The presentation introduces some guidelines that aim to facilitate the adoption of OER and open educational practices within adult education institutions, together with some good practices.
Reflecting on Open Educational Practices in ScotlandRonald Macintyre
This paper reflects on the work of Open Educational Practices Scotland (OEPS) a Scottish Funding Councils (SFC) programme to promote the development and use of free and open online educational resources within the informal and formal education sectors in Scotland. Hosted by the Open University (OU) in Scotland (OUiS) it leverages OU experience of Open Educational Resources (OER) in relation to the OUiS long history of working in partnership.
OEPS joins two distinct but overlapping open traditions. Work on OER on the affordances of free and open online content, considerations of licence, platform functionality and the designing digital learning objects in for and through Open Educational Practices (OEP). With approaches from older traditions of open education, based on education as a common good and narratives on equity and social justice. For OEPS the merging of these discourses is based on a decade of OUiS work engaging in a series of diverse partnerships with employers, formal and informal education providers to support those diverse needs.
The paper introduces examples of what this means in for and through practice. Exploring work we have done with Parkinsons UK to develop a series of OER focused on neglected area of curriculum Then looks at the work have done with the Scottish Union Learn (SUL) to promote use of free and open resources by learners in the workplace. Through these examples we explore possibilities of partnerships to bring new voices into the academy, to create supportive structures based on shared values and trust to support uncertain learners. It is our sense this approach allow the benefits of openness to be shared in a just and equitable manner. It then reflects on the issues that arise when you work in-between two senses of open.
Full paper here http://oro.open.ac.uk/id/eprint/46045
Webinar by Lorna M Campbell of Cetis and Joe Wilson of SQA on the Open Scotland Initiative http://openscot.net/ and the Scottish Open Education Declaration http://declaration.openscot.net/
Presentation on the Scottish Open Education Declaration by Lorna M. Campbell, at the ALT Scotland SIG's "Open Education, Open Scotland" event at the University of Edinburgh, 3 June 2014.
Reflecting on Open Educational Practices in ScotlandRonald Macintyre
This paper reflects on the work of Open Educational Practices Scotland (OEPS) a Scottish Funding Councils (SFC) programme to promote the development and use of free and open online educational resources within the informal and formal education sectors in Scotland. Hosted by the Open University (OU) in Scotland (OUiS) it leverages OU experience of Open Educational Resources (OER) in relation to the OUiS long history of working in partnership.
OEPS joins two distinct but overlapping open traditions. Work on OER on the affordances of free and open online content, considerations of licence, platform functionality and the designing digital learning objects in for and through Open Educational Practices (OEP). With approaches from older traditions of open education, based on education as a common good and narratives on equity and social justice. For OEPS the merging of these discourses is based on a decade of OUiS work engaging in a series of diverse partnerships with employers, formal and informal education providers to support those diverse needs.
The paper introduces examples of what this means in for and through practice. Exploring work we have done with Parkinsons UK to develop a series of OER focused on neglected area of curriculum Then looks at the work have done with the Scottish Union Learn (SUL) to promote use of free and open resources by learners in the workplace. Through these examples we explore possibilities of partnerships to bring new voices into the academy, to create supportive structures based on shared values and trust to support uncertain learners. It is our sense this approach allow the benefits of openness to be shared in a just and equitable manner. It then reflects on the issues that arise when you work in-between two senses of open.
Full paper here http://oro.open.ac.uk/id/eprint/46045
Webinar by Lorna M Campbell of Cetis and Joe Wilson of SQA on the Open Scotland Initiative http://openscot.net/ and the Scottish Open Education Declaration http://declaration.openscot.net/
Presentation on the Scottish Open Education Declaration by Lorna M. Campbell, at the ALT Scotland SIG's "Open Education, Open Scotland" event at the University of Edinburgh, 3 June 2014.
Open Educational Practice – opportunities for the HE sectorOEPScotland
Presentation for the ELESIG meeting held at the University of Abertay on 25 April 2017 looking at some of the issues that open practice raises for the higher education sector
Norwegian National Policy on MOOC and Open Online LearningSusanne Koch
My presentation for the HOME/EADTU European MOOC Policy Forum in Brussels on June 28th 2016 on the Norwegian policy landscape for openness and digitasation in higher education with policy recommendations for MOOCs and open learning,
Open Educational Practice – opportunities for the HE sectorOEPScotland
Presentation for the ELESIG meeting held at the University of Abertay on 25 April 2017 looking at some of the issues that open practice raises for the higher education sector
Norwegian National Policy on MOOC and Open Online LearningSusanne Koch
My presentation for the HOME/EADTU European MOOC Policy Forum in Brussels on June 28th 2016 on the Norwegian policy landscape for openness and digitasation in higher education with policy recommendations for MOOCs and open learning,
ONLAJN SARADNJA EVROPSKIH NACIONALNIH BIBLIOTEKA OD 1995. KA STVARANJU EVROPS...Olaf Janssen
Danas u Evropi postoji 45 državnih nacionalnih biblioteka. Ove biblioteke sarađuju od 1987. godine, kada je osnovana Konferencija direktora nacionalnih biblioteka Evrope (CENL – Conference of European National Librarians) – organizacija koja je udružila sve nacionalne biblioteke Evrope. Od 1995. godine nacionalne biblioteke Evrope su uključene u onlajn saradnju. Olaf D. Janssen razmatra stvaranje Evropske digitalne biblioteke tokom dvanaestogodišnje onlajn saradnje evropskih nacionalnih biblioteka, usredsredivši se na period 2005–2007.
Janssen, O.D. (2007), “Onlajn saradnja Evropskih nacionalnih biblioteka od 1995 - ka nju Evropske digitalne biblioteke”, in: The Herald of the National Library of Serbia, 2007, p. 9-22.
Full-text available at www.nb.rs/view_file.php?file_id=1805
If you’re like most B2B marketers what you really care about most is cost effectively driving high-quality leads and growing your sales pipeline.
So which metrics actually prove that you’re inbound efforts are doing exactly that? Which are important indicators of future success and which metrics are just noise? In this deck you will find the top metrics you need to track to ensure that your inbound programs are making the right impact.
With the right metrics to guide your journey you’ll know where to focus your resources and be able to prove which programs and campaigns are worthy of continued or increased funding.
Developing a sustainable OER ecosystem in HEcetisli
This presentation was for the Open Ed conference 2010. It was to examine the sustainability issues in UKOER projects and to develop a sustainable OER ecosystem in HE
Authors: Sandra Schaffert, Guntram Geser.
In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning.
Many current OER initiatives focus overwhelmingly on access and availability of Open Educational Resources (OER) and not enough on helping individuals and organizations to develop Open Educational Practices (OEP). The Open Educational Quality Ini-tiative (OPAL) is therefore proposing this guideline to improve Open Educational Practices in organizations.
In this document we are going to introduce to you to the concept of Open Educational Practices (OEP) and provide you with a guide on how to improve your practices. The guideline is designed as a maturity model which allows you to position your own or-ganization according to the degree of maturity for each of the individual dimensions we have outlined and described below. In the next section we describe the concept of open educational practices. Afterwards you are presented with three tools to assess the maturity of your organization in relation to its adoption of open educational practices.
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO IITE, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
Presentation of Andreia Inamorato, European Commission, Joint Research Centre, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Policies for uptake of OER in the UK home nationsPaul Bacsich
This paper from POERUP provides a set of 16 or so recommendations designed to foster the use of open educational resources and open educational practices in the UK higher education sector, in particular England, Scotland and Wales.
The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education).
This paper focuses only on higher education in the UK but companion papers focus on further education and on schools.
In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation.
Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee.
Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland.
The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies.
In its current draft form, the recommendations are formulated as 16 in a “home nation neutral” fashion, but the number of recommendations will no doubt change as the document splits into three versions. It is still felt to be valuable to produce a UK-wide synthesis, not least because several key agencies such as HEA and QAA have a UK-wide remit.
The project is willing to work with other home nations/regions/mission groups, Crown Dependencies and other EU countries to co-create similar documents. It already has some experience of this developed in the last few months.
Building open education capacity step by step: the Open Education Factory app...Fabio Nascimbeni
Presentation given at OEGlobal Conference 2020, presenting the state of the art of the OEF project and some ideas to develop openness capacity of university educators.
The Open Educators Factory Project: In Search for the Open EducatorFabio Nascimbeni
Presentation of the Open Educators Factory project and results, in occasion of a webinar organised by the Canadian Initiative for Distance Education Research (CIDER) on February 7, 2018.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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 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.
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.
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.
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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!
3. OER ad Open Education are gaining ground, especially in HE
The situation in Adult Education is scattered (heterogeneity and diversity of adult
learning actors)
OERUp! Main findings:
• generalised lack of awareness about these approaches
• skepticism about OER quality
• difficulty to implement new business models that can cope with openness.
We need to move from experimentation to mainstreaming
RATIONALE OF THE OERUp! GUIDELINES
4. Part 1 Introduction
Part 2 Guidance on the change process related to Open Education within organisations
Part 3 Self-assessment questionnaire
Part 4 Targeted Guidelines
Part 5 original tool based on the existing Business Model Canvas tool
Part 6 list of best practices of Open Education within adult education
STRUCTURE OF THE OERUp! GUIDELINES
5. Developing a common vision - Why do we care about this?
Writing a policy document - Clarifying your approach
Training - Learning how to enter the open world
Clarity over rights and licensing of works you produce
Leading by example - demonstrating good practice
THE CHALLENGE OF CHANGE
13. UOC Open Access Institutional Policy
This 2006 policy, also known as the 'Institutional Mandate', requires UOC researchers
(faculty, researchers and fellows) to publish in open access by depositing their
work in the UOC's institutional repository, O2.
GOOD PRACTICE FROM SPAIN
14. OER School Project, Leicester
The OER Schools project is a local authority led, school owned initiative designed to support
school staff in understanding, finding, using and creating openly licensed resources
(OER).
The project started at the end of 2014, and consists of several specific project strands.
These are:
1. Blanket permission for local authority school employees at 84 community and voluntary
controlled city schools to openly license all learning materials:
http://www.josiefraser.com/2014/11/2162/ - Leicester was the first city/local authority
in Europe to do this.
2. Support for all city schools – including academies, trusts, and voluntary aided schools –
to introduce local school policies to promote school staff education and development in
relation to open educational resources: http://www.josiefraser.com/2016/03/oer-
resources/
GOOD PRACTICE FROM THE UK
19. Does this make sense?
Is this useful in your context?
Which role could you play in bringing this forward?
What components should we add to our work?
Other?
OUR QUESTIONS