Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
Digital Humanities pedagogy: new approaches and new ways of thinking about the Humanities?
University College Cork (2013), Teaching and Learning Centre.
Exploring co-design - Jisc's new approach to innovationJisc
Jisc has developed a new approach to innovation called co-design. This approach involves Jisc customers and stakeholders much more closely in every stage of the innovation process from deciding which issues and opportunities to address to managing projects and ensuring institutions benefit from outputs. Jisc piloted this approach during 2013 and this session will reflect on the pilot and the projects that were included. From 2014 onwards, all Jisc innovation work will be managed using co-design. This session will allow delegates to explore the co-design approach and help shape the themes that we will focus on this year.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
Going Global: international perspectives on responsibility. By Rajesh Tandon RRI Tools
Going Global: international perspectives on responsibility
Rajesh Tandon
President of Participatory Research in Asia and co-Chair of the UNESCO Chair in Community
RRI Tools Final Conference - Brussels, 21-22 November 2016
An Ecological Lens on the Stressors of Planning for OER Engagement was presented by Danielle Dubien (Canterbury, NZ) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
Quadrat conference 12122014 Thomas Fischer DISCUSSIDEC SA
Ευρωπαϊκή πλατφόρμα για Κοινότητες Πρακτικής στη Δια Βίου Μάθηση - Thomas Fischer, Hellenic Association for Education (HAEd).
Η παρουσίαση πραγματοποιήθηκε στα πλαίσια της ημερίδας "Συστήματα Διαχείρισης Ποιότητας σε οργανισμούς εκπαίδευσης και κατάρτισης" που διοργανώθηκε από την IDEC A.E. (www.idec.gr) στις 12 Δεκεμβρίου 2014 στον χώρο εκδηλώσεων του ALBA GRADUATE BUSINESS SCHOOL.
Η ημερίδα εντάσσεται στο πρόγραμμα QUADRAT (Υλοποίηση συστημάτων ποιότητας σε οργανισμούς μη τυπικής εκπαίδευσης) στα πλαίσια του οποίου αναπτύχθηκαν:
-βιβλίο
-εκπαιδευτικό πρόγραμμα
-software διαχείρισης συστήματος ποιότητας
Για περισσότερες πληροφορίες επισκεφτείτε το http://www.quadrat-project.eu
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
Negotiating a Shared Vision of Pedagogical Change in Higher EducationRolin Moe
Presentation at the 2015 Consortium of Christian Colleges & University's Commission on Technology conference. This is a case study of negotiating assumptions around education with a strategic plan based on contemporary and novel learning theory.
This presentation starts with a look at some of the assumptions society make around education
Presentation on the BERLiN project delivered at Online Educa 4th December 2009. BERLiN (Building Exchanges for Research and Learning in Nottingham) project, is a 12-month JISC-funded project to enhance and expand Nottingham’s existing Open Educational Repository, u-Now, one of the first OERs in the UK and a member of the international Open Courseware Consortium.
A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .
Digital Humanities pedagogy: new approaches and new ways of thinking about the Humanities?
University College Cork (2013), Teaching and Learning Centre.
Exploring co-design - Jisc's new approach to innovationJisc
Jisc has developed a new approach to innovation called co-design. This approach involves Jisc customers and stakeholders much more closely in every stage of the innovation process from deciding which issues and opportunities to address to managing projects and ensuring institutions benefit from outputs. Jisc piloted this approach during 2013 and this session will reflect on the pilot and the projects that were included. From 2014 onwards, all Jisc innovation work will be managed using co-design. This session will allow delegates to explore the co-design approach and help shape the themes that we will focus on this year.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
Going Global: international perspectives on responsibility. By Rajesh Tandon RRI Tools
Going Global: international perspectives on responsibility
Rajesh Tandon
President of Participatory Research in Asia and co-Chair of the UNESCO Chair in Community
RRI Tools Final Conference - Brussels, 21-22 November 2016
An Ecological Lens on the Stressors of Planning for OER Engagement was presented by Danielle Dubien (Canterbury, NZ) as part of the Researcher Presentations at the GO-GN mini-seminar on 31 March 2020.
A recording of the session is available: https://www.youtube.com/user/GOGNOER/playlists
Quadrat conference 12122014 Thomas Fischer DISCUSSIDEC SA
Ευρωπαϊκή πλατφόρμα για Κοινότητες Πρακτικής στη Δια Βίου Μάθηση - Thomas Fischer, Hellenic Association for Education (HAEd).
Η παρουσίαση πραγματοποιήθηκε στα πλαίσια της ημερίδας "Συστήματα Διαχείρισης Ποιότητας σε οργανισμούς εκπαίδευσης και κατάρτισης" που διοργανώθηκε από την IDEC A.E. (www.idec.gr) στις 12 Δεκεμβρίου 2014 στον χώρο εκδηλώσεων του ALBA GRADUATE BUSINESS SCHOOL.
Η ημερίδα εντάσσεται στο πρόγραμμα QUADRAT (Υλοποίηση συστημάτων ποιότητας σε οργανισμούς μη τυπικής εκπαίδευσης) στα πλαίσια του οποίου αναπτύχθηκαν:
-βιβλίο
-εκπαιδευτικό πρόγραμμα
-software διαχείρισης συστήματος ποιότητας
Για περισσότερες πληροφορίες επισκεφτείτε το http://www.quadrat-project.eu
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
Negotiating a Shared Vision of Pedagogical Change in Higher EducationRolin Moe
Presentation at the 2015 Consortium of Christian Colleges & University's Commission on Technology conference. This is a case study of negotiating assumptions around education with a strategic plan based on contemporary and novel learning theory.
This presentation starts with a look at some of the assumptions society make around education
Presentation on the BERLiN project delivered at Online Educa 4th December 2009. BERLiN (Building Exchanges for Research and Learning in Nottingham) project, is a 12-month JISC-funded project to enhance and expand Nottingham’s existing Open Educational Repository, u-Now, one of the first OERs in the UK and a member of the international Open Courseware Consortium.
A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .
Platform Capitalism and the New Value Economy in the Academy Mark Carrigan
The arrival of what is being called the ‘big data’ revolution in societies around the globe has presented social scientists with new challenges as to how best to understand it as a phenomenon, on the one hand, and what conceptual and methodological approaches we might use to research it, on the other (e.g. Burrows and Savage, 2017; Venturini et al., 2017). The focus of this World Yearbook on big data and comparative methodology is thus a timely opportunity to engage with, and begin to theorize, these developments.
This is not to suggest the matter of data, the academy and comparison is an under researched area. Far from it! There is a growing body of published work on big data-driven global rankings of universities. However much of this commentary is either a critique of quantification, with the argument that numbers are political, or to show how such comparisons generate anxiety about overall placements in ranking thus stimulating efforts to improve.
My chapter in John Lea's edited book for Open University Press, Enhancing Teaching and Learning in HE, reproduced with kind permission of the publishers (thank you).
Unpacking the social media phenomenon: towards a research agendaAndrey Markin
You can access PDF here http://busandadmin.uwinnipeg.ca/silvestrepdfs/PDF04.pdf
In this paper, we highlight some of the challenges and opportunities that social media presents to researchers, and
offer relevant theoretical avenues to be explored. To do this, we present a model that unpacks social media by using
a honeycomb of seven functional building blocks. We then examine each of the seven building blocks and, through
appropriate social and socio-technical theories, raise questions that warrant further in-depth research to advance
the conceptualization of social media in public affairs research. Finally, we combine the individual research questions
for each building block back into the honeycomb model to illustrate how the theories in combination provide a
powerful macro-lens for research on social media dynamics
The Internet has centralised economic power.” Essay - 40 .docxjmindy
“The Internet has centralised economic power.”
Essay - 40% Address one of the following topics. Make it clear what your argument is, and don’t forget to define key terms. Your argument must reference the role of 'free' online labour, and draw on material from Module 1 and Module 2. The goal of this assignment is for you to demonstrate your ability to analyse broad shifts in the economy linked to the Internet. Choose one of the following topics:
1. “The Internet has centralised economic power.”
This assignment is worth 40% of your marks for the unit.
Undergraduate students should approximately 2,000 words, postgraduate students should write approximately 3,000 words. Postgraduates will need to do more to connect their analysis to specific case studies in order to demonstrate a deeper analysis than that provided by undergraduates. You can write up to 10% more than the word count without being penalised. If you're more than 10% under the word count, it's a sign that you're not providing enough depth in your argument.
The essay topics are deliberately worded to allow a range of responses (including disagreeing with any of the statements), and you are encouraged to develop a response that integrates some of the more complex arguments and positions addressed in the curriculum materials as well as through the seminars/Discussion Board. Your learning in Module 2 will be most effective if you develop your ideas through discussion.
Criteria for Assessment You will be marked according to how well you:
1. Demonstrate understanding of the relationship between capitalism and the Internet; 2. Draw effectively on relevant academic research, including theoretical concepts and empirical data; 3. Present a developed and well-structured argument; 4. Effectively communicate in the essay format; 5. Support and connect your statements with appropriate examples, the role of free online labour, and relevant concepts from Modules 1 and 2.
All your work needs to indicate clearly, using APA-format referencing, whenever another source is being used. This includes: using the wording of another person, paraphrasing or drawing on information and ideas from another source (even if reworded).
READINGS
Digital Capitalism
By now, you probably have an emerging (or better!) idea of how powerful economic interests are on the Internet, and the ways in which businesses are creating revenue from online activities and communication. In the second module, we start looking more deeply at how the Internet has affected our economic systems. We want you to get some sense of the fundamental forces underpinning the economy, of how they have changed over time, and of what the future might look like. This requires understanding a bit more about how capitalism works, including the role of of the state, production processes, and changing patterns of consumption.
The readings below mostly assume that you understand the terms 'capitalism' and 'neoliberalism'. Depending on your.
From Humanities to Metahumanities: Transhumanism and the Future of Education....eraser Juan José Calderón
From Humanities to Metahumanities: Transhumanism and the Future of Education. Poppy Frances Gibson
Abstract
Educational policy and provision is ever-changing; but how does pedagogy need to adapt to respond to transhumanism? This opinion piece discusses transhumanism, questions what it will mean to be posthuman, and considers the implications of this on the future of education. This piece aims to identify some key questions in the area of transhumanism and education as four themes are considered: teachers, human hardware, curriculum and lifelong learning.
Empowering Student Engagement with Open EducationLorna Campbell
Presentation about the University of Edinburgh OER Service's programme of student student employment, exploring how salaried internships encourage students to become knowledge activists. OER24 Conference, Cork.
Fundamentals of Music Theory: Co-creating sustainable open textbooks for musi...Lorna Campbell
A reflection on the outputs and student experience of the Open eTextbooks for Access to Music Education Project, for the University of Edinburgh Learning and Teaching Conference 2022. These slides are licensed CC BY, University of Edinburgh.
Open eTextbooks for Access to Music Education: Outputs and ReflectionsLorna Campbell
A presentation on the outputs of the Open eTextbooks for Access to Music Education Project for the OER22 Conference. This presentation is licensed CC BY, University of Edinburgh.
The Scale of Open: Re-purposing open resources for music education Lorna Campbell
This presentation written by Lorna M. Campbell and Nikki Moran, was presented at the OERxDomains21 Conference by Lorna M. Campbell, Kari Ding, Ifeanyichukwu Ezinmadu and Ana Reina Garcia. It reflects on how the University of Edinburgh’s strategic commitment to open knowledge has enabled the institution to reuse and repurpose open educational resources, in order to create new and innovative learning materials in a wide range of formats.
Creative Commons Quick Start: A short introduction to using CC licencesLorna Campbell
Confused by Creative Commons? At a loss about licences? Bewildered by attribution? If you’re new to Creative Commons licences or simply need a quick refresher, these slides will provide a brief introduction to Creative Commons, covering all the main licence types, and show you how to quickly and easily apply CC licences to content in Learn, Media Hopper Create and blogs.
These slides are part of a digital skills course run by the University of Edinburgh's Open Educational Resources Service https://open.ed.ac.uk/
CC BY, Lorna M. Campbell and Stephanie Farley, University of Edinburgh, 2020.
Open knowledge in the Curriculum: Building competencies, attributes and liter...Lorna Campbell
Joint paper by Lorna M. Campbell, Kay Douglas, Stephanie (Charlie) Farley and Ewan McAndrew presented at the University of Edinburgh Learning and Teaching Conference, June 2020.
Influential Voices - Developing a blogging service based on trust and opennessLorna Campbell
Presentation on the Academic Blogging Service at the University of Edinburgh by Lorna M. Campbell and Karen Howie, delivered at the 2019 ALT Conference.
A presentation on the academic blogging for student interns at the University of Edinburgh covering: benefits of blogging, topics to blog about, writing for blogs, copyright and licensing, finding and using open licensed images.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. ‘powerful and consequential actors in a wide variety of domains’ (Ziewitz 2015, p3).
‘algorithmic culture’ (Striphas 2015)
‘computational theocracy’ (Bogost 2015)
‘algorithms are now increasingly involved in various forms of social ordering, governance and control’ (Williamson 2014
3.
4. 1. algorithms must be understood to produce the conditions they purportedly represent, rather than discover an
anterior reality or truth (Perrotta & Williamson 2016). In short, algorithms are not passive arbiters for objective
insights.
2. a non-deterministic relationship must be understood in the ways algorithms interact with educational practices
and experiences. Algorithms ‘are socially produced through mixtures of human and machine activities, as well as
being socially productive’ (Williamson 2014).
3. concealment. Not just a matter of protecting competitive market advantage, there may be a necessary
clandestine nature to the processes involved, particularly where assessment is concerned.
Knox. J. (forthcoming) Beyond the ‘c’ and the ‘x’: learning with algorithms in the MOOC. International Review of Education Special Issue Learning paradigms
5. Calculated learners
[w]hen Amazon recommends a book that "customers like you" bought, it is invoking and claiming
to know a public with which we are invited to feel an affinity’ (Gillespie 2014, p188).
‘seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There,
Late Completers and Keen Completers’ (Fergusson and Clow 2015, p1).
identifying user roles by comparing patterns of social and semantic exchange, and modelling discussion in terms of
‘information-seeking and corresponding information-giving posts’ (Hecking et al. 2016, p198).
Poquet & Dawson analyse the formation of distinct networks of MOOC learners (2016).
an ‘algorithmic presentation of publics back to themselves that shapes a public’s sense of itself’ (Williamson 2014).
6. Learning with algorithms?
Can we attribute the ‘social construction’ of learning exclusively to the human beings in the MOOC community or
network where algorithms also play a part in the calculating of groups and communicative practices of participants?