The document outlines the programme for a conference titled "Choices and challenges: youth services in libraries" held at the Mitchell Library in Glasgow. The programme included presentations on topics like the role of libraries in informing young people, youth access programs, and user-driven teenage library services. Speakers represented organizations like Youthlink Scotland, Young Scot, North Ayrshire Council, John Wheatley College, and Dundee City Council. The event included sessions on these topics as well as a panel forum and concluded with a summary and close.
A town meeting was held at the British Library to launch the call for The Academic Book of the Future. This call, in association with the British Library, relates to the AHRC's Digital Transformations in the Arts and Humanities Theme. The call’s aim is to explore the future of the academic book in the context of open access publishing and the digital revolution. A single consortium will be funded through this scheme, with total project costs up to a value of £450k FEC, with AHRC providing 80% of the costs, and lasting up to 24 months from October 2014.
This document summarizes a presentation given by Maja Maricevic on the academic book of the future project. The project will explore the future of academic publishing, including monographs and edited collections, considering changing technologies and open access. It will address implications for book production, research and publishing processes, libraries, and readers. The British Library is committed to collecting and providing access to scholarly content, including digital formats, and their role in the project includes advising, collaborating, and sharing expertise.
Virtual Learning Spaces (Sl) Rsc Wales Confguest6b9af7
The document discusses various uses of virtual learning spaces in Second Life by different educational institutions in the UK and Scotland. Some key applications mentioned include interactive libraries filled with books and videos; an interactive museum of PC history; galleries showcasing art and student work; and spaces promoting learning styles and providing multimedia resources through interactive objects. Many of the spaces aim to close the loop between activities in Second Life and an institution's virtual learning environment.
The document discusses copyright and open content. It provides information on what types of works are protected by copyright, including literary works, musical works, dramatic works, artistic works, films, sound recordings, broadcasts, and more. It also outlines the duration of copyright for different types of works and lists restricted and permitted acts under copyright. The document then discusses open content and how Creative Commons licenses provide standardized ways for authors to license their works under various levels of openness and sharing.
The document summarizes an event about open educational resources (OER) and sustainability. It provides an agenda for the event including presentations on sustainable models for OER, policies to support sustainable reuse of resources, and a discussion on what is needed to make OER sustainable. The document also discusses different perspectives on OER sustainability from funders, practitioners, institutions, and communities. It explores concepts like monoculture, eutrophication, and information ecology in relation to building a sustainable OER ecosystem.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
The document outlines the programme for a conference titled "Choices and challenges: youth services in libraries" held at the Mitchell Library in Glasgow. The programme included presentations on topics like the role of libraries in informing young people, youth access programs, and user-driven teenage library services. Speakers represented organizations like Youthlink Scotland, Young Scot, North Ayrshire Council, John Wheatley College, and Dundee City Council. The event included sessions on these topics as well as a panel forum and concluded with a summary and close.
A town meeting was held at the British Library to launch the call for The Academic Book of the Future. This call, in association with the British Library, relates to the AHRC's Digital Transformations in the Arts and Humanities Theme. The call’s aim is to explore the future of the academic book in the context of open access publishing and the digital revolution. A single consortium will be funded through this scheme, with total project costs up to a value of £450k FEC, with AHRC providing 80% of the costs, and lasting up to 24 months from October 2014.
This document summarizes a presentation given by Maja Maricevic on the academic book of the future project. The project will explore the future of academic publishing, including monographs and edited collections, considering changing technologies and open access. It will address implications for book production, research and publishing processes, libraries, and readers. The British Library is committed to collecting and providing access to scholarly content, including digital formats, and their role in the project includes advising, collaborating, and sharing expertise.
Virtual Learning Spaces (Sl) Rsc Wales Confguest6b9af7
The document discusses various uses of virtual learning spaces in Second Life by different educational institutions in the UK and Scotland. Some key applications mentioned include interactive libraries filled with books and videos; an interactive museum of PC history; galleries showcasing art and student work; and spaces promoting learning styles and providing multimedia resources through interactive objects. Many of the spaces aim to close the loop between activities in Second Life and an institution's virtual learning environment.
The document discusses copyright and open content. It provides information on what types of works are protected by copyright, including literary works, musical works, dramatic works, artistic works, films, sound recordings, broadcasts, and more. It also outlines the duration of copyright for different types of works and lists restricted and permitted acts under copyright. The document then discusses open content and how Creative Commons licenses provide standardized ways for authors to license their works under various levels of openness and sharing.
The document summarizes an event about open educational resources (OER) and sustainability. It provides an agenda for the event including presentations on sustainable models for OER, policies to support sustainable reuse of resources, and a discussion on what is needed to make OER sustainable. The document also discusses different perspectives on OER sustainability from funders, practitioners, institutions, and communities. It explores concepts like monoculture, eutrophication, and information ecology in relation to building a sustainable OER ecosystem.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
This slide show will provide you with an overview of content OERs and how NROC support the OER movement.
We have also provided NROC Network Member case studies to further highlight our work in this space.
Fundamentals of Music Theory: Co-creating sustainable open textbooks for musi...Lorna Campbell
The document summarizes the development of an open educational resource (OER) textbook on music theory created by researchers at the University of Edinburgh. It began as a Coursera MOOC in 2014 and was adapted into a for-credit course in 2018. With support from the OER Service and Reid School of Music, students helped transform it into an open etextbook in 2021. Usage statistics show it has been downloaded over 2,000 times across several countries. The project aims to improve access to music education through open licensing of teaching materials.
This package contains information about partners, sessions and presenters for the open education gathering on Samson Cree Nation, part of Treaty 6 territory.
Robert Gibson outlines his background and experience that he would bring to the Library and Information Science program at Emporia State University. He has over 21 years of higher education experience, including experience teaching both face-to-face and online. His research interests include social networking in learning, knowledge transfer, constructivism, immersive learning environments, and how emerging technologies are shaping libraries. He is committed to student learning and believes in connecting curriculum to real-world experiences to engage students.
This document discusses using podcasting in the classroom and provides resources for teachers. Podcasting allows students to have their voices heard by creating audio files to post online. It can teach students technical skills and help them learn project skills while creating positive student expression. The document outlines steps for creating a podcast, including defining the purpose, organizing topics, recording, editing, and publishing. Some ideas presented are using podcasts for book talks and classroom news broadcasts to engage students and share their work with a broad audience. Overall, the resources and ideas provided help illustrate how podcasting can be an effective tool for student learning and expression.
This document discusses using podcasting in the classroom and provides resources for teachers. It explains that podcasting allows students to have their voices heard, report school news, and promote learning using technology. It provides steps for creating a podcast, including defining the purpose, organizing topics and students, recording, editing, and publishing. Some benefits highlighted are that podcasting teaches students skills while allowing them to be creatively express themselves. Links are included to websites that provide more podcasting ideas and lessons for the classroom.
Katrin Moeseler The Use Of Podcasting In Educationguest56229b9
The document discusses the use of podcasting in education. It provides examples of how podcasts can be used to enhance teaching in various subjects like science and history. Podcasts allow information to be shared anywhere and anytime. They also make it easier for teachers to share examples with each other. Research shows that podcasts improve student engagement and test scores when integrated into teaching. The document also provides guidance on how to select quality podcasts and incorporate them into lesson plans across different curriculums.
Creative Destruction: An 'Open Textbook' disrupting personal and institutiona...Janice K. Jones
This document summarizes Dr. Janice K. Jones' experience creating an open textbook project at the University of Southern Queensland. It describes how the initial plan was to create an open WordPress site with open educational resources for teaching the arts. However, the site was hacked, forcing Dr. Jones to rethink the project. She transformed it into a blog site called ArtsSpace that shares artistic works and stories beyond traditional textbooks. The project aims to disrupt boundaries and start conversations around arts education. Overall, the document outlines the challenges and transformations in Dr. Jones' process of developing this open educational resource.
The bulletin board near the entrance gate promoted Buwan ng Wika and Science Month through colorful displays of student work, schedules of activities, and announcements in an attractive and easy to read format. While the board caught viewers' attention with its visual appeal and clear communication of information, it could be improved by adding more interactivity to encourage greater student involvement.
This document discusses the changing roles of academic libraries in the 21st century due to technological advances and changes in research, learning, and work environments. It notes that libraries must transform from repositories of books to centers of innovation and knowledge creation that support new forms of digital scholarship, data management, experiential learning, and interdisciplinary collaboration. Examples are provided of new library spaces that support areas like makerspaces, archives, innovation zones, research, study, and digital media labs. The vision is for libraries to become hubs that bring together students, faculty, resources, and expertise in technology-rich environments aligned with current needs.
This PhD thesis examines using the theory of affordances as a design tool to align pedagogy and educational technology. The author conducted design-based research involving iterations with students and teachers at a secondary school and higher education institution. Findings suggest affordances can explain how people derive meaning from digital environments if broadened beyond "action possibilities" to include the wider learning ecology. A framework uses affordances as a design tool and a methodology aims to align technologies with authentic learning scenarios. The design-based research approach provided valuable insights for both design and research of technology-enhanced learning.
Presented at the BALEAP Biennial Conference (The Janus Moment in EAP: Revisiting the Past, Building the Future) http://baleap.org.uk/events/event-6/ in Nottingham on April 19, 2013.
FLAX Weaving with Oxford Open Educational Resources: Open Practices for Engli...Alannah Fitzgerald
Workshop delivered at the e-Learning Symposium on the 25th of January, 2013 with the Centre for Languages, Linguistics and Area Studies at the University of Southampton.
Love is a stranger in an open car to tempt you in and drive you far away... t...Alannah Fitzgerald
This document summarizes a blog post about the author's experience with open educational practices (OEP) through a project called TOETOE International. The author discusses their work evaluating the reuse of open educational resources from Oxford University in English language teaching in several countries. They describe attending conferences on open education and participating in workshops and meetings with OER practitioners. The goal is to better understand the international open education movement and inform the design of open-source digital libraries for language learning.
The PowerPoint slides that I've used during the "Innovations in Learning Design and Technology for Distance Education" workshop for the delegates from the Open University of China, 3rd – 7th of June, 2013. University of Leicester, UK
Jalt 2012...spreading it...vocab sig presentation event...flyer & program finalAndy Boon
This document announces a day-long event featuring presentations by experts on vocabulary acquisition for EFL learners. Sponsored by JALT West Tokyo Chapter, the Vocabulary SIG, and Oxford University Press, the event will include talks on using technology like Word Engine to boost vocabulary learning, creating vocabulary lists tailored to students' needs, utilizing pictures to teach vocabulary formatively, and selecting appropriate online tools. It provides details on location, registration, and contact information for attendees interested in the professional development opportunities around vocabulary instruction offered at this event.
This document discusses an academic at the University of Oxford who supports making her teaching materials openly available through Creative Commons licensing and podcasting. She has found that podcasting her lectures allows her teaching to reach a broader audience around the world and provides motivation to further develop her teaching. Students, teachers, and lifelong learners from various backgrounds have contacted her to express appreciation for being able to access high-quality academic content freely.
This document summarizes a study on the impact of open educational resources (OER) at universities. It conducted interviews and focus groups with university staff and students. The study found benefits to educators included improved learning experiences for students and opportunities for professional development. Key enabling factors for OER use included positive attitudes towards sharing, ability to customize resources, and discoverability/access issues. While students valued lecturers curating resources, they wanted authentic teaching not solely third-party content. The study concludes that wider OER adoption requires a culture of open sharing practices within a supportive community.
This document outlines an agenda for a workshop on finding and evaluating Open Educational Resources (OER). The workshop consists of three parts:
1) A 20-minute presentation on how to find relevant OER and criteria for evaluating OER.
2) A 40-minute hands-on activity where participants use OER search engines to find resources and evaluate them using a provided checklist.
3) A 30-minute debate where participants share their evaluations and how easy it would be to adapt the OER for their own teaching and learning.
More Related Content
Similar to Authorship and use of OER as academic practice for research-led teaching - Melissa Highton
This slide show will provide you with an overview of content OERs and how NROC support the OER movement.
We have also provided NROC Network Member case studies to further highlight our work in this space.
Fundamentals of Music Theory: Co-creating sustainable open textbooks for musi...Lorna Campbell
The document summarizes the development of an open educational resource (OER) textbook on music theory created by researchers at the University of Edinburgh. It began as a Coursera MOOC in 2014 and was adapted into a for-credit course in 2018. With support from the OER Service and Reid School of Music, students helped transform it into an open etextbook in 2021. Usage statistics show it has been downloaded over 2,000 times across several countries. The project aims to improve access to music education through open licensing of teaching materials.
This package contains information about partners, sessions and presenters for the open education gathering on Samson Cree Nation, part of Treaty 6 territory.
Robert Gibson outlines his background and experience that he would bring to the Library and Information Science program at Emporia State University. He has over 21 years of higher education experience, including experience teaching both face-to-face and online. His research interests include social networking in learning, knowledge transfer, constructivism, immersive learning environments, and how emerging technologies are shaping libraries. He is committed to student learning and believes in connecting curriculum to real-world experiences to engage students.
This document discusses using podcasting in the classroom and provides resources for teachers. Podcasting allows students to have their voices heard by creating audio files to post online. It can teach students technical skills and help them learn project skills while creating positive student expression. The document outlines steps for creating a podcast, including defining the purpose, organizing topics, recording, editing, and publishing. Some ideas presented are using podcasts for book talks and classroom news broadcasts to engage students and share their work with a broad audience. Overall, the resources and ideas provided help illustrate how podcasting can be an effective tool for student learning and expression.
This document discusses using podcasting in the classroom and provides resources for teachers. It explains that podcasting allows students to have their voices heard, report school news, and promote learning using technology. It provides steps for creating a podcast, including defining the purpose, organizing topics and students, recording, editing, and publishing. Some benefits highlighted are that podcasting teaches students skills while allowing them to be creatively express themselves. Links are included to websites that provide more podcasting ideas and lessons for the classroom.
Katrin Moeseler The Use Of Podcasting In Educationguest56229b9
The document discusses the use of podcasting in education. It provides examples of how podcasts can be used to enhance teaching in various subjects like science and history. Podcasts allow information to be shared anywhere and anytime. They also make it easier for teachers to share examples with each other. Research shows that podcasts improve student engagement and test scores when integrated into teaching. The document also provides guidance on how to select quality podcasts and incorporate them into lesson plans across different curriculums.
Creative Destruction: An 'Open Textbook' disrupting personal and institutiona...Janice K. Jones
This document summarizes Dr. Janice K. Jones' experience creating an open textbook project at the University of Southern Queensland. It describes how the initial plan was to create an open WordPress site with open educational resources for teaching the arts. However, the site was hacked, forcing Dr. Jones to rethink the project. She transformed it into a blog site called ArtsSpace that shares artistic works and stories beyond traditional textbooks. The project aims to disrupt boundaries and start conversations around arts education. Overall, the document outlines the challenges and transformations in Dr. Jones' process of developing this open educational resource.
The bulletin board near the entrance gate promoted Buwan ng Wika and Science Month through colorful displays of student work, schedules of activities, and announcements in an attractive and easy to read format. While the board caught viewers' attention with its visual appeal and clear communication of information, it could be improved by adding more interactivity to encourage greater student involvement.
This document discusses the changing roles of academic libraries in the 21st century due to technological advances and changes in research, learning, and work environments. It notes that libraries must transform from repositories of books to centers of innovation and knowledge creation that support new forms of digital scholarship, data management, experiential learning, and interdisciplinary collaboration. Examples are provided of new library spaces that support areas like makerspaces, archives, innovation zones, research, study, and digital media labs. The vision is for libraries to become hubs that bring together students, faculty, resources, and expertise in technology-rich environments aligned with current needs.
This PhD thesis examines using the theory of affordances as a design tool to align pedagogy and educational technology. The author conducted design-based research involving iterations with students and teachers at a secondary school and higher education institution. Findings suggest affordances can explain how people derive meaning from digital environments if broadened beyond "action possibilities" to include the wider learning ecology. A framework uses affordances as a design tool and a methodology aims to align technologies with authentic learning scenarios. The design-based research approach provided valuable insights for both design and research of technology-enhanced learning.
Presented at the BALEAP Biennial Conference (The Janus Moment in EAP: Revisiting the Past, Building the Future) http://baleap.org.uk/events/event-6/ in Nottingham on April 19, 2013.
FLAX Weaving with Oxford Open Educational Resources: Open Practices for Engli...Alannah Fitzgerald
Workshop delivered at the e-Learning Symposium on the 25th of January, 2013 with the Centre for Languages, Linguistics and Area Studies at the University of Southampton.
Love is a stranger in an open car to tempt you in and drive you far away... t...Alannah Fitzgerald
This document summarizes a blog post about the author's experience with open educational practices (OEP) through a project called TOETOE International. The author discusses their work evaluating the reuse of open educational resources from Oxford University in English language teaching in several countries. They describe attending conferences on open education and participating in workshops and meetings with OER practitioners. The goal is to better understand the international open education movement and inform the design of open-source digital libraries for language learning.
The PowerPoint slides that I've used during the "Innovations in Learning Design and Technology for Distance Education" workshop for the delegates from the Open University of China, 3rd – 7th of June, 2013. University of Leicester, UK
Jalt 2012...spreading it...vocab sig presentation event...flyer & program finalAndy Boon
This document announces a day-long event featuring presentations by experts on vocabulary acquisition for EFL learners. Sponsored by JALT West Tokyo Chapter, the Vocabulary SIG, and Oxford University Press, the event will include talks on using technology like Word Engine to boost vocabulary learning, creating vocabulary lists tailored to students' needs, utilizing pictures to teach vocabulary formatively, and selecting appropriate online tools. It provides details on location, registration, and contact information for attendees interested in the professional development opportunities around vocabulary instruction offered at this event.
This document discusses an academic at the University of Oxford who supports making her teaching materials openly available through Creative Commons licensing and podcasting. She has found that podcasting her lectures allows her teaching to reach a broader audience around the world and provides motivation to further develop her teaching. Students, teachers, and lifelong learners from various backgrounds have contacted her to express appreciation for being able to access high-quality academic content freely.
Similar to Authorship and use of OER as academic practice for research-led teaching - Melissa Highton (20)
This document summarizes a study on the impact of open educational resources (OER) at universities. It conducted interviews and focus groups with university staff and students. The study found benefits to educators included improved learning experiences for students and opportunities for professional development. Key enabling factors for OER use included positive attitudes towards sharing, ability to customize resources, and discoverability/access issues. While students valued lecturers curating resources, they wanted authentic teaching not solely third-party content. The study concludes that wider OER adoption requires a culture of open sharing practices within a supportive community.
This document outlines an agenda for a workshop on finding and evaluating Open Educational Resources (OER). The workshop consists of three parts:
1) A 20-minute presentation on how to find relevant OER and criteria for evaluating OER.
2) A 40-minute hands-on activity where participants use OER search engines to find resources and evaluate them using a provided checklist.
3) A 30-minute debate where participants share their evaluations and how easy it would be to adapt the OER for their own teaching and learning.
The document discusses the open educational resources (OER) movement and open courseware (OCW) initiatives. It describes how OCW began with MIT seeking to share educational materials online to advance knowledge worldwide. As other institutions realized the benefits of open sharing, the OCW movement grew globally. The OCW Consortium now includes around 100 institutions that have shared over 8,600 courses to support formal and informal learning worldwide.
1) Open Educational Resources (OER) are teaching, learning, and research materials that are freely available online for anyone to use and adapt. OER can help increase access to education and reduce costs.
2) OER should be openly licensed and in open formats to maximize their reuse and adaptation. Using open source software can also help make OER more openly accessible and editable.
3) OER have the potential to transform education by improving access to learning resources, facilitating collaboration between educators, and bridging formal and informal learning. However, guidance and support are still needed for many learners and educators.
This document discusses challenges and opportunities for open educational resources (OERs) in science, technology, engineering, and mathematics (STEM) subjects. Some key challenges include incorporating mathematical notation and complex diagrams, issues with interoperability, and replicating laboratory and field practices. However, OERs also present opportunities to more easily share resources that are difficult and costly to produce, such as simulations and virtual laboratories. There is a demand for OERs in STEM subjects that could help address capacity constraints and the high costs associated with hands-on learning in these fields. The document raises questions about how OERs could help overcome challenges specific to teaching and learning in different STEM disciplines.
The document discusses copyright and open content licensing. It provides an overview of what types of works are protected by copyright, including literary works, music, films, and more. The duration of copyright protection varies based on the type of work. Copyright restrictions include copying, distributing, performing, and adapting works. Permitted uses include fair use, research, criticism and review. The document then discusses open licensing options like Creative Commons, which allow authors to select how their works can be used while still maintaining attribution and copyright. Creative Commons licenses offer standardized terms to indicate whether commercial use and modifications are permitted.
The document discusses open educational resources (OER) and the open courseware (OCW) movement. It notes that OER include openly licensed educational materials found in institutional repositories, community initiatives, and individual websites. It then describes that OCW are high-quality educational course materials that are openly shared online, including course planning documents, content, activities, and evaluations. Finally, it provides background on how the OCW movement began with MIT's decision to openly publish educational content online and how it has grown globally with the establishment of the OCW Consortium to support over 100 OCW sites worldwide.
The document outlines resources and tools available on the LabSpace open education platform, including three main areas for publishing open educational content and conducting projects. It describes various open learning tools on the Moodle-based platform like forums, wikis, and videoconferencing. Specific tools highlighted include FlashMeeting for videoconferencing, FlashVlog for online video diaries, Compendium for visual mapping of information, and Cohere for experimental knowledge mapping. Hands-on activities are suggested for users to register and create new content in the IndieSpace area of the LabSpace platform.
This document outlines an educational workshop on finding and evaluating Open Educational Resources (OER). The workshop consists of a presentation on how to find relevant OER and criteria for evaluating them, followed by a hands-on activity where participants search for an OER using specific search engines and evaluate it using a provided checklist. Participants then debate how easy it would be to adapt the OER for their own learning and teaching. The document provides example evaluation criteria and describes the hands-on activity in more detail. It concludes by asking participants how they will apply what they learned back at their organization.
1. Open Educational Resources (OER) refer to digitized materials that are freely available online for use and reuse for teaching, learning, and research. OER can help make education more accessible and affordable.
2. OER allow educators to reuse, remix, revise, and redistribute educational content. They provide opportunities for collaboration between educators and learners. OER can benefit individuals by providing free learning materials, as well as educators by allowing them to create new materials efficiently.
3. For educational institutions, OER can help widen access to education, lower costs, and facilitate collaboration. They also provide opportunities for governments to showcase their education systems and develop culturally relevant resources. Overall, OER aim to
The document discusses the global open educational resources (OER) movement. It notes that OER involves many organizations around the world and is funded through various sources including foundations, governments, and institutions. OER can be found on funded and non-funded websites, repositories, and initiatives. The document also briefly discusses open courseware and the open courseware consortium, which aims to advance learning through sharing open educational course materials worldwide.
The document discusses copyright and open content licensing. It provides an overview of what types of works are protected by copyright, including literary works, music, films, and more. The duration of copyright protection varies based on the type of work. It also outlines restricted acts under copyright like copying and distributing works. The document then discusses exceptions like fair use and the permitted uses of copyrighted works. It introduces Creative Commons licenses as a standard way to openly license content while still retaining copyright. The licenses allow for variations in commercial use and modifications of the work.
The document discusses Open Educational Resources (OERs), which are freely available educational materials that can be used and adapted under an open license. It provides background on OERs, including that they were pioneered by MIT in 2002 to make course resources openly available. The document also outlines the objectives of the workshop, which are to discover, reuse, and publish OERs while exploring the benefits and barriers.
The document discusses open educational resources (OER), which are teaching and learning materials that can be freely used and reused. It outlines several benefits of OER, including lowering costs, improving access to education, and facilitating collaboration. However, it also notes that OER require supportive policies, guidance for learners, and a recognition that technology supports but does not replace good teaching.
This document provides the program for the OER11 Conference, which took place from May 11-13, 2011. The conference included keynote speeches, oral presentations, workshops, and demonstrations on topics related to open educational resources (OER). Presentations were split between the Cockcroft Theatre and multiple breakout rooms each day and covered issues such as OER development, implementation, sustainability, and student learning. The conference concluded with a look forward to the next OER conference in 2012.
The Open University (OU) has played a leading role in open educational resources (OER) due to its long history of open and distance learning. It created the SCORE program to increase the use of OERs across UK higher education. SCORE supports OER projects through fellowships, creates and hosts OER content, and organizes engagement events to encourage OER adoption. Recent SCORE activities include new fellowships, expanding the OER collection, and hosting workshops on topics such as finding, evaluating, and creating OERs.
The document discusses open educational resources (OER) and the University of Exeter's efforts to promote their use. It notes that OER should be seen as part of scholarly work and integrated into curriculum design. Exeter launched projects to explore OER issues and release course materials as OER. It recommends a two-stage approach of creating some high-quality OER and developing OER versions of programs, and embedding OER awareness into staff development. Challenges include copyright, quality assurance, and incentivizing staff contribution and use of OER.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
8. Open content literacy is knowing when and why open content is needed, where to find and share it, and how to create, evaluate, and use it in an ethical manner .
Melissa Highton is head of the Learning Technologies Group, OUCS at University of Oxford. She has institutional responsibility for e-learning strategy, the VLE and IT skills and training. She is a Fellow of Kellogg College and works closely with the E-learning Research Group in the Department of Education. She is the senior manager responsible for Oxford’s current OER initiatives and the development of open-source learning technologies. The Learning Technologies Group was established by Oxford University Computing Services in response to a growing demand for advice and support related to the use of C&IT in traditional teaching, learning and research in all disciplines. The Learning Technologies Group currently host several externally funded research projects around the development of digital community collections, green IT, computer modelling, learning design and open educational resources.
The OpenSpires project released hundreds of hours of Oxford digital learning content as Open Content Resources (OER) in appropriate ways via appropriate online platforms. The project has had global impact, as the resources are from world-class speakers and researchers. Oxford academic colleagues are supported in changing practice by becoming 'open content literate' to make informed choices regarding the materials they release and choose to reuse. The OpenSpires bid focused on supporting strategic institutional learning and encouraging cultural change. The project began in 2009 as a HEFCE/JISC OER pilot project . Follow on projects have continued and expanded this work. Our current OER projects are: Triton , Ripple , Listening for Impact and OER Impact Study . The outcomes will promote the sharing of effective practice that may inform and influence policy in other research-intensive institutions in the UK HE sector and beyond. Contact email: [email_address] Website: http://openspires.oucs.ox.ac.uk/ Blog: http://blogs.oucs.ox.ac.uk/openspires/ Duration: April 2009 - May 2011 Support by the HEFCE/JISC.
In institutions where teaching is research-led academic colleagues are regularly engaged in processes of knowledge creation. This new knowledge quickly becomes the content of their teaching. Oxford University has established processes to enable academic colleagues to capture their research presentations as podcasts and licence those as OER with a rapid turn-around and minimal extra effort. We have aimed to make this creation of OER part of the day-to-day activity of staff who research and teach. This project will explore the relationship between OER and the research-teaching nexus by looking closely at how academic staff at two research intensive universities are supported in their academic practice. Working with colleagues in central services and academic libraries at Leeds and Oxford this project will look at the synergies between OER and Open Access Publishing in institutions where OER provides another dissemination mechanism for research, impact and public engagement. Contact email: [email_address] Website: http://www8.open.ac.uk/score/fellows Blog: http://blogs.oucs.ox.ac.uk/melissa/ Duration: October 2010 - September 2011 Supported by the SCORE Fellowship programme at the Open University
The Listening For Impact project, funded by the JISC under the Digitisation and e-Content programme, will engage in systematic analysis of the impact of University of Oxford podcasting activities, beyond simple download statistics, in order to answer the following important questions: What impact the collections have. What factors influence their impact What the audience is for this material If it is worth funding this service in the medium and long term How these collections can best be maintained The current service tracks basic visitor numbers through log analysis and compiling user feedback but without an in-depth systematic analysis of where and how these visitors discover the materials. We will interpret this data using approaches from the TIDSR Toolkit and look at other techniques for gathering data and engaging users. Contact email: [email_address] Website: http://blogs.oucs.ox.ac.uk/listeningforimpact/ Duration: October 2010 - March 2011 Support by the JISC Digitisation and e-Content programme
To ensure that the lessons learned through phase 1 of the Open Educational Resources (OER) Programme help to inform the strategies developed at other UK HE institutions contemplating OER release, the team responsible for the successful delivery of OER from Oxford University (OpenSpires) will provide expert support and training to two partner institutions, Harper Adams University College and Oxford Brookes University. We will help these institutions to understand their own institutional implications, investigate local solutions for sustainable OER release, develop effective engagement and dissemination strategies, and aim to release some of their materials under a Creative Commons licence. Contact email: [email_address] Website: http://openspires.oucs.ox.ac.uk/ripple Duration: 1 September 2010 – 31 August 2011 Supported by HEA/JISC OER Programme Phase 2.
Work done at Oxford during the pilot year of institutional Open Educational Resources (OER) activity through the OpenSpires project resulted in the release of a collection of materials from the Politics and International Relations subject area. Triton will aid discovery of OER in three ways: Regular short scholarly posts and commentaries released as OER. Learning pathways – drawing together sets of quality controlled OER. Thematic collections – dynamically generated channels to learning. The Triton project will bring high-quality OER closer to the Politics and International Relations subject community and increase the discoverability of OER through a heavily promoted cross-institutional blog: http://politicsinspires.org Contact email: peter.robinson@oucs.ox.ac.uk Website: http://openspires.oucs.ox.ac.uk/triton Duration: 1 September 2010 – 31 August 2011 Supported by HEA/JISC OER Programme Phase 2.
During the summer of 2010 staff at OUCS ran a Community Collection where members of the public, teachers, academics, museums and other units, were asked to send material related to the Anglo-Saxons to form part of a freely reusable web site. The Project – Woruldhord (or ‘world hoard’) – extended OUCS’s research into public engagement with community collections, and in the space of a few weeks has assembled a large collection of freely reusable educational resources. The collection will be launched soon and anything you find in there can be used as OER. The archive contains photographs, documents, presentations, databases, and more; covering objects, archaeological sites, poems, prose writings, and course material. It holds around 4,500 digital objects contributed by about 400 people or institutions. Anything you locate within Woruldhord can be freely reused for educational purposes under a Creative Commons Licence ( CC-BY-NC-SA , see also Permitted Use ). The project was part of the RunCoCo project. “ Go and explore The First World War Digital Poetry Archive and The Great War Archive. Go even if you don’t care about the First World War, just to revel in the high quality of the thought that has gone into creating such a wonderful resource.” Dan Todman, Historian The First World War Poetry Digital Archive is a wealth of resources for researchers, teachers, students, and the general public . Anyone is entitled to use the material for Educational Purposes (means for the purpose of education, teaching, distance learning, private study and/or research) but not for Commercial Purposes (i.e. selling or reselling the material or using it for any commercial gain). A press release from the Hague 16.12.10 described the signing of our new 1914-18 archive alliance. The German National Library, Oxford University and Europeana have signed an agreement to digitise family papers and memorabilia from the First World War in order to create an online archive about the people involved in the conflict. There will be a series of roadshows in libraries around Germany that will invite people to bring documents and artefacts from family members involved in the First World War to be digitised by mobile scanning units, and to tell the stories that go with them. There will also be a website allowing people to submit material online if they are unable to attend the local events. Everything submitted will also be available through Europeana, where it will add a new perspective to collections of First World War material from institutions across Europe. The collaborators will bring German soldiers’ stories online alongside their British counterparts in a 1914-18 archive.