ACODE Presidential Address

Scotland has a distinctive and highly regarded tradition of education that is recognised internationally. However, while the Scottish Government has been active in formulating Digital Future strategies and open data policies, it has yet to articulate policies to support open education and open educational resources. Elsewhere in the UK, the Higher Education Funding Council for England funded a £15M (€17,5M) OER programme, which ran from 2009 to 2012. The UKOER Programme, managed by JISC and the Higher Education Academy and supported by Cetis, funded a large number of projects that released OERs, developed and embedded open practices and built capacity within institutions and across subject domains. Although restricted to the English HE sector, the UKOER Programmes demonstrated that open educational resources and practices have the potential to address current issues in Scottish education. Although no comparable funding programme exists in Scotland, a number of ‘grassroots’ initiatives are emerging from the further and higher education sector that are opening up Scottish education. In order to explore how Scotland can leverage the power of open to develop the nation’s unique education offering, support social inclusion and inter-institutional collaboration and sharing, and engage with EU open education directives, Cetis are facilitating an Open Scotland Summit, which will explore the development of open education policies and practices for Scotland. This paper will provide a critical overview of open education initiatives in Scotland in the wider context of UK, European and global developments, and present the outcomes and findings of the Open Scotland Summit.

Ako Ōtautahi learning celebration 2021

Cheryl Doig

This document summarizes the vision and work of Ako Ōtautahi - Learning City Christchurch, an organization that aims to make learning accessible for everyone in the city. Their goals are to increase acknowledgment and visibility of diverse learning opportunities, and ensure those with less social capital can access learning. They facilitate conversations, events, and partnerships to connect groups and inspire innovation in the learning ecosystem. The organization is committed to creating opportunities that promote equity, access, and innovation in learning for all members of the Christchurch community.

Open Scotland and the Scottish Open Education Declaration

Australian School Library Association

ICDE : The International Council for Open and Distance Education

RitaThakkar1

Aims of Symposium on Climate Change Adaptation in Africa

Olawale Olayide

The document discusses the Best (BEST) program at Lassonde, which combines engineering, business, and social science courses with experiential learning opportunities to develop knowledge and skills. It prepares graduates for a variety of careers by encouraging entrepreneurship and solving important issues. The BEST program offers academic courses, international experiences, co-ops, activities, and a lab where students can start ventures. It aims to enhance the student experience and provide a roadmap for all Lassonde students. The top ten ways to improve BEST further include enhancing its brand, providing more resources, developing partnerships, and extending opportunities internationally.

Scootle supporting teachers to implement the Australian Curriculum

OpenEd16 College Highlights RECAP webinar

Una Daly

There are so many great presentations and so little time at the Open Education Conference so our November webinar is an opportunity to hear highlights from a variety of community college OER projects presented. Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges. When: Nov 9, 10amPST/1pmEST Featured Speakers: Regina Gong, OER Project Manager and Librarian, Lansing Community College Jody Carson & Sue Tashjian, Co-chairs of the Massachusetts Community College Go-Open, Northern Essex Community College Alisa Cooper, Director of Center for Teaching and Learning, Glendale Community College, AZ

Open Educational Resources (OER) Policy at the University of Edinburgh

Generations Working Together

Afu presentation strathclyde may 2nd 2017

The document discusses the launch of the Age-Friendly Academy at University of Strathclyde. It outlines Dublin City University's Age Friendly Principles and strategic plan, which include encouraging participation of older adults in university activities and promoting lifelong learning. It also discusses DCU's role in founding the global Age-Friendly University network along with Arizona State University and University of Strathclyde.

A community of practice for Australian education leaders

Mahara Hui

Academic affiliate overview - higher education

NidhiShuklaMCMI

The IET is a professional engineering institution with over 160,000 members across 150 countries. It offers various partnership programs to support industry, members, and academic institutions. This document describes the IET's Academic Affiliate partnership program, which provides recognition, networking opportunities, and ways to engage students for higher education institutions. Benefits include certificates, digital badges, LinkedIn groups, and support for career development and professional registration. Minimum requirements include recruiting 50 new IET student members annually.

STEM EcoSystem Overview

STEM-MI2017

This document summarizes information from a STEM Funders Network initiative on building STEM learning ecosystems. It provides background on the goals of developing strong cross-sector collaborations and partnerships to improve STEM education. It outlines the key elements of STEM learning ecosystems, including partnerships across various sectors like K-12, out-of-school programs, higher education, and businesses. It also describes the technical assistance and support provided to communities participating in the initiative's cohorts, including the development of communities of practice to facilitate peer learning.

When forced into a corner we do have options: I suggest we choose to be activ...

A presentation to the English Australia Ed Tech Symposium - Plenary Address. Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.

Open Education in Practice. Hard and soft skills for creating open educationa...

Presentation - The story of Science learning in South K

Mahmoud M Al Mudafar

The document proposes three programs to transfer science and technology knowledge from the United States to South Korea: 1. A hands-on science learning program implemented through establishing science learning clusters in schools and communities. 2. A program to build the capabilities of educators, academics, and scientific leaders through workshops and professional visits to U.S. universities and laboratories. 3. A program using television, shows, and fairs to ignite public curiosity in scientific discovery. The programs would be customized for South Korean needs and implemented in stages, with Faraday Studios and its partners providing expertise and resources to help create a knowledge-based society in South Korea.

adarsh_sood (2).ppt

ibad03398

This document outlines a project linking employers, trade unions, and communities around developing green skills. It discusses courses held to train discussion leaders and community groups on environmental awareness. Outcomes included 40 community leaders trained, new community initiatives started around gardening and retrofitting empty homes. The project aims to improve local skills to take advantage of green job opportunities and expand the training model to other areas. The next steps include exhibiting photos of a local estate to get community suggestions for improvements and establishing a cooperative to centralize various community initiatives.

Northampton as a Changemaker Campus

Tim Curtis

This presentation discusses Northampton University's designation as a Changemaker Campus. It notes that Northampton is home to the world's largest inland lighthouse. The presentation discusses receiving feedback that the vision and plan need more structure for the Changemaker Campus designation. It outlines several themes for the campus, including increasing student engagement through designating everyone as a Changemaker both on and off campus through activities, certificates, and programs to recognize excellence in changemaking.

Embedding OER and Open practice at UAL a process.arts case study, HEA Annual ...

Embedding OER and Open practice at the University of the Arts London: Chris Follows Institutional VLE's and OER repositories are rarely built to support social media content communities, as a result many learning and teaching materials are being independently dispersed across the web using more familiar and user friendly 'social media' environments such as wikis, blogs, independent websites, youtube accounts etc, there is currently no middle ground to facilitate OER content communities. How can OER communities adopt social media tools and practices to help improve and encourage better rich media OER practice? Key challenges for the rich media reuse community are finding or being directed to the most useful and usable open content. Random google searches will sometimes get you what you want but the content will be more than likely high risk and non-reusable in an OER sense. Finding OER rich media reusable 'gems' in this granular landscape is difficult and random standalone pieces of media content are difficult to assess in regards to reuse, remixing this content even more so. How do we share and collaborate in this space and overcome the obstacles of use and re-use specifically when creating and designing complex rich media learning content? Chris will draw from four different perspectives of developing media content communities within practice based Art and Design subjects including SCORE research, http://process.arts.ac.uk ,the DIAL project (digital Integration into arts learning) part of the JISC UK Developing digital literacies programme and ALTO (JISC UK OER programme)

NATA Digital Brochure 2015

The document discusses lessons learned from the Network of Australasian Tertiary Associations (NATA) project. NATA was established in 2011 and brought together several higher education associations to explore issues of common concern and share experiences. Key findings from research on NATA include 10 principles for effective network leadership, such as having strong personal networks, understanding member needs, and establishing clear roles. The document also discusses types of educational networks, benefits of participation, and reasons for becoming a network leader. Improving practices around member engagement and dissemination of information were areas of focus.

Network of Australasian Tertiary Associations

Mike KEPPELL

The document summarizes lessons learned from the Network of Australasian Tertiary Associations (NATA) project. It discusses why educational networks are valuable, providing examples. It outlines 10 principles for effective network leadership based on NATA's work. Finally, it describes projects by NATA partners that improved networking practices and dissemination of resources, including summaries of good practice reports.

ICDE a taste of to morrow

icdeslides

Nata partner association bios

Creating a new culture around authenticity and generative AI

Reimagining authentic curriculum in the age of AI

The document summarizes key points from a discussion on reimagining authentic curriculum and assessment in the age of generative AI. It includes: 1. Three major challenges are contract cheating, impersonation, and generative AI which can produce written work. 2. There are opportunities to use AI to enhance student learning and productivity if designed appropriately. Students could become creators by using AI to aid understanding or produce new learning resources. 3. Authentic assessment needs to move beyond essays and emphasize real-world skills through activities like presentations that cannot be produced by AI as well as balancing written work with other assessments.

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More from Charles Darwin University

Creating a new culture around authenticity and generative AI

Reimagining authentic curriculum in the age of AI

Embracing student innovation in the age of Generative AI

Disruption in TEL is there any other way to go?

Embracing AI in new forms of assessment

Presented at the Anthology – Innovate & Educate Australia – 2023. In this presentation I’ll lay foundation of the role academic integrity plays in relation to Generative AI and what this means for authentic assessment. It will then provide examples of some contemporary approaches to the use of Generative AI in Assessment, from across the sector and, in this particular case, we will consider what this might look in the Ultra platform. I’ll provide a sector perspective as to what 34 of our Australian Uni’s are doing in relation to this. Based on the findings of a very recent sector-wide survey of Directors of TEL, conducted under the auspices of ACODE.

Disruption in TEL the way of the future and the way to go

Technology & Social Inclusion: Enhancing the First Year Experience

Technology & Social Inclusion: Enhancing the First Year Experience • Overview of current technology trends in higher education and their impact on student social inclusion • Examples of successful technology-based initiatives aimed at improving the first-year experience for students • Potential challenges and ethical considerations related to the use of technology for social inclusion • Strategies for integrating technology into existing programs and resources to promote social inclusion • Future directions for technology-based initiatives in promoting social inclusion in first year experience. Presented at: ENHANCING STUDENT RETENTION & SUCCESS THROUGH FIRST YEAR EXPERIENCE, ORIENTATION AND SOCIAL INCLUSION: 2023. SkillingSA Prof Michael Sankey, Director: Charles Darwin University

Principles of assessment

A presentation on what authentic assessment may look like in a post ChatGPT world. Presented on the 26 July to an Educational Design Workshop held at Charles Darwin University. His ten priorities for assessment include: - Reduce emphasis on final high-stakes exams - Reduce propensity for wide-spread quizzes for key assessments - Look for opportunities for program-wide assessments (alignment across units) - Weight assessment aligned with level of learning - Increase emphasis on formative feedback for learning (feedback literacy) - Designing active, collaborative, authentic assessment - Increase the use of WIL, group and peer assessment - Increase ‘assessment for inclusion’ Increased use of multimodal assessment - Reduce essays and long form text that can be easily cheated

Embracing AI In Assessment

Embracing AI for student and staff productivity.pptx

Sankey, M. 2023. Embracing AI for student and staff productivity. THETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April. Abstract: ChatGPT, and more broadly AI Transformers, has put the cat among the pigeons over recent months. Institutions are looking at different ways to provide the best possible advice to our staff and students. There is now consistent agreement, there can potentially be very positive outcomes for both students and staff, but we first need to understand this as a community. The theme of the ACODE 88 Meeting 2 March 2023 was ‘Embracing AI for student and staff productivity’. As this workshop we had some 200 participants; Director of TEL, Managers and Educational Designers, all bringing perspectives from their own institutions, to benchmark and understand were we stand on this complex, but exciting issue. As an output from this workshop, ACODE have developed a White paper, to help provide the sector with a way forward, one developed together.

Slowly moving from strength to strength: Micro-Credentials Downunder

A presentation to the The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March The presentation considers: - The rise of the skills economy in Australia and the Universities Accord - The role Microcredentials will play in this - The Governments Microcredentials Framework - Development of the national MicroCredSeeker portal - Grants and funding availabl from the government to build new industry-linked credentials - and some future directions. please cite: Sankey, M. (2023). Slowly moving from strength to strength: Micro-Credentials Downunder. The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March

Rethinking (higher) education ideas to stimulate challenging conversations.

Please cite: Sankey, M. (2023) Rethinking (higher) education ideas to stimulate challenging conversations. Education for the digital world: Transformation accelerator - learning session 3. University of Adelaide. 17 March. A presentation to the University of Adelaide Leadership team. The University has embarked on a Transformation Accelerator journey to design a future-fit Education for a Digital World strategy. The accelerator process involves five intensive co-design sessions that bring together more than 30 design participants from across the University, including Academic and Professional staff and Students. Participants have been challenged to be bold to formulate a distinctive and future-fit learning experience for future University of Adelaide learners, staff and stakeholders. Three design sessions have now taken place, which have focussed on the future of education and the perspective of future learners. Inputs have included the CSIRO megatrends that might alter the landscape of higher education, drawing on a variety of experts and hearing from current and future students and prospective industry employers. Future learner profiles also provided an understanding of how our future learners will consume education. A series of guest speaker sessions have been arranged for participants and wider University colleagues, covering a diverse range of relevant topics.

New trends for HE in Australasia: Learning to be agile

Meeting the challenges of contemporary online learning head-on

The document discusses challenges in contemporary online learning and how approaches have evolved. It notes that while online learning has been around for over 20 years, what was previously considered good practice is now being challenged by more student-centered approaches enabled by new technologies that allow for greater collaboration. It emphasizes the need for educators to consider changing assessments to be more authentic and interactive to better prepare students for today's environment.

Getting the good oil on SOTL

This presentation was delivered to the James Cook University Scholarship of Teaching and Learning Community of Practice (COP) on the 13 October 2022. It talks though what SoTL is, the benefit to Academic staff from different disciplines and the definite this can have to the University. It provides examples and anecdotes of practice and how this could be applied in and across academic discipline practices. A video of slightly a different version of this presentation can be accessed from https://youtu.be/qy6E57CyAOM Slide 12 citation: Pienaar, J., & Clifton, D. (2018). Scholarly activity and the scholarship of learning and teaching. Central Queensland University (this may not be the exact title, description supplied by author).

Microcredentials in Australian universities: Cross-border opportunities

The document discusses microcredentials in Australian universities and their cross-border opportunities. It presents a maturity model for micro-credentials that was developed from a survey of higher education providers in 2021. The model indicates sectors' maturity based on factors like whether they have a platform for delivering microcredentials. It also discusses opportunities for Australian universities to offer microcredentials internationally, such as for critical skill acquisition, pathways to higher education, professional development, and industry partnerships. Importantly, microcredentials' portability requires accreditation.

Re-discovering authentic, collaborative and active learning within a TEL ecology

Presented at the Blackboard/Anthology Annual Teaching and Learning Conference 24 & 25 August 2022. Abstract: It’s not easy to rethink teaching and assessment, particularly when not trained to do so. Or what you’ve been doing still seems to work OK. But contemporary education has been quietly moving on in most disciplines. Not the least reason being, academic integrity, preparing students for the world of work and a push to provide constructively aligned curriculum to help students position themselves for this. This shift involves new technologies, that provide new options for users that didn’t exist in the past. This presentation will highlight a range of approaches to teaching and assessment that have been used for decades in traditional classrooms, but post-COVID we now look at them through a new set of glasses that highlight their value in the virtual classroom. The aim is to stand on the shoulders of those who have gone before, to learn from them, and not consigning what they did to the history books, just because ‘we now teach online’.

Advancing Hybrid Delivery: Viewing Lessons From the Past ButSeeing Them Thro...

A presentation at the 3rd APAC Virtual Campus Forum on July 26th-28th, 2022. This presentation: The necessity for us to rethinking delivery and assessment in the light of current trends We’ve been slowly shifting the goal posts for a number of years now. But why? Academic integrity, cheating vs authentic assessment Preparing students for the world of work This shift has partly occurred due to the advent of new technologies Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past We will look at some things that were old but are now new again.

Advancing knowledge by learning from the past, but by seeing this through TEL...

This was a presentation at the Exploring Boundaries of Global Citizenship conference being run by Swinburne Vietnam. In this presentation I look at: The necessity for us to rethinking delivery and assessment in the light of current trends We’ve been slowly shifting the goal posts for a number of years now. But why? 1) Academic integrity, cheating vs authentic assessment 2) Preparing students for the world of work This shift has partly occurred due to the advent of new technologies Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past We will look at some things that were old but are now new again

Strategies for trusting online assessment in the age of artificial intelligen...