Emerging open courseware projects: Bakary Diallo, AVU
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Dr. Bakary Diallo gives a presentation on AVU's OER repository as a part of the Emerging OCW Project panel discussions
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![Emerging OpenCourseware Projects: AVU Teacher Education Program OCW C Conference Cambridge May 4 th 2011 Bakary Diallo, PhD Rector African Virtual University [email_address]](https://image.slidesharecdn.com/diallo-emergingopencoursewareprojectsmay4-110509140130-phpapp02/85/Emerging-open-courseware-projects-Bakary-Diallo-AVU-1-320.jpg)
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Faculty and Student Attitudes TowardOCW Creation
The document summarizes a talk given by Joseph Hardin from the University of Michigan about open courseware creation in higher education. It discusses surveys conducted of faculty and students at UMichigan in 2008 and 2009 regarding familiarity with and willingness to contribute to open courseware. The results showed higher willingness among graduate student instructors and lower familiarity overall, especially among tenure-track faculty. Future work aims to study other types of open educational activities and expand the surveys to more institutions.
Thai nguyen university lrc introduction
The document summarizes information about the Thai Nguyen University Learning Resource Center in Vietnam. It was established in 1994 as one of the regional, multidisciplinary universities of Vietnam. The LRC has over 54 staff members and houses a collection of over 28,000 books, 50,000 textbooks, and access to 6 databases containing academic articles, ebooks, lectures and theses. It provides modern facilities for students including 400 computers, an auditorium, multimedia classrooms, and quiet study areas. In 2009, over 962,000 people accessed the LRC website and 287,000 visited the facilities.
Workshop: Using Creative Commons License for Open Educational Contents
This document discusses open licensing of educational resources. It describes various Creative Commons licenses and their permissions and restrictions. It notes issues with inconsistent licensing across platforms for some open courseware. It argues that a CC-BY license is preferable as it allows unlimited adaptations and is widely compatible, though requires attribution. It calls for establishing guidelines for open courseware consortiums on licensing and opening the debate on openness.
OCWC Global Conference 2013: Open Policy Network
This document discusses open educational resources (OER) and open policy. It notes that over 500 million creative works are openly licensed. It argues that when the marginal cost of sharing creative works is zero, educators have an ethical obligation to share and governments should require publicly funded resources be openly licensed to maximize return on investment. The Open Policy Network supports the creation, adoption, and implementation of open policies worldwide by mapping the open policy space, identifying opportunities, communicating value, and curating exemplars.
OCWC Global Conference 2013: Expanding the reach of OERs through Professional...
OCWC Global Conference 2013: Expanding the reach of OERs through Professional...The Open Education Consortium
The document discusses barriers to the uptake of open educational resources (OERs) due to perceptions of lack of quality assurance and regulation. It describes how the UK Higher Education Academy funded over £13 million in 3 phases of projects through 115 institutions to work with professional, statutory, and regulatory bodies (PSRBs) to promote OERs. The goals were to change policies to embed open practices, use existing OERs, and promote resources through professional networks. Several participating organizations saw increased understanding and awareness of open practices that could lead to culture changes. Lessons included the need for better copyright and licensing policies and identifying authors to assure quality.What, Who, Why of OCW (and how Libraries can lead)
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
OCW backpack
The document discusses KNEXT and the OCW Backpack. KNEXT is a learning recognition program that assesses experiential and self-directed learning from sources like open courseware. The OCW Backpack is a free digital tool that allows users to track their learning from open educational resources, collaborate with others, and share their profiles. Future enhancements may allow users' learning portfolios to be assessed for credit through KNEXT and compiled into an Educational Passport for credit transfer.
Teachers time is valuable (OE global2015)
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Inclusive design (oe global action lab)
This document discusses co-designing using inclusive design practices. It defines disability as a mismatch between learner needs and the educational environment rather than a personal trait. Accessibility is the ability of the learning environment to adjust to all learners through flexible design. Co-design is described as collaborative, responsive, and iterative rather than a fixed process. An example of personalized interfaces and tools for authoring inclusive content are demonstrated. The benefits of considering edge cases and supporting a diversity of learners are discussed.
Training Entrepreneurship Through OEP - the Start up Model (OE Global 2015)
Training Entrepreneurship Through OEP - the Start up Model (OE Global 2015)The Open Education Consortium
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.Viewers also liked (18)
Anka Mulder: Presentatie Nederland Open Education Week 2013
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Presentation Of Dflp
The document discusses creating and delivering digital audio courses in a flexible learning environment. It emphasizes enhancing learning through varied audio content and activities. Flexible design considerations include allowing flexibility in timing, content, and delivery methods to improve accessibility and cater to diverse learners. The document also addresses using open educational resources and collaborative projects to foster learning communities.
Chisholm Institute presentation - Neil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
OER Adoption by University of Delhi, India: Student’s Readiness and Acceptance
OER Adoption by University of Delhi, India: Student’s Readiness and AcceptanceOpen Education Global (OEGlobal)
This document summarizes a study on the adoption of open educational resources (OER) by students at the University of Delhi in India. Key findings from a student survey include:
1) Most students were unaware of the OER content available on the university website. Those who were aware primarily learned about it from Wikipedia or faculty advice.
2) While students saw benefits like reduced costs and increased accessibility, many had reservations about using technology for learning or switching from traditional methods. Infrastructure issues at some colleges also hindered OER use.
3) When presented with sample OER materials from the university, students found them useful and of high quality but had mixed opinions on features like multimedia and assessments.
TheCurriculum and Instructional Design for Online and Distance Learning Environm...
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
The Center for Distance Learning (CDL) at the State University of New York offers online courses and degree programs to over 100,000 students annually. CDL uses a team-based approach to course design that incorporates best practices in online pedagogy and visual instructional methods. Courses are developed using a rigorous approval process and focus on active, collaborative learning through case studies, simulations, and library resources to promote deep learning.Benchmarking your capacity for technology enhanced learning
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
Technologies For Learning And Teaching
The document discusses Roehampton University's strategic imperatives and drivers to promote the use of technology in learning, teaching, and assessment. It aims to create supportive and inspiring learning environments, both online and in-person, and ensure all educational materials are accessible online. This will help meet student and market demands, enhance the learning experience, and increase efficiency. Specific technologies mentioned that are used or will be used include interactive whiteboards, audience response systems, video/audio recording, the StudyZone online platform, eResources, digitization of resources, mobile technologies, Web 2.0 tools, Moodle, Mahara, and cloud computing.
Digital Transformation Strategies at organizational level for universities
Presentation as keynote speaker by Dr. Diana Andone at the CONFERENCE DIGITALIZATION OF UNIVERSITIES on April 12, 2023
ONLINE https://university-conf.com/Digitalization_of_universities/ . With the topic Digital Transformation Strategies at organizational level for universities, the presentation included the European University Association report on Strategy and Organisational Culture (2022) adn teh Politehnica University of Timisoara experience.
Open educational resources (OER): why they matter
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
The Kiro Project 97
The University of Pavia implemented a pilot e-learning project called Kiro-Maieuta at the Faculty of Pharmacy to enhance traditional classroom learning with web-based activities. The project's goals were to improve teaching quality, promote interaction between students and teachers, and integrate online and in-person learning. It created an online portal with learning materials, self-assessments, exercises and access to open repositories. Over 1,600 files were made available. Usage was monitored and tutoring was provided to students needing assistance. The university aims to evaluate the project and potentially expand the model to other faculties.
The Kiro Project 97
The University of Pavia implemented a pilot e-learning project called Kiro-Maieuta at the Faculty of Pharmacy to enhance traditional classroom learning with web-based activities. The project's goals were to improve teaching quality, promote interaction between students and teachers, and integrate online and in-person learning. It created an online portal with learning materials, self-assessments, exercises and access to open repositories. Over 1,600 files were made available. Usage was monitored and tutoring was provided to students needing assistance. The university aims to evaluate the project and potentially expand the model to other faculties.
Capacity building to address Innovation - Some Examples from the University o...
Some activities at the University of Mauritius to address capacity building for innovation. The case study focuses on the centre for innovative and lifelong learning which was set up in 2014. It also highlights issues that public institutions face to collaborate with private sector in a context where the legislations surrounding conflicts of interests are quite restrictive.
Pathways to Learning: International Collaboration Under Covid-19
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
OpenEd
The document discusses the objectives and activities of the Working Group on Distance Education and Open Learning (WGDEOL). It notes the rapid increase in student enrollment in Africa and the corresponding shortage of teachers. WGDEOL aims to help address this issue through coordinating open and distance learning initiatives across the continent to enhance access, equity and quality of teacher training. It outlines a multi-phase plan to develop open online courses for teacher professional development, train master teachers, and establish an online forum for ongoing collaboration.
Opening teaching and learning through OER and OEP
Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University
University of Nairobi, Open Access Initiatives
The document discusses open access initiatives at the University of Nairobi. It outlines that the university has taken steps to promote open access through its institutional repository and open access publishing. This includes developing an open access policy, digital repository, and open journal system. The repository currently hosts over 80,000 documents and sees increasing usage. Challenges to open access at the university include lack of awareness, resistance from researchers, issues of sustainability and infrastructure, and copyright concerns. Overcoming these challenges will require ongoing training, advocacy, and support from leadership to fully realize the benefits of open access.
Pathways to Learning: Open Collaboration to Support the Online Pivot
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Summary C E F R I O Report Teachers
The document summarizes key findings from a study on factors that influence the effective use of information and communication technologies (ICT) to support learning in English school boards in Quebec. It identifies six key factors, including student engagement, stakeholder support, teachers' technical skills, leadership, infrastructure, and professional development. Recommendations are made at the operational and strategic levels to address these factors and ensure ICT is used to support educational goals.
Presentation Of Dfl Plan 2003 Compatability
This document proposes a course to teach digital audio skills for creating open educational resources. It would introduce educational audio resources and tools for recording, editing, and designing audio for instructional materials. The course aims to promote flexible and collaborative learning through a universal instructional design that allows diverse participation and learner-generated content. Assessment would evaluate capabilities with open educational resources and developing content collaboratively.
Presentation on UCT MOOCs to UWC's Public Health workshop
Presentation on UCT MOOCs to UWC's Public Health workshopCentre for Innovation in Learning and Teaching (CILT), University of Cape Town
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015Integrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled Learning Presentation at the ICT and FET Partnership Conference, Emperors Palace, Johannesburg, 18-19 March 2013.
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OER Adoption by University of Delhi, India: Student’s Readiness and Acceptance
OER Adoption by University of Delhi, India: Student’s Readiness and Acceptance
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Benchmarking your capacity for technology enhanced learning
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Digital Transformation Strategies at organizational level for universities
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Capacity building to address Innovation - Some Examples from the University o...
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Pathways to Learning: International Collaboration Under Covid-19
Pathways to Learning: International Collaboration Under Covid-19
Pathways to Learning: Open Collaboration to Support the Online Pivot
Pathways to Learning: Open Collaboration to Support the Online Pivot
Presentation on UCT MOOCs to UWC's Public Health workshop
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This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
Universities for the Future (OE Global 2015)
The document discusses challenges facing higher education and the potential for disruption from open education models. It argues that while open educational resources can help reduce costs, they also enable alternative models of education to emerge based around free content and new forms of recognition outside traditional degrees. The document advocates for a future where universities provide credentials based on demonstrated competencies rather than time spent in classes, and where learning from open resources and professional experience can be formally recognized.
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This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.Open license for MOOCs - Martijn Ouwehand (OE global 2015)
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
OE Global 2015 - Paradis
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
OE global2015 Pre-conference workshop
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
Open Education 101 (OE Global 2015 Pre-conference workshop)
This document provides an introduction to open educational resources (OER) presented by Robert Schuwer, a lector at Fontys University of Applied Sciences. It defines OER as digital learning materials that are freely available under open licenses allowing users five rights: reuse, rework, remix, redistribute, and retain. It outlines the benefits of OER including personalized learning and cost savings. It also discusses challenges to introducing OER such as findability, quality assurance, and developing sustainable business models. The presentation concludes with contact information for Robert Schuwer.
OER Roadmap (OE Global Pre-conference workshop)
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
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Atieno Adala
Adala Atieno is affiliated with the African Virtual University in Nairobi, Kenya. The document provides the name and affiliation of an individual based in Nairobi, Kenya working with the African Virtual University.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
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Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
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