This document summarizes a presentation about becoming an open education leader and librarian. It defines open education and discusses how open education and course design are interrelated. It describes the role of an open education advocate as a planner, designer, content supporter, champion, project manager, developer, and expert who supports open education at multiple levels. It discusses skills needed for open education librarianship, including licensing, instructional design, and strategic planning. The presentation aims to help librarians recognize their role in advocating for and designing open education.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
6th Annual Adolescent Literacy Conference June 2016scasassa
View "Supporting Literacy Standards and Skills with Technology" Presentation given at the 6th Annual Adolescent Literacy Conference at SERESC Bedford, NH
Upstairs-downstairs: Working with a campus assessment coordinator and other a...Margot
Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!
Presented by Mirjam Hauck of The Open University at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Christine Bauer-Ramazani focuses on alternative means of assessment using technology to monitor and evaluate student learning outcomes in project- and content-based learning environments. Examples are given.
Open educational practices and learning design: The role of educational devel...Michael Paskevicius
While an official definition for open educational practices is still emerging, from a learning design perspective these may be considered teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. (Paskevicius, 2017). Open educational practices are teaching and learning designs that take advantages of the affordances of open educational resources, challenge students to learn more openly, engage our communities, and make our professional practice more accessible. A number of scholars have advocated for open practices: in supporting student success through increased access to educational resources (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); to support faculty engagement with educational developers in the co-creation of reusable and adaptable courseware (Conole & Weller, 2008; DeVries &Harrison, 2016); through the experimentation and reflection of the practice of teaching in the open (Veletsianos, 2013; Cronin, 2017); and in fostering learning communities across institutions (Petrides, Jimes, Middleton-Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, whose consultative work may support more open practices to address institutional goals, missions, and objectives.
Educational developers are well positioned to support change by infusing professional development with open practices at the departmental, program, and course level. Open educational practices may be situated as a lens to support these change initiatives and provide new conceptualisations of teaching and learning (Bossu, & Fountain, 2015). In this research presentation I'll present the findings from a literature review of open educational practices in the context of learning design and engage participants in thinking about how to integrate “open" into learning outcomes, teaching resources, pedagogy, and assessment.
OER Vetting: Cultural Relevance, Accessibiilty, & LicensingUna Daly
Finding and selecting OER to adopt at your college can raise questions about both the quality and accessibility of the content for your students. Join us for this webinar to hear about best practices and rubrics developed to ensure that OER content meets instructional material standards, accessibility guidelines, and open licensing policies established at your institution. These rubrics assist faculty, librarians, instructional designers and other staff to select and adapt open educational resources that meet student needs regardless of disability but are also culturally relevant and engaging for students at your institution and can be freely re-used, re-mixed, and re-distributed.
When: Wed, May 10, at 10am PT/ 1pm ET
Featured Speakers:
Lori Catallozzi, Dean of Humanities and Learning Communities, Bunker Hill Community College, MA will share promising practices for designing digital open educational resources that are culturally relevant and engaging for students.
Paula Michniewicz, Instructional Designer, Salt Lake Community College, UT will share best practices for evaluating digital open educational resources for meeting Section 508/ADA standards and guidelines for Universal Design for Learning (UDL).
Quill West, OER Project Manager, Pierce College District, WA will share best practices for ensuring the proper vetting and attribution of open educational resources.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
6th Annual Adolescent Literacy Conference June 2016scasassa
View "Supporting Literacy Standards and Skills with Technology" Presentation given at the 6th Annual Adolescent Literacy Conference at SERESC Bedford, NH
Upstairs-downstairs: Working with a campus assessment coordinator and other a...Margot
Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!
Presented by Mirjam Hauck of The Open University at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Christine Bauer-Ramazani focuses on alternative means of assessment using technology to monitor and evaluate student learning outcomes in project- and content-based learning environments. Examples are given.
Open educational practices and learning design: The role of educational devel...Michael Paskevicius
While an official definition for open educational practices is still emerging, from a learning design perspective these may be considered teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. (Paskevicius, 2017). Open educational practices are teaching and learning designs that take advantages of the affordances of open educational resources, challenge students to learn more openly, engage our communities, and make our professional practice more accessible. A number of scholars have advocated for open practices: in supporting student success through increased access to educational resources (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); to support faculty engagement with educational developers in the co-creation of reusable and adaptable courseware (Conole & Weller, 2008; DeVries &Harrison, 2016); through the experimentation and reflection of the practice of teaching in the open (Veletsianos, 2013; Cronin, 2017); and in fostering learning communities across institutions (Petrides, Jimes, Middleton-Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, whose consultative work may support more open practices to address institutional goals, missions, and objectives.
Educational developers are well positioned to support change by infusing professional development with open practices at the departmental, program, and course level. Open educational practices may be situated as a lens to support these change initiatives and provide new conceptualisations of teaching and learning (Bossu, & Fountain, 2015). In this research presentation I'll present the findings from a literature review of open educational practices in the context of learning design and engage participants in thinking about how to integrate “open" into learning outcomes, teaching resources, pedagogy, and assessment.
OER Vetting: Cultural Relevance, Accessibiilty, & LicensingUna Daly
Finding and selecting OER to adopt at your college can raise questions about both the quality and accessibility of the content for your students. Join us for this webinar to hear about best practices and rubrics developed to ensure that OER content meets instructional material standards, accessibility guidelines, and open licensing policies established at your institution. These rubrics assist faculty, librarians, instructional designers and other staff to select and adapt open educational resources that meet student needs regardless of disability but are also culturally relevant and engaging for students at your institution and can be freely re-used, re-mixed, and re-distributed.
When: Wed, May 10, at 10am PT/ 1pm ET
Featured Speakers:
Lori Catallozzi, Dean of Humanities and Learning Communities, Bunker Hill Community College, MA will share promising practices for designing digital open educational resources that are culturally relevant and engaging for students.
Paula Michniewicz, Instructional Designer, Salt Lake Community College, UT will share best practices for evaluating digital open educational resources for meeting Section 508/ADA standards and guidelines for Universal Design for Learning (UDL).
Quill West, OER Project Manager, Pierce College District, WA will share best practices for ensuring the proper vetting and attribution of open educational resources.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Robin DeRosa and Dan Blickensderfer give a talk about OER and Open Pedagogy at at SNHU's Sandbox CoLABorative. We provided definitions and context around OER, introduced Creative Commons and the licenses they provide that make OER possible, and introduced Open as a framing ethos for pedagogy.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
Expanding OER Adoption in Michigan, Oregon, and CaliforniaUna Daly
Open Education Week is an ideal time to hear from our community members who are leading open education initiatives on their campuses and across their states to reduce costs for students and empower faculty to enhance learning in their classrooms. We will hear from two OER librarians and a faculty member who are successfully growing awareness and adoption of open educational resources. They will share the successes and challenges of coordinating statewide efforts and influencing their colleagues to adopt OER in their courses.
When: Tues, March 28, at 10am PT/ 1pm ET
Featured Speakers:
Regina Gong, OER Project Manager, Lansing Community College, Michigan
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Vera Kennedy, Sociology Professor, West Hills LeMoore College, California
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Blended librarianswebcast
1. BECOMING OPEN
EDUCATION LEADERS
Open Education Advocacy and Design for Librarians
Quill West, MLS, MAIS
Open Education Project Manger
Pierce College
@quill_west
2. Presentation Goals
• Define Open Education
• Recognize how OE and course design are
interrelated
• Describe the role of an open education advocate
• Construct a definition of open education
librarianship
7. Learn Licensing
• Faculty concerns over licensing and
copyright documented in multiple studies
• Theoretical understanding of licenses
makes advocacy easier
• Students use open licensing too
8. Brief Review
Two of the 5Rs are revision
and remixing. Which of the
Creative Commons licenses
don’t allow for remix?
A.
B.
C.
D.
Use the polling feature
in Blackboard
Collaborate to select the
most appropriate
answer.
&
&
&
9. OE AND ID: TRAVELING COMPANIONS
"luggage on a rolls royce" by jiva is licensed under CC BY-NC 2.0
10. "Who are your Learners?" by Giulia Forsythe is licensed under CC BY-NC-SA 2.0
11. “Copyright Course Materials and You” by Giulia Forsythe is licensed under CC BY-NC-SA 2.0, Modified from the original by Quill West.
12. Brief Review
If A is all the time and D is never,
select the most appropriate
description of how often you’ve
helped a faculty member select
a textbook.
A. I do that all the time.
B. I’ve done it 3-5 times this
year.
C. It happened once or twice in
the past ten years.
D. Textbook selection? Only for
my own courses.
Use the polling feature
in Blackboard
Collaborate to select the
most appropriate
answer.
13. Learn to Make Course Maps
• Often textbooks have too much information
• Organized course maps help you to see what is
missing
• Define all of the skills students need to complete
assignments and achieve outcomes
• Helping to design – bigger chance to be involved
• Make the process explicit to yourself and the
faculty member
15. Advocacy
• Plan for success
• Develop message
• Identify challenges and
opportunities
• Collect allies
16. The term advocate is a little misleading. Most library advocates are
planners, designers, content supporters, champions, project managers,
developers, and experts who support open education at multiple levels
and in many guises.
17. Brief Review
If A is all the time and D is never,
select the most appropriate
description of the last time you had
a strategic conversation about how
your library messages open
education.
A. OE is part of our strategic plan.
B. 3-5 times this year, it’s a
developing plan.
C. We really want to, but we’re way
too busy for that.
D. I’m on a fact-finding mission.
Use the polling feature
in Blackboard
Collaborate to select the
most appropriate
answer.
20. Skills Identified
• Licensing/Copyright
• Planning and Project Management
• Strategic Planning
• Professional Development Outreach
• Instructional Design, Iterative Design
• Searching for Open Materials
• Institutional Research, Evidence Based Change
• Student Motivation Outreach
• Information Literacy
• Teaching
• A lot of moxy and grit
21. Article References
• Chae, B. and Jenkins, M. (2015). A qualitative investigation of faculty open educational resource
usage in the Washington Community and Technical College System: Models for support and
implementation. SBTCT. Retrieved 27, May 2015 from
https://drive.google.com/file/d/0B4eZdZMtpULyZC1NRHMzOEhRRzg/view.
• Allen, I.E. and Seaman, J. (2014). Opening the curriculum: Open educational resources in US
higher education, 2014. Babson Survey Research Group. Retrieved 27, May 2015 from
http://www.onlinelearningsurvey.com/oer.html.
People and Projects to Follow
• Opencontent.org
• BC Open Textbook Project
• Open Education Group
• Organizations that Help
• Creative Commons
• CCCOER
• SPARC
The proceeding presentation by Quill West for Pierce College is licensed under a Creative Commons
Attribution 4.0 international license. Some materials used have more restrictive licenses. Please note those
licenses when you use my presentation.
Work License