Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
On 12 January 2012 the Rector of the University of Yaoundé I Prof. Oumarou Bouba and the Prof. Jakob Rhyner, UNU Vice Rector in Europe signed a Memorandum of Understanding to institutionalize the collaboration in the field of e-learning.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
On 12 January 2012 the Rector of the University of Yaoundé I Prof. Oumarou Bouba and the Prof. Jakob Rhyner, UNU Vice Rector in Europe signed a Memorandum of Understanding to institutionalize the collaboration in the field of e-learning.
The Future of OCW discussed in a presentation at the Asia OCW Meeting in Taipei. Youngsup Kim, board member of the OCWC and Igor Lesko, membership services coordinator co-present
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
OER and OCW Use in the Basic CompositonAnne Arendt
Open Educational Resources, including OpenCourseWare, have an increasing role in education today. It also can play a role in our basic composition classrooms. This is a document given at a presentation for the TYCA-West Conference 2009.
Official report can be found at http://works.bepress.com/anne_arendt/4/
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
Technology Disruption and Safety and TrainingJim Gibson
A presentation to the National Safety Council on the How Technology Disruption will alter the Safety and Training landscape and provide tremendous opportunity for the profession
The Future of OCW discussed in a presentation at the Asia OCW Meeting in Taipei. Youngsup Kim, board member of the OCWC and Igor Lesko, membership services coordinator co-present
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
OER and OCW Use in the Basic CompositonAnne Arendt
Open Educational Resources, including OpenCourseWare, have an increasing role in education today. It also can play a role in our basic composition classrooms. This is a document given at a presentation for the TYCA-West Conference 2009.
Official report can be found at http://works.bepress.com/anne_arendt/4/
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
Technology Disruption and Safety and TrainingJim Gibson
A presentation to the National Safety Council on the How Technology Disruption will alter the Safety and Training landscape and provide tremendous opportunity for the profession
Thoughts on ho startups disrupt the 800 pound GorillaReza Malekzadeh
Thoughts on how to disrupt the 800 pound Gorilla. What are the phases of disruption and why the business model matters as much as the technology, if not more.
The future of retail is in the palm of your hands. Pew Research Center reports 91 percent of American adults use a cell phone—not just for calling and texting. More and more shoppers are using them to locate, research, compare, and purchase products. And cutting-edge retailers are utilizing their customers’ devotion to devices with QR codes, to connect with coupons, and offer a higher level of customer care.
Now it’s a matter of moving with the mobile momentum. Join us to learn how to use mobile devices as a channel to enhance the shopping experience and develop more meaningful relationships with your mobile-savvy consumers. Points our panelists will touch on:
Setting clear goals for a successful CRM deployment.
Putting location-based messaging to work for you.
The benefits of shopping apps for your customers.
Best practices for mobile campaigns.
The importance of a social strategy.
Creative Deliverability - The basics of avoiding the junk folder in email design
2. Deliverability What?
3. Other content deliverability words
4. Image blocking
5. Junk/content filters: Avoiding the junk folder
6. Spam assassin
7. The rest of the inboxes
8. Reputation - Deliverability credit rating
9. Takeaways
The disruption of branding, advertising and campaigningSUE Amsterdam
This is a keynote I did for the marketing team of a FMCG brand. Their question was: what should we be doing to make better campaigns for our brands and products? They are overwhelmed with choices: Should we use digital or classic advertising? Should we engage, activate or promote? Should we build fans and followers or not? I want to argue that the real challenge is not about going digital or not. It’s about being disruptive or not. Disruptive brands or products build audiences both online, offline and through word-of-mouth. Disruptive brands have a bigger impact and are more persuasive in converting prospects into buyers.
Shifting Culture Through Sharing StoriesChris Wejr
Ignite-style presentation for the Vancouver Discovery Education "Ignite Your Passion" event on November 19, 2014 hosted by Dean Shareski. Sharing the power of how stories can shift culture in schools.
THE SHARING ECONOMY LACKS A SHARED DEFINITION: GIVING MEANING TO THE TERMSCollaborative Lab
You may have noticed the terms ‘sharing economy’, ‘ peer economy’, ‘collaborative economy’ and ‘collaborative consumption’ being used synonymously. Do these terms have different meanings? Yes. Are their common core ideas that explain the overlap? Absolutely.
In this presentation, we have defined and visualized the terms and core ideas that connect the likes of Airbnb, Taskrabbit, Lyft and Zipcar.
Part One of Entrepreneurship Lecture Notes on Students Enterprise Club at www.studentsenterpriseclub.com.
This is a Study guide for intending Entrepreneurs.
University of Cape Town OpenContent - Open Educational Resources Directory La...Michael Paskevicius
We had this presentation going in the background at the launch party for the open educational resources directory launch.
The ppt file contains animations and auto advances and is designed to run automatically.
Prepared by Cheryl Hodgkinson-Williams, Associate Professor
An Expert Survey on the Barriers and Enablers of Open Educational PracticeseLearning Papers
Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
Internet is flooded with information, whenever a student or educator tries to find some information or notes online, its difficult to find the correct and proper content. The information available on some sites is not open or free to access. Using internet as a tool for structuring and building a simple platform for storing data related to one’s courses and subjects, we can achieve the motto of open source information and learning for higher education system.
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
Openess: Rethinking the Role of the University in the Internet Era@cristobalcobo
This presentation explores the implications of Open Educational Resources (OER) in higher education.
OER definition: "…digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." (OECD, 2007)
Open Educational Resources - experiences from Great Britain and Internationally. First presented to a Swedish audience in Stockholm February 2010 by Patrick McAndrew.
CC-BY
Venturing Beyond the Walled Garden: Building Online Learning Activities Outsi...Michael Paskevicius
If we want to motivate and engage students to learn in ways that will be longer-lasting and more meaningful to them, we need to design rich learning experiences that facilitate this through flexible and adaptable activities and assignments. Learning management systems (aka walled gardens) provide teachers and learners a safe and controlled space for threaded discussions, storing grades, uploading assignments, posting content, communicating notices, and deploying some constructed assessment components like quizzes.
However, learning management environments are limited in their abilities to engage students in deep learning and meaningful educational activities. To do so, requires instructors to move beyond the walled garden into a less organized and less controlled digital world.
In this session, we will outline supportive teaching strategies and learning activities (facilitated by the digital environment) that promote higher levels of engagement for learning – and are accessible and relatively easy to implement using open practices and resources.
This learning happens outside the walled garden and requires careful consideration and attention to care for the students and the learning they will embark upon. But where to start? There are so many options, tools, apps, platforms and parameters to consider when designing a more open and flexible learning experience.
Using a collection of evidence-based principles of learning, we’ll outline how designing rich online learning experiences may be easier than you think.
Participants will be exposed to 7 key learning principles and appropriate tools to use within and outside of learning systems. We'll share some of our favourite examples of aligned assignments and activities.
We'll engage youin a discussion of other examples that might fit within the principles, gather ideas and share back with everyone. Come prepared to share your best examples of online learning outside the walled garden - learning out in the open!
https://festivaloflearning2018.sched.com/event/Ddwf/venturing-beyond-the-walled-garden-building-online-learning-activities-outside-of-the-learning-management-system-that-allow-for-flexible-adaptable-and-meaningful-learning
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.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Open pedagogy: making learning visible through live, reflective, and co-creat...Michael Paskevicius
VIU’s take on open pedagogy centres around the making of learning visible through community engagement and the design of authentic and lived learning experiences, including non-disposable assignments. This isn’t about using open textbooks or open educational resources (however it may be a side effect) but rather about making the entire learning experience live, unedited and unfolding in the moment following many of the attributes of Hegarty’s (2015) model for open pedagogy (learner generated, peer review, participatory technology, innovation and creativity, sharing, reflection, trust and a connected community). We have a number of faculty applying open pedagogy components in their classes and we’ll share some examples. We also are building a course redesign institute around this impactful learning practice. This session will explore the evolving components of open pedagogy and how it might manifest for optimal student learning. Participants will engage in a mini-version of our course redesign model and uncover the key attributes of open pedagogy. Come explore visible learning with us!
Portfolios, Blogs, and Websites: Using the VIUBlog Platform for Student Assig...Michael Paskevicius
Do you want students to share their learning more visibly with their peers?
Are you interested in creating assignments that allow students to collaborate, remix multimedia, and develop literacies for contributing to the open web?
The VIUBlogs service can be used by faculty and students to communicate with peers and/or the community, write collectively, build a portfolio, or engage in reflective writing. An increasing number of faculty are developing learning designs which integrate VIUBlogs as part of student learning activities.
In this session, we will showcase some of the possible ways which you might integrate VIUBlogs into your teaching practice and consider how doing so may make student learning more visible, collaborative, and authentic.
VIUTube: Come Learn What is New and Exciting with Streaming Video and Audio! Michael Paskevicius
We have updated VIUTube to the latest release of Kaltura and have some new tools available. Come learn about CaptureSpace, a desktop tool for creating screencasts, lecture capture, webcam recordings, and podcasts. This tool is now freely available within VIUTube and includes the ability to do simple desktop video editing, adding of titles and credits, then immediate upload to VIUTube on your account. We will also look at the new Video Quiz tool which allows you to embed quiz questions at specific points within your video. Both tools are available to both faculty and students to engage in creative video projects
The role of educational developers in supporting open educational practicesMichael Paskevicius
While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013).
Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011).
This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Students co creating course content and evaluating their own learningMichael Paskevicius
Emerging technologies offer new ways to conceptualise teaching and learning practices by inviting further opportunities for the personalisation of inquiry-driven learning, fostering student creativity, and promoting student engagement. This session will explore ways in which you might engage students in co-creating knowledge and resources, engaging students in more openly visible learning experiences for review by their peers or the community at large.
This session focuses on how to integrate open education practices in your teaching and learning practices, what it looks like, how to engage students, which integrates open educational practices.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
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.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
Telepresence Robots: Applications and Issues in Higher EducationMichael Paskevicius
Telepresence robots potentially open up access to education to people in remote geographical locations as well individuals who are unable to travel to campus due to health or social anxiety issues. This presentation explores the state of current learning environments, arguing for a multiaccess approach to designing education thereby increasing flexibility and choice to students.
ETUG2015-Mobile Technology Integration in an Applied Science Program: Forestr...Michael Paskevicius
As mobile devices continue to proliferate throughout society, the question of how higher education might take advantage of these devices for use in teaching and learning remains unclear. While many institutions now have ‘bring your own device’ (BYOD) policies, others have mandated access to mobile devices at the program or institutional level.
The purpose of this session is present the case of how our department of forestry went about implementing a tablet initiative. The tablet was a required device for both faculty and students entering the program in September 2014 with the intended goals of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage and enabling collaborative and active learning in the classroom.
In the session we will share what we have learned thus far in supporting the initiative and reflect on feedback collected from faculty and students in interviews, focus groups and observations throughout the program. At the end of the session, participants should be able to identify the challenges, issues and best practices for implementing a tablet initiative at this level.
Broad overview of the iPad and basic device management for students entering a program which requires the iPad. iPads were selected to:
- Reduce textbook purchase costs for students: students will be offered free and/or openly licensed digital textbooks access through the device.
- Mirror industry standard practices from the field: iPads are emerging as industry standard device for the collection of data in the field.
- Enable collaborative learning in the classroom: allow students to use iPads for group work in class and share projector.
Screenshots are from iOS7.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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
Chapter 3 - Islamic Banking Products and Services.pptx
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town
1. Building a global teaching profile: Showcasing Open Educational Resources at UCT Michael Paskevicius, Michelle Willmers & Cheryl Hodgkinson-Williams Teaching with Technology Mini Conference 18 November 2009 University of Cape Town
37. This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
Editor's Notes
Welcome to all – My presentation titled “Building a global teaching profile” will touch on some of the global and institutional motivators driving the Open Educational Resources movement and then hone in on what it might mean for academics and look at some of the individual motivators. This presentation was created collaboratively with my colleagues Michelle Willmers and Cheryl Hodgkinson Williams and is shared using the Attribution – Share Alike Creative Commons license
Cheryl, Michelle and I are part of the OER UCT Project which is in the Centre for Educational Technology at UCT This project is funded by the Shuttleworth Foundation for a year and builds on a previous research project, OpeningScholarship The OER UCT Project aims to: Showcase the teaching efforts of UCT academics by encouraging the open publication of teaching and learning resources. Create a directory listing the UCT Collection of OER which will go live from February 2010 thereby offering new visibility for teaching materials and global individual profiling on international OER sites Share the lessons learned with those who are interested through a documented case study of an institutional process of moving towards OER.
I believe it is best to start with a definition of Open educational resources Open educational resources ( or OER) are educational materials (usually in digital form) that are shared freely and openly for anyone to use and under some type of license to re-purpose/ improve and redistribute The term OER was coined at a UNESCO forum in 2002. Other terms often used include open content, open educational content, open courseware, and open teaching.
We are going to first briefly touch on the social, technical, legal, and financial motivators that are enabling this global open movement
First of all – we have a change in philosophy Consider the Open Source Software movement which led the way in showcasing the value of collaboration, openness and the power in an ‘architecture of participation’ (O’Reilly 2003) This implies a free market of ideas, in which anyone can put forward a proposed solution to a problem; have it adopted, if at all, by acclamation and the organic spread of its usefulness. OS software offers important lessons to the OER movement. It shows that anyone can contribute to a particular project and do so constructively, however small the contribution may be. (Guedon, 2009) Some software projects will fail, but a failed project is never wasted because the result remains accessible and can be reused freely by another project. OER is based on the philosophical view of ‘knowledge as a collective social product which should become social property ‘(Prasad & Ambedkar cited in Downes 2007:1)
Previously copyright was binary: Either all rights retained or public domain Click However, the affordances of technology is changing our understanding and need for Copyright Now alternative licensing options such as Creative Commons provide a range of options allowing us to reserve some of our rights . In terms of openness – CC gives us a space to operate between all rights reserved and the public domain. Naturally, when you apply a restrictive clause your work becomes difficult for others to use or build on. Recall that b y default, you retain full copyright on any of your works. Even when sharing with colleagues in digital form an understanding of copyright is quite unclear. So if someone happens upon your work in their daily web searches they will not know exactly how they can use it.
Creative Commons is a self empowering license model which allows you to let others know what they can and can not do with your work. I would like to play this short video which embodies the CC philosophy After Creative Commons is a license which you can apply yourself and therefore makes it easy to designate what others can do with your online work. In a world where so many of our works are found in digital form – it makes sense to be aware of open license options.
Lets return to the global issues around OER – Now financial models for OER are still a matter of much debate. Various institutions are creatively adapting financial models to allow for openness – currently projects, such as ours are donor funded, but institutions will need to find a way to continue OER production after funding ends. The Open University has contributed funds from its marketing budget to help academics develop OER’s which in turn attract potential students to the university. It is worth noting that Foundations such as Hewlett are beginning to change their expectations of project outputs - donors are beginning to expect high degrees of information dissemination and sharing of funded projects. Personally, I like to imagine a world where sharing becomes the default action for the academic – open content is used from the start, and teaching materials become shared social objects. Educators contextualize or adapt existing learning materials found online and can then focus on pedagogy, context, and teaching.
Overall the biggest change is in advancing technologies The internet offers society the opportunity to provide access to a free or affordable education for all This is because sharing does not cost anything anymore– Now presumably cost alone, traditionally, was reason enough not to share We are all currently creating teaching materials in digital form for our classes – why not extend the reach of these materials by applying open licenses which protect some of our rights and offering them freely and openly on the internet? Your question now would certainly be - Why would I do that? I want to argue that in doing so you potentially create New channels for collaboration and feedback Opportunities to share your own and adopt others teaching materials Notably - Sharing builds networks and transforms our practice as the potential reach and impact of our work is extended
Now that we have spoken about some of the global changes – lets drill down to the institution and individual motivators. We believe that institutions of higher learning are responsible for the following: Universities are in the business to generate, archive, and disseminate knowledge. Universities may also benefit by saving time in developing new content, courses, and programs when new academics come to the institution. OER can provide Student Assistance and direction by helping potential students find interesting areas of study as well as casual electives. OER supports alumni by bringing them back to campus virtually whenever they desire or find the time to revisit material in their discipline OER allows us to Share Teaching Practices and Ideas which could potentially increase standards of teaching excellence. As this occurs, it helps instructors reflect on their teaching practices and their underlying philosophies of what makes for effective teaching. OER can be used to market specific courses, programs, and departments as well as the institution as a whole. This also increases the visibility of the institution and increases social responsiveness .
So let us look at some examples of how is OER is taking shape at institutions around the world? Prestigious and traditional institutions such as Yale, Harvard, and MIT are offering free course materials on open websites such as this one. The Open Yale project above now includes 25 courses from a broad range of introductory subjects. This of course does NOT mean that you can get a qualification from Yale by viewing their OER– these are merely the teaching resources, not the complete educational experience + qualification that Yale offers.
Across the globe a distance university, the Open University in the UK took a similar view and started making many of their courses available free of charge. What makes this so remarkable is that the business of the OU is in their materials. Moreover, they took a further step and actively encouraged independent learners from all over the world to edit the materials in the LabSpace and collaborate with others in publishing new versions of the learning materials to share with the world.
Now, in order to find the growing number of OER more easily a number of OER specific search sites have emerged including the OER Commons which aggregates course material from all of the institutions. This allows you to search across subjects and media types to find the best or most suitable material OER commons also makes it easy to compare and combine resources from leading institutions
We also see specialized search engines emerging which showcase certain types of content. Academic Earth aggregates academic videos from various institutions around the globe and allows viewers to pick their favourite lectures and speakers . Do you think this might lead to new forms of performance appraisals at these leading institutions?
Lets drill down and talk about what this means to us as academics in the information age. Why is this important? OER allows us to profile our teaching and pedagogical ideas online It also creates a record of our teaching material and leads to the development of teaching portfolios Having our material online may foster connections between other colleagues, departments and even other universities especially cross-disciplinary studies. People and communities tend to gather around content It can increase the impact of our teaching materials It may also extend the use of teaching materials to high school and life-long learners
Some OER materials have become so popular that academics have gained worldwide attention for their excellent teaching style. In many cases the video has even been re-appropriated to other classrooms and/or used to prompt discussion Since it is online it becomes a resource for students to watch outside of the classroom at any time.
One such example is Salman Khan - http://www.khanacademy.org/ Salman Khan has put over 1000 videos on the popular video sharing website YouTube - covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, biology and finance. His lessons are considered to be easily understood by students new to the material and he has over 25000 subscribers to his video feed. As a result of his Youtube fame Khan was asked to help “make sense” of the Global Financial Crisis on CNN last year.
Stuart Lee from Oxford University used his own initiative to record and make available his lectures. This has more recently led to the widespread adoption of podcasting lectures at the university. Lee was wary of the potential drop in attendance at lectures but reported that in fact attendance remained constant. Students used the recordings when classes were missed (which can happen with students with busy schedules) The students also used the audio for more in depth note taking as well as being used by many students outside the institution. Lee states “Like any academic, I [was] keen to promote my subject as widely as possible” Since starting his initiative, Lee has received feedback from all over the world. http://podcasts.ox.ac.uk/ - http://users.ox.ac.uk/~stuart - http://www.timeshighereducation.co.uk/story.asp?storycode=408300
This slide shows listings from the University of Pretoria repository page for Professor Jonathan Jansen. I am sure many of you are familiar with Prof Jansen in his new role as Vice Chancellor at the University of the Free State. As you can see, UPSpace lists research articles, media columns, radio and TV interviews, and speeches -- all of which promote the profile and visibility of their academics as well as the institution - even after staff have moved on . This collection illustrates how an academic's output (not only their published research articles) contribute towards building profile. It also serves as a valuable archiving space to preserve all this material.
What is happening here is that people are building profiles and identities around their online content. Have you searched for yourself online lately? With the increasing number of social networks, profiles and website entries online, it is becoming easier for academics to build an online presence. I believe that we should embrace openness by managing and maintaining our online personas by associating ourselves with the best quality online content. As an academic, creating OER is one method of doing this. I also believe that there is a tremendous opportunity to represent local knowledge on an international level – This is one of the key issues the OER UCT project hopes to address.
Now I am not trying to convince you all to go out and produce expensive and time consuming video to share on the web. Examples such as the Khan academy demonstrate the impact and potential reach of OER in the most extreme case. My argument is that it really does not take much to go open. Last month we did a Teaching with Technology session on open teaching her at UCT – I posted the presentation to a site which displays online presentations called slideshare using an open license and since then 146 people have viewed it – and 6 have downloaded it, presumably to adapt or adopt. Now I am on my way to building my own online profile and because of the license I chose people can freely use the materials and adapt it for their own needs – always attributing me (this is the magic of Creative Commons)
At the University of Cape Town a collection of open resources have emerged which are currently being shared on OER Commons. Because we have described them in depth they are easily ‘discoverable’ via search engines. Listing in OER Commons enables the resources to be discovered alongside other leading institution’s materials. Now I would like to talk about a few of the many resources that have come from UCT and what has motivated some of the authors.
Our first resource was Dr. Kevin Williams from the Centre for Higher Education Development. Kevin saw a void in the literature around tutoring in HE specifically in the South African context. Kevin decided to publish the book as OER as it satisfied his own ethical responsibility as he himself learned the most about tutoring from his own tutoring experience. Kevin says “I cant thank all the students and staff who taught me, but I can pass that on.” Interest has been expressed from publishers as well as other institutions to use the manual in their own contexts. Kevin has expressed a real need for statistics in identifying where and when his material gets accessed and used.
The Facilitating Online manual created by authors in the Centre for Educational Technology was created and made use of the first externally open VULA site Now, as this was developed in the Centre for Educational Technology it was bound to be open from the start ;)
Jean Paul van Belle from the Department of Information Sciences has published three resources; the NGO ICT e-Readiness Self Assessment Tool as well as: Two online textbooks - Office XP for Business and Discovering Information Systems An Exploratory Approach - both of which were written specifically for the South African context. Jean Paul has been a firm supporter of the Open Source software and Creative Commons licensing models for some time. He is happy to share his textbooks, specifically because he knows how difficult it can be for cash strapped students to buy expensive textbooks. JP has also received requests from other universities for permission to incorporate his text into other classrooms.
We stumbled upon open resources published by Ed Rybicki completely by accident. Ed took his own initiative and published his Introduction to Molecular Virology course online in 2007 – which technically makes him the first to publish an open resource at UCT. Ed’s material has since been used by various teachers and students at Universities in Brazil, Australia, and throughout South Africa. And has led to alliances with universities in the UK. Ed says - “I have benefited enormously from interaction with people who helped pioneer this sort of thing overseas; my presentation of material improved, and I added things like a blog to interact more immediately with students and interested parties.”
Our project is responsible for creating a directory to list and describe open educational resources here at UCT. Once we have this established, UCT academics will be able to list their online resources in the local directory – which will automatically lead to an entry in the OER Commons, OER Africa and other international content directories. We intend to build functionality which will allow the creator to track the use of their resources around the world through services such as google analytics. Key indicators such when my resource was accessed, from where, how did they find the resource, etc will become important and interesting statistics at the individual level as well as for the departments and the institution. The OER UCT Directory is scheduled to go live in February 2010.
Finally an example of OER which hits fairly close to home for us: Alec Couros had completed his phd and decided to share his dissertation with the world by publishing it openly online Since publishing that document has been viewed nearly 28000 times Because he used an open license and shared his work people knew that they could build upon and adapt the ideas and diagrams he created. One of his diagrams “The Networked Teacher” became somewhat of an internet senstion.
It was adapted for the Portuguese context
It was translated to Greek
It was again adapted and translated to Spanish
And finally it was adapted locally at the University of Cape Town for the South African context. What this diagram represents is the idea of an open scholar. The term ‘open scholar’ has started being used to indicate a new type of academic for whom ‘openness’ is the default approach. This academic is largely online, probably keeps a blog, makes all their presentations available via something like slideshare, engages with new resources such as YouTube, shares bookmarks in delicious, belongs to social networks such as ning or twitter and publishes some of their content in open access journals. There are powerful sentiments coming out lately in terms of education reform - The more powerful technology becomes and the more abundant information becomes, the more indispensable good teachers are The open scholar shares their teaching and learning material and knowledge of quality content and uses ideas from other OER’s around the world. Rather than spending a great deal of time designing their teaching materials (or tools) they can focus on pedagogy, context, and teaching. The key to all this is easy sharing and networking facilitated by open licensing and new technologies. The academic can increase their reach and visibility in the process.
I would like to end with the following quote: ‘ Today, a confluence of events is creating the perfect storm for significantly advancing education. With a growing inventory of openly available educational tools and resources, and with an increasingly engaged and connected community, transformative opportunities for education abound. The good news is that the emerging open education movement in higher education and beyond is beginning to change the way educators use, share, and improve educational resources and knowledge by making them open and freely available.’ (Iiyoshi & Kumar 2008:2)
At this stage we would like to open the floor to discussion around building an online personal profile.