This presentation was given to Christchurch Connected Educators on 23 October, 2014. It introduces the Creative Commons licences and Creative Commons policies for New Zealand schools.
This is the slide set for the OER & Open Licensing component of the monthly Copyright & Licensing Training provided by Stephanie (Charlie) Farley and Eugen Stoica at The University of Edinburgh.
Copyright and licensing training is an important way to build confidence, awareness, and staff skills, enabling the provision of teaching, research and information services in compliance with the law and open educational practices.
Stephanie (Charlie) Farley is the Open Educational Resources (OER) Advisor for Educational Design and Engagement. She provides the OER service and the Open.Ed website.
This one hour information session aims to provide teaching staff at The University of Edinburgh with the information and tools to use copyright and licensed materials in teaching while adhering to licenses and copyright protections.
The session covers:
– Closed vs. Open teaching spaces
– Licenses in Higher Educations
– Subscriptions, databases, and services
– Open Educational Resources
– Attribution of materials in online teaching environments
– Searching for materials
On 29 January 2015, Leicester City Council, in partnership with De Montfort University, held a free day conference for schools focusing on finding, using, creating and sharing Open Educational Resources (OER). The event builds on the council’s recently released OER guidance and resources, which can be downloaded from http://schools.leicester.gov.uk/openeducation
The conference opened with panel presentations and a Q&A session. Miles Berry looks at how open licensing and OER can support delivery of the new computing curriculum.
Creative Commons for Hutt City LibraryMattMcGregor
A quick overview of copyright and Creative Commons licensing for staff at Hutt City Library. The presentation includes open GLAM recommendations, and case studies of the National Library of New Zealand and Te Papa.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
While copyright & fair use can be confusing to navigate you CAN use copyrighted material in your creative work! This introduction to the Code of Best Practices in Fair Use for Media Literacy Education will explain fair use, reduce copyright confusion and share helpful ideas regarding how to teach your students and staff about copyright & fair use.
<a>http://sigms.iste.wikispaces.net/Copyright+Clarity</a>
This is the slide set for the OER & Open Licensing component of the monthly Copyright & Licensing Training provided by Stephanie (Charlie) Farley and Eugen Stoica at The University of Edinburgh.
Copyright and licensing training is an important way to build confidence, awareness, and staff skills, enabling the provision of teaching, research and information services in compliance with the law and open educational practices.
Stephanie (Charlie) Farley is the Open Educational Resources (OER) Advisor for Educational Design and Engagement. She provides the OER service and the Open.Ed website.
This one hour information session aims to provide teaching staff at The University of Edinburgh with the information and tools to use copyright and licensed materials in teaching while adhering to licenses and copyright protections.
The session covers:
– Closed vs. Open teaching spaces
– Licenses in Higher Educations
– Subscriptions, databases, and services
– Open Educational Resources
– Attribution of materials in online teaching environments
– Searching for materials
On 29 January 2015, Leicester City Council, in partnership with De Montfort University, held a free day conference for schools focusing on finding, using, creating and sharing Open Educational Resources (OER). The event builds on the council’s recently released OER guidance and resources, which can be downloaded from http://schools.leicester.gov.uk/openeducation
The conference opened with panel presentations and a Q&A session. Miles Berry looks at how open licensing and OER can support delivery of the new computing curriculum.
Creative Commons for Hutt City LibraryMattMcGregor
A quick overview of copyright and Creative Commons licensing for staff at Hutt City Library. The presentation includes open GLAM recommendations, and case studies of the National Library of New Zealand and Te Papa.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
While copyright & fair use can be confusing to navigate you CAN use copyrighted material in your creative work! This introduction to the Code of Best Practices in Fair Use for Media Literacy Education will explain fair use, reduce copyright confusion and share helpful ideas regarding how to teach your students and staff about copyright & fair use.
<a>http://sigms.iste.wikispaces.net/Copyright+Clarity</a>
These slides are for a presentation given to the National Digital Forum in November, 2015. The presentation introduces Creative Commons licences and offers three recommendations to heritage institutions on how to make their collections more open.
This slideshow was presented to the BioMed Central Roadshow in Auckland on 26 February, and outlines the benefits of open access and open licensing for researchers.
Creative Commons for Tertiary EducationMattMcGregor
Given to Wintec in Hamilton, New Zealand on 5 February 2014, this presentation provides a simple introduction to Creative Commons licensing. It also introduces moves towards open access to scholarly research and open educational resources in New Zealand and around the world.
This presentation was accompanied by a broad discussion about how CC licensing could be used at New Zealand tertiary institutions.
Creative Commons for New Zealand Schools (Sept 2013)MattMcGregor
This presentation makes the case for New Zealand educators to use Creative Commons licences to share their teaching resources. After introducing copyright and the Creative Commons licences, the presentation outlines how to implement a Creative Commons policy at your school.
Workshop session run by Stuart Nicol and Stephanie (Charlie) Farley at the University of Edinburgh, May 4th 2016.
Learn how to create teaching and research presentations that can be shared openly on the web without infringing copyright.
In this session participants were invited to develop short visual presentations using openly licensed content. Participants were guided through the process of finding, reusing, and sharing open content, learning about Creative Commons licenses along the way.
Open Education Resources - Medicine Education Forum Open.Ed
Workshop presented by Stephanie (Charlie) Farley to the Medicine Education Forum at the University of Edinburgh, May 19th 2016.
The session included an introduction to Open Education Resources from OER Advisor, Stephanie (Charlie) Farley. Followed by an update from Simon Riley about his work on OpenMed (http://openmed.co.uk/), a learning framework for students and staff to curate medicine and health care OERs and other open access resources.
Open Education Resources (OERs) are online resources that are available for others to use to support learning. The University of Edinburgh has recently adopted an OER policy, which outlines the institutional position on OERs and provides guidelines for practice in learning and teaching.
Presentation on Open Educational Resources (OER) at the Medicine Education Forum, University of Edinburgh. The university has implemented an OER policy and provides an OER service to support staff and students in creating, using, and sharing OER with the global community.
May 19th 2016
Te Papa and Creative Commons by Victoria LeachmanMattMcGregor
This presentation was given by Victoria Leachman as part of the 2015 Creative Commons Roadtrip. It outlines the experiences of Te Papa Tongarewa | The Museum of New Zealand with Creative Commons licensing.
This presentation was given by Tim Kong as part of the 2015 Creative Commons Roadtrip. It introduces Creative Commons licensing for education resources in the context of the Network for Learning's 'Pond' resource sharing portal.
Creative Commons and DigitalNZ by Thomasin SleighMattMcGregor
This presentation was given by Thomasin Sleigh as part of the 2015 Creative Commons Roadtrip. It outlines the experiences of DigitalNZ with Creative Commons licensing and 'no known copyright' statements.
Creative Commons, NZGOAL and the GLAM Sector by Keitha BoothMattMcGregor
This presentation was given by Keitha Booth as part of the 2015 Creative Commons Roadtrip. It introduces the New Zealand Government's Open Access and Licensing framework in the context of the New Zealand GLAM sector.
Creative Commons GLAM Roadtrip - Dunedin - by Allison BrownMattMcGregor
This presentation was given by Allison Brown as part of the 2015 Creative Commons Roadtrip. It introduces Creative Commons licensing and outlines how CC licences are being used by the University of Otago library.
This short introduction to Creative Commons licensing for Galleries, Libraries, Archives and Museums was given as part of the Creative Commons Road Trip in March 2015.
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.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter 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.
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?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
10. MIT Reader Stories
“I am in-between post-docs and I am having difficulty
obtaining journal access”
–Post-doc, US
“I don’t have access to many articles due to … sanctions. … I
really appreciate this policy of MIT that helped me a lot.”
– Researcher, Middle East
“For a small, publicly funded …media like the one I direct…
academic knowledge… can be quite time-consuming and
often very expensive.”
13. Man from the city, 1971, by Jan Nigro. Purchased 1971. Te Papa
Creative Commons BY-NC-ND 3.0 New Zealand licence Te Papa
(1971-0036-2)
14. Massed troops at a New Zealand Division thanksgiving service, World
NLNZ; WW100
War I. Ref: 1/2-013806-G. No known copyright.
http://natlib.govt.nz/records/22684353
15. Open Arts and Culture
.
Concrete by Jem Yoshioka.
Licensed CC-BY-SA.
jemshed.com/comic/concrete/
16. Geospatial data
National Imagery Photography by LINZ.
Licensed CC-BY
data.linz.govt.nz/data/category/aerial-photos/
17. Fourth point:
The technical barriers to access
and reuse are dropping
('read-only' --> 'read-write')
18. ‘Lego Life Lessons’ by the Manning Brothers.
Lego Life Lessons
CC-BY-NC-SA
youtube.com/watch?v=z9p6n3lhpcs
19. Fifth point:
Obvious potential to share a
massive amount of educational
resources for reuse
44. Cabinet encourages BoTs to take
NZGOAL into account & use CC
licensing when releasing
resources
45. BoTs can adapt ASHS's free, CC
licensed off-the-shelf policy.
This policy simply gives
permission for teachers to
share.
46. 1. No need to ask permission
2. Keep resources when you leave
3. Teachers receive credit when
their work is reused
4. Make use of the N4L Portal.
47. “Teachers are collaborating more, and
they’re also involving their students in
the development of those teaching and
learning resources.”
Mark Osborne, ASHS
48. creativecommons.org.nz
nzcommons.org.nz
@cc_aotearoa
matt@creativecommons.org.nz
elizabeth@creativecommons.org.nz
groups.creativecommons.org.nz
(we're also on Loomio)
This work is licensed under a
Creative Commons Attribution 4.0
International License.