approaches. Some of its accomplishments include developing the OER World Map and Survey Data Explorer, publishing reports on OER evidence and data, and winning awards such as the ACE Open Research Award in 2014. It aims to strengthen the global OER community through connecting researchers and practitioners.
Open Education Research : Overview, Benefits and Challenges Robert Farrow
Open education research has grown since 2012 through projects led by the OER Research Hub exploring topics like student performance, access, and educator practice. The hub conducts global surveys, publishes reports, and builds research capacity through networks. Current projects examine business models for open education and how teachers reuse OER through online courses. The presentation reviews the hub's work and encourages collaboration to further open scholarship.
Research on Open Educational Resources for Development (ROER4D) Project in th...ROER4D
Research on Open Educational Resources
for Development (ROER4D) Project in the
Global South. Judith Pete & Cheryl Hodgkinson-Williams
E-Learning Africa, Kampala, UgandaMay 28-30 2014
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Rafael Hidalgo from The Open University, UK gave a presentation about Learning Analytics for Student Support as part of the online events by expert pool Student Support within EMPOWER.
Presentation given by Rebecca Ferguson at Charles Sturt University, Wagga Wagga campus, on 16 March 2018. http://uimagine.edu.au/portfolio/guest-lecture-dr-rebecca-ferguson/
Don’t leave me alone: effectiveness of a framed wiki-based learning activityNikolaos Tselios
This study investigated the effect of a wiki-based activity on student learning. 146 university students participated in the activity on search engines and Google. Students were assessed before and after the activity using a 40 question multiple choice test. On average, student scores improved from 38.6% correct to 54.9% correct, a statistically significant gain. The largest learning gains were seen in students who scored lowest on the pre-test. Most students improved their scores by at least 40%. The activity was designed using principles of collaborative learning and did not find any significant difference in learning gains based on student role in the activity groups. Overall, the results suggest that a well-designed wiki activity can enhance learning when implemented according to collaborative learning frameworks.
Awareness of OER and OEP in Scotland: Survey Findings from the OEPS Project BdelosArcos
Presentation given at OER16, Edinburgh, April 19th-20th 2016 in collaboration with Beck Pitt as part of our work with the Open Education Practices in Scotland (OEPS) Project.
Online presentation by Leanne Ngo (Deakin University), Patsie Polly (University of New South Wales), and Kristina Hoeppner (Catalyst) at the Eportfolios Australia webinar on 23 May 2018.
Open Education Summit Math Workshop Denver June 2013Ronda Dorsey
The Kaleidoscope Open Course Initiative aims to improve student success, particularly for low-income and underrepresented students, by creating open educational resource (OER) course designs that can be adopted across institutions. Phase I of the initiative developed 11 OER courses impacting 9,000 students, which improved average student success rates by over 10% while eliminating textbook costs. Student feedback indicated that the OER courses were of equal or better quality than traditional materials and that students preferred the free, digital access provided. Phase II plans to develop additional courses frameworks and grow the number of participating institutions.
The document discusses the results of implementing a blended learning module for a course on minimally invasive spinal surgery. The curriculum for a 21-hour face-to-face course was enhanced with 3 hours of pre-course online activities. Many participants completed the online components and earned additional continuing medical education credits. Evaluations from 45 spine surgeons and trainees showed that the blended learning approach was a positive educational experience for most.
Vipin Kumar Kushwaha is pursuing a PG-Diploma in Biomedical Instrumentation and Healthcare Informatics from Centre for Development of Advanced Computing in Mohali. He has a BTech in Electronics and Instrumentation Engineering from National Institute of Science and Technology in Odisha. His academic qualifications also include intermediate studies with 82.8% and 10th grade with 74.8%. He is certified as a LABVIEW Associate Developer and has completed a one month course in PLC programming. Vipin seeks a challenging position that offers growth and has participated in engineering cricket tournaments and computer game competitions.
One of the biggest hurdles we faced was the initiation of external users in the clinical centres in the use of our platform.
This presentation will present the interaction needed from the clinical preceptors with the ePortfolio. Supervisor sign off, formal assessment, formative and summative feedback.
This presentation will also discuss the training programme as we implemented it, what worked well and will provide some examples of the resources we provided to facilitate the process.
Global OER Graduate Network: Raising the Profile of Research into Open Educat...BdelosArcos
The document discusses the Global OER Graduate Network, which supports 45 PhD researchers from 14 countries researching open education. The network aims to raise the profile of open education research, support PhD students, and develop openness in the research process. It also discusses open research and defines it as conducting and sharing research such as proposals, literature reviews, and findings publicly to allow others to access and build upon.
Open research is defined as intentionally sharing research proposals, documents, literature reviews, methodologies, instruments, frameworks, findings, and data publicly to allow others free access, use, modification, and sharing while preserving ethics and legal standards. Conducting open research can improve quality through an agile process where work is openly shared and built upon, though there are also challenges to consider regarding openly sharing failures or incomplete work.
1) The document summarizes updates from the GO-GN.net organization, which supports open education research and PhD students.
2) Key updates include a new website, membership application process, surveys of members, webinar series, and funding secured for three more years.
3) The goals are to establish GO-GN as a global community for OER research, have PhD students at the heart of it, and develop resources to increase publications, students, alumni, and ongoing researchers in open education.
The Open Education Research Hub has established itself as a leader in open education research since 2012 through building knowledge networks, conducting and disseminating research, and innovating with open approaches. Some of its accomplishments include developing the OER World Map and Survey Data Explorer, publishing reports on OER evidence and data, and winning awards such as the ACE Open Research Award in 2014. It aims to strengthen the global OER community through connecting researchers and practitioners.
Open Education Research : Overview, Benefits and Challenges Robert Farrow
Open education research has grown since 2012 through projects led by the OER Research Hub exploring topics like student performance, access, and educator practice. The hub conducts global surveys, publishes reports, and builds research capacity through networks. Current projects examine business models for open education and how teachers reuse OER through online courses. The presentation reviews the hub's work and encourages collaboration to further open scholarship.
Research on Open Educational Resources for Development (ROER4D) Project in th...ROER4D
Research on Open Educational Resources
for Development (ROER4D) Project in the
Global South. Judith Pete & Cheryl Hodgkinson-Williams
E-Learning Africa, Kampala, UgandaMay 28-30 2014
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Open Education for a Multicultural World:
A report from the Research on Open Educational Resources for Development (ROER4D) project
in the Global South
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Why are we developing Open Educational Resources for eye health training prog...Sally Parsley
The document discusses developing open educational resources (OER) for eye health training programs to address challenges in eye care education. It notes that 285 million people are visually impaired and many countries have less than 1 ophthalmologist per million people. OER can help by making educational materials widely available online. The presentation describes OER courses created on topics identified by gap analyses and partner institutions localizing and accrediting the courses. Surveys found learners applied the materials and saw educational and career benefits, while educators reused the open resources in teaching.
This document discusses tracking progress towards mainstream adoption of open educational resources (OER). It outlines metrics for measuring adoption in K-12 and higher education markets. In K-12, initial data shows that 73% of teachers are satisfied with OER quality and 43% use OER, indicating positive "green shoots" but mainstream adoption is still a ways off. In higher education, 57% of academic officers see OER value but only 8% of faculty currently use OER. The document identifies challenges around discoverability, aggregation, and opportunities like alignment to standards to increase OER adoption. It proposes continuing to refine an OER dashboard to annually track progress towards mainstream adoption.
Taking advantage of openness: understanding the variety of perspectives on op...OER Hub
There has been considerable coverage of the growth of Massive Open Online Courses (MOOCs) that give free access to courses that have familiar structures. However, there are many other ways in which Open Educational Resources are being used and influencing education. In the OER Research Hub we have worked across educational sectors looking at ways that OER are being adopted and used. In this paper we step back from some of the detailed work with collaborating projects to consider their different motivations and shared challenges. The case studies show how openness acts as inspiration, however the impact of openness can be harder to see. Our survey data is showing how open aspects can seem less important as projects seek to build to broad engagement, and that aims of widening access are challenged by findings that open education appeals to those who already have existing confidence and experience. The actions of the collaborating partners seek to address these issues for example through courses that help develop understanding of openness and by understanding the groups that they serve who have special needs.
This document summarizes the findings of a study on the differentiation in access to and use of open educational resources (OER) among students and lecturers at Kenyan universities. The study surveyed 798 students and 43 lecturers across four universities. It found significant digital proficiency and internet access divides between rural and urban universities. While intentions to use OER were high, awareness of open licensing was low. Recommendations include boosting Kenya's national ICT policy implementation, addressing connectivity issues in rural universities, and increasing awareness of OER and open licensing.
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
Innovations for Advancing Faculty Engagement and Curriculum IntegrationCIEE
This highly interactive session will showcase a range of innovative data-driven tools, new research, and other initiatives that have been leveraged successfully to advance faculty engagement in U.S. education abroad. Panelists will provide examples from numerous institutional contexts to ensure broad appeal and potential replication including: data-driven approach to curriculum integration (CI); research on leveraging education abroad as a high-impact practice linked to student retention, persistence, and academic performance; and creative ways study abroad providers support faculty engagement and curriculum integration efforts.
ORION OER use and assessment total resultsAngela Murphy
Open Educational Resources are widely discussed in higher education circles and open education practices are being upheld as the second generation of OERs that have the potential to make education freely available to all students. This presentation contains the results from a research study conducted with 110 representatives of higher education institutions around the world, of which 12 were official members of the OERu. The study was aimed at identifying the extent to which higher education institutions are currently implementing open policies and practices as well as explore the challenges faced by institutions when considering implementing open initiatives.
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
This document discusses the early implementation of Achieving the Dream's OER Degree Initiative. It provides an overview of the initiative's goals of launching OER degree programs at community colleges and conducting research on their outcomes. Key points include that the initiative aims to offer at least one OER degree pathway at each college, share educational materials publicly, and ensure support for low-income and minority students. The document also discusses timelines, participating colleges and faculty, approaches to course development and sustainability considerations.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
OER Impact at Community College: eLearning 2014Una Daly
The research project aimed to build the most comprehensive picture of OER impact. It was a collaboration between The Open University and CCCOER, funded by Hewlett, involving surveys and interviews. The survey of over 130 community college educators found that most had adapted OER but fewer created OER. Respondents believed OER improved their teaching and student outcomes like engagement and satisfaction. Over 60% said OER saved students money and over 1/3 thought it promoted student retention.
MSc PHEC & Alumni Workshop - TEL and Open EducationSally Parsley
Presentation for a teaching session on Technology Enhanced Learning and Open Education for global eye care with students and recent alumni of the Masters in Public Health Eye Care at the London School of Hygiene & Tropical Medicine.
This slidepack is to showcase our inaugural WATSUP event held at Curtin University in Western Australia.
We had representation from 5 institutions, Curtin, Murdoch, Edith Cowan and Notre Dame Universities and also the North Metropolitan TAFE. This truly was a cross institutional, discipline specific event and a fabulous opportunity for academics and professionals to connect with and learn more from others in their field. Our theme was Innovate, Collaborate, Accelerate. The main purpose was to share innovative ideas with collaboration also being a key factor.
Similar to A Tale of Two Globes: Exploring the North/South Divide in Use of OER (20)
This document discusses open education, including open educational resources (OER), open licensing like Creative Commons, and open educational practices. It addresses key concepts in open education such as improving access to education, enhancing learning, and empowering learners through the open sharing and reuse of educational content under open licenses. The document also notes that openness is a complex issue that is personal, contextual, and constantly negotiated. It concludes with a reminder to report back and closing remarks.
1. Copyright law grants creators exclusive rights over their original artistic works for a limited time, generally the life of the author plus 70 years. It aims to incentivize creation and protect attribution and integrity of works.
2. Other forms of intellectual property include trademarks, which protect brand identities, and patents, which protect inventions for a limited period.
3. When copyright expires, works enter the public domain and can be freely used by anyone. Some limitations to copyright include allowing uses for criticism, parody, and access for disabled people.
B. de los Arcos, June 2021
Assignment – Unit 1, Creative Commons Certificate
Blog post: https://oscailte.wordpress.com/2021/06/12/what-is-creative-commons/
An introduction to open education in 17 images (and a few words)BdelosArcos
The document is an introduction to open education presented through 17 images and captions. It covers topics such as the 5 Rs of open education which are reuse, revise, remix, redistribute, and retain; how open education can improve access, enhance learning, and empower learners; and critical approaches and ensuring inclusiveness and equity in open education. The final image indicates that the presentation itself is open.
This document discusses open education and provides information on key declarations and action plans related to open educational resources (OER) and open educational practices (OEP). It outlines the 2007 Cape Town Declaration and the 2012 UNESCO Paris OER Declaration, which have 10 principles each to promote OER. The 2017 Ljubljana OER Action Plan also has 5 areas of focus. The document notes that education is about sharing knowledge and that OER allow for open admission, free resources, and reuse. It references strategies from the Netherlands and TU Delft university to support open education.
The document discusses open educational resources (OER) and open licensing. It provides definitions and examples of open source software, open access, open culture, open data, and other open concepts. It explains that open resources are free to use, modify, and share subject to permissions granted by open licenses like Creative Commons licenses. The document encourages educators to use, adapt, create and share OER to make educational resources more accessible to others.
Los REA y las desigualdades de acceso a la educación, ¿una promesa sin cumplir?BdelosArcos
Este documento discute cómo los Recursos Educativos Abiertos (REA) podrían ayudar a abordar las desigualdades de acceso a la educación. Señala que aunque los REA prometen ampliar el acceso, en la práctica a menudo excluyen a ciertos grupos. También plantea preguntas sobre si se imponen visiones colonialistas de los REA y si su uso requiere necesariamente tecnología digital, excluyendo así a quienes carecen de acceso o habilidades tecnológicas. En
Open textbooks are textbooks that have been published with an open license, allowing them to be freely used, adapted, and distributed. These textbooks can be downloaded for no cost or printed at low cost. Open textbooks provide benefits over traditional textbooks by being more affordable and allowing for customization and revisions over time.
This document contains a summary of an open educational resource (OER) workshop. It discusses how OERs allow teachers to fully develop courses without copyright restrictions and share them freely online for anyone to use or modify. An example is provided of a teacher who was able to enrich their teaching by having students participate in real-world scientific activities and receive feedback from experts online. The document also notes that students often save significant amounts of money by using free OERs instead of expensive textbooks. Statistics are presented showing higher levels of engagement with OERs in northern countries compared to southern countries.
Open Textbooks: Access, affordability and academic successBdelosArcos
Slides for workshop on open textbook adoption in Ireland, as part of the UK Open Textbook Project. Adapted from work by David Ernst, University of Minnesota.
Exploring educators’ use and acceptance of social networking and gamification...BdelosArcos
This document summarizes research exploring educators' use and acceptance of social networking and gamification features on open educational repositories. The researchers surveyed educators on their perceptions and use of the KlasCement open repository. Educators found the site easy to use and useful but were not using it primarily as a social network. While educators were open to some gamification features like badges, they were less interested in features like public profiles showing what they downloaded or challenges for receiving badges. Educators were most motivated to share resources on getting feedback to improve their materials or feeling more professional, rather than for performance-based reasons like leaderboards or awards.
Non-English speakers’ use of OER: consumers or contributors?BdelosArcos
This document discusses non-English speakers' use of open educational resources (OER) and whether they act as consumers or contributors of OER. It notes that while English dominates OER provision, localization of materials is important for cultural and pedagogical relevance. Survey data of OER users showed that over a third are non-native English speakers, who face challenges in finding and accessing high-quality resources. While both English and non-English speakers adapt and use OER, non-English speakers contribute and share adaptations less frequently. The document calls for encouraging OER development, adaptation, and sharing in multiple languages and cultural contexts.
El impacto del uso de REA en la clase al revésBdelosArcos
Este documento describe el impacto positivo del uso de recursos educativos abiertos (REA) en la enseñanza con el modelo de "aula invertida". El uso de REA mejora la colaboración entre estudiantes, ayuda a que se involucren más con los contenidos y desarrollen su independencia. Además, puede mejorar los resultados académicos y la satisfacción con el aprendizaje. El documento incluye ejemplos de cómo los REA permiten nuevas formas de enseñar donde los estudiantes crean sus propias le
Creative Commons Licenses for Flipped EducatorsBdelosArcos
Last September, when Kari Arfstrom visited Milton Keynes as an OERRHub fellow, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons Licenses. Last January, when Jon Bergmann and Aaron Sams visited Milton Keynes en route to speaking at BETT13, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons licenses. Well, let me introduce you to Mr. O'Pen.
For more information: oerresearchhub.org
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...BdelosArcos
Results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers' use of OER while implementing the flipped learning model. Presentation at OCWC Global 2014, Ljubljana, Slovenia.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
7. N=7635 Global South 24% Global North 76%
Role
38% informal learners
29% formal learners
32% educators
45% informal learners
28.4% formal learners
23.2% educators
Gender
62% male
36.6% female
44% male
55% female
Age 28% 25-34 years-old 22.3% 25-34 years-old
Educational Qualification
38% postgraduate
32% undergraduate
34.5% postgraduate
26% undergraduate
Employment status
48.3% full-time
13% part-time
47.2% full-time
17.7% part-time
English native speakers 31% 75%
Internet Access
56% mobile
49% home broadband
70% mobile
89% home broadband
8. Educators Global South Global North
Gender
58% male
42% female
48% male
52% female
Age 28% 35-44 years-old 26% 45-54 years-old
Educational Qualification
60% postgraduate
24% undergraduate
64% postgraduate
20% undergraduate
Employment status
67% full-time
16% part-time
61% full-time
23% part-time
English native speakers 39% 76%
Teaching experience 49% >10 years 57% >10 years
9. 89.5
83.6
74.5
76.7
60.8
61.3
18.1
19
60.4
76
49.8
64.5
51.4
41.9
10.5
32.9
0 10 20 30 40 50 60 70 80 90 100
Shopped online
Used spreadsheet software
Used a VLE to teach
Used cloud-based storage
Shared an image online
Downloaded a podcast
Recorded and uploaded a podcast
Downloaded a file using a torrent client
South
North
Digital literacies*
10. 80
39.8
16.2
28.8
23.2
13.8
76.1
38.1
12.7
22.8
24.3
14.6
0 10 20 30 40 50 60 70 80 90
I have adapted open educational resources to fit my
needs
I have created open educational resources for study or
teaching
I have created resources myself and published them on
an open license
I have added a resource to a repository
I have added comments to a repository regarding the
quality of a resource
I have added comments to a repository suggesting ways
of using a resource
South
North
Engagement with OER
11. The OER Engagement Ladder (Wild, 2012)
http://www.open.ac.uk/score/files/score/file/OER%20Engagement%20Study%20Joanna%20Wild_full%20research%20report.pdf
12. “[Wild’s] model does not allow for consideration of
contextual factors enabling and inhibiting OER use
in development contexts”. (Perryman & Seal, 2015)
Open educational practices and attitudes to openness across India: reporting the findings
of the OER Research Hub pan-India survey. OER15, 14-15 April 2015, Cardiff.
13. 34.9
62
59.7
36.2
17.1
31.1
23.7
20.1
24.9
46.5
48.6
50.8
26.9
50.7
30
32.4
0 10 20 30 40 50 60 70
Not having enough time/opportunities to experiment
Finding suitable resources in my subject area
Finding resources of sufficiently high quality
Finding resources that are relevant to my local context
Not being skilled enough to edit resources
Overcoming technology problems when downloading
resources
Not having connections with OER-using peers
Getting work colleagues/managers to accept the use
of OER
South
North
Challenges in using OER*
14. Global South Global North
I have adapted OER to fit
my needs
80.2% 87.8%
I have created resources
for teaching
34% 42%
I have created resources
and published them under
an open license*
8.9% 17.6%
Educators + technology as challenge =
16. 42
62.3
59
75.4
0 10 20 30 40 50 60 70 80
I have improved my skills in ICT
OER allow me to better
accommodate diverse learner
needs
South
North
Technology
barriers
Not relevant to
local context
Impact of OER on teaching
challengechallenge
17.
18. 34.9
62
59.7
36.2
17.1
31.1
23.7
20.1
24.9
46.5
48.6
50.8
26.9
50.7
30
32.4
0 10 20 30 40 50 60 70
Not having enough time/opportunities to experiment
Finding suitable resources in my subject area
Finding resources of sufficiently high quality
Finding resources that are relevant to my local context
Not being skilled enough to edit resources
Overcoming technology problems when downloading
resources
Not having connections with OER-using peers
Getting work colleagues/managers to accept the use
of OER
South
North
Challenges in using OER*
20. Open Education Research Hub
• Research into open education and strategies for building
worldwide open education research capacity
• Available for research & consultancy (short & long term)
• Current projects include:
•