Presentation at the FORGE workshop collocated with the World Engineering Education Forum (WEEF), the International Conference on Interactive Collaborative Learning (ICL) and the International Conference on Engineering Pedagogy (IGIP) in Florence, Italy on September 20th, 2015.
The European Data Science Academy: Bridging the Data Science Skills GapAlexander Mikroyannidis
As a global society, we are producing data at an incredible rate, fuelled by the increasing ubiquity of the Web, and stoked by social media, sensors, and mobile devices. However, as the amount of produced data continues to increase, so does the demand for practitioners who have the necessary skills to manage and manipulate this data. The European Data Science Academy (EDSA) is looking to bridge the data science skills gap by developing multimodal open courseware tailored to the real needs of data practitioners. The EDSA courseware is implemented as a combination of living learning materials and activities (eBook, online courses, webinars, face-to-face training), produced via a rigorous process and validated by the data science community through continuous feedback.
The Open Library at AU: Supporting Open Access and Open Educational ResourcesColin-Elliott
To address challenges that learners, course creators, librarians and academics involved with OERs and MOOCs are facing when looking for scholarly materials, Athabasca University Library has initiated the development of the Open Library at AU. This open library is a full library website that provides easy access to open and free resources. Tools and information literacy tutorials are also included to enable learners, researchers, and others to find, evaluate, and use the information they need for their open learning course or research. Many of the challenges that those involved in open learning face are addressed by the open library and the potential impact it can have on open learning and knowledge sharing is tremendous.
The European Data Science Academy: Bridging the Data Science Skills GapAlexander Mikroyannidis
As a global society, we are producing data at an incredible rate, fuelled by the increasing ubiquity of the Web, and stoked by social media, sensors, and mobile devices. However, as the amount of produced data continues to increase, so does the demand for practitioners who have the necessary skills to manage and manipulate this data. The European Data Science Academy (EDSA) is looking to bridge the data science skills gap by developing multimodal open courseware tailored to the real needs of data practitioners. The EDSA courseware is implemented as a combination of living learning materials and activities (eBook, online courses, webinars, face-to-face training), produced via a rigorous process and validated by the data science community through continuous feedback.
The Open Library at AU: Supporting Open Access and Open Educational ResourcesColin-Elliott
To address challenges that learners, course creators, librarians and academics involved with OERs and MOOCs are facing when looking for scholarly materials, Athabasca University Library has initiated the development of the Open Library at AU. This open library is a full library website that provides easy access to open and free resources. Tools and information literacy tutorials are also included to enable learners, researchers, and others to find, evaluate, and use the information they need for their open learning course or research. Many of the challenges that those involved in open learning face are addressed by the open library and the potential impact it can have on open learning and knowledge sharing is tremendous.
The eLearning scenarios. Kind of LOs (learning objects). Why not to follow the example of the OpenSource/Free Software in the production of Learning Objects? Speech at the Bite seminar in Ipswich (December 2003).
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Lets Share It - Collaborative tools and practicesSteven Parker
Improving TVET Experience - which will be held on Thursday 28 June 2007 at the Telstra Stadium
Let’s Share IT - which will be held on Friday 29 June 2007 at the Telstra Stadium
http://cshtr-cc.wikispaces.com/Main
EDEN is proud to be the European strategic partner of ASCILITE and contribute to the ASCILITE LIVE! webinar series. This presentation was an integral part of a webinar focusing on the problems and solutions of a learning designer in the context of open learning. Dénes Zarka, and instructional designer himself, explores what "open" stands for in the context of learning resources and presents various models for the use and re-use of Open Educational Resources (OERs). Denes points out why he designs open content and also why others design open content.
Forging Online Education through FIRE (FORGE) is a project bringing the FIRE and eLearning worlds together. FORGE aligns FIRE (Future Internet Research and Experimentation) with the ongoing education revolution.
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The eLearning scenarios. Kind of LOs (learning objects). Why not to follow the example of the OpenSource/Free Software in the production of Learning Objects? Speech at the Bite seminar in Ipswich (December 2003).
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Lets Share It - Collaborative tools and practicesSteven Parker
Improving TVET Experience - which will be held on Thursday 28 June 2007 at the Telstra Stadium
Let’s Share IT - which will be held on Friday 29 June 2007 at the Telstra Stadium
http://cshtr-cc.wikispaces.com/Main
EDEN is proud to be the European strategic partner of ASCILITE and contribute to the ASCILITE LIVE! webinar series. This presentation was an integral part of a webinar focusing on the problems and solutions of a learning designer in the context of open learning. Dénes Zarka, and instructional designer himself, explores what "open" stands for in the context of learning resources and presents various models for the use and re-use of Open Educational Resources (OERs). Denes points out why he designs open content and also why others design open content.
Forging Online Education through FIRE (FORGE) is a project bringing the FIRE and eLearning worlds together. FORGE aligns FIRE (Future Internet Research and Experimentation) with the ongoing education revolution.
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The growing adoption of open educational resources (OER) has identified the need for easy-to-use authoring platforms for the development and delivery of openly licensed digital content. Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on authoring platforms that support faculty authoring and adaption of open educational resources and institutional delivery of these resources.
Our speakers will share platforms used by faculty to develop open textbooks and deliver openly licensed digital content to faculty and students in an easy and accessible manner.
Date: Wednesday, April 8
Time: 10 am PST; 1:00 pm EST
Featured speakers:
Clint Lalonde, Open Education Manager, BCcampus
Judy Einstein, VP Business Development and Etienne Pelaprat, User Experience Director, Courseload Inc.
Domi Enders, Founder and CEO, Open Assembly
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
How long did you think digitalized textbook? This slide introduced Korean people's efforts from 2007 to the date in terms of technology and standardization perspectives. From 2011 KERIS investigated the possibility of EPUB3 for base format of digital textbook and it is realized around end of 2012. After this trial they have been giving efforts to converge learning technology such as assessment and learning tools with digital textbook using IMS Global's specifications.
This slide pertain to several web links for EDUPUB workshop outcome as well as Korean digital textbook demo video.
Note: this slide was presented at the WWW Conference 2014.
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!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
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”.
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
2. About FORGE
• Making world class experimental
facilities accessible to anyone /
anytime / anywhere
• Approach is based upon:
• New learning paradigms
• Rich multimedia interactive eBooks
3. Project Fiche
• Name: Forging Online Education through FIRE
• Dates: 1st October, 2013 – 30th September, 2016
• Project Coordinator: John Domingue, The Open University
• Project website: http://ict-forge.eu
10. Best practices
• Modular and adaptive learning pathways
• Explicit learning goals
• High quality multimedia content
• Interactive learning activities
• Social & collaborative learning activities
• Self-assessment exercises
11. Course structure
We perceive a course as a self-study learning pathway that leads
to achieving certain learning outcomes. Most commonly, the
learner will study the course at at their own pace, since the is no
predefined start or end time.
The structure of such a course is typically based on the following
outline:
Introduction
This section introduces the topic in question and provides an overview of
the main concepts that the course will cover. It can be supplemented by a
short video of the instructor introducing the topic.
12. Course structure
Learning outcomes
These are the skills that the learner will have acquired at the end of the
course. They are usually presented as bullet points.
Theoretical part
The theoretical part is the main body of the course, analysing the topic in
question. It is enriched by multimedia elements, such as videos, webinars,
screencasts, and figures.
Learning activities
These are self-assessment exercises that the learner will complete at the
end of the course to test what he/she has learned. Interactive HTML5
widgets can be used by the learner inside a learning activity, for example
enabling the learner to interact with an online service. Quizzes are also
useful and simple learning activities.
13. Course structure
Summary
This section summarises the main topics covered in the course and
references the learning outcomes of the course.
Further reading
This is a list of recommended reading materials related to the course. They
can contain books, web resources, or scientific publications.
Glossary
The Glossary contains the definitions of key terms that are referenced
throughout the course. In the iBook format, terms that are defined in the
glossary are highlighted in the text of the course. Tapping on the
highlighted terms brings up their definition from the glossary of the iBook.
14. Licensing
Creative Commons licenses (http://creativecommons.org) help
authors retain copyright while allowing others to copy,
distribute, and make some uses of their work.
Every Creative Commons license also ensures the authors get the
credit for their work they deserve.
15. Open Educational Resources
Open Educational Resources can be described as:
“teaching, learning and research resources that reside in the
public domain or have been released under an intellectual
property license that permits their free use or repurposing by
others depending on which Creative Commons license is used”
(Atkins et al., 2007)
Atkins, D. E., Brown, J. S. & Hammond, A. L.
(2007) A Review of the Open Educational
Resources (OER) Movement: Achievements,
Challenges, and New Opportunities. The William
and Flora Hewlett Foundation.
16. FORGEBox and FORGEStore
FORGEBox is the component that interconnects learning
interactive content with FIRE resources.
FORGEStore is a marketplace of widgets, FORGEBox services,
FIRE adapters and interactive courses.
18. eBook formats: ePUB
• One of the most common formats for publishing an eBook,
supported by the majority of electronic devices, is ePUB.
• ePUB is essentially a ZIP archive that contains the files
comprising the eBook’s content, including HTML files, images,
CSS style sheets and other assets, plus metadata that make the
content able to be reliably consumed by any application or
device compatible with the ePUB specification.
• In its latest version (3.0), ePUB supports HTML5, allowing
interactive elements like widgets to be embedded in the
eBook.
19. eBook formats: iBook
• Apple has developed a proprietary format for eBooks
specifically for the iPad and MacOS 10.9, called iBooks.
• The iBooks format allows the embedding of interactive
elements inside an eBook, such as HTML5 widgets, thus
enabling it to feature dynamic content offered by external
online sources.
• The authoring software that we use for this purpose is the
iBooks Author, an application for MacOS available to download
for free.
20. The iBooks Author
Some of the main features of the iBooks Author are:
• A variety of templates to use for the design of the iBook.
• The ability to specify the layout of pages.
• The ability to create accessible iBooks for people with
disabilities.
• The ability to embed interactive elements as HTML5 widgets.
The application contains templates for galleries, quizzes,
Keynote presentations, interactive images, and more.
Alternatively, users can create and embed their own HTML5
widgets.
• The ability to export as an iBook, PDF, or plain text.
• The ability to submit the iBook to the Apple iBooks Store.
23. Opening the FORGE platform
• Build your own interactive course for free!
• Exploit FIRE facilities for educational purposes
• Deploy courses on FORGE platform or other educational platform
24. Types of proposals
Educator/ Learner
• Deploy an existing
FORGE course (as-is)
• Transform a traditional
course into an
experiment-driven one
• Design a new FORGE
lab course
• Extend an existing
FORGE course
• Create interactive
educational material
(eBook)
Developer
• Develop new widgets
and/or FIRE adapters
Provider
• Offer a testbed for
remote
experimentation
+ any combination of the above!
25. More information…
www.ict-forge.eu
info@ict-forge.eu
Try our online courses and
download our iBook for free!
This project has received funding from the European Union’s Seventh Framework Programme for research,
technological development and demonstration under grant agreement no. 610889
Editor's Notes
Through this open call the project opens up the FORGE platform to volunteers from the learning community and elsewhere, who want to exploit FIRE facilities for educational purposes and contribute to the FORGE ecosystem.
Within the call the project solicits proposals for the development (or use) of experiment-driven courses and offers the chance to educational institutions to include these innovative courses to their curricula.
FORGE is seeking contributions and new developments of educational material within the FORGE platform and tools.
What types of proposals are expected? Is the call addressed only to developers?
Whether you are an educator, learner, developer or provider, many different types of proposals may be submitted for the FORGE Open Call, an indicative, non-exhaustive list of which is presented hereafter:
Deployment (as-is) of an existing FORGE course (either one of the prototype courses that have been developed by the FORGE consortium or an external course that will be developed within the Open Call process by an external user) in the context of a real-time course offered within the curriculum of the proposing institution(s);
Transformation of a traditional course to an experiment-driven course;
Design and development of a new lab course, following the FORGE methodology;
Further development and extension of a FORGE course;
Creation of interactive educational material (e.g. editing an existing course and creation of an eBook) based on the FORGE approach;
Development of new widgets and/or FIRE Adapters;
Offering of a testbed for remote experimentation;
Any combination of the above.