This document summarizes a workshop about open educational resources (OER) held at the Cape Peninsula University of Technology. It defines OER as educational materials that can be freely used, modified, and shared under an open license. The workshop discussed why OER are important now for increasing visibility, improving learning, and profiling teaching. It also provided practical guidance on identifying content to share as OER, evaluating copyright issues, choosing an open license, hosting options, and contributing to the OER Commons directory.
Practicalities of contributing to open educational resources (OER)guestdbbfbaf
Practical workshop on contributing to the open educational resources (OER) movement by scrutinizing your teaching and learning resources for copyright concerns. Developing Open Educational Practices. (OEP)
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Practicalities of contributing to open educational resources (OER)guestdbbfbaf
Practical workshop on contributing to the open educational resources (OER) movement by scrutinizing your teaching and learning resources for copyright concerns. Developing Open Educational Practices. (OEP)
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Creating Open Educational Resources : Guidelines for Quality Assurance CEMCA
Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
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
Mallinson OER - Leveraging Educational Advantage Oct 2019Brenda Mallinson
What are OER?
What is possible with OER, that’s different from fully copyrighted materials?
Where can you find OER and how do you assess quality?
How do you release your own teaching materials as OER? (Looking at Creative Commons licensing)
A look at the role of repositories in the management and dissemination of learning materials. Introduction to the CETIS meeting on Repositories and the Open Web, London, 19 April 2010.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
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.
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.
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
365 Days of Openness: A behind the scenes look at the UCT OpenContent InitiativeMichael Paskevicius
The UCT OpenContent project recently celebrated a year of sharing online and open educational materials (OER) from the University of Cape Town. In this presentation we share some of our experiences in leading the initiative, discuss some of the significant events and achievements, and demonstrate how we are using web analytics and social media to enhance experiences for people sharing and accessing online resources.
Creating Open Educational Resources : Guidelines for Quality Assurance CEMCA
Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
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
Mallinson OER - Leveraging Educational Advantage Oct 2019Brenda Mallinson
What are OER?
What is possible with OER, that’s different from fully copyrighted materials?
Where can you find OER and how do you assess quality?
How do you release your own teaching materials as OER? (Looking at Creative Commons licensing)
A look at the role of repositories in the management and dissemination of learning materials. Introduction to the CETIS meeting on Repositories and the Open Web, London, 19 April 2010.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
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.
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.
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
365 Days of Openness: A behind the scenes look at the UCT OpenContent InitiativeMichael Paskevicius
The UCT OpenContent project recently celebrated a year of sharing online and open educational materials (OER) from the University of Cape Town. In this presentation we share some of our experiences in leading the initiative, discuss some of the significant events and achievements, and demonstrate how we are using web analytics and social media to enhance experiences for people sharing and accessing online resources.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Analysing technology mediated learning in social context Michael Paskevicius
In this short presentation, I ground my area of research in relation to one of the seminal thinkers in education theory. Grounding my understanding of how we learn in the writings of Lev Vygotsky and the sociocultural school of thought, I will then look at how Vygotsky’s notion of tool mediation has been expanded through Activity Theory, by making explicit the social context in which tool appropriation takes place in education, the use of contradictions to expose tensions, with some examples from the literature.
Analyzing technology mediated learning in social context prepared for coursework module EDCI 614 at the University of Victoria.
Practical workshop on contributing to the open educational resources (OER) movement by scrutinizing your teaching and learning resources for copyright concerns. Developing Open Educational Practices. (OEP)
Practicalities of contributing to open educational resources (OER)Michael Paskevicius
Practical workshop on contributing to the open educational resources (OER) movement by scrutinizing your teaching and learning resources for copyright concerns. Developing Open Educational Practices. (OEP)
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
Open Educational Resources in EAP: Cross Pollination from the Open Access & O...Alannah Fitzgerald
Presented by Alannah Fitzgerald at the BALEAP 2011 Conference, Portsmouth UK
Featuring:
Open Practices & Open Networks
Defining Open Educational Resources (OER)
Open Tools & Open Content
Concordancing Web Corpora
Open Repositories
Locating & Evaluating OER for EAP
Open Licensing & Intellectual Property Rights
Licensing Scenarios
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
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 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.
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
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.
In this interactive session, Michael Paskevicius guides participants getting started with WordPress. This session is designed to get participants started on designing and creating ePortfolios.
Tablets are making their way into the classroom as a tool for instructors to use with students, to display content and to make learning more mobile. Come to this learning session to find out what tablets work best with our AV systems at VIU and obtain some tips and tricks on how to best to use tablets for teaching and learning. Facilitated by Michael Paskevicius, Learning Technologies Application Developer
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
How libraries can support authors with open access requirements for UKRI fund...
Introduction to Contributing to OER/OEP
1. An introduction to Open Educational Resources Workshop at the Cape Peninsula University of Technology Cheryl Hodgkinson-Williams & Michael Paskevicius from the University of Cape Town 15 April 2010
5. Example of an OER graphic Original diagram in a PhD thesis Adapted for the Portuguese context Translated into Greek Adapted and translated to Spanish
41. 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. Prepared by Cheryl Hodgkinson-Williams [email_address] & Michael Paskevicius [email_address] OpenContent Directory : http:// opencontent.uct.ac.za Companion site on Vula: https:// vula.uct.ac.za/portal/site/openuct OER UCT project blog: http://blogs.uct.ac.za/blog/oer-uct Follow us: http://twitter.com/openuct Presentations: http://www.slideshare.net/mpaskevi
Editor's Notes
On 12 Feb 2010, UCT launched its OpenContent directory and thereby joining the broader OER movement
MIT really initiated the idea of OER on a broad scale even though technically the Rice University Connexions project was technically the first to make OER available. Many higher educational intuitions are now offering OER
Academic Earth which aggregates academic videos from various institutions around the globe (http://academicearth.org/)
http://www.opencontent.org.uk/steeple/index.php And http://www.steeple.org.uk/wiki/Main_Page
We have built up a ‘dictionary’ of terms that we use to categorize and describe OER content at UCT. We use terms like title, author, faculty, department, media type, language and license to describe teaching and learning materials . These are controlled vocabularies which allow similar materials to be categorized and viewed together. We also would like to allow the users of OER to contribute in assigning keywords to resources, sharing materials on social sites such as twitter or facebook, emailing interesting materials to their friends, and subscribing to their favourite academic’s feed of OER materials. The web enables all of this social interaction with content – and we believe that teaching and learning materials have the potential to grow, improve and increase their reach and impact using these social tools.
We also intend to build functionality which will allow the creator to track the use of their resources around the world through web statistic 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.
First, an important distinction… The difference between "online content" and "open content" Much of the content we interact on a daily basis is online, but that does not necessarily make it open. Reuse – the right to reuse the content in its unaltered / verbatim form Revise – the right to adapt, adjust, modify, or alter the content itself Remix – the right to combine the original or revised content with other content to create something new Redistribute – the right to make and share copies of the original content, your revisions, or your remixes with others How do we know its open? Through open license models such as Creative Commons
The UCT OpenContent directory hosts openly licensed teaching and learning resources created by academics and students at UCT This could range from a number of different materials: Instructional websites , Handbooks, Image Collections, textbooks, Presentations, Vula sites, Podcasts, video lectures Basically anything used in the teaching and learning process Needs to be something that you have created most likely due to some curriculum need and are interested to share on a wider basis. Question: What resources do you have that you could share?
Once we have identified something we would like to share, we need to scrutinize it for any potential third party copyright considerations. This is the least fun part of the process! Remember that textual quotes or references from scholarly materials are ok to include as long as you reference properly. The problem is usually media, images, charts, graphs, etc. Often we create materials that use other’s content simply because we found it online – remember online does not necessarily mean open ! If you have used content which you do not have the right to share openly, you have three options: Replace the resource with an openly licensed alternative Obtain permission from the publisher, author, or organization that holds copyright (we have seen this work!) If all else fails – reconsider using the material at all
**OPTIONAL** This is the Health Sciences example I used for Occupational Therapy.
**OPTIONAL** This I reproduced in Powerpoint using a vector graphic and text box graphics.
**OPTIONAL** The second Health Sciences example.
**OPTIONAL** Also reproduced in Powerpoint using textboxes and drawings.
Copyrighted diagrams and charts can be recreated using popular office applications such as PowerPoint, Excel, or Word. This also allows the craetor to put their own spin on the media – maybe even making it better and improving their thinking about it GoogleDocs and Gliffy are online diagram creation tools which are free and easy to use for diagram creation.
There are plenty of options for finding alternatives image using openly licensed content sources: Great Search Creative Commons Flickr images search engine called compfight Images on Wikipedia are either Creative Commons or PD – did you hear that! Over 6 million media files licensed under creative commons available for reuse!! Part of Wikipedia - Medical Images - Grays Anatomy Re-creation of the image for your own purposes – I have given you some links for these software tools. GoogleDocs drawing /diagram tool http://www.gliffy.com/ Lastly, one can recrete using Powerpoint, Word, Excel, or by using scanned hand-drawn graphics
Once you have found something that is openly licensed to use, you will need to reference it. There is no one standard for referencing open content. We believe it is best practice to include License Creators Name (ususally a user name which may not be their given names) A link to source file online May differ according to where its used, print – include URL, online - link to
Creative commons gives us space to operate between full copyright and public domain. I just want to mention here that so often, without realizing it, we put our work under full copyright –without even really knowing why. If you don’t specify an open license such as creative commons, you automatically retain full copyright. So of you put something online, and don’t specifiy an open license, you retain full copyright – although its online for anyone to access – and someone will probably use it some way too! These are some of the issues with our 300 year old copyright laws in a digital age.
Attribution is always implied when using the Creative Commons license. Users - This license will ensure anyone who uses your work will give you credit for being the creator. Creators - You can use the content as long as you reference the original creator. Non-Commercial Users - You can freely use the work as long as it is not for commercial gain. Creators - Your work will not be used by others for commercial gain. No Derivatives Users - You can use the work in its original verbatim form alone. You may not adapt or re-work the material. Creators - Your work will be available for use in its original form and will not be modified. Share Alike Users - You can use the content freely as long as you also share it using the same license in which you found it. Creators - Anyone who uses your work will share it the same way you have, ensuring the continuing openness of your original work.
Some of the license options based on the two key decisions you need to make about licensing: Do you allow commercial uses of your work? Would you allow modifications of your work?
Consider the example of the resource constrained school teacher who wants to print out and distribute Creative Commons material to students. They may need to charge a small fee to recoup the cost of printing. This could be forbidden under a NC clause. The Share-Alike clause ensures that your work will be shared in the same fashion you shared it. In order for a company to make a substantial profit from the work, they would have to provide added value beyond what is available for free. A NC license stops any such attempt to add value, is this what we really want?
We have copied the licenses locally at UCT to enable academics to get the license badge and text as easily as possible. Lets take a look… its as easy as cutting and pasting the license you want to use into your resource. Demo with oer_Psychological Tools and Mediated Learning
Hopefully the resource is already online (Vula, Departmental server, etc.) WE believe that often its best to choose your host most suitable to the file type: Lets look at some examples of content currently on OpenContent in various file types. Slideshare (Example) HTML sites (Example) Document on Vula (Example) Flickr Youtube No matter where it is hosted, you will be able to describe it and make it more discoverable using the OpenContent Directory!