The document summarizes a presentation about open educational practices (OEP) in higher education. It discusses definitions of openness and interpretations of OEP. It presents the speaker's PhD research questions examining how academic staff use OEP, their reasons for using or not using OEP, and shared practices/values among open educators. The research approach is described. Key findings include that many staff perceive risks to open practices, and a minority use OEP. Open educators share dimensions of balancing privacy and openness, developing digital literacies, valuing social learning, and challenging teaching roles. The summary concludes that use of OEP is complex, personal, contextual and continuously negotiated.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
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.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
Presentation at OpenEd14, Washington, November 19-21, 2014.
PhD research at the Open University of Lisbon, supported by GO-GN (Global OER Graduate Network).
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.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
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
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
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.
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
Presentation at OpenEd14, Washington, November 19-21, 2014.
PhD research at the Open University of Lisbon, supported by GO-GN (Global OER Graduate Network).
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.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
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
Slides of the OpenMed Webinar "Open Educational Practices" delivered on December 5, 2017 by Catherine Cronin, Centre for Excellence in Learning & Teaching (CELT), National University of Ireland, Galway
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
Beyond practices: Values, challenges, and tensions associated with using OEPCatherine Cronin
Presentation at Open Education Global Conference, April 26th, 2018. Summary of PhD research study on the use of open educational practices #OEP by academic staff in higher education.
Workshop for students who are thinking about their digital identities (social, civic, political, scholarly, pre-professional) and their use of social media and networked publics. Slides are shared here for students as well as for partners in the @AllAboardIE and @DigiChampsNUIG projects.
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
This short slide presentation was prepared for a short "lightning talk" at the Rails Girls Galway workshop, 21st June 2014. The presentation explores the reasons for the under-representation of women in STEM and some of the initiatives which have been tried to redress this gender imbalance. The presentation concludes by advocating a holistic approach including not just initiatives to support and advocate for girls and women, but initiatives to change IT and STEM culture -- in schools, universities, labs, community & maker spaces, and workplaces.
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
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.
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.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
4. GO-GN researchers at OE Global Conference – Cape Town, April 2017
go-gn.net/ & conference.oeconsortium.org/2017/presentations/
5. 1. Why and when might educators and educational
technology practitioners choose open, and why not?
questions to consider…
2. In our contexts, how can we balance personal choice
(regarding openness) with institutional and other
constraints?
3. How can we grow open educational practices (OEP)
in African Higher Education?
presentation
discussion
6. Open education is a tool for
social change.
Santos, A.I., Punie, Y., & Muñoz, J.C. (2016)
Opening up Education: A Support Framework for Higher Education Institutions
“
9. 1. In what ways do academic staff use OEP?
2. Why do/don’t academic staff use OEP?
3. What practices, values, and/or strategies are
shared by open educators, if any?
4. How do open educators and students interact in
open online spaces, and how do they enact and
negotiate their digital identities?
research questions
10. “Part of the problem of definition stems from the careless, if evocative,
use of the term open by educators and the popular press to describe the
wide variety of educational innovations which proliferated at the same
time as open education classrooms were being developed.”
Noddings & Enright (1983)
“Open learning is an imprecise phrase to which a range of meanings can
be, and is, attached. It eludes definition. But as an inscription to be
carried in procession on a banner, gathering adherents and enthusiasms,
it has great potential. For its very imprecision enables it to accommodate
many different ideas and aims.”
MacKenzie, Postgate & Scupham (1975)
11. OEP
(Open Educational
Practices)
OER
(Open Educational
Resources)
Free
Open Admission
(e.g. Open Universities)
INTERPRETATIONS
of ‘OPEN’
OER-focused definitions
produce, use, reuse OER
+ broader definitions…
Licensed for reuse
for use, adaptation &
redistribution by others
Image: CC BY-SA 2.0 Marcel Oosterwijk
13. The expanding global collection of OER… contribute to making
education more accessible, especially where money for learning
materials is scarce. They also nourish the kind of participatory culture
of learning, creating, sharing and cooperation that rapidly changing
knowledge societies need.
However, open education is not limited to just OER. It also draws upon
open technologies that facilitate collaborative, flexible learning and
the open sharing of teaching practices that empower educators to
benefit from the best ideas of their colleagues. It may also grow to
include new approaches to assessment, accreditation and
collaborative learning.
Cape Town Open Declaration (2007)
“
14. open educational practices (OEP)
collaborative practices that include the creation, use and reuse of
OER and pedagogical practices employing participatory
technologies and social networks for interaction, peer-learning,
knowledge creation & sharing, and empowerment of learners
definition for my study
16. Image: CC BY-SA izzie_whizzie
methodology
Approach: qualitative / interpretive / critical
Method: constructivist grounded theory (Charmaz, 2014)
Setting: one HEI in Ireland without open education policies/culture
Participants: 19 members of academic staff, varied by discipline,
employment status, and approach to openness
17. Not using OEP
for teaching
Using OEP
for teaching
DIGITAL
NETWORKING
PRACTICES
Main digital identity is university-
based
Not using social media
(or personal use only)
Combined university &
open identities
Using social media
personally/professionally,
but not for teaching
Well-developed open digital
identity
Using social media
personally/professionally,
including teaching
DIGITAL
TEACHING
PRACTICES
Using VLE only
Using free resources, little
knowledge of C or CC
Using VLE + open tools
Using & reusing OER
DIGITAL
LITERACIES
Using digital natives discourse
to describe self, peers,
and/or students
Developing own & students’
digital & network literacies
PERSONAL
VALUES
Strong attachment to
personal privacy
Strict boundaries:
personal/professional
& student/teacher
Valuing privacy & openness;
striving for balance
Accepting porosity across
boundaries
Continuum: increasing openness
18. • Many academic staff perceive potential risks
(for themselves & their students) in using OEP;
some perceive the benefits to outweigh the risks.
• A minority of participants (8 of 19) used OEP.
• 2 levels of ‘using OEP’: (i) being open, (ii) teaching openly.
• 4 dimensions shared by open educators:
balancing privacy and openness
developing digital literacies (self & students)
valuing social learning
challenging traditional teaching role expectations
Findings
20. “I don’t mind if students follow me and if
they find stuff that I’ve written online. But
I just don’t encourage it as part of the
teaching, or their relationship
with me as their teacher.”
- participant (not using OEP)
21. “I don’t let students know I’m on Twitter,
they seem to figure it out.
It depends on what email account I reply to
them with. Depending on the teaching or
contractual situation in any given year,
sometimes the [university] email account
just evaporates and I have to fall back and
use my own email account. My personal
email signature has my Twitter name, my
blog. The [university] account just has the
department name.”
- participant (using OEP)
22. Balancing
privacy and openness
Developing
digital literacies
Valuing
social learning
Challenging traditional
teaching role expectations
inner circle
(2 dimensions)
Networked
Individuals
both circles
(4 dimensions)
Networked
Educators
4 dimensions shared by educators using OEP
25. “There are no hard and fast rules.”
- participant (using OEP)
“I have personal rules for that.”
- participant (using OEP)
“You’re negotiating all the time.”
- participant (using OEP)
26. Balancing privacy and openness
will I share openly?
who will I share with? (context collapse)
who will I share as? (digital identity)
will I share this?
MACRO
MESO
MICRO
NANO
27. An important question becomes not simply whether education is
more or less open, but what forms of openness are worthwhile
and for whom; openness alone is not an educational virtue.
Edwards (2015)
“
critical approaches to openness
additional references:
Bayne, Knox & Ross (2015)
Cottom (2015)
Czerniewicz (2015)
Martins dos Santos Ferriera, G., et al. (Eds.). (2017).
Selwyn & Facer (2013)
singh (2015)
Watters (2014)
28. Image: CC BY 2.0 vramak
It has never been more risky to operate in the open.
It has never been more vital to operate in the open.
Martin Weller (2016)
29.
30. Use of OEP is...
Complex
Personal
Contextual
Continuously negotiated
31. Le spectre de la rose Jerome Robbins Dance Division, NYPL
To hope is to give
yourself to the future,
and that commitment
to the future
makes the present
inhabitable.
Rebecca Solnit (2004)
Hope in the Dark
“
32. Le spectre de la rose Jerome Robbins Dance Division, NYPL
Thank You!
@catherinecronin
slideshare.net/cicronin
bit.ly/oep-emergeafrica