Authors: J. Vladimir Burgos-Aguilar, Fernando J. Mortera-Gutierrez
This article presents the educational experiences of an inter-institutional project that consisted in forming a Community of Practice (CoP) among Mexican educational institutions, in 2009.
Towards a Culture of Openness in Education in Latin AmericaeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Maria Soledad Ramirez-Montoya
The Tecnológico de Monterrey has embraced the use of ICT for educational purposes, including the development of innovative distance education models and the production of digital educational materials for distance learners.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
Innovative experiences of Open Educational Resources towards academic knowled...Tecnológico de Monterrey
The idea with open educational practices (OEP) is to represent the activities of how educators are using open educational resources (OER) in practice for teaching or research, as for example for reuse, revision, remixing, redistribution and production of new OER to promote innovative pedagogical techniques and strategies to empower learners on their lifelong learning path.
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
Towards a Culture of Openness in Education in Latin AmericaeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Maria Soledad Ramirez-Montoya
The Tecnológico de Monterrey has embraced the use of ICT for educational purposes, including the development of innovative distance education models and the production of digital educational materials for distance learners.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
Innovative experiences of Open Educational Resources towards academic knowled...Tecnológico de Monterrey
The idea with open educational practices (OEP) is to represent the activities of how educators are using open educational resources (OER) in practice for teaching or research, as for example for reuse, revision, remixing, redistribution and production of new OER to promote innovative pedagogical techniques and strategies to empower learners on their lifelong learning path.
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
Blockchain in the university: a digital technology to design, implement and m...eraser Juan José Calderón
Blockchain in the university: a digital technology to design, implement and manage global learning itineraries
Pablo Rivera Vargas y Lindín Soriano publicado en Education Review - Number 35, June 2019-
Publication released by UNESCO IITE (Institute for Information Technologies in Education) on the 25th December 2011. Suggested citation:
Santos, Andreia Inamorato dos (2011) Open Educational Resources in Brazil: State-of-the-art, Challenges and Prospects for Development and Innovation. Moscow: UNESCO
Author URL: aisantos.wordpress.com
Twitter: aisantos
UNESCO URL: http://iite.unesco.org/publications/3214695/
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
Author(s): Maja Pivec, Cristina Stefanelli, Inger-Marie F. Christensen, Jutta Pauschenwein.
This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
Blockchain in the university: a digital technology to design, implement and m...eraser Juan José Calderón
Blockchain in the university: a digital technology to design, implement and manage global learning itineraries
Pablo Rivera Vargas y Lindín Soriano publicado en Education Review - Number 35, June 2019-
Publication released by UNESCO IITE (Institute for Information Technologies in Education) on the 25th December 2011. Suggested citation:
Santos, Andreia Inamorato dos (2011) Open Educational Resources in Brazil: State-of-the-art, Challenges and Prospects for Development and Innovation. Moscow: UNESCO
Author URL: aisantos.wordpress.com
Twitter: aisantos
UNESCO URL: http://iite.unesco.org/publications/3214695/
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
Author(s): Maja Pivec, Cristina Stefanelli, Inger-Marie F. Christensen, Jutta Pauschenwein.
This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
For this special printed issue, eLearning Papers focuses on innovation, networks and collaboration. We understand technology as a means to share, build, inspire and transform learning practices in our knowledge society, through continuous innovation.
Turning up critical thinking in discussion boardseLearning Papers
This paper adopts a constructivist view of learning. It seeks to explore the mechanisms behind knowledge construction and higher-order thinking in discussion board usage amongst a less traditional, increasingly growing student population of work-based, distance learners.
Authors: Susan Wilkinson, Amy Barlow
Using patterns to design technology enhanced learning scenarioseLearning Papers
Authors: Félix Buendía García, José-V. Benlloch-Dualde
Research on designing for learning is a field that has concentrated a lot of efforts in the context of technology-enhanced settings. This scenario has demonstrated the need to represent learning scenarios using a more formal perspective.
Blended collaborative constructive participation (bccp) a model for teaching...eLearning Papers
Authors: Maria Beatrice Ligorio, Stefania Cucchiara
The Blended Collaborative Constructive Participation (BCCP) model is a university teaching model built upon six years of experimentation.
Taken together the articles in this
special issue provide an up to date
and authoritative overview of the
field of learning design research and
demonstrate the diversity of research
that is going on in this area.
E-portfolios as tools to assess generic competences in distance learning stud...eLearning Papers
Authors:Julia Krämer, Günther Seeber
In the field of Education, portfolio usually stands for a compilation of documents describing a particular learning process or a whole learning biography; if it is collected digitally it is called e-portfolio. Since the 1990s portfolios have been increasingly used in all kinds of learning environments and institutions. They typically focus on (long-term) learning processes with a large part of self-reflection.
Are Schools Equipped to Address Online Safety in the Curriculum and Beyond? eLearning Papers
Authors: Andy Phippen, David Wright, Tanya Ovenden-Hope.
This paper explores the data provided by over 1000 schools in the UK related to their online safety policy and practice. By comparing with data from the previous year, we consider the current state of practice among UK schools and analyse progress over a 12-month period.
The cheap Sim only deals have opened up the windows for financial freedom for mobile users as they are not required to be bound to a particular network operator.
Innovation, informational literacy and lifelong learning: creating a new cultureeLearning Papers
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
The Knowledge Society and the Information Society as the cornerstone in educa...Ricardo Pérez Moreno
The aim of this document is to think about information society and knowledge society concepts with different authors support, to have enough elements to understand the significance they have in educational innovation and technology scope. The study is theoretical and descriptive. It was made through a documental research in various sources in free access electronic media and digital libraries, from books and recent publication indexed magazines. The sources of reference provide explanation of terms with no universally accepted definition, so authors think about them to get a wide vision of the topics and set the relationship and influence they have on each other.
Information society, supported by the use of technologies in the field of communication, has caused a strong evolution in our daily life, this technological boom involves a transformation in different contexts: educational, familiar, social, cultural and political. The relationship between information society and knowledge society creates favorable scenarios to generate research and produce knowledge, in order to achieve better quality standards that promote technological development and innovation, for the welfare and progress of educational institutions, conducive to a digital literacy of continuous improvement, which demands the teaching-learning field.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
Are Open Educational Resources the future of (e-)learning?KasiaKAka
Presentation of the paper 'Are Open Educational Resources the future of (e-)learning?' at the
3rd International Futur(e)-Learning Conference
10-14 May 2010, Istanbul, Turkey
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Formation of Communities of Practice to Promote Openness in Education
1. From the field
Formation of Communities of Practice to Promote
Openness in Education
Authors This article presents the educational experiences of an inter-institutional project that
consisted in forming a Community of Practice (CoP) among Mexican educational insti-
J. Vladimir Burgos-Aguilar,
tutions, in 2009. The main goal of this project was to enrich a catalogue of OER for basic
Full time Liaison Officer of
Innovation and Educational and elementary education (K-12) for Spanish speaking countries in Latin America, and
Technology. Center for the rest of the world, within the field of innovative education and technology, through
Innovation in Technology and the work and community of practice of K-12 teachers and university faculty partici-
Education (Innov@TE) pants. Six Mexican higher education institutions participated in this project, and this ar-
vburgos@itesm.mx ticle will talk about their faculty experiences with a community of practice that used in-
novative applications and new technologies. Also, this article describes how OER were
Fernando J. Mortera-
Gutierrez, used in the K-12 educational level through the portal website of TEMOA, the academic
Full Time Professor and search engine developed by Tecnológico de Monterrey to help teachers with the design
Coordinator. Educational and instruction of their courses.
Technology Master Degree
program at the Graduate
School of Education (EGE)
in Tecnológico de Monterrey 1. Academic’s knowledge mobilization
(ITESM)
Recognizing the transition we are facing to a new knowledge based society (KBS), we could
vburgos@itesm.mx
visualize the reality that data and information is fully accessible through different media for-
mats via the Internet on a massive and exponentially way through Web tools and search en-
Tags gines, including personal Web sites and those devoted to libraries, information centers and
civil society organizations (communities, associations, affiliations). The problem is recognized
OER in schools, in several studies that in many instances information reach people without any filters or
Communities of Practice, professional revisions like peer review, raising questions about its authenticity, validity, and
teachers’ experiences, reliability (ACRL, 2010). The American Library Association (ALA) recognizes and defines the
higher education
critical need for education in the subject of information literacy, this is said for an educated
person should be able to scrutinize and recognize when information is reliable and neces-
sary, and develop the ability to find, evaluate and effectively use the information needed in
specific circumstances (Plotnick, 2000).
Without distinction, in every one of the areas of society there is a strong dependence on the
study of knowledge to effectively participate in a modern technological and digital world,
which affects all productive sectors in industry of any value chain (production and serv-
ices), from agricultural practice to complex and sophisticated market processes, banking,
government, healthcare, transportation, entertainment and financial transactions. In fact,
it is predicted that people who do not develop the ability to find the essential knowledge
and to evaluate and discern its proper application in the context of specific situations, are
intended to live precariously and societies will be deprived of their possible contributions.
In agreement with Haddad and Draxler (2002; p. 4), without the ability to find the essential
knowledge and develop equally adaptive skills in order to overcome the social, political and
technological change, people will quickly find themselves in disadvantage compared to oth-
ers that effectively overcome the challenge of a digital and information literacy.
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2. From the field
The worldwide movement of Open Educational Resources (OER) The purpose of TEMOA is to have a unique index catalog of
is one of the most revolutionary and important trends that are open educational resources (including full courses, course ma-
helping education through information and communication terials, modules, textbooks, streaming videos, tests, software,
technologies (ICT), and it’s a term that is being adopted every and any other tools, materials or techniques used to support
day in many educational institutions, from Higher Education to access to knowledge) available on the Internet to help students
basic education (D’Antoni, 2007); especially those which have and teachers. TEMOA objective is to assist professors and stu-
embraced distance education (e-learning) and blended learn- dents in the discovery process of the educational resource that
ing as one of their major institutional and teaching efforts, such best suits their needs. To achieve this objective, TEMOA applies
as the “Tecnológico de Monterrey” in Mexico. Tecnológico de enriched metadata defined by experts, as well as specialized
Monterrey is a private, non-profit academic institution with 65 searching and social networking tools for sharing comments
years of experience. It is composed of 33 campuses across Mex- and rankings on the OER (Burgos, 2008). This initiative puts to-
ico that offer high-school programs, undergraduate and gradu- gether the effort of both faculty and administrative staff of all its
ate degrees, continuing education, as well as social programs. undergraduate and graduate programs to create a website and
Through technology-based distance programs, Tecnológico de academic search engine on the Internet and the World Wide
Monterrey is a pioneer in distance education with more of 20 Web, to offer indexed open educational resources (Mortera and
years of experience through its Virtual University, reaching 29 Escamilla, 2009).
countries; at present time, the Virtual University offers totally
At the core of the digital revolution of Open Educational Re-
online undergraduate, postgraduate, continuing education, and
sources, lies the basic idea that the world’s knowledge is a pub-
social programs.
lic good and that information and communication technologies
Tecnológico de Monterrey has worked in the past three years spurs a huge opportunity for everyone to share, use, reuse, re-
in several projects on the reuse of royalty free course materi- work, remix and redistribute that knowledge. OER are the es-
als from Carnegie Mellon University, Yale University, and the sential elements that integrate the basic modules of courses,
Massachusetts Institute of Technology, with the objective of subjects and tools to stimulate teaching, learning, and research
identifying key critical factors to develop a model to effectively in a different way of view the education process (Smith and Cas-
knowledge transfer of OER. Capitalizing theses experiences, Tec- serly, 2006; p. 8).
nológico de Monterrey proposed the creation of an important
educational initiative, named “Knowledge Hub” (Burgos, 2008) 2. Formation of a Community of Practice
at the World Economic Forum (WEF) in Davos, Switzerland, in
for a K-12 inter-institutional project
January 2008 during a Global Universities Leaders Forum ses-
sion (Galán, 2008). The project titled “Knowledge Hub for K12 Education Project”
received funds by the Corporación de Universidades para el De-
The initiative titled “Knowledge Hub” was named later as TE- sarrollo de Internet (CUDI) and by the Consejo Nacional de Cien-
MOA (Burgos and Ramirez, 2010), and it is defined as a public cia y Tecnología (CONACYT) of Mexico and was hosted by the
catalog that provides a multilingual search engine that allows Tecnológico de Monterrey, in Mexico in 2009. Six higher educa-
the user to discover selected Open Educational Resources (OER) tion institutions were involved: Tecnológico de Monterrey (with
using metadata enriched by experts and enhanced by librar- 5 professors and 5 researchers), Universidad Regiomontana
ians, using Web 2.0 such faceted searching and social network- (with 2 professors), Comité Regional Norte de la Comisión Mexi-
ing tools. The portal website of TEMOA is for free use available cana de Cooperación con la UNESCO, AC (with 3 researchers),
on the Internet for teachers, professors and self-learners of all Universidad de Montemorelos (with 4 professors), Instituto
educational levels, from higher education to elementary and de Investigación, Innovación y Estudios de Posgrado para Edu-
basic education. It was created to assist teachers in the task of cación, IIIEPE (with 3 researchers) and Escuela Normal Miguel F.
introducing innovations in the classroom which will improve the Martínez (with 5 teachers).
teaching-learning process, and by consequence, student reten-
tion, motivation and attention. The group of 11 professors, five teachers and eight researchers
agreed to work virtually and locally with traditional face-to-face
meetings using several communication mechanisms:
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3. From the field
A webpage (Blog) to centralize efforts of communication and At the beginning, a critical issue in the group was to be aware
documentation process (http://khubk12.blogspot.com) of the primary mechanism to facilitate project learning, that is,
the implementation of effective knowledge transfer. Knowledge
• Web discussion forums to debate, argue and agree about
creation is a basic process that transcends boundaries of one
several topics
entity to another through the acquisition of new knowledge,
• Electronic mail (email) for example, from the individual to the group, from one group
• Videoconference (Internet 2) to one organization, and from one organization to other or-
• Chat and web-conference ganizations, generating virtuous cycles of knowledge creation
(Nonaka and Toyama, 2003). Johannessen, Olaisen, and Olsen
• Face-to-face local meetings
(2002) share a vision which fosters the dynamics of four unique
Also, the group agreed to have several training sessions through processes, the first process describes that is through the social
videoconference and recorded sessions through DVDs and pow- systems that knowledge is created, the second is about the cod-
er point slides. The training’s sessions have had the objective to ing process, systematization and structuring of data, the third
develop new skills and abilities about the use of web technology process describes the process of recognizing the information
and information literacy. Also, the training sessions addressed and its application as knowledge, finally, explains the operation-
the awareness about Open Educational Resources (OECD, 2007) alization of knowledge.
and the clarification about the use of resources and materials
Figure (A) shows an adaptation that is based on the model pro-
for teaching and learning purposes in the classroom.
posed by Nonaka et al. (2003) and quoted by Lin & Lin (2001)
Knowing that to foster effective project learning in the group, which features a spiral mechanism that integrates four key proc-
it should be needed encourage collaboration and exchange of esses of conversion and transfer knowledge. The socialization
meanings and experiences. The group of researchers decided to process allows the exchange of tacit knowledge that is implicit
integrate several working groups to reach the best potential of in the individual through the processes of nonverbal commu-
valuable source of knowledge generation and learning through nication. The externalization process refers to the codification
the creation of a Community of Practice (CoP) that is defined as of that tacit knowledge into understandable language and un-
a “group of people who share a common interest, a set prob- derstood by others. The combination process generates knowl-
lems or simply have a passion to share a particular subject and edge codified (explicit) from previously externalized knowledge
want to deepen their knowledge and experience through vari- through social processes of communication, dissemination and
ous processes of interaction” (Wenger, McDermott and Snyder, systematization. The process of internalization refers to inter-
2002). pret the explicit and tacit knowledge to make it significant into
practice through experience.
Figure A: Knowledge Transfer Model
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4. From the field
According to Nonaka, et al (2003), the way to generate new issues), computer literacy gap in K-12 schools and lack of aware-
explicit knowledge is through knowledge transfer itself and its ness in the institutional level (lack of information in managerial
combination. The combination process facilitates the genera- levels).
tion of new knowledge from previously externalized knowledge
The group of researchers coordinated 150 teachers in 20 schools
through social processes of communication, dissemination and
using OER in basic education programs for learning and teach-
systematization. In addition to this process, it is required of the
ing in the classroom. The experiences were documented in the
learning achieved through internalization process, which refers
webpage (Blog) and critical topics were resolved in the discus-
to interpret (and infer) the explicit knowledge into new tacit
sion forums.
knowledge through the practical experience.
The Community of Practice in general consisted of six institu-
Considering that a Community of Practice helps to vanish the
tions of higher education where each institution was integrated
several hierarchical levels in a pre-established institutional
as a special working group research. Each institution (working
structure (Saint-Onge and Wallace, 2002; Saint-Onge, 2004), the
group) served as coordinator of a small group institutions of ba-
group of researchers took advantage of this fact (see Figure B),
sic education (K-12), which allowed the overall coordination of
which helped in the reduction of time in the inquiring process
20 institutions of basic education in Mexico.
of information and experience in solving special issues. The dy-
namics also allowed sharing of ideas and the valuation of differ-
ent perspectives with colleagues or peers, helping them to take 3. K-12 schools participants and context
better decisions. In fact, there was a greater participation and The main goal of project for K-12 project was the inclusion of
less fear of mistakes knowing they had the confidence to have a open educational resources available at the Internet, resources
support group from several institutions. that can help to reduce educational gap in Latin America, espe-
As lessons learned, the group identified access barriers for the cially at basic and elementary educational level.
use of Open Educational Resources (OER) in Mexico by teach- Within the project several professors and researchers from six
ers in K-12 schools, such as technological infrastructure (lack of institutions of higher education of the State of Nuevo Leon par-
internet access, projectors and computers), legal issues (access ticipated. Each of these institutions worked with three or four
of the resources in terms of licensing), relevance about the con- K-12 schools (basic education, named in Mexico: educación
tent of the materials available on the Internet (resources mainly básica [preescolar, primaria, secundaria]). Each institution su-
from other countries), lack of resources in Spanish (language pervised their own elementary schools, training and teaching
Figure B: Promoting Equality of Ideas and Knowledge
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5. From the field
their teachers on how to find the OERs and how to catalog the • One Blog for K-12 teachers was developed: http://khubk12.
OER using especial metadata, and how to post the information blogspot.com
within the catalog of TEMOA. The elementary schools teachers
Each institution developed several subprojects within the main
participants from the basic or elementary schools were mainly
Project to generate information to understand the process of
full time teachers, with many years of teaching experience at
documenting and cataloging OERs for K-12 education.
K-12 level, teaching face-to-face and traditional education; but
with few knowledge or lack of knowledge on the use the Inter- • Different research methods were used base on their area or
net and no experience at all on how to use technological re- field of interest, such as: quantitative research methodology,
sources and incorporate them to class. During the project, also or qualitative research methodology, or mixed methods.
they were trained to use the Internet (computer literacy) and
• The sources of Information were: the K-12 teachers and stu-
how to use some technological resources within their class ses-
dents, administrators, meaningful documents and the fac-
sions. All of them had a big interest to learn how to integrate
ulty researchers of the Project.
educational technology within their learning environments
• Gather data instruments were: surveys (using statistical
(blended learning).
analysis) and interviews to K-12 teachers and students. Be-
Among the elementary schools which had participated in the side, the analysis of documents using non-intrusive methods
project we can recall: the Nicolás Bravo elementary school, the (OERs, website, training workshop syllabus, blogs, forums,
kinder garden Jaime Torres Bodet, the elementary school Cole- institutional paper work, researchers´ reflexive diaries), par-
gio Bosques del Lago, the kinder garden Prof. Timoteo L. Hernán- ticipant observation and quantitative observation records.
dez, the elementary school Vicente Guerrero, in Monterrey city,
Nuevo Leon, Mexico; the junior high Prof. Felipe de Jesús Jasso Results:
and the Instituto Soledad Acevedo de los Reyes, in Montemore-
los city, Nuevo Leon, México. Between January and April 2009, the main project results were:
During the Project several strategies were followed to accom- • Design of the training workshop on how to identify and cata-
plish the proposed goals, such as: log Open Educational Resources (all six participant institu-
tions collaborated on the design and teaching delivery).
• Six higher education institutions worked each one with a
• Creation and production of workshop and course materials,
small group of elementary schools in Mexico (in the State of
such as: digital resources, formats, handbooks, handouts,
Nuevo Leon).
and video tape recording.
• Faculty of higher education was working together with el-
• Selection of the 178 K-12 participant teachers.
ementary education teachers.
• Identification of the website sources for OERs
• Six subprojects were developed within the main project;
each one for each participant institution, the main goal was • Design of the website search engine for K-12 OERs (Knowl-
disseminate the knowledge on Open Educational Resources, edge Hub).
for collaboration purposes and for the implementation of • Develop of six projects within the main project, using differ-
technology at basic education level (K-12). ent methodological approaches.
• Every three weeks were scheduled a project group meeting • Develop of three Masters’ thesis about the project.
using videoconferencing as a media for communication pur-
Between May and November 2009, the main project results
poses.
were:
• For the delivery of the training workshop for K-12 teachers
was used Internet 2 tools. • Design of four workshops to train K-12 teachers on how to
• A website was developed for documenting and sharing of select, document, use and adopt OER within class sessions.
ideas among researchers participants: http://khub12.umen- • Production of course materials, such as: digital resources,
linea.com/ formats, handbooks, handouts, and video tape recording.
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6. From the field
• On October 2009 there were 176 K-12 teachers participating restarted it in the month of May. After this particular situation
within the project. we needed to recuperate time and the work intensified, training
• Total of OERs documented at the end of the project = 291. and teaching the K-12 teachers to identify and select OERs for
elementary education, especially in Spanish language. Because
• Total of OERs used and adopted by K-12 teachers = 101.
we needed to finish in the month of November 2009, we need
• End of the six projects within the main project, using differ-
to hurry the process of cataloging OERs and to implement some
ent methodological approaches.
of them within the students and class sessions. Each participant
• Four articles published in Journals institutions had the responsibility and duty to write down their
• Finish of three Masters’ thesis about the project. technical and final reports, and also to publish their project re-
sults in an academic journal.
4. Educational experiences from the Tecnológico de Monterrey faculty participants and K-12 teachers
research field participated actively within the project. In particular, we had a
Tecnológico de Monterrey had an interesting and meaningful lot of support from the technical staff of the Centro para la In-
experience within the project. Its faculty researchers: Dr. Mari- novación en Tecnología y Educación (Innov@TE) (Center for In-
sol Ramírez, Dr. Fernando Mortera, & M. Sc. Vladimir Burgos, novation in Technology and Education), center which belongs to
and the K-12 teacher participants collaborated and worked to- the Tecnológico de Monterrey. These technical staff was impor-
gether to accomplish the goals of the project: identifying, docu- tant in the technical part of the TEMOA website, without them
menting and cataloging Open Educational Resources (OER) for this educational project would not be possible, and their col-
K-12 education for Spanish speaking countries. laboration was a key component for the project itself; we could
work with them and develop the project, and to made decisions
During the months of September and October of 2008 Tec- that were important to keep going with the project.
nológico de Monterrey faculty researchers, who belong to the
seminar group named “Cátedra de Investigación de Innovación On the other side, we developed an entire work process to
en Tecnología y Educación”, of the Graduate School of Educa- contact K-12 school participants, and to develop the workshop
tion, Virtual University, applied for the 2009 CUDI-CONACYT to train them to accomplish the project goals. The participant
grant. During those two months this faculty group worked on schools were, the following ones: a) kinder garden Jaime Torres
the project proposal and submitted it. Meanwhile three others Bodet, and b) elementary school Nicolás Bravo, in Monterrey
higher education institutions were invited to participate with us city, State of Nuevo Leon, Mexico. These two schools partici-
in the project. In November, 2008, we were informed that the pated (teachers, administrators and principals) with enthusiasm
project was accepted and we started to work on the organiza- and commitment (regardless that they confronted several tech-
tion and planning of the different stage of this OER project for nical difficulties and constrains to be connected to the Internet
K-12 education. and to have access to the WWW; in spite of it the finally could
be connected and work to accomplish the project goals).
We had our first group project reunion in December of 2008,
and we started to work on the month of January of 2009 We need to acknowledge the collaboration and assistance given
with the first stage of the project. We had every three weeks by two other Tecnológico de Monterrey personnel, people who
project reunions with all the participant institutions, through helped us to accomplish the project objectives and without
videoconferencing, and moving to different places for the re- their help it would be not possible to finish some of the project
union purposes. In the months of March and April of 2009, two tasks, these persons were: a) Fernando Lozano (a tutor at the
more higher education institutions requested to be part of the Graduate School of Education), and b) a masters´ degree stu-
project, and we accepted them, their names were: Normal F. dent Gladis Menare (they helped us with the training process,
Martínez and IIIEPE. research and some secretarial and administrative processes).
In April of 2009 we had the impact of influenza virus in Mexico, The experience among researchers was diverse and meaningful.
which made all the schools to be closed, and we had to inter- Dr. Marisol Ramírez had an important role to coordinate all the
rupt the research process, while the sanitarian contingency was main project efforts, with an outstanding capacity to organize
over. During one month the project was in “standby”, finally we multiple aspects of the project, it was an admiring thing (such
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7. From the field
as: administrative, technical, organizational process, budget, llo del Internet (CUDI), public entity which belongs to Consejo
and so on). Dr. Fernando Mortera, as Tecnológico de Monterrey Nacional de Ciencia y Tecnología (CONACYT) (National Council
project responsible faculty researcher, worked hard and mean- of Science and Technology) in Mexico. Both public entities have
ingful along the project, especially in the field work and training decided together to look for the assistance and to help educa-
process, also with the writing of technical and research reports, tional initiatives on the construction of knowledge and scientific
journal articles, and other kind of reports. M. Sc. Vladimir Bur- research in Mexico. Such efforts help and ease the development
gos, with his active work and coordination of all the technical of educational projects and educational innovations.
aspects related to the former Knowledge Hub website, currently
named TEMOA, was important and central, without his partici-
pation it would not be possible to get the outcomes that we
accomplished.
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