Commonwealth of learning ff oers4_os
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Open schooling uses distance education methods and technology to scale education access. It can complement traditional schools. The Open Educational Resources for Open Schools (OER4OS) project aimed to develop open educational resources (OER) in 20 subjects at secondary level. OER were created in multimedia format for 5 subjects and in Moodle format for 12 subjects. Building teacher capacity for using technology and developing OER is key. Challenges included getting subject teams to communicate using collaboration tools, timely authoring of print materials, and communicating with coordinators. The evaluation process discouraged some participants. Critical success elements included leadership, monitoring and evaluation, and community engagement.
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Blended Learning
Blended learning combines online and in-person learning where students learn through digital and online media as well as traditional classroom methods. It involves using different modes of delivery and teaching styles in an interactive learning environment. There is no set formula for a blended learning model, but common approaches include the rotation model where students rotate between online and classroom settings, and the flex model where online learning is the backbone of student learning. Blended learning provides benefits to both educators and learners by increasing flexibility, personalizing instruction, and optimizing resources. While it requires strong technical resources and support, blended learning models are expected to continue evolving with new technologies.
Professional Development in:for the Digital Age_GESS2102
This document discusses the need for professional development for teachers in the digital age. It highlights that teachers must gain technology skills to integrate technology effectively into their teaching practices. While most teachers want to use technology, they often lack time, access, and support to do so. The document also describes an Intel Teach Essentials Course that provides teachers with 32 hours of professional development, both in-person and online, focused on developing 21st century skills and technology integration. Factors that influence the success of both online and traditional professional development are discussed.
EDUCON16 "Integrating OER in the design of educational material". Edmundo Tov...
EDUCON16 "Integrating OER in the design of educational material". Edmundo Tovar Caro. UPM. 11/04/2016
Effective Strategies for Large Government OER Projects
Presenters: Una Daly, Community College Outreach Manager at Open Courseware Consortium, Tom Caswell, Western Governor's University, Mrs. Frances Ferreira, Education Specialist for Open Schooling Initiative at Commonwealth of Learning.
Summary:
The unanimous adoption of the 2012 Paris OER Declaration at the UNESCO World Open Educational Resources (OER) Congress heralds a profound change to how publicly funded educational resources may be openly licensed and shared in the coming years.
A small number of large-scale publicly funded OER projects are in process, many more are anticipated worldwide, and effective strategies for managing this policy shift are needed. In this session we will examine two case studies to learn which strategies are currently being used to support publicly funded OER projects, and discuss what support will be needed to ensure the success of future large OER projects as more governments adopt open policies to require publicly funded resources be openly licensed resources.
Case Study 1: The U.S. Department of Labor (DOL) created the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program to encourage community colleges to create open education and vocational programs for unemployed workers. It represents one effort to introduce open policies into publicly funded projects by requiring that all materials created or modified with grant / public funds carry a Creative Commons Attribution 3.0 license to guarantee the resources can be reused, revised, remixed and redistributed.
Recognizing the need for grantees to fully understand these requirements, a private foundation is providing support for an OPEN Consortium (http://open4us.org) to provide consulting and direct technical assistance on open licensing, leveraging existing OER, universal design, accessibility, meta-data tagging, learning analytics, and developing open courseware. The TAConnecT program is another support mechanism that matches grantees with organizations that have expertise in many areas including faculty development of OER, measuring learning outcomes, developmental adult education, career workforce education, and open eLearning platforms.
Case Study 2: The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning / distance education knowledge, resources and technologies. COL has a decade-long history of helping developing nations improve access to quality education and training and the Open Schooling Initiative in Sub-Saharan Africa represents a multi-country project to use OER and technology to implement universal access to secondary school education.
Using professional development workshops, educators and policymakers have received training on development and operation of open schools. Topics have included OER development, instructional design, radio broadcasting, learner suppor
ICT for secondary education
This document discusses a specialized training course on integrating information and communication technologies (ICTs) into secondary education. The course is designed to help teachers learn how to use ICT tools to support student-centered learning approaches. It covers topics like the role of education in the information age, using ICTs for learning, how ICTs can help teachers learn, and examples of ICT projects in education. The overall goal is to promote innovative teaching strategies that prepare students for participation in a knowledge-based society.
HE Blended Learning - Charles Darwin University
This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.
Best practices in designing a blended learning course
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
V2 session 1 lptf pl
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
e –learning solutions in medicine by Dr.t.V.Rao MD
This document discusses e-learning solutions in medical education. It notes that traditional medical education involved didactic lectures and hands-on clinical learning, but e-learning can now supplement this. E-learning refers to using internet technologies to enhance knowledge and performance. It allows learning from remote locations, and can help address shortages in faculty and rising student numbers. E-learning provides multimedia learning, interactivity, and self-paced learning. When integrated properly into medical curricula, e-learning shows potential to improve education efficiency and effectiveness.
Overview of the Institute of Learning Innovation
This presentation was delivered before a delegate of the Yamaguchi Prefectural University of Japan, on 1st July 2013 at University of Leicester.
Acce2016 Leadership Forum
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Promoting Education through Open Distance Learniong
Dr. J D Singh presented on open and distance learning in India. He began with definitions of open and distance learning as an education system that allows teaching and learning between students and teachers in different locations via technology. He discussed the need for open and distance learning to expand access to education in India. Some key challenges he outlined were the lack of online resources, large class sizes, shortage of qualified faculty, and changing attitudes towards technology-enabled learning. Major initiatives to improve open and distance learning in India include developing digital infrastructure and libraries, applying mobile learning, and offering job-oriented programs.
Learning in your School
This document discusses three questions about learning:
1. What learning in schools should look like and how to measure success. It discusses different stakeholders' perspectives on defining success.
2. How schools currently measure learning success through frameworks evaluating vision, platforms, and practices.
3. New emerging learning design approaches like challenge-based learning, flipped classrooms, digital portfolios, personalized learning, connectivism, and symphonies of teaching and learning. It provides brief overviews of each approach.
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.Educational technologies into teacher training and professional development
The document discusses incorporating educational technologies into teacher training and professional development. It outlines many benefits of technology in education such as distance learning and easier communication. It emphasizes the increasing pervasiveness of technology in societies and the importance of training teachers to integrate technology into classrooms. Personal learning environments are described as individualized approaches that allow learners to control their work and learning. Barriers to implementing information and communication technologies in South Africa are also discussed. The document outlines goals for developing a knowledge society and teacher competencies for teaching in digital environments. [/SUMMARY]
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Brics summit mahlamaki kultanen 27.10.2015
This document discusses international teacher training programs between Finland and BRICS countries, including successful case examples. It outlines the strategic aims of the VET Teachers for the Future program between Finland and Brazil, which aims to support innovation, technology, and institutional and participant targets based on Brazil's national strategic areas. The program involved 60 Brazilian VET teachers over two cohorts in 2014-2015, and emphasized quality, impact, and knowledge transfer through collaborative and competence-based learning models. Initial feedback found the program objectives were relevant and participants were highly satisfied. The document also discusses developing new theories of international teacher training and the growing interest in China and South Africa for competence-based education models.
A Case Study On The Advantages And Disadvantages Of Using Blackboard Collabor...
This document presents a case study on the use of Blackboard Collaborate by the Health Sciences Faculty at the University of the Free State in South Africa. The study used qualitative interviews with 7 lecturers and staff to understand the effectiveness of Blackboard Collaborate in supporting online learning. Key findings were that Blackboard Collaborate improved student access to classes and engagement, as seen in improved grades in modules that relied on the tool. It was found to effectively assist students who cannot attend in-person by providing recorded videos and online seminars. Recommendations included noting both the advantages and disadvantages of Blackboard Collaborate, as well as feedback on experiences and improvements for sustainable open education practices.
The SELTAS Platform: Enabling innovation in special education with technology...
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-humphreys/
14 June 2014 (Saturday)
09:15 – 10:00
Keynote 4: The SELTAS Platform: Enabling innovation in special education with technology for e-learning that is collaboratively managed and collegially quality assured
Speaker: Mr Keith HUMPHREYS (Honorary International Consultant, Centre for the Advancement for Inclusive and Special Education (CAISE), HKU)
Chair: Mr. Andrew TSE (Research Associate, CAISE, HKU)
Tech-Enabled Teaching
Technology can enhance teaching strategies in several ways. It allows problems-based learning by engaging students to solve real-world problems and present solutions. Peer teaching and cooperative learning are also improved as students can actively present knowledge to each other with technology's help. Additionally, technology increases access to learning, strengthens relationships among stakeholders, and makes learning more effective when used for interaction between students and adults.
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Professional Development in:for the Digital Age_GESS2102
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EDUCON16 "Integrating OER in the design of educational material". Edmundo Tov...
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Effective Strategies for Large Government OER Projects
Effective Strategies for Large Government OER Projects
Best practices in designing a blended learning course
Best practices in designing a blended learning course
e –learning solutions in medicine by Dr.t.V.Rao MD
e –learning solutions in medicine by Dr.t.V.Rao MD
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Educational technologies into teacher training and professional development
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Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...
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A Case Study On The Advantages And Disadvantages Of Using Blackboard Collabor...
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The SELTAS Platform: Enabling innovation in special education with technology...
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Commonwealth of learning ff oers4_os
- 1. OPEN EDUCATIONAL RESOURCES FOR OPEN SCHOOLS Frances Ferreira, Education Specialist, Commonwealth of Learning
- 2. Open Schooling Open schooling is an appropriate response to the rapidly increasing demand for secondary education, it can be conducted at scale and cost-effectively. It has the potential for complementing the conventional school system and using ICTs to scale up education.
- 3. What is Open Schooling? The physical separation of learner from the teacher The use of unconventional teaching methodologies, and information and communications technologies (ICTs) Flexible approach
- 4. OER4OS • COL/WFHF • Policy Shift • Assistance – Ministries of Education / Teachers • OER in 20 subjects • Multi media 5 subjects • 12 Subjects in Moodle
- 5. Building the capacity of teachers is KEY when developing OER and for achieving effective use of technology in the classroom.
- 6. Enabling Environment • Ignorance re OER/CC • Instructional Design • Culture and work habits • Additional workload • Connectivity • Bandwidth Images - ClipartImages from Clipart
- 7. Challenges Getting Subject Teams to Use Basecamp for all Communication (administrative & OER development) Timely authoring of print-based course units Effective and timely communication with Country Coordinators & Participants Online training Image from Clipart
- 8. Challenges The evaluation was discouraging to some participants and the project team had to work hard to keep the teams motivated. The time and effort which went into addressing the evaluation’s recommendations delayed the outcome of the project significantly. Image from Clipart
- 9. Critical elements of success Leadership Monitoring and Evaluation Community Images - Clipart
- 10. Open Schooling Raised the Game…
- 11. Learning materials are available as OER in multiple formats to suit as wide a range of users as possible www.col.org www.col.org/resources/crsMaterials/osoer/Pages/default.aspx
- 14. THANK YOU !