African higher education institutions seriously structurally under-funded for the core function they are expected to discharge. Therefore, corresponding paucity of institutional and individual capacity to teach in many domains of higher education. Too few learning resources for learners and lecturers in African universities, and many of those available are too expensive to be purchased by universities or students.
Advisory Group Meeting Fairview Hotel, Nairobi 21 & 22nd May, 2009PiLNAfrica
This presentation to the Advisory Group discusses key problems experienced in higher education in Africa. It further highlights how OER's can assist in alleviating some of the problems as well as OER Africa's proposed activities in this regard.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education...PiLNAfrica
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Empirical-based Analytical Insights on the Position, Challenges and Potentia...African Virtual University
Empirical-based Analytical Insights on the Position, Challenges and Potential for Promoting OERin ODeL Institutions in Africa
Prof. C.K. Muganda and Dr. A.S. Samzugi
Open University of Tanzania
and Brenda Mallinson, OER Africa / Saide
Advisory Group Meeting Fairview Hotel, Nairobi 21 & 22nd May, 2009PiLNAfrica
This presentation to the Advisory Group discusses key problems experienced in higher education in Africa. It further highlights how OER's can assist in alleviating some of the problems as well as OER Africa's proposed activities in this regard.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education...PiLNAfrica
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Empirical-based Analytical Insights on the Position, Challenges and Potentia...African Virtual University
Empirical-based Analytical Insights on the Position, Challenges and Potential for Promoting OERin ODeL Institutions in Africa
Prof. C.K. Muganda and Dr. A.S. Samzugi
Open University of Tanzania
and Brenda Mallinson, OER Africa / Saide
A vision of the future for the University of MauritiusM I Santally
This is a presentation made to the selection panel for the position of Planning & Resources at the University of Mauritius on 18th April 2017. It reports a vision of the future for the UoM using Futures Thinking as the base method to develop the preferred scenario for the UoM.
Flexible teaching and learning plan developed to enable a more flexible (open access) approach to the delivery of an existing course within the Bachelor of Design (Fashion) - Otago Polytechnic, NZ.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
New Zealand Government's foundation for digital change.It supports better public services and agency digital transformation, and puts citizens and businesses at the centre of digital services.Information and communication technology (ICT) plays an important role in a nation’s economic growth and social development, by improving productivity, communication, and international connectivity. There is an increasing need for statistics on ICT to inform debate and policy on the subject.
Advisory Group Meeting Fairview Hotel, Nairobi 21 & 22nd May, 2009Saide OER Africa
This presentation to the Advisory Group discusses key problems experienced in higher education in Africa. It further highlights how OER's can assist in alleviating some of the problems as well as OER Africa's proposed activities in this regard.
OER Africa - Hewlett Grantees Meeting 2011Open.Michigan
OER Africa is an innovative initiative established by the South African Institute for Distance Education (SAIDE) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent. Established in 1992, SAIDE’s mission is to increase equitable and meaningful access to knowledge, skills and learning across the African continent, through the adoption of open learning principles and distance education strategies. SAIDE’s recently launched OER Africa initiative brings together all of its OER-related activities under a common conceptual framework. SAIDE is – through its OER Africa initiative – providing a unique opportunity to deploy African expertise to harness the concept of OER to the benefit of education systems on the continent and around the world.
This presentation is (C) Saide and is shared under a Creative Commons Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education ...Saide OER Africa
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education ...Saide OER Africa
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
A vision of the future for the University of MauritiusM I Santally
This is a presentation made to the selection panel for the position of Planning & Resources at the University of Mauritius on 18th April 2017. It reports a vision of the future for the UoM using Futures Thinking as the base method to develop the preferred scenario for the UoM.
Flexible teaching and learning plan developed to enable a more flexible (open access) approach to the delivery of an existing course within the Bachelor of Design (Fashion) - Otago Polytechnic, NZ.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
New Zealand Government's foundation for digital change.It supports better public services and agency digital transformation, and puts citizens and businesses at the centre of digital services.Information and communication technology (ICT) plays an important role in a nation’s economic growth and social development, by improving productivity, communication, and international connectivity. There is an increasing need for statistics on ICT to inform debate and policy on the subject.
Advisory Group Meeting Fairview Hotel, Nairobi 21 & 22nd May, 2009Saide OER Africa
This presentation to the Advisory Group discusses key problems experienced in higher education in Africa. It further highlights how OER's can assist in alleviating some of the problems as well as OER Africa's proposed activities in this regard.
OER Africa - Hewlett Grantees Meeting 2011Open.Michigan
OER Africa is an innovative initiative established by the South African Institute for Distance Education (SAIDE) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent. Established in 1992, SAIDE’s mission is to increase equitable and meaningful access to knowledge, skills and learning across the African continent, through the adoption of open learning principles and distance education strategies. SAIDE’s recently launched OER Africa initiative brings together all of its OER-related activities under a common conceptual framework. SAIDE is – through its OER Africa initiative – providing a unique opportunity to deploy African expertise to harness the concept of OER to the benefit of education systems on the continent and around the world.
This presentation is (C) Saide and is shared under a Creative Commons Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education ...Saide OER Africa
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education ...Saide OER Africa
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
Towards a capacity building framework in the use of information and communica...Gabriel Konayuma
The aim of the study was to develop a framework for capacity building in the use of educational technologies in Open, Distance and Flexible Learning Zambian Vocational Colleges by teaching staff to guide Colleges seeking to offer effective ODFL programmes.
By Suresh Chandra Babu, Irene Annor Frempong, and Kwadwo Asenso-Okyere.
Presented at the ASTI-FARA conference Agricultural R&D: Investing in Africa's Future: Analyzing Trends, Challenges, and Opportunities - Accra, Ghana on December 5-7, 2011. http://www.asti.cgiar.org/2011conf
This animation can be used to demonstrate how this sensitive procedure is performed to medical students.
This resource can be used to illustrate the gastric lavage procedure. Gastric lavage is the standard method of obtaining specimens for Tuberculosis (TB) diagnosis in young children. It is generally carried out only in infants and children below the age of two years. In older children specimens for TB microscopy and culture are better obtained by sputum induction, or voluntary coughing.
There are two items included here:
Gastric lavage Presentation.PPT - presentation that illustrates and explains the procedure with text
Gastric lavage Animation sequence.PPT - Animation which demonstrates how this procedure can be performed
Art work in this animation should be attributed to Stacey Stent. Conceptualisation and the description of the content in the teaching materials should be attributed to Rupesh Daya and Professor Maurice Kibel.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This HIBBS presentation provides background on how to assess the value of a medical informatics solution, explains implementation issues with regard to rolling out any type of electronic medical record system, and mentions points that will help ensure the successful implementation of a medical informatics solution.
Learning Objectives:
Assess the value of a medical informatics solution
Be aware of issues associated with the rolling out of any type of electronic medical record system
Explain what is necessary for a successful implementation of a medical informatics solution
These resources were taken from the Research Ethics Program Website, University of California at San Diego (http://ethics.ucsd.edu/resources/resources-data.html). All web links have been verified and updated by the HIBBs project, as of 8/2101.
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Management of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Introduction to childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Diagnosis of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Clinical presentation of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
"Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society."
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare: The history and examinationPiLNAfrica
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
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
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Deploying OER to meet Higher Education needs in Africa, (23rd ICDE World Conference on Open Learning and Distance Education) June 2009
1. ACDE Technical Committee
on Collaboration
Deploying OER to meet Higher Education
needs in Africa
Neil Butcher
2. Problem / Theory of Action
African higher education institutions seriously
structurally under-funded for the core function
they are expected to discharge.
Therefore, corresponding paucity of
institutional and individual capacity to teach in
many domains of higher education.
Too few learning resources for learners and
lecturers in African universities, and many of
those available are too expensive to be
purchased by universities or students.
May, 2009 eLearning Africa, 2009 2
3. Rationale for the Committee
Avoid unnecessary duplication, while improving
cost-effectiveness of ODL through collaboration
Provide an African focal point for synchronizing
ODL initiatives and activities on the continent.
Develop institutional capacity to produce high-
quality and innovative DE courses and
programmes.
Build confidence amongst African academics in
their ability to produce contextualized world-class
resources.
Ensure that ODL institutions in Africa engage in
acceptable quality assurance practices through
consultation, partnership, and collaboration in
distance education.
May, 2009 eLearning Africa, 2009 3
4. Key Activities (1)
Facilitate development and/or sharing of
educational resources, underpinned by
effective research, by ACDE member
institutions
Facilitate collaborative development of
academic programmes by ACDE member
institutions
Coordinate creation and implementation of joint
qualifications involving ACDE member
institutions, and promote joint offering of
programmes, student mobility and portability of
credits between and among institutions and
programmes
May, 2009 eLearning Africa, 2009 4
5. Key Activities (2)
Determine, and institutionalize within ACDE
members, appropriate policies and parameters by
which resources, programmes, and qualifications
can be collaboratively developed and shared
without compromising the interests of participating
institutions
Develop institutional capacity to deliver high quality
ODL programmes
Explore ways to ensure that collaborative activities
contribute directly to enhancing the marketability,
financial viability, and sustainability of ODL in Africa
Conduct and/or commission research which informs
the practice and activities of the Working Group and
ACDE members.
May, 2009 eLearning Africa, 2009 5
6. Immediate Priorities
Undertake ongoing audits of ACDE
Member needs and existing capacities
(including available content)
Develop and share content
Establish and launch joint qualifications
Enhance institutional capacity
Develop a Model for sustainability of the
collaboration
May, 2009 eLearning Africa, 2009 6
7. Dispelling Some Myths
Content = education
Good content will overcome institutional
capacity constraints
OER should be a process of voluntarism
OER will make education cheaper in the short-
term
Openness automatically equates with quality
OER is about e-learning
May, 2009 eLearning Africa, 2009 7
Editor's Notes
Research, Publications and Service. Teaching is implicit, but rarely fore-grounded in terms of policy. A university is expected to offer a broad domain of expertise: the reality is that most HEI’s specialise in / are known for particular strengths; Whereas faculty with the skills to teach in a broad spectrum of subjects may exist, the time they have to re-visit and modify curriculum on a regular and systematic basis is constrained. Prepared for the Hewlett Foundation by OER Africa
NEIL Prepared for the Hewlett Foundation by OER Africa
NEIL Prepared for the Hewlett Foundation by OER Africa
PARTNERSHIPS: Worth noting that very few spaces exist to stimulate partnerships across African countries, although this is potentially a very powerful way of leveraging the limited capacity that exists within the continent’s higher education systems. Prepared for the Hewlett Foundation by OER Africa
NEIL Prepared for the Hewlett Foundation by OER Africa