Presentation given at OER16, Edinburgh, April 19th-20th 2016 in collaboration with Beck Pitt as part of our work with the Open Education Practices in Scotland (OEPS) Project.
Earlier this year Edward Timpson’s review on school exclusions raised the profile of the practice of exclusions, managed moves and alternative provision. Head teachers and governors are now under increasing scrutiny to conduct the end-to-end process in a fair and consistent manner (and in line with the statutory guidance) to ensure that the best possible outcome for the school, its staff, its pupils and the parents is achieved.
In this webinar, Senior Associate Hayley O’Sullivan, explores the current exclusions landscape, looks at prospective changes to policy and practice and share examples of best practice to help you avoid common pit-falls when it comes to managing exclusions.
Hayley also provides an overview to the existing statutory guidance, proposed developments in relation to managed moves and alternative provision and share her thoughts on the anticipated changes in regulation as a result of the review.
Earlier this year Edward Timpson’s review on school exclusions raised the profile of the practice of exclusions, managed moves and alternative provision. Head teachers and governors are now under increasing scrutiny to conduct the end-to-end process in a fair and consistent manner (and in line with the statutory guidance) to ensure that the best possible outcome for the school, its staff, its pupils and the parents is achieved.
In this webinar, Senior Associate Hayley O’Sullivan, explores the current exclusions landscape, looks at prospective changes to policy and practice and share examples of best practice to help you avoid common pit-falls when it comes to managing exclusions.
Hayley also provides an overview to the existing statutory guidance, proposed developments in relation to managed moves and alternative provision and share her thoughts on the anticipated changes in regulation as a result of the review.
Heads in the Cloud - How are content strategies evolving in the workplace? (...Brightwave Group
http://www.brightwave.co.uk/debate
This passionate debate, was originally hosted by Brightwave at Learning Technologies Exhibition on Wednesday 25th January 2012.
Chaired by Donald H Taylor, it utilised live voting technology, to investigate how organisations can exploit technology and make learning content and resources effective at the point of need, focusing on how content strategies are evolving to support the level of workplace performance we need right now and in the future
.Find out how the live audience voted…
A presentation comparing the advantages and disadvantages of three online teaching formats (youtube, MOOC, university-based formal online course) for university teachers. Based on a pedagogy project at Lund University, Sweden.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Part of a panel discussion at Learning Analytics and Knowledge 2014 - LAK14 - in Indianapolis.
This presentation contains the first and last sections of the panel discussion.
Heads in the Cloud - How are content strategies evolving in the workplace? (...Brightwave Group
http://www.brightwave.co.uk/debate
This passionate debate, was originally hosted by Brightwave at Learning Technologies Exhibition on Wednesday 25th January 2012.
Chaired by Donald H Taylor, it utilised live voting technology, to investigate how organisations can exploit technology and make learning content and resources effective at the point of need, focusing on how content strategies are evolving to support the level of workplace performance we need right now and in the future
.Find out how the live audience voted…
A presentation comparing the advantages and disadvantages of three online teaching formats (youtube, MOOC, university-based formal online course) for university teachers. Based on a pedagogy project at Lund University, Sweden.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Part of a panel discussion at Learning Analytics and Knowledge 2014 - LAK14 - in Indianapolis.
This presentation contains the first and last sections of the panel discussion.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
Best products supply of ACP Distributing is the range of Panasonic products. Those who want to establish their business supremacy can buy Panasonic telephones which serve as perfect communication systems is panasonic kx-dt343-b.
Te describo paso a paso la forma de evaluación que se realiza para las unidades de aprendizaje en el nivel medio superior de los Centros de Estudios Científicos y Tecnológicos del Instituto Politécnico Nacional.
Infographic: Awareness of OER and OEP in HE institutions ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among HE institutions in Scotland. In total 235 valid responses were collected in a five-week period from 19th October 2015 to 23rd November 2015. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-oer-and-oep-in-scottish-higher-education-institutions-survey-results
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
By;
Limoke Oscar
Google for Education Specialist
Pawa IT Solutions Limited
Pawa IT Solutions Limited is a Systems, Software and Technology company incorporated in March 2013 in Kenya.They develop a great range of quality enterprise software solutions and provide system integrations for various systems.
Exploring barriers to participation CALRG (June 2017)OEPScotland
Conference presentation to the 38th Annual CALRG conference on 14th June 2017.
Looks at the barriers to participation in open, online learning.
Draws on action research by the Opening Educational Practices in Scotland project working with HE, third sector, unions and other informal educators.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Scotland's Curriculum for Excellence: Into the futureEduSkills OECD
Scotland (United Kingdom) pioneered the approach to 21st-century curricula when it first conceived its Curriculum for Excellence (CfE). Rolled out in schools since 2010, CfE aims to provide students with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools in order to understand the design and development of school curricula since 2015, aiming to uncover valuable lessons for other education systems and their own curriculum policies.
Redefining lifelong learning webinar presentation slides.pptxILC- UK
We know that we’re living longer, which means many people will also be working for longer. One in seven people over 65 are still employed in the UK, but we’re still seeing challenges in our labour markets.
According to the ILC’s Healthy Ageing and Prevention Index, the UK’s work span is only 31.5 years, ranking the UK 47th out of 121 countries. Skills shortages driven by demographic change are hitting all sectors of the UK’s economy: by 2030, we could see a shortage of 2.6 million workers. On the other hand, if UK employment rates for those aged 50 to 64 matched the rates of those aged 35 to 49, the country’s GDP would increase by more than 5%.
One way to improve work span and employment is through lifelong learning. However, in the UK, as the Learning and Work Institute’s Adult Participation in Learning survey showed, rates of learning continue to fall with age. In 2023, only 36% of people aged 55 to 64, 24% of those aged 65 to 74, and 17% of those aged 75 and over said that they’d taken part in any kind of learning in the past three years.
To better understand the approaches in other countries, we consulted with experts in lifelong learning, both from the UK and globally. ILC's report, in collaboration with Phoenix Insights, Redefining lifelong learning: lessons from across the globe considers the approaches taken in Singapore, Japan, South Korea, Canada, Germany, the Netherlands and Sweden. While each country’s approach is different, and shaped by its wider cultural, political and economic context, there are some common threads including: learning culture; the range of learning opportunities on offer; levels of support and investment; and accessibility
A keynote presentation for the Online Teaching Pathways for Early-Career Criminologists & Sociologists
by University of Glasgow, Hong Kong University, U21.
Abstract: We have all had to pivot rapidly from teaching face-to face to teaching fully online and have learned many lessons along the way, in a particularly short space of time. In many cases, if our IT groups and vendors had not equally risen to the occasion this would not have been possible. However, what has been observed is that those who have fared better over these recent months have been those institutions with well-established frameworks in place to mediate their technology-enhanced learning (TEL). That is, they have recognised processes that define how they translate what is in policy, procedures and planning into practice with appropriate IT scaffolding. Such a framework can be found within a number of TEL quality tools, that are designed to provide an institution with clear guidelines as to what things need to be in place to facilitate a robust and consistent approach to teaching with technology. Once these things are in place it makes it possible to undertake online teaching that does more than just mimic face-to-face practice, but actually provide a the foundation for innovative pedagogies to thrive. One concept associated with this is the notion that students can be productive and typically, this means the TEL has, or can become far more, active, authentic and collaborative.
OEPS presentation at OpenEd15 - Designing and using open pedagogies for the 5...OEPScotland
Designing and using open pedagogies for the 5Rs: the Opening Educational Practices in Scotland experience
OEPScotland presentation given by Anna Page at OpenEd15 in Vancouver, 18 November 2015
B. de los Arcos, June 2021
Assignment – Unit 1, Creative Commons Certificate
Blog post: https://oscailte.wordpress.com/2021/06/12/what-is-creative-commons/
Open Textbooks: Access, affordability and academic successBdelosArcos
Slides for workshop on open textbook adoption in Ireland, as part of the UK Open Textbook Project. Adapted from work by David Ernst, University of Minnesota.
Creative Commons Licenses for Flipped EducatorsBdelosArcos
Last September, when Kari Arfstrom visited Milton Keynes as an OERRHub fellow, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons Licenses. Last January, when Jon Bergmann and Aaron Sams visited Milton Keynes en route to speaking at BETT13, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons licenses. Well, let me introduce you to Mr. O'Pen.
For more information: oerresearchhub.org
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...BdelosArcos
Results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers' use of OER while implementing the flipped learning model. Presentation at OCWC Global 2014, Ljubljana, Slovenia.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Pride Month Slides 2024 David Douglas School District
Awareness of OER and OEP in Scotland: Survey Findings from the OEPS Project
1. Opening Educational Practices in
Scotland
Awareness of OER and
OEP in Scotland:
Survey Findings from the OEPS Project
Dr. Beatriz de los Arcos @celTatis
Dr. Beck Pitt @BeckPitt
2. Opening Educational Practices in Scotland
About us
The Opening Educational Practices in Scotland
project facilitates best practice in Scottish open
education. We aim to enhance Scotland’s reputation
and capacity for developing publicly available and
licenced online materials, supported by high quality
pedagogy and learning technology.
“”
3. Opening Educational Practices in Scotland
Surveys
• Find out about awareness of OER/OEP among HE
and FE institutions in Scotland
• Online (5 weeks)
• Results are indicative but not necessarily
representative
4. 4
Opening Educational Practices in Scotland
Sample
HE (N=235) FE (N=236)
Gender
54.5% female
42.1% male
56.4% female
42.4% male
Teaching Experience
29.5% >20 years
13.2% 16-20 years
32.2% >20 years
16.1% 16-20 years
Employment status
55.4% full-time
44.6% part-time
71.6% full-time
28.4% part-time
Teaching context
62.7% face-to-face
21.7 % blended
15.5% online
89.8% face-to-face
9.8 % blended
.4% online
Teaching level 73.9% undergraduate
31.2% National Certificate
16.9% Higher National
51.9% both
Discipline
23% Natural Sciences
14% Health & Social Care
7% Social Sciences
12.3% Computer & ICT
12.3% Care
10.2% Engineering
7. 7
Opening Educational Practices in Scotland
Awareness of licensing
HE FE
Public Domain 60.6% 68.2%
Copyright 82.4% 90.7%
Creative Commons 50.3% 38.1%
8. 8
Opening Educational Practices in Scotland
Use of repositories
YouTube TED OpenLearn Jorum
85.2%
46.1%
30.4%
6.5%
94.9%
39.8%
28.4%
9.3%
HE
FE
9. 9
Opening Educational Practices in Scotland
Sharing practices
HE FE
I don’t share 6.8% 1.3%
I share through my institution’s
VLE
65.5% 69.1%
I share publicly online 9.4% 9.3%
I share in person 37.4% 61.4%
I share via email if asked
privately
48.5% 56.4%
“As long as we put hundreds of hours developing new teaching
material, where only the delivery and not the development counts in
our workload, giving it away for free seems like a bad idea... “
10. 10
Opening Educational Practices in Scotland
Engaging in staff development or CPD
HE OER users OER non-users
Open licensing 41.7% 16.9%
Use of already existing OER 83.3% 59.8%
Creation of new OER 50% 30.1%
Remixing of OER 41.7% 13.8%
Open educational practice 41.7% 14.6%
Open scholarship 9.1% 0%
Open research 2.5% 9.9%