This document describes three open educational resources: a virtual learning environment course development kit, Wikipedia, and Moodle. The virtual learning environment was one of the first handbooks available in Lithuanian for designing distance learning materials. It allows users to easily create and share online learning materials. Wikipedia is described as the world's largest online encyclopedia, which is freely accessible without restrictions. Moodle is presented as a learning environment for teachers and trainers to develop basic skills and competencies.
The presentation highlights the OER initiatives taking place in India while at the same time tracing the history of evolution of OER and discussing the definition.
Darren Peacock, Stuart Tait and Corey Timpson, Reaching School-based users wi...museums and the web
School-based users, both students and educators, have always been a primary target audience for museum on-line content. Museums and other cultural organisations have made significant investments in developing and disseminating content on-line to reach and engage these users. Yet despite the obvious logic of this connection, in practice it has proven difficult to build effective permanent bridges between the wealth of museum digital content and the classroom environment. While many individual institutions host outstanding educational content on their individual Web sites, this material may remain inaccessible or under utilised in a classroom environment due to technology and security constraints, or simply through lack of awareness or discoverability. We are yet to develop effective and sustainable supply chains of museum digital content from multiple institutions for use in classroom environments. In Australia and Canada two new national approaches to solving the supply chain problem have been developed by two agencies working with museum organisations to facilitate the flow of content into classroom environments. This paper examines the imperatives driving these initiatives and the lessons learned in creating an integrated national approach to developing digital supply chains for school-based users of museum content.
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
The presentation highlights the OER initiatives taking place in India while at the same time tracing the history of evolution of OER and discussing the definition.
Darren Peacock, Stuart Tait and Corey Timpson, Reaching School-based users wi...museums and the web
School-based users, both students and educators, have always been a primary target audience for museum on-line content. Museums and other cultural organisations have made significant investments in developing and disseminating content on-line to reach and engage these users. Yet despite the obvious logic of this connection, in practice it has proven difficult to build effective permanent bridges between the wealth of museum digital content and the classroom environment. While many individual institutions host outstanding educational content on their individual Web sites, this material may remain inaccessible or under utilised in a classroom environment due to technology and security constraints, or simply through lack of awareness or discoverability. We are yet to develop effective and sustainable supply chains of museum digital content from multiple institutions for use in classroom environments. In Australia and Canada two new national approaches to solving the supply chain problem have been developed by two agencies working with museum organisations to facilitate the flow of content into classroom environments. This paper examines the imperatives driving these initiatives and the lessons learned in creating an integrated national approach to developing digital supply chains for school-based users of museum content.
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Open Education Week 2013 Webinar: March 11, 4:00 pm GMT
The presenters will discuss factors which act as barriers and enablers regarding the creation and reuse of accessible teaching resources focusing on approaches of educators towards accessibility issues in the context of OER. Pedagogical, technical, and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners will be shared.
Website: http://oerconsortium.org
Webinar language: English
Webinar recording: TBA
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr Anna Gruszczynska
Sheffield Hallam University, England
Prof. Jutta Treviranus
Director, Inclusive Design Research Centre, OCAD University, Canada
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
ASLA XXIII Biennial Conference - Stacey Hattensen - Be guided through the latest developments of Scootle including the free digital resources collection aligned to the Australian Curriculum; Scootle Community, a purpose built social media platform for teachers, and Improve, the online formative assessment tool.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The presentation explains the copyright issues, open licensing, creative commons licenses, relevance of OER and a few examples.OER, CC, CopyrightRelevance of Open Educational Resources
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Hi...Samuel Martins
University of Porto Intervention
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies”
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Open Education Week 2013 Webinar: March 11, 4:00 pm GMT
The presenters will discuss factors which act as barriers and enablers regarding the creation and reuse of accessible teaching resources focusing on approaches of educators towards accessibility issues in the context of OER. Pedagogical, technical, and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners will be shared.
Website: http://oerconsortium.org
Webinar language: English
Webinar recording: TBA
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr Anna Gruszczynska
Sheffield Hallam University, England
Prof. Jutta Treviranus
Director, Inclusive Design Research Centre, OCAD University, Canada
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
ASLA XXIII Biennial Conference - Stacey Hattensen - Be guided through the latest developments of Scootle including the free digital resources collection aligned to the Australian Curriculum; Scootle Community, a purpose built social media platform for teachers, and Improve, the online formative assessment tool.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The presentation explains the copyright issues, open licensing, creative commons licenses, relevance of OER and a few examples.OER, CC, CopyrightRelevance of Open Educational Resources
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Hi...Samuel Martins
University of Porto Intervention
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies”
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
Lane, A.B. (2006) Widening Participation in Life Long Learning through Open Educational Resources, EU eLearning Conference 2006, Helsinki, Finland, 4-5 July 2006
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Openeducationeuropa (OEE) presentation with specific focus on the Opening up Education initiative. The European Commission launched Open Education Europa in September 2013 as part of the Opening up Education initiative to provide a single gateway to European OER. Open Education Europa is one of the #EDEN15 Annual Conference Media Partners. The OE initiative is presented in line with the EDEN 2015-2020 policy initiatives.
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
Workshop "Produção de Conteúdos Vídeo em Contexto Educativo – EDUCast"Samuel Martins
Integrado no Colabora 2012 - Fórum de práticas e-learning na UMinho. Neste workshop apresentou-se os conceitos básicos de produção de um vídeo educacional com o recurso à plataforma EDUCast e o foco na necessidade de conhecer e acompanhar o processo de planificação de um vídeo educativo, como algo fundamental para a sua criação.
Depois de uma breve exposição das principais questões envolvidas na construção de um guião de produção de vídeo, os participantes foram convidados a ver alguns modelos e a produzir um pequeno vídeo (em trabalho de grupo) e posterior apresentação.
Assim, a sessão dividiu-se em várias fases: exposição, exemplificação, discussão aberta, negociação e atividade hands-on de grupo.
Desenho metodológico da dissertação "As Tecnologias de Videoconferência no Ensino Superior Público Português: Boas práticas e tendências". Inclui o tipo de estudo, o Modelo de Análise, os participantes, as técnicas e instrumentos de recolha de dados e o Cronograma de implementação.
Proposta de Cronograma da Dissertação de Mestrado intitulada "As Tecnologias de Videoconferência no Ensino Superior Público Português: Boas Práticas e Tendências".
Tarefa realizada no âmbito da cadeira de Projecto de Dissertação em 4-12-2009
Presentation at EDEN-Open Classroom Conference 2009Samuel Martins
Presentation given at EDEN-Open Classroom Conference 2009 (Porto) about the educational activities that the Videoconference Service from the University of Porto (Rectory) usually supports.
[http://www.eden-online.org/eden.php?menuId=482&contentId=848]
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. VIRTUAL
LEARNING
ENVIRONMENT
1. Description
This
project
is
a
course
of
development
kit.
It
was
among
the
first
handbooks
available
in
Lithuanian
for
teachers
and
trainers
designing
distance
learning
materials
in
Lithuania.
This
OER
allow
users
to
share
and
implement
learning
material
online
2. Qualities
The
main
qualities
of
this
instrument
is
that:
is
easy
to
use,
reduces
the
cost
of
of
the
course
creation,
it
has
faster
development
and
update
cycles,
it
is
compatible
with
others
e-‐mails
or
learning
environments
and
it
present
various
design
options.
The
method
use
differents
materials
like
text,
illustrations,
self-‐test
questions
and
answers,
references
to
other
text,
video
or
audio
files
that
enable
you
to
create
and
to
share
a
high
quality
of
knowledge.
3. Innovation
It
is
a
good
project
to
designing
learning
materials
in
Lithuania.
4. Policy
37Current
State
of
Advancement
of
OER
in
Lithuania
Schools
and
vocational
education
and
training
institutions
benefit
from
national
support
provided
by
the
Ministry
of
Education
and
Science
via
e-‐school
portal
http://portalas.emokykla.lt
run
by
the
Education
Information
Technology
Centre
at
the
Ministry
of
Education
and
Science.
School
teachers
are
encouraged
to
modernize
teaching
curriculum,
as
well
as
curriculum
itself,
but
the
results
are
open
for
institutional
access
only.
Nevertheless,
software
resources
are
open
and
available
for
all
Lithuanian
schools
and
education
and
training
centres
funded
from
the
national
budget.
5. Actors
The
actors
involved
in
this
OER
are
teachers
and
learners
6. Iniciatives
The
iniciative
is
to
train
to
learnes
and
teachers
on-‐line
7. Open
educational
practices
With
the
use
of
this
website,
you
will
adquire
knowledge,
strategies,
skills
and
attitudes
that
will
help
you
in
order
to
use
other
OEr
8. Tools
and
repositories
An
environment
for
e-‐mail.
materials
-‐
electronic
books
and
distance
learning
courses
-‐
creation.
This
tool
material
-‐
text,
illustrations,
self-‐test
questions
and
answers,
references
to
other
text,
video
or
audio
files
-‐
is
transferred
to
the
electronic
form
suitable
for
publication
on
the
internet.
2. 9. Strategies
Open
resources,
creation,
comfort
and
easy
access,
variety
of
opinions
10. Barriers
and
enablers
Some
barriers
can
be
that
you
need
access
to
internet
and
some
skills
in
order
to
use
it.
The
enablers
are
the
creation
and
sharing
of
knowledge.
11. Keywords
handbook,
virtual
learning
environment,
virtual
courses
3. WIKIPEDIA
1. Description
Wikipedia
is
an
online
encyclopedia,
which
is
free
of
charge
and
without
any
restrictions
to
read,
improved
and
completed
by
all
people.
Wikipedia
to
read
more
than
two
hundred
languages,
and
page
Lithuanian
patterns
are
already
more
than
161
thousand
articles
and
their
number
is
constantly
growing.
2. Quality
Wikipedia
has
a
lot
of
information
of
many
topics.
It
is
free
to
Access,
to
share
and
to
improve
information.
3. Innovation
Is
the
biggest
online
enciclopedia
and
free
of
charge
and
without
restrictions
t
oread
4. Policy
Wikipedia
policies
and
guidelines
are
developed
by
the
community
to
describe
best
practice,
clarify
principles,
resolve
conflicts,
and
otherwise
further
our
goal
of
creating
a
free,
reliable
encyclopedia.
There
is
no
need
to
read
any
policy
or
guideline
pages
to
start
editing.
The
five
pillars
is
a
popular
summary
of
the
most
pertinent
principles.
5. Actors
Everyone
can
join
of
this
website
6. Iniciatives
To
show
and
improve
the
information
off
a
lot
of
topics.
Create
knowledge
with
a
easy
use
and
Access
to
the
information
7. Open
educational
practices
With
Wikipedia,
you
can
add
information,
modificate
and
contrast
it
in
a
open
environment.
8. Tools
and
repositories
wiki
dictionary,
wiki
citations,
wiki
news,
wikimedia
commons,
wiki
resources,
wiki
books,
wiki
species,
and
metawiki
for
project
coordinating.
9. Strategies
To
create,
to
improve,
to
share,
to
constrast
opinions.
10. Barriers
and
enablers
4. Some
barriers
of
Wikipedia
is
that
the
number
of
editors
and
the
renovation
of
the
information
is
decreasing.
The
enablers
are
the
free
Access
and
the
variety
of
information
11. Keywords
Repository,
free
information,
variey
of
editors
and
information
5. MOODLE
1. Description
Learning
environment
for
teachers
and
trainers
to
develop
their
very
basic
skills
and
competences
2. Quality
were
developed
to
facilitate
teachers
and
trainers
at
higher
education,
vocational
education
and
training
institutions,
as
well
as
the
centres
of
education
to
design
curriculum
conception.
According
to
theoretical
model,
online
tools
were
designed
to
support
teachers
and
trainers
in
application
of
the
model
during
preparation
of
online
course
curriculum
conception.
The
tools
were
integrated
neither
with
existing
learning
management
systems,
nor
with
virtual
learning
environments
3. Innovation
Supporting
acces
to
information,
preparation
of
units
and
facilitate
de
assesment
4. Policy
Moodle
is
another
virtual
learning
environment
provided
as
infrastructure
for
previous
LieDM
network,
and
current
LieDM
association
institutions.
It
is
installed
on
LieDM
association
server
at
http://moodle.liedm.net.
Administration
of
users
and
resources
is
provided
to
association
members
for
free.
Thus
open
source
software,
as
well
as
open
access
to
administration
and
help
should
be
mentioned
here
as
OER.
During
the
implementation
of
European
Social
Fund
project
“Integral
Development
of
Operability
of
Lithuanian
Distance
Learning
System”
a
lot
of
products
were
developed
to
modernize
curriculum
5. Actors
LieDM
association,
learnes,
teachers
6. Iniciatives
To
modernize
curriculum,
to
facilitate
the
Access
to
information
and
assesment
7. Open
educational
practices
To
support
teachers
and
trainers
in
application
of
the
model
during
preparation
of
online
course
curriculum
conception
8. Tools
and
repositories
Text,
images,
videos,
self-‐assesment
9. Strategies
Open
resources,
to
share
information,
to
evaluate
10. Barriers
and
enablers
6. The
main
barrier
is
that
it
have
a
restricted
access
system
for
registered
users
only.
The
enablers
is
that
users
can
find,
change,
post
and
evaluate
information
11. Keywords
Distance
learning
system,
modernize
curriculum,
learning
resources
7. LITHUANIAN
ACADEMIC
LIBRARY
NETWORK
1. Description
Project
funded
to
create
Lithuania’s
academic
virtual
library
through
the
automation
of
libraries,
unification
of
search
and
access
to
information
sources
and
virtual
services
2. Quality
Unification
of
libraries
in
Lithuania
in
order
to
have
free
access
to
the
sources
3. Innovation
Unification
and
free
Access
to
sources
4. Policy
The
project
was
funded
by
the
lithuanian
Ministry
of
Education
and
Science
through
ITMiS
and
then
through
LVU
program.
In
2010,
LABT
linked
together
the
libraries
of
16
universities,
18
colleges,
39
research
institutions
of
science
and
the
Library
of
the
Lithuanian
Academy
of
Sciences.
5. Actors
Institutions,
teachers,
learners
6. Iniciatives
Automation
of
libraries,
unification
of
search
and
access
to
information
sources
and
virtual
services
7. Open
educational
practices
The
Lithuanian
Scientific
Library
Association
is
a
legal
body
attracting
resources
to
the
LABT
network.
The
Association
is
subscribed
to
a
variety
of
data
bases
for
academic
research
and
studies
8. Tools
and
repositories
LABT
practices
can
be
treated
as
ICT
tool
for
education
only.
9. Strategies
Search,
configuration,
print
10. Current
barriers
and
enables
In
LABT
case,
the
provision
of
access
to
full-‐texts
by
commercial
publishers
through
digital
libraries
is
not
a
pure
example
of
OER
repositories,
because
this
access
is
paid
for
(not
by
the
user,
but
by
the
library
consortium)
and
the
texts
are
copyright-‐protected.
8. There
are
other
ICT
tools
and
practices
suggested
for
educational
institutions,
teachers
and
trainers,
but
they
are
not
numerous.
Video
interactive
lecturing
and
support
system
(ViPS)
can
be
mentioned
here
as
one
of
them.
11. Keywords
Digital
library,
search
sources,
unification
of
sources
9. MOOC
–
UniNettuno
1.Description:
It
is
the
first
MOOC
in
italian
which
connects
different
university
in
Europe
2.Quality:
-‐
Courses
in
different
languages
(Italian,
English,
French,
Arabi)
-‐
Different
subjects
(communication,
engineering,
law,
psychology,
economy,
humanities)
-‐
Easy
to
use
-‐
In
2010
it
gets
the
quality
certificate
for
the
best
model
of
e-‐learning
in
Europe
3.Innovation:
-‐
You
will
pass
the
barriers
of
space
and
time
-‐
Live
streaming,
social
network
and
social
media
4.Policy:
-‐
Grants
from
the
MIUR
(Ministry
of
Education,
University
and
Research)
5.Actors:
-‐
Teachers
and
Students
6.Initiatives:
-‐
Researches
in
each
subjects
and
Encouraging
e-‐learning
activities
7.Practices
-‐I
haven’t
got
direct
experience,
so
I
don’t
know
which
kind
of
knowledge
you
can
have
about
OER
8.Tools:
-‐
Distance
learning
courses
-‐
Video
-‐
Live
streaming
9.Strategy:
-‐
Free
access
10.Current
barriers
and
enablers:
-‐Internet
-‐Skills
11.Keywords
-‐MOOC
-‐Italy
-‐
E-‐learning
10. OCW
–
English
for
Communication
Studies
1.Description:
It’s
an
Open
Course
Ware
in
order
to
prepare
English
exam:
here
you
can
find
simulations
of
the
test.
It
has
been
created
by
University
of
Pavia
2.Quality:
-‐Easy
to
use
-‐Useful
3.Innovation:
-‐
Evaluation
in
the
absence
of
a
teacher
4.Policy:
-‐Teachers
provide
to
add
material
5.Actors:
-‐Teachers
-‐Students
6.Initiatives:
-‐Test
-‐Materials
7.Practices
-‐You
learn
how
to
use
this
kind
of
platform
8.Tools:
-‐Simulations
9.Strategy:
-‐Registration
10.Current
barriers
and
enablers:
-‐Internet
-‐
You
must
be
registered
at
the
university
-‐You
cant
take
the
test
of
other
courses
11.Keywords:
-‐OCW
-‐University
11. WIKI
–
BlogSpot
1.Description:
The
blog
is
run
entirely
by
students
under
the
supervision
of
a
professor.
The
content
aims
to
promote
the
museum
system
of
the
university
2.Quality:
-‐Easy
to
use
-‐Easy
language
-‐Content
from
university,
newspaper,
television
news
3.Innovation:
-‐Students
can
teach
to
other
people
4.Policy:
-‐Students
and
teacher
provide
to
create
and
update
the
blog
5.Actors:
-‐Teachers
-‐Students
6.Initiatives:
-‐Creating
knowledge
among
peers
7.Practices
-‐You
learn
how
to
use
this
kind
of
platform
and
how
to
share
the
same
material
on
different
social
media
8.Tools:
-‐Wiki
-‐News
-‐Feed
RSS
9.Strategy:
-‐Everybody
can
read
and
comment
the
content
10.Current
barriers
and
enablers:
-‐Internet
-‐Skills
-‐Targeted
content
11.Keywords:
-‐WIKI
-‐Peer
education
12. PRESENTATION
1.Description:
Slides
have
been
shared
on
different
websites,
so
you
can
read
and
share
it
on
different
social
media
2.Quality:
-‐Easy
to
use
-‐Easy
language
-‐Share
-‐People
can
know
the
source
and
interact
with
him/her
3.Innovation
-‐Opening
-‐Overcoming
the
limits
of
space
and
time
4.Policy:
-‐Teachers
provide
to
upload
new
materials
6.Initiatives:
-‐Share
-‐Comment
7.Practices
-‐You
learn
how
to
use
this
kind
of
platform
and
how
to
share
the
same
material
on
different
social
media
8.Tools:
-‐Slides
-‐Video
-‐Photo
9.Strategy:
-‐Opening
-‐Sharing
10.Current
barriers
and
enablers:
-‐Internet
-‐Skills
-‐Copyright
11.Keywords:
-‐Slides
-‐Sharing
13. ZAPPIENS
1. Description
It’s
an
aggregation
site
with
portuguese
educational,
scientific,
cultural
or
artistic
videos
produced
preferably
in
a
school
environment.
It’s
managed
by
the
Portuguese
NREN.
2. Qualities
Curation
of
contents
to
assure
quality.
3. Innovation
Not
reported.
4. Policy
Publishing
available
to
all
the
education
institutions
in
Portugal.
5. Actors
The
actors
involved
in
this
OER
are
teachers,
learners
and
technicians.
6. Iniciatives
The
iniciative
is
to
share
knowledge
in
portuguese
language.
7. Open
educational
practices
With
the
use
of
this
website,
you
will
adquire
knowledge,
strategies,
skills
and
attitudes
that
will
help
you
in
order
to
use
other
OEr.
8. Tools
and
repositories
Audiovisual
content.
9. Strategies
Support
the
quality
of
creation.
10. Barriers
and
enablers
Audiovisual
knowledge
required
to
assure
quality.
11. Keywords
video
repository
14.
UNICAMP
1. Description
It’s
a
OpenCourseWare
website
from
the
brazillian
university
UNICAMP.
2. Quality
Free
courses.
3. Innovation
Not
refered.
4. Policy
Not
refered.
5. Actors
Everyone
can
join
of
this
website
6. Iniciatives
Not
refered.
7. Open
educational
practices
Free
access.
8. Tools
and
repositories
Documents
ant
tutorials.
9. Strategies
Share
knowledge.
10. Barriers
and
enablers
The
courses
are
only
available
in
portuguese.
11. Keywords
Opencourseware.
15.
MIÚDOS
SEGUROS.NET
1. Description
It´s
an
educational
blog
that
helps
families,
schools
and
communities
to
promote
the
online
safety
of
children
and
youth.
2. Quality
Developed
by
a
specialist
in
the
field.
3. Innovation
Not
refered.
4. Policy
It’s
an
aggregation
site
with
a
curation
made
by
a
child
safety
specialyst.
5. Actors
Child
safety
specialists
and
families.
6. Iniciatives
Not
refered.
7. Open
educational
practices
Free
content
available.
8. Tools
and
repositories
Text,
images,
videos.
9. Strategies
Open
resources,
to
share
information.
10. Barriers
and
enablers
Not
refered.
11. Keywords
Free
resources.
16. EaD
1. Description
It’s
the
first
portuguese
MOOC.
2. Quality
It’s
free.
3. Innovation
Not
refered.
4. Policy
Not
refered.
5. Actors
Institutions,
teachers,
learners.
6. Iniciatives
Free
MOOC.
7. Open
educational
practices
Free
resources.
8. Tools
and
repositories
Text,
images
and
video.
9. Strategies
Free
access.
10. Current
barriers
and
enables
Lack
of
updating
and
renovation.
11. Keywords
MOOC