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This document provides an overview of the SHARE project which aimed to encourage university staff to publish learning resources in the institution's learning object repository (LOR). It describes strategies used, such as workshops and online guides, to engage staff. Staff were also involved in decision making. The document examines attitudes towards sharing resources and outlines lessons learned, including the importance of an open and celebratory approach.
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Woensdag 11 november
Keynote
Titel: LACE: Learning Analytics Community Exchange
Spreker(s): Doug Clow
Zaal: Rotterdam Hall
Bett all slides doug+michael+peter
Doug Clow presented on learning analytics at Bett London on January 23, 2015. He discussed how learning analytics involves measuring, collecting, analyzing, and reporting data about learners and learning environments to optimize learning. Examples included school dashboards and dispositions analytics to provide coaching conversations. Clow noted opportunities to use learner data to identify those needing help, trigger interventions, and learn which interventions work. However, he stressed the need for principles of privacy, data protection, ethics, and transparency.
Visions of the Future of Learning Analytics
Eight visions of the future of learning analytics, created as a way of exploring possible futures by the LACE (Learning Analytics Community Exchange) Project, and presented at Bett 2016, London, 20 January 2016
Arooc november 1 2-taiwan 2010_lesko&kim
Youngsup Kim, board member of the OCW Consortium and Igor Lesko, membership services coordinator present on the future of OCW at the Asia OCW Meeting in Taipei.
Arooc november 1 2-taiwan 2010_lesko&kim
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
Scaling Up Learning Analytics
How can universities scale up learning analytics beyond small-scale pilots to seriously use data to improve student learning? This interactive workshop was designed to help you think this through for your institution.
Universities are hard to change. Having good data and analytics is a good start, but is only one part of success. This session will provide tools and frameworks to help you analyse what else is needed, building on experiences of successful large-scale learning analytics activity at the Open University and the University of Technology, Sydney, and from the pan-European Learning Analytics Community Exchange project.
Slides for a talk at Bett, London, 20 January 2016.
rethink – rebuild - rebrand: think iCentre
Featured address at School Library Association of Victoria (SLAV) 'Creating collaborative learning spaces: Future school library scenarios' seminar held at Victoria University of Technology, Melbourne, Friday 25 March 2011
Oer Project Posters 20.10.09 Compress2
This document summarizes an open educational resources (OER) project related to art, design, and media higher education. The project aims to review policies around digital learning resources, establish guidelines for open access resources, and make existing learning resources freely available through institutional repositories and JISC Jorum Open.
Technology in the science classroom
Applying technology in the science classroom can increase student interest, provide purpose and meaning to lessons, and allow students to see relationships between concepts rather than isolated facts. Technology should enhance learning, not just provide access, and can include websites, digital cameras, probes, handheld devices, and software. When used effectively, technology allows students to study real-world events and outperform those using only traditional methods.
Science across the Globe
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Flat Classroom Workshop Keynote
The Flat Classroom Workshop keynote presentation at the 21st Century Learning Conference in Hong Kong in September 2009.
Students crossing global borders AEF 2014
New World: Students crossing global borders
Borders are crossed and intercultural understanding takes place when students connect, collaborate and co-create meaningful actions and products. This session will share recent global examples and encourage learning about the world with the world through technology supported interactions and projects.
PERICLES Presentation at IDCC 2015
This document summarizes a 4-year EU-funded project called PERICLES that involves 11 partners. The project addresses the challenge of long-term access to digital content as environments continually evolve. It recognizes that the meaning and understanding of digital objects depends not only on the objects themselves but also on the evolving environments in which they were created. The project is developing tools and models to extract, represent, and encapsulate information about dynamic preservation ecosystems in order to better support the long-term reuse of digital content over time. It is currently halfway through and has made progress on describing digital ecosystems and dependencies, as well as seeking feedback on its approaches to environment extraction, encapsulation, and appraisal.
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.
iPLE: Integrating VLE and ePortfolios
This document summarizes a study on integrating virtual learning environments and e-portfolios to provide students with more control over their learning. The study found that:
1) Students felt the e-portfolio was useful for organizing academic work and gave them flexibility in their learning process, but was not as suitable for personal data.
2) The e-portfolio facilitated group work and collaboration, though it was not seen as enhancing social interaction as much.
3) Over the course of the project, students increasingly customized their views in the environment, but overall customization remained limited.
The use of Technology in the K-8 Science Curriculum
The document discusses the integration of technology into the K-8 science curriculum. It defines technology and curriculum, and outlines proposed guidelines for using technology in science teaching. These guidelines state that technology should be used to support science content and take advantage of its unique features. The document also reviews the history of technology use in education and how studies show technology can positively impact student achievement, learning, retention, attitude, and skills when used effectively in the classroom. It provides examples of how technology can enhance science instruction and concludes that teachers need to see examples of technology integrated with content in order to appropriately use it in their own teaching.
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International trends in learning analytics (SAHELA conference)
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Fusion ntusharevmaa v1.1
- 1. An object shared is a problem halved: Implementing an LOR Anna Armstrong & Vicki McGarvey Nottingham Trent University
- 2. Session Objectives Provide an overview of the SHARE Project Illustrate strategies implemented to encourage staff engagement Define the approach adopted to publishing learning objects Examine attitudes towards sharing learning resources Sunset Grass Field by IainBuchananhttp://www.flickr.com/photos/jaeden/26385534/
- 3. Are you experienced? Dee Why Beach Christopher Chan http://www.flickr.com/photos/chanc/2716768026/
- 4. SHARE Project SHARE: Supporting, Harnessing and Advancing Repository Enhancement 2 year project funded by Joint Information Systems Committee (JISC) Collaborative partnership: Nottingham Trent University with D2L Aim: “Encourage staff to publish learning & teaching resources to the LOR to enable the sharing of educational resources” Provideaccess to external repositories Shared moment by Sky mitch http://www.flickr.com/photos/sky_mitch/1917493025
- 5. Project Background Free to use Premade Background, Oriano Nicolau http://www.flickr.com/photos/wendphotos/1497868272/
- 8. Involving the academic community in decision making
- 10. User-guides
- 12. Quality
- 13. Management Hand Off - Toronto free gallery http://www.flickr.com/photos/chesire_cat/2616120299/
- 14. How does our LOR Work? NTU LOR School LOR Publish Retrieve
- 17. Access to resourcesSunset Grass Field by IainBuchananhttp://www.flickr.com/photos/jaeden/26385534/
- 18. Why would you share? SharingAndy Woo http://www.flickr.com/photos/wooandy/220929743/
- 20. In groups, discuss your ideas and rank in order of priority.
- 21. Handbooks
- 23. Access to resourcesSunset Grass Field by IainBuchananhttp://www.flickr.com/photos/jaeden/26385534/
- 24. Lessons Learned
- 25. Don’t give up by Quinn Anya http://www.flickr.com/photos/quinnanya/4272244588/
- 26. Be Open el cielo se abrió - the sky was opened by Xavier Fargas http://www.flickr.com/photos/xfp/2395621076/
- 27. Celebrate Your Successes! Rainbow in Fireworks Vancouver by ahisgett http://www.flickr.com/photos/hisgett/221401573/sizes/l/
- 28. Question by autowitch http://www.flickr.com/photos/autowitch/2198906338/sizes/l/
Editor's Notes
- Show of hands:Who uses the LOR?Who uses harvesting?Who uses MERLOT in D2L?Who uses open educational resources?
- History/background of NTU before LOR little sharing – informal, e.g. through YouTube, Flickr, Delicious, web 2.0 mainly for use with students rather than colleagues. This was then shared within schools, not coherently across the university. anxieties existed around sharing, which we needed to resolve to get staff engagement (demonstrated by work on the VLE implementation project. Our model for staff engagement was based on that of the VLE implementation project, i.e.:Working groupsCollaborative project management Working on good relationships with academic colleagues in schoolsE-learning working groupE-learning user forumBuilding on the relationships we’d formed in the VLE implementation pojectProblems/issues Staff engagement – due to anxiety and needed change in NTU culture of sharing (enagagement at start cf now – still early days in terms of numbers of objects in repository and extent of use, but feedback on its popularity includes the number of requests we’ve had to present to school committees and meetings, and CPLD having offered to publicise our workshops, ALT disseminating throughout schools, events we’ve held have been solidly attended by core group of individuals.)Letting staff know about the LOR/publicity
- Workshops exploring technical and pedagogical aspectsBespoke user-guides and online course
- Any questions