This is a presentation of the paper Hermann and Bossle (2019) https://doi.org/10.1016/j.jclepro.2019.119038
Presentation by Marilia Bonzanini Bossle at the ENANPAD conference 2018
This document discusses the leadership styles needed during the COVID era. It describes an "edupreneurial leader" who can scan internal and external environments, diagnose personnel, and utilize flexible leadership styles. Leaders may adopt entrepreneurial and pedagogical styles depending on their personality, education, experience, and the success and risks of their organization. As environments become more uncertain, an edupreneurial approach of doing more with less and improving outcomes by aligning internal and external factors is needed. There is no single best leadership style; the optimal mix depends on situational context. The search continues for the right leadership cocktail.
The document discusses principles of international partnerships. It begins by introducing Susan Buck Sutton, who will discuss the changing landscape of international partnerships and new partnership strategies. Specifically, she will outline the global context for partnerships, the US approach, and possibilities for US-Central Asia partnerships. International partnerships are growing for universities as a way to internationalize, prepare students, attract international students, and pursue cutting-edge research through global collaboration. The US has seen significant growth in international partnerships in recent decades, though many US partnerships have traditionally focused on student exchanges and development projects. US universities are now taking more strategic approaches to partnerships.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
This document provides an introduction to the book "Researching International Pedagogies" which explores innovative teaching and learning methods, frameworks, and pedagogies for international contexts in higher education. The introduction defines international pedagogies and discusses four themes covered in the book: 1) curriculum innovation, 2) teaching and learning experiences, 3) language as a medium for cultural exchange, and 4) uses of technology to support international pedagogies. It aims to further a critical debate on internationalization and its impact on learning, teaching, institutions, and global society through research-based chapters presenting diverse perspectives on international education.
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
Professional learning for 21st century educationphornpreenan
This special issue examines issues related to professional development for 21st century education. Five papers address the need to equip educators with adaptive expertise to deal with emerging challenges. The papers focus on topics like knowledge building, fostering creative capacity, and designing e-learning. Overall, they point to the importance of engaging educators in design-based learning to develop the abilities needed for student-centered, technology-driven education.
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
This document discusses the leadership styles needed during the COVID era. It describes an "edupreneurial leader" who can scan internal and external environments, diagnose personnel, and utilize flexible leadership styles. Leaders may adopt entrepreneurial and pedagogical styles depending on their personality, education, experience, and the success and risks of their organization. As environments become more uncertain, an edupreneurial approach of doing more with less and improving outcomes by aligning internal and external factors is needed. There is no single best leadership style; the optimal mix depends on situational context. The search continues for the right leadership cocktail.
The document discusses principles of international partnerships. It begins by introducing Susan Buck Sutton, who will discuss the changing landscape of international partnerships and new partnership strategies. Specifically, she will outline the global context for partnerships, the US approach, and possibilities for US-Central Asia partnerships. International partnerships are growing for universities as a way to internationalize, prepare students, attract international students, and pursue cutting-edge research through global collaboration. The US has seen significant growth in international partnerships in recent decades, though many US partnerships have traditionally focused on student exchanges and development projects. US universities are now taking more strategic approaches to partnerships.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
This document provides an introduction to the book "Researching International Pedagogies" which explores innovative teaching and learning methods, frameworks, and pedagogies for international contexts in higher education. The introduction defines international pedagogies and discusses four themes covered in the book: 1) curriculum innovation, 2) teaching and learning experiences, 3) language as a medium for cultural exchange, and 4) uses of technology to support international pedagogies. It aims to further a critical debate on internationalization and its impact on learning, teaching, institutions, and global society through research-based chapters presenting diverse perspectives on international education.
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
Professional learning for 21st century educationphornpreenan
This special issue examines issues related to professional development for 21st century education. Five papers address the need to equip educators with adaptive expertise to deal with emerging challenges. The papers focus on topics like knowledge building, fostering creative capacity, and designing e-learning. Overall, they point to the importance of engaging educators in design-based learning to develop the abilities needed for student-centered, technology-driven education.
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
My keynote today
KEYNOTE
2:15 PM
EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES
at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION
http://wls.futurelearninglab.org/final-program/
My presentation at XVIII Congresso Brasileiro de Ensino Superior a Distância
VII Congresso Internacional de Educação Superior a Distância
Educação, Tecnologia e Resiliência Social: o que aprendemos com a pandemia 22 October 2021
Implementing the new competence development model for schools: University Ne...EduSkills OECD
Norway has started to implement a new competence development model that sets out to develop teacher professionalism with in-service
professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.
The OECD supports countries in bridging the gap between policy design and effective implementation. The university network workshop aims to further discuss and refine the implementation strategy of the new competence development model for schools. To this end, the OECD team is presenting the conclusions of the initial OECD policy assessment (“Improving school quality in Norway”), and organising discussions on the concept of quality for professional development within the new model, and the associated indicators to monitor both the implementation process and the anchoring in local practices of the new model.
Don Knezek Global Education conference Keynoteisteconnects
The document discusses ISTE's efforts to advance technology leadership in education on a global scale. ISTE has worked with numerous countries to develop standards for digital-age learning and teaching. This includes adapting ISTE's NETS standards to local contexts and building consensus around frameworks. ISTE also facilitates professional learning opportunities worldwide and provides resources to support digital transformation in schools. The organization aims to ensure students and educators everywhere can develop skills for living and working in today's digital world.
Investigating teachers perceptions of their own practices to improve students...Lazar Stosic
This study aims to investigate teachers’ perceptions of strategies they adopt to help their learners develop their critical thinking skills and how coherent their classroom practices are with their perceptions. The study was conducted with teachers in secondary schools in Saudi Arabia. Primary data in the form of questionnaire results, classroom observation notes and interviews was gathered to attain this goal. A total of three all-male schools participated in the study with 82 teachers completing the questionnaire, and 12 teachers (four from each school) being interviewed and observed during their classroom work. The findings suggest that positing open-ended questions to the class, focusing on performance tasks, and comparing and contrasting different perspectives were the most beneficial teaching strategies to foster students’ critical thinking skills. The findings also highlight that these capabilities are affected not only by the teaching practices, but also by other factors related to the broader academic environment, such as school resources. The results of the present study may help secondary teachers to select and implement teaching strategies and consider factors that may lead to an improvement in students’ critical thinking skills. While this study focuses exclusively on teachers working in the secondary schools in Saudi Arabia, some of the findings can be potentially transferable to other similar educational contexts.
My presentation 1 December 2021 at ALTA’21 - “Advanced Learning Technologies and Applications. From Distance to Hybrid Learning
Learning Practices on /for timer on
Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract
Margaret J. Mclaughlin - Improving the Educational Outcomes of Students with ...IEFE
MARGARET J. MCLAUGHLIN, ASSOCIATE DEAN FOR RESEARCH AND OUTREACH AND PROFESSOR OF SPECIAL EDUCATION, COLLEGE OF EDUCATION
UNIVERSITY OF MARYLAND, COLLEGE PARK MD
Improving the Educational Outcomes of Students with Disabilities and Other Struggling Learners through Policy and Practice Reform
IEFE Forum 2014
This document discusses internationalization in higher education. It defines internationalization as integrating international dimensions into teaching, research, and service. Universities are internationalizing to respond to globalization. Internationalization encompasses aspects like teaching, research, innovation, and culture. Most universities now consider internationalization a key strategic goal and have internationalization units and strategies. Drivers include competing for students, research funding, and university rankings on a global scale. Effective internationalization requires changes to curriculum, research focus, partnerships, and university organization and culture. Leadership plays a key role in managing the challenges of internationalization.
Ossiannilsson 2nd international congress on teaching innovation and research ...Ebba Ossiannilsson
1. The document discusses a presentation by Professor Ebba Ossiannilsson on quality in open online learning and the need for a new quality agenda.
2. Ossiannilsson is an advocate for open and online learning in the context of SDG4 and the Futures of Education. She has nearly 20 years of experience in quality assessment and is involved with several organizations.
3. The presentation calls for a new quality agenda that focuses on impact, engagement, resilience, sustainability, and a culture of quality in light of changes brought about by COVID-19 and new forms of learning.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then discusses key terms related to inclusion like access, widening participation, and lifelong learning. The rest of the document outlines the challenges of inclusion, institutional responses like strategic plans and student support services, approaches to inclusive pedagogy, and examples of good practices like considering diverse learner needs and styles.
This document provides a summary of Professor Ebba Ossiannilsson's background and expertise. Ossiannilsson is a consultant and expert in open, flexible, online and distance learning. She advocates for open education to promote SDG4 and the future of education. She holds leadership roles in several international organizations focused on open education and quality assessment. Ossiannilsson has nearly 20 years of experience in her field and regularly publishes and speaks at conferences. The document outlines her extensive qualifications and contributions to advancing open education on a global scale.
This document discusses current trends and challenges in quality assurance for open online learning and eLearning. It notes that education systems must adapt to meet 21st century skills demands and support sustainable development. Quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement that focuses on learner outcomes, engagement, and impact on individuals and communities. Open online learning presents opportunities but also requires rethinking approaches to curriculum, pedagogy, leadership, and definitions of quality.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
Exploring the present state of south african educationMonyatseng Maake
This document summarizes a research article that explored challenges in the South African education system through interviews with 17 stakeholders. The researchers found that similar issues were raised regarding problems with the curriculum system (CAPS) that replaced Outcomes Based Education (OBE). Teachers often lack proper training and practical classroom experience. However, interviewees believed that with strong leadership and management, literacy levels and education outcomes could be improved over time. The full article provides further details on the education policy and curriculum framework, challenges around student readiness and teacher quality, and recommendations.
The document presents a progression model for entrepreneurship education across different levels of the Danish educational system. The model outlines four key dimensions - action, creativity, environment, and attitude - that can serve as a framework for developing learning outcomes in entrepreneurship education. The dimensions are meant to be integrated with and unfold from students' core subject knowledge at each educational level. Progression in entrepreneurship education is achieved through students gaining experience with value-creating entrepreneurial processes and reflecting on how their knowledge and skills within the four dimensions relate to these experiences and their core subjects over time. The model aims to ensure a common understanding of entrepreneurship education and how it progresses as students advance in their general education.
This document discusses education for sustainable development (ESD) and the implications for pedagogical practices. ESD involves holistic and transformative learning that addresses content, context, pedagogy, and global issues. It also discusses the skills students should develop for the 21st century, such as critical thinking, problem solving, and collaboration. The document advocates reorienting education towards sustainability by integrating ESD concepts and shifting from lecturing to transformative pedagogies that empower students through activities like problem-based learning, inquiry, and collaboration on real-world problems.
My keynote today
KEYNOTE
2:15 PM
EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES
at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION
http://wls.futurelearninglab.org/final-program/
My presentation at XVIII Congresso Brasileiro de Ensino Superior a Distância
VII Congresso Internacional de Educação Superior a Distância
Educação, Tecnologia e Resiliência Social: o que aprendemos com a pandemia 22 October 2021
Implementing the new competence development model for schools: University Ne...EduSkills OECD
Norway has started to implement a new competence development model that sets out to develop teacher professionalism with in-service
professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.
The OECD supports countries in bridging the gap between policy design and effective implementation. The university network workshop aims to further discuss and refine the implementation strategy of the new competence development model for schools. To this end, the OECD team is presenting the conclusions of the initial OECD policy assessment (“Improving school quality in Norway”), and organising discussions on the concept of quality for professional development within the new model, and the associated indicators to monitor both the implementation process and the anchoring in local practices of the new model.
Don Knezek Global Education conference Keynoteisteconnects
The document discusses ISTE's efforts to advance technology leadership in education on a global scale. ISTE has worked with numerous countries to develop standards for digital-age learning and teaching. This includes adapting ISTE's NETS standards to local contexts and building consensus around frameworks. ISTE also facilitates professional learning opportunities worldwide and provides resources to support digital transformation in schools. The organization aims to ensure students and educators everywhere can develop skills for living and working in today's digital world.
Investigating teachers perceptions of their own practices to improve students...Lazar Stosic
This study aims to investigate teachers’ perceptions of strategies they adopt to help their learners develop their critical thinking skills and how coherent their classroom practices are with their perceptions. The study was conducted with teachers in secondary schools in Saudi Arabia. Primary data in the form of questionnaire results, classroom observation notes and interviews was gathered to attain this goal. A total of three all-male schools participated in the study with 82 teachers completing the questionnaire, and 12 teachers (four from each school) being interviewed and observed during their classroom work. The findings suggest that positing open-ended questions to the class, focusing on performance tasks, and comparing and contrasting different perspectives were the most beneficial teaching strategies to foster students’ critical thinking skills. The findings also highlight that these capabilities are affected not only by the teaching practices, but also by other factors related to the broader academic environment, such as school resources. The results of the present study may help secondary teachers to select and implement teaching strategies and consider factors that may lead to an improvement in students’ critical thinking skills. While this study focuses exclusively on teachers working in the secondary schools in Saudi Arabia, some of the findings can be potentially transferable to other similar educational contexts.
My presentation 1 December 2021 at ALTA’21 - “Advanced Learning Technologies and Applications. From Distance to Hybrid Learning
Learning Practices on /for timer on
Quality as a catalyst for innovation and cultural systemic change for the futures of education: A new social contract
Margaret J. Mclaughlin - Improving the Educational Outcomes of Students with ...IEFE
MARGARET J. MCLAUGHLIN, ASSOCIATE DEAN FOR RESEARCH AND OUTREACH AND PROFESSOR OF SPECIAL EDUCATION, COLLEGE OF EDUCATION
UNIVERSITY OF MARYLAND, COLLEGE PARK MD
Improving the Educational Outcomes of Students with Disabilities and Other Struggling Learners through Policy and Practice Reform
IEFE Forum 2014
This document discusses internationalization in higher education. It defines internationalization as integrating international dimensions into teaching, research, and service. Universities are internationalizing to respond to globalization. Internationalization encompasses aspects like teaching, research, innovation, and culture. Most universities now consider internationalization a key strategic goal and have internationalization units and strategies. Drivers include competing for students, research funding, and university rankings on a global scale. Effective internationalization requires changes to curriculum, research focus, partnerships, and university organization and culture. Leadership plays a key role in managing the challenges of internationalization.
Ossiannilsson 2nd international congress on teaching innovation and research ...Ebba Ossiannilsson
1. The document discusses a presentation by Professor Ebba Ossiannilsson on quality in open online learning and the need for a new quality agenda.
2. Ossiannilsson is an advocate for open and online learning in the context of SDG4 and the Futures of Education. She has nearly 20 years of experience in quality assessment and is involved with several organizations.
3. The presentation calls for a new quality agenda that focuses on impact, engagement, resilience, sustainability, and a culture of quality in light of changes brought about by COVID-19 and new forms of learning.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then discusses key terms related to inclusion like access, widening participation, and lifelong learning. The rest of the document outlines the challenges of inclusion, institutional responses like strategic plans and student support services, approaches to inclusive pedagogy, and examples of good practices like considering diverse learner needs and styles.
This document provides a summary of Professor Ebba Ossiannilsson's background and expertise. Ossiannilsson is a consultant and expert in open, flexible, online and distance learning. She advocates for open education to promote SDG4 and the future of education. She holds leadership roles in several international organizations focused on open education and quality assessment. Ossiannilsson has nearly 20 years of experience in her field and regularly publishes and speaks at conferences. The document outlines her extensive qualifications and contributions to advancing open education on a global scale.
This document discusses current trends and challenges in quality assurance for open online learning and eLearning. It notes that education systems must adapt to meet 21st century skills demands and support sustainable development. Quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement that focuses on learner outcomes, engagement, and impact on individuals and communities. Open online learning presents opportunities but also requires rethinking approaches to curriculum, pedagogy, leadership, and definitions of quality.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
Exploring the present state of south african educationMonyatseng Maake
This document summarizes a research article that explored challenges in the South African education system through interviews with 17 stakeholders. The researchers found that similar issues were raised regarding problems with the curriculum system (CAPS) that replaced Outcomes Based Education (OBE). Teachers often lack proper training and practical classroom experience. However, interviewees believed that with strong leadership and management, literacy levels and education outcomes could be improved over time. The full article provides further details on the education policy and curriculum framework, challenges around student readiness and teacher quality, and recommendations.
The document presents a progression model for entrepreneurship education across different levels of the Danish educational system. The model outlines four key dimensions - action, creativity, environment, and attitude - that can serve as a framework for developing learning outcomes in entrepreneurship education. The dimensions are meant to be integrated with and unfold from students' core subject knowledge at each educational level. Progression in entrepreneurship education is achieved through students gaining experience with value-creating entrepreneurial processes and reflecting on how their knowledge and skills within the four dimensions relate to these experiences and their core subjects over time. The model aims to ensure a common understanding of entrepreneurship education and how it progresses as students advance in their general education.
This document discusses education for sustainable development (ESD) and the implications for pedagogical practices. ESD involves holistic and transformative learning that addresses content, context, pedagogy, and global issues. It also discusses the skills students should develop for the 21st century, such as critical thinking, problem solving, and collaboration. The document advocates reorienting education towards sustainability by integrating ESD concepts and shifting from lecturing to transformative pedagogies that empower students through activities like problem-based learning, inquiry, and collaboration on real-world problems.
Jean-Christophe Carteron: Metrics for "Next Generation" Office of SustainabilityISCN_Secretariat
This document discusses metrics for measuring sustainability in higher education institutions. It outlines the scope of responsibility for HEIs, including their role as educational institutions and their environmental, economic and social impacts. It presents examples of metrics used to measure performance in teaching & training, campus management, research, and community involvement. The document advocates developing a knowledge-based model and online test to assess students' minimum level of knowledge about sustainable development. It proposes using such a test to map literacy, evaluate curricula, and promote awareness among students and staff. Overall, the document argues for moving beyond discrete metrics to a more holistic approach of assessing impacts in addition to means used.
This document summarizes a research article from the International Journal of Management about methods used to teach entrepreneurship in high school. It discusses how active, engaging teaching methods like problem-solving exercises, simulations, and role playing can help students better understand and retain entrepreneurial concepts compared to traditional lectures. The document also reviews literature on different entrepreneurship teaching methods, finding that while innovative active methods are most effective, traditional lectures are still more commonly used.
Application of Appropriate Learning Strategies and Development of Competencie...ijtsrd
This study examined the relationship between application of appropriate learning strategies and development of competencies in students of the University of Bamenda UBa . A correlational survey research design, with a quantitative approach for data collection was used. The target population of this study consisted of all undergraduate and Master students, while the accessible population was made up of students selected from six Schools using both probability and non probability sampling techniques. A sample size of 254 students, derived from the Krejcie and Morgan’s Table for sample size calculation, participated in this study. Data obtained were analysed descriptively and inferentially using tables, charts, frequencies, percentages, and multiple response sets. The Spearman’s Rho correlation test was used to test the lone specific research hypothesis. The aim was to find out the level of relatedness between application of appropriate learning strategies and development of competencies in students. Findings showed that, there is a significant and positive relationship between application of appropriate learning strategies and development of competencies in students P 0.027 R= 0.139 . Therefore, the study concluded that adequate application of appropriate learning strategies by students in their environment have significant positive effects on the development of their competencies. Based on the finding, it was recommended that there is need for a competence based curriculum to consolidate students’ self confidence towards success in a task, while avoiding a negative self fulfilling prophecy about learners. Also, there is need for contextual teaching and learning to ensure a connection between what is taught in school and what obtains in real life situations. Kunike Tieme | Chongwain Lilly Oyoma Jehovah "Application of Appropriate Learning Strategies and Development of Competencies in Students of the University of Bamenda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50326.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50326/application-of-appropriate-learning-strategies-and-development-of-competencies-in-students-of-the-university-of-bamenda/kunike-tieme
Innovation at St. Mary’s Catholic Primary School, North Sydneystmns
The document discusses innovation in schools and education. It outlines that innovation and change are central to the role of school leaders according to professional standards. Reasons for building innovation capacity include improving learning outcomes, enhancing equity and equality, and keeping education relevant. One approach to measuring innovation looks at changes in practice reported in international studies. Countries with greater innovation see increases in student achievement and outcomes. The document advocates for collaboration as key to encouraging innovation and discusses applying principles of redesigning education at St. Mary's with a focus on measuring the impact of flexible, innovative practices on student learning.
Issotl2010 conference presentation.scoping internationalisation in learning, ...Rajesh Dhimar
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Bringing an entrepreneurial focus in sustainability education enanpad 2018
1. Bringing an Entrepreneurial
Focus in Sustainability
Education
Roberto Rivas Hermann – Nord University, Norway
Marilia Bonzanini Bossle - Instituto Federal de Educação, Ciência e
Tecnologia do Rio Grande do Sul - IFRS – Brazil
marilia.bossle@viamao.ifrs.edu.br
2. The context
• Sustainability; 17 sustainable development goals (SDG) into
the 2030 Agenda for Sustainable Development (UN 2017).
• The role of entrepreneurs in the identification of market
externalities and exploiting business opportunities around
them (Demirel et al. 2017; Dean & McMullen 2007).
• The importance of Sustainability;
3. Entrepreneurial and Sustainability Education
• The entrepreneurial education is more diverse with regards
to its target audience: “Development of entrepreneurial
capacities and mindsets” (Abou-Warda 2016) .
• Sustainability education means “…aims to challenge and
empower individuals to promote sustainable development
across all disciplines and at all levels of society” (Lourenco
et al. 2013).
4. Entrepreneurial and Sustainability Education
• The entrepreneurial education is more diverse with regards
to its target audience: “Development of entrepreneurial
capacities and mindsets” (Abou-Warda 2016) .
• Sustainability education means “…aims to challenge and
empower individuals to promote sustainable development
across all disciplines and at all levels of society” (Lourenco
et al. 2013).
Lack of linkage between both research
domains
5. The Problem
• Although many years of research and practice have led to a
better understanding of how to integrate sustainability
concerns into education at all levels (Aurandt & Butler 2011; Coops et al. 2015;
Amaral et al. 2015; Aikens et al. 2016), sustainability-education programs
do not account for entrepreneurship-oriented elements
(Wiek et al. 2011).
• How do we conceptualize “entrepreneurial-oriented
sustainability education” based on the meta-knowledge
trends of both fields?
6. • This article follows a bibliometric approach which allows
researchers to: a) identify emerging scientific communities
in a domain, enabling researchers to infer the differences
between the conceptual bases of “entrepreneurship
education” and “sustainability education”; and b) model the
main topics in both fields with the purpose to argue about
the key important discourses in both fields.
7. Theoretical background
• Literature review of previous research on the intersections between
entrepreneurship and sustainability education.
• The crossroads of entrepreneurship and sustainability
education
– A general search using the terms “entrepreneurship education” (EE) and
“sustainability education” (SE) in the database Web-of-Science in November
2017, resulted in 881 peer-reviewed articles in the timeframe 2000-2017.
– By analyzing the abstract and title information of this sample, only 7 papers
use the terms “sustain*” and “entrepr*” altogether, and a total of seven
research articles have addressed several aspects of how to combine EE
and SE in higher education programs
8. Materials and method
• The research design is framed in three phases: data
collection, “automated” content analysis methods, and
conceptualization based on “human” content analysis of the
previous step.
• Data collection – Search at Web of Science – 986 papers;
• Analytical method - Document co-citation (DCA) and topic
modelling.
9.
10. • The bibliometric data of the 986 focal documents were
imported from WoS in the form of a text file. This included
the conventional data, such as author, publication, year, title,
but also all references per article.
• The purpose of the topic modeling was to identify
differences and complementarities on how some concepts
are addressed in both “entrepreneurship education” and
“sustainability education”.
11. Materials and method
• The second and last step involved grouping the topics into
categories. These topics were subsequently coded according to the
categories which indicate particularities of entrepreneurship and
sustainability education (Mindt & Rieckmann 2017): i) educational
focus, ii) paper type, iii) scope of the described teaching and
learning, iv) teaching-learning approaches, v) interdisciplinarity, vi)
cooperation formats, vii) type of learning outcomes, viii) competence
frameworks authors refer to, and ix) theme in relation to
entrepreneurship.
12. Results
# Citi
ng
refe
renc
es
Median
publication year
Most active
citer in the
cluster
Most cited
reference
Most frequent topics (LLR)
0 14 2012 (Loi and Di
Guardo 2015)
(Oosterbeek, van
Praag, and
Ijsselstein 2010)
Teaching entrepreneurship, start-up generation
approach, affective learning result, extra-curricular
enterprise support provision and education student.
1 10 2007 (Vazquez et al.
2011)
(Souitaris,
Zerbinati, and Al-
Laham 2007;
Wilson, Kickul, and
Marlino 2007;
McGee et al. 2009)
fostering entrepreneurship, Spanish empirical study,
teaching entrepreneurship, start-up generation
approach and affective learning result
2 6 2009 (Joensuu-Salo,
Varamaki, and
Viljamaa
2015)
(Liñán and Chen
2009; Jones and
Iredale 2010)
education student, entrepreneurial potential, students
perception, enterprise education and teaching
entrepreneurship
3 6 2012 (Preedy and
Jones 2015)
(Fayolle 2013) Extra-curricular enterprise support provision, curricula
content, teaching method, systematic literature review,
entrepreneurship education
4 6 2011 (Middleton
and Donnellon
2014)
(Neck and Greene
2011)
Personalizing entrepreneurial learning, teaching
entrepreneurship, start-up generation approach,
affective learning result, extra-curricular enterprise
support provision
Summary of co-citation clusters for entrepreneurship education
13. Cluster Citing
references
Median
publication
year
Most active citer
in the cluster
Most cited
reference
Most frequent topics (LLR)
0 13 2011 (Xiong et al.
2013)
(Rieckmann 2012;
Lozano et al.
2013)
sustainability significance, green
curriculum, mainland China,
status and real world
1 12 2009 (Lee, Barker, and
Mouasher 2013)
(Lozano 2006;
Lozano 2010)
exploratory study, graduate
attribute statement, Australian
universities, sustainable
development and sustainability
significance
2 11 2008 (Brundiers,
Wiek, and
Redman 2010)
(Barth et al. 2007;
Sipos, Battisti, and
Grimm 2008)
real-world learning
opportunities, exploratory study,
graduate attribute statement and
engineering education
3 8 2008 (Minguet et al.
2011)
(Cotton et al.
2009)
baseline survey, introducing
sustainability, university teacher,
university curricula, exploratory
study and graduate attribute
statement
Summary of co-citation clusters for sustainability education
14. Towards a conceptualization of entrepreneurial-
oriented sustainability education
• The topic modeling summarized the research domains of
sustainability and entrepreneurship education around four
areas:
– educational focus,
– teaching learning approaches,
– cooperation with external partners and
– types of learning outcomes.
15. From an educational focus perspective
Elements from
Entrepreneurship education
Elements from
Sustainability education
Common themes
In terms of institutions
• enterprise education
• industry
• small enterprise
• NGOs
• planning school
• university
• mainstream business curriculum
In terms of target audience
• engineering students
• graduate entrepreneur
• graduate employability
• individual faculty
• ESD practitioner
• teacher training
• staff development
• undergraduate student
• female undergraduates/
• secondary school students
Domain of education
• institutional development
• public health
• entrepreneurial university
• academic sustainability program
• lifelong learning
• non-formal education
• university culture
16. From the perspective of teaching learning approaches in
entrepreneurship and sustainability education
Entrepreneurship education Sustainability education Common themes
Active learning approaches
• affective learning
• blended learning
• intercultural learning
• reflective learning
• interdisciplinary learning
• know why
• holistic
• active pedagogy
• new educational method
• outdoor education
• action learning
• action competence
• experiential learning
Real world-oriented
• vocational education
• role model
• project-based learning
• addressing issue
• authentic external experience
• establishing participatory approaches
• problem-solving skill
• problem-based learning
• service learning
• specific project
• real-world learning
opportunities
• extra-curricular
17. How to cooperate in teaching and learning
with external partnersEntrepreneurship education Sustainability education
Actors
• stakeholders
• technology business incubators
• university spin-outs
• campus sustainability initiative
• community partner
• grass-roots initiative
Practices
• peer assessment • collaborative research
• collaborative work
• capacity building
• environmental education in the community
• innovative interaction
Principles
• collaborative design
• academic dialogue
• civics
• citizenship
• participatory competencies
• participatory process
20. Conclusion
• As entrepreneurship education gains momentum across higher
education institutions worldwide, it is key to critically think about
the contribution of entrepreneurship education in training the next
generation of entrepreneurs who create value for stakeholders and
the environment, not just shareholders (Freeman et al. 2010;
Bocken et al. 2016).
• New potential roles to entrepreneurs, such as those developing
solutions for sustainable development goals or tackling market
externalities.
21. Conclusion
• One may question the hitherto dominant perspective on
whether the field of entrepreneurship education is apt to
incorporate elements of sustainability as add-ons, and
instead argue that both fields can equally integrate elements
from each other to broaden the scope of the potential
sustainability and entrepreneurship skills to be gained by
students.
• Contribute to new educational programs combining
sustainability and entrepreneurship objectives.
22. Thank you
Roberto Rivas Hermann
roberto.r.hermann@nord.no
Marilia Bonzanini Bossle
marilia.bossle@viamao.ifrs.edu.br