I was invited to present at a webinar with other UNESCO chairs on the ‘Future of open education’, hosted by the UNESCO chair for Social Sustainability, University of SZcZecin, Warsaw, Poland (17 May 2023).
Open education and social justice: Collaboration and student co-creation at the University of Cape Town. Presented at Worcester Polytechnic Institute, Massachusetts, USA (Guest lecturer at the institution for 5 days). (21-28.01.2023)
Radical pedagogies: Dismantling the curriculum educationRichard Hall
My slides for radical pedagogies: a humanities teaching forum, at the University of Kent on 11 January 2018. There are notes available at http://www.richard-hall.org/2018/01/12/radical-pedagogies-dismantling-the-curriculum-in-higher-education/
Open education and social justice: Collaboration and student co-creation at the University of Cape Town. Presented at Worcester Polytechnic Institute, Massachusetts, USA (Guest lecturer at the institution for 5 days). (21-28.01.2023)
Radical pedagogies: Dismantling the curriculum educationRichard Hall
My slides for radical pedagogies: a humanities teaching forum, at the University of Kent on 11 January 2018. There are notes available at http://www.richard-hall.org/2018/01/12/radical-pedagogies-dismantling-the-curriculum-in-higher-education/
Surviving Economic Crises through EducationDavid R Cole
These slides show quotes and images from the book, 'Surviving Economic Crises through Education'. Each chapter adds a new perspective and further evidence with respect to how to survive an economic crisis. through education.
The case for continuing education, community-based research and engaged scholarship as a means to provide education for the public good in Canada and elsewhere
Presentation made at the Symposium on “Mainstreaming university-community research partnerships” at Indian Habitat Center on 9th April 2015, Organized by PRIA.
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
Slides from Assistant Professor Rikke Toft Nørgård and PhD Fellow Janus Holst Aaen's invited talk at the Center for Higher Education Studies, Institute of Education, UCL on November 8th 2015 where Rikke Toft Nørgård have been a visiting academic in the Fall 2015: https://www.ioe.ac.uk/research/189.html
Against boundaries: Dismantling the Curriculum in Higher EducationRichard Hall
My keynote presentation for the University of Worcester Learning, Teaching and Student Experience Conference 2017: Beyond Boundaries. See: http://www.worc.ac.uk/edu/1295.htm
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
Surviving Economic Crises through EducationDavid R Cole
These slides show quotes and images from the book, 'Surviving Economic Crises through Education'. Each chapter adds a new perspective and further evidence with respect to how to survive an economic crisis. through education.
The case for continuing education, community-based research and engaged scholarship as a means to provide education for the public good in Canada and elsewhere
Presentation made at the Symposium on “Mainstreaming university-community research partnerships” at Indian Habitat Center on 9th April 2015, Organized by PRIA.
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
Slides from Assistant Professor Rikke Toft Nørgård and PhD Fellow Janus Holst Aaen's invited talk at the Center for Higher Education Studies, Institute of Education, UCL on November 8th 2015 where Rikke Toft Nørgård have been a visiting academic in the Fall 2015: https://www.ioe.ac.uk/research/189.html
Against boundaries: Dismantling the Curriculum in Higher EducationRichard Hall
My keynote presentation for the University of Worcester Learning, Teaching and Student Experience Conference 2017: Beyond Boundaries. See: http://www.worc.ac.uk/edu/1295.htm
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
Cox, G. 2023. OER development at UCT lessons to carry forward. Title of webinar: Capitalising on OER to improve educational performance in resource-limited settings. Yusuf Maitama Sule university Jano, Nigeria (9 May 2023).
OpenEd virtual conference. Introducing some new findings from the Digital Open Textbooks for development initiative (open textbook author views on students as partners)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
1. Open education and social
justice: Future imperatives
By
Glenda Cox, University of Cape Town
Future of Open Education, 17 May 2023
By Maria Picasso i Piquer for Creative Commons
2. Open is based on the philosophical view of
“knowledge as a collective social product and the desirability of
making it a social property”
(Prasad & Ambedkar in Downes, 2007:1)
Photo by freestocks.org on Unsplash
2
4. The world in crisis
• Climate change
• Uncertain futures (pandemics, war,
refugees)
• Continued unacceptable inequalities
5. Academic freedom on the decline
(0 Low-1 High)
Friedrich-Alexander-Universität Institute of Political Science (FAUIPS, Erlangen-
Nuremberg), Germany, and the V-Dem Institute in Gothenburg, Sweden.
Countries on the decline are India, China, Britain,
Mexico and United States
6. Futures of Higher Education: A
new social contract
(UNESCO,2021)
This new social contract calls for:
• radically different approach to higher education with a focus
on openness, inclusivity and diversity.
• moving away from neoliberal competition towards higher
education as a public and common good.
• rethinking of existing pedagogy
• continuing but also moving forward from the intergenerational
relationship between lecturers and students to
‘intragenerational’ pedagogy where the presence of students
are foregrounded, building a truly inclusive democratic higher
education where students feel a sense of belonging.
7. UNESCO OER
recommendation
(2019)
The Recommendation is structured
around five actions areas
1. Building capacity of stakeholders to
create, access, re-use, adapt and
redistribute OER
2. Developing supportive policy
3. Encouraging effective, inclusive and
equitable access to quality OER
4. Nurturing the creation of sustainability
models for OER
5. Promoting and reinforcing
international cooperation
9. Social Justice as a framework to understand
the potential of Open Education
At the heart of the open educational
resource movement is the intention
to provide affordable access to
culturally relevant education to all.
This imperative could be described as
a desire to provide education in a
manner consistent with social justice
“
”
Hodgkinson-Williams, C.A. & Trotter, H. (2018).
10. What is Social Justice?
Social justice is a concept that
requires the organisation of
social arrangements that make it
possible for everyone to
participate equally in society.
Nancy Fraser (2005) considers
social justice as ‘participatory
parity’ economically, culturally
and politically.
“
”
11. Economic Dimension
● Material resources
● Maldistribution and
redistribution
Political Dimension
● Political voice
● Mis/representation
mis/framing
Social Justice as participatory parity (Fraser)
Cultural Dimension
● Cultural attributes
● Misrecognition and
recognition
> Participatory parity looks at the what, who and how of social justice
> Justice in each dimension can be remedied through affirmative or
transformative responses.
12. Overcoming injustices:
Affirmative or
transformative
Fraser identifies two types of
strategies to overcome injustice:
affirmative strategies, which include
activities aimed at ameliorating the
scope or intensity of a particular
injustice; and transformative
strategies, which seek to address
the root cause of an injustice.
14. Disclaimer
Initiated as a three-year (2018–2021) research, advocacy and implementation project funded by the Canadian
IDRC, following in wake of Research on Open Educational Resources for Development (ROER4D) and other CILT
open education initiatives (since 2007). Now an institutionally funded initiative.
Glenda Cox, PI, Michelle Willmers, Publishing & Implementation Manager, Bianca Masuku,
Researcher
Digital open textbooks for Development (DOT4D)
15. Social
Justice
Open
Education
Eg: Open
Textbooks
● Open licences
● Localisation
● Voices of
collaborators
and students
● Free
● Digital affordance:adaptability
● Co-creation
● Economic ‘distribution’
● Cultural ‘recognition’
● Political ‘representation’
17. Student co-creation of open textbooks (UCT
case study)
Authors found ways in which to not only capture “persons’ own embodied
experience and their lived realities" in the authorship process, but also to
include their feedback in quality assurance.
Student participation is a critical aspect of the institutional
transformation agenda, in that it addresses social justice and inequity in
the classroom.
18. 'Students as partners' and co-creators
Global movement to include (UG) students in course design, facilitation and research
“a collaborative, reciprocal process through which all participants have the opportunity to
contribute equally, although not necessarily in the same ways, to curricular or pedagogical
conceptualization, decision making, implementation, investigation, or analysis” (Cook-Sather,
Bovill & Felten, 2014)
Principles: respect, reciprocity and shared responsibility
More recently: attempts to think about power differentials
“Promoting Equity and Justice Through Pedagogical Partnership”
De Bie et al (2021)
19. Does open education address underlying structures of
dominance and subordination? (transformative justice)
Only if it is created and used across the institution and potentially across the
country and globally, in order to embrace critical reflexivity and pluralism valuing
previously excluded knowledge and legitimising indigenous resources. (Individual
agency to a distributed response)
Only then will we be “dismantling (of) institutional obstacles” or root causes of
systemic injustice that underlie the pursuit of participatory parity present in higher
education (Fraser,2005).
20. A call to organise Open education…
Emphasis in market
value of HE
Technological
monopolies
(Technology is
never neutral)
Perpetuating
injustices
Racism
Economic exclusion
Competition for
gain
Equity
Access
Intersectionality
Collaboration
Community
Voice
Generosity
Care
Empirical evidence for open
education and its role in
affirmative and transformative
justice
Knowledge for the Public good
Norm creation
Distributed response moving
beyond individual agency
Student co-creation
Student success
Agency to communities
‘The power of
publication for all’
Creative Commons
21. "Higher education needs to be
a fierce advocate for free and
open access to knowledge and
science"
(UNESCO, 2021:75)
By Preeti Singh for Creative Commons
22. References
Cox, G., Masuku, B.,& Willmers M (2022a) Sustainable open textbook models for social justice. Front. Educ. 7:881998. doi: 10.3389/feduc.2022.881998
DOT4D. 2021. Open Textbooks in South African Higher Education: Action Brief. Cape Town: Digital Open Textbooks for Development. Available at:
https://drive.google.com/file/d/1_BFNLHPRcPP1f94GyR9EiZ98HKKu54f1/view?usp=sharing
Cox, G., Masuku, B. & Willmers, M. 2020. Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political
Injustice at the University of Cape Town. Journal of Interactive Media in Education, 1 (2):pp. 1–10. Available at:
https://open.uct.ac.za/handle/11427/31887
Fraser, N. (2005). Reframing justice in a globalizing world. New Left Review, 36, 69–88. Retrieved from https://newleftreview.org/II/36/nancy-fraser-
reframing-justice-in-a-globalizing-world
UNESCO. 2021 Reimagining our futures together: a new social construct. https://unesdoc.unesco.org/ark:/48223/pf0000379707
UNESCO. 2019. OER recommendations https://www.unesco.org/en/legal-affairs/recommendation-open-educational-resources-oer
Savarimuthu, B & Cranefield, S. 2011 Norm creation, spreading and emergence: A survey of simulation models of norms in multi-agent systems. Semantic
Scholar https://www.semanticscholar.org/paper/Norm-creation%2C-spreading-and-emergence%3A-A-survey-of-Savarimuthu-
Cranefield/a7072328d1a090b145cb065e6312b0f8a3b01273
https://projectnile.in/2021/04/29/crowdfunding-for-social-justice/ from website
Decline in academic freedom. https://www.fau.eu/2022/03/03/news/research/academic-
freedom-on-the-decline/
Editor's Notes
5-7 minutes
Open education is based on the philosophical view that Knowledge should be available to all”
UNESCO (2019). "Recommendation on Open Educational Resources (OER)". portal.unesco.org. Retrieved 2021-07-06.
UNESCO member states will be reporting on their progress with the implementation of the Recommendation action areas on a periodic basis (every 3–5 years). Launched in 2020 by UNESCO, The OER Dynamic Coalition (comprising stakeholders from member states and National Commissions for UNESCO, IOs, civil society and private sector) was constituted to support and advance implementation of the 2019 Recommendation on OER
Reference: https://plus.google.com/+UNESCO (2020-04-14). "OER Dynamic Coalition". UNESCO. Retrieved 2021-07-08.
Hodgkinson-Williams, C.A. & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South, Journal of Learning for Development. Journal of Learning For Development, 5(3), 204-224. Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/312
Hodgkinson-Williams, C.A. & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South, Journal of Learning for Development. Journal of Learning For Development, 5(3), 204-224. Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/312
Nancy Fraser wears a number of hats, so to speak; she is a feminist scholar, a moral philosopher, a political and social theorist, whose work over the past three decades has been central to debates over what constitutes a socially just society.
She is particularly well known for her three-dimensional framework of PP (her “greatest contribution” (Blackmore 2017))
Fraser equates participatory parity with social justice: PP is the ability to participate as equals or peers in social interaction. Social and institutional arrangements can either enable or constrain participatory parity from three dimensions:
the economic which relates to the distribution, maldistribution and redistribution of material resources
the cultural – relates to the misrecognition and recognition of cultural attributes
and the political – relating to political voice and contains two levels of injustice, misrepresentation and misframing
Participatory parity looks at the what, who and how of social justice
All three dimensions are mutually entwined and reciprocally influence and reinforce each other but none are reducible to the other. Efforts to work towards social justice must thus involve all three of these dimensions – the emphasis will be tactical and strategic. She uses the slogan “No redistribution or recognition without representation” (Fraser, 2008:282) – all three conditions are necessary for participatory parity and none alone is sufficient
Social justice in each one of these dimensions can be viewed from an affirmative or transformative perspective – and I will discuss this a bit more later.
"By affirmative remedies for injustice I mean remedies aimed at correcting inequitable outcomes of social arrangements without disturbing the underlying framework that generates them." (Fraser, 1995, p.82)
"By transformative remedies, in contrast, I mean remedies aimed at correcting inequitable outcomes precisely by restructuring the underlying generative framework." (Fraser, 1995, p. 82)
The open textbook has the affordances to serve as a platform or mechanism through which to save money for students to incorporate the voices of collaborators and students and politically challenge the status quo, shift power dynamics and address issues of relevance, decolonising where necessary, and countering existing publishing models
One of the UCT open textbook authors used her open textbook development process to bring in female and black voices in a very direct attempt at shifting existing power dynamics, with the hope that this would empower students to have a voice, contribute to the canon in their field, and realise the “power in publication.” She also expressed how she was using the open textbook as a process through which to change her approach to her course and include “persons’ own embodied experience” and their lived realities.
If we are going to solve the world’s biggest problems, for example, climate change then the knowledge about them must be open. If our aim is to improve education then we need to embrace openness as a mechanism for everyone in the world to have access to quality resources.
I invite you to share your teaching and learning resources (course materials, lecture videos, slides, open textbooks) with open licenses to support students and other lecturers in other institutions that may be less well resourced. Open licenses allow the users of materials to reuse, redistribute, revise, remix and retain. The creation of these materials is a perfect opportunity to include students as partners in the design, authoring and evaluation of your teaching materials