The idea with open educational practices (OEP) is to represent the activities of how educators are using open educational resources (OER) in practice for teaching or research, as for example for reuse, revision, remixing, redistribution and production of new OER to promote innovative pedagogical techniques and strategies to empower learners on their lifelong learning path.
DER in Portugal: State-of-the-art of the Two Major Repositories in Elementary...Cornélia Castro
This document summarizes a study on the state of two major digital educational resource repositories in Portugal: the Schools Portal, run by the Portuguese government, and the House of Sciences, run by a private foundation. It finds that both repositories have grown in recent years and aim to improve access to educational resources. However, it notes limitations like a lack of resources, discoverability issues, and cultural barriers that could limit their impact and quality. The study analyzes both repositories from the perspectives of content producers and users to understand their characteristics and how they might be improved in the future.
Formation of Communities of Practice to Promote Openness in EducationeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Fernando J. Mortera-Gutierrez
This article presents the educational experiences of an inter-institutional project that consisted in forming a Community of Practice (CoP) among Mexican educational institutions, in 2009.
Towards a Culture of Openness in Education in Latin AmericaeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Maria Soledad Ramirez-Montoya
The Tecnológico de Monterrey has embraced the use of ICT for educational purposes, including the development of innovative distance education models and the production of digital educational materials for distance learners.
Open Educational Practices (OEP) Regional AgendaAndré Avorio
This document presents an Open Educational Practices (OEP) Regional Agenda developed through consultations with over 50 partner universities in Latin America and Europe. The agenda outlines strategic guidelines for openness in higher education, including policies and actions to maximize the benefits of open educational resources (OER) for developing university courses and increasing access to knowledge. It recommends dimensions like pedagogical approaches, technological solutions, organizational frameworks, new funding models, and collaborative models between institutions to promote OEP. The goal is for each university to define an institutional roadmap to contextualize the agenda within their local setting.
The document discusses policy perspectives on open educational resources (OER) and massive open online courses (MOOCs), drawing on findings from the OPAL and POERUP projects. OPAL identified practices around OER creation and repurposing, while POERUP explored how governments stimulated OER and MOOC uptake. The OPAL metromap provides a framework to help stakeholders develop visions and implementation plans for OER. POERUP collected an inventory of over 500 OER initiatives and produced 33 country reports on OER activities. Overall the document examines the emergence of OER and MOOCs and initiatives to promote their use and uptake.
The document provides information on open educational resources (OER) programs and initiatives, including:
1. The aims and objectives of the UK Open Educational Resources (OER) pilot program from 2009-2010 and phase 2 from 2010-2011 which funded projects to expand OER availability and understand their benefits.
2. Key OER initiatives from around the world like Jorum, OpenLearn, MERLOT, Connexions, and MIT OpenCourseWare.
3. Benefits of OER for teaching and learning as well as students' experiences.
4. Considerations around intellectual property rights, copyright, and using Creative Commons licenses when creating and sharing OER.
5.
DER in Portugal: State-of-the-art of the Two Major Repositories in Elementary...Cornélia Castro
This document summarizes a study on the state of two major digital educational resource repositories in Portugal: the Schools Portal, run by the Portuguese government, and the House of Sciences, run by a private foundation. It finds that both repositories have grown in recent years and aim to improve access to educational resources. However, it notes limitations like a lack of resources, discoverability issues, and cultural barriers that could limit their impact and quality. The study analyzes both repositories from the perspectives of content producers and users to understand their characteristics and how they might be improved in the future.
Formation of Communities of Practice to Promote Openness in EducationeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Fernando J. Mortera-Gutierrez
This article presents the educational experiences of an inter-institutional project that consisted in forming a Community of Practice (CoP) among Mexican educational institutions, in 2009.
Towards a Culture of Openness in Education in Latin AmericaeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Maria Soledad Ramirez-Montoya
The Tecnológico de Monterrey has embraced the use of ICT for educational purposes, including the development of innovative distance education models and the production of digital educational materials for distance learners.
Open Educational Practices (OEP) Regional AgendaAndré Avorio
This document presents an Open Educational Practices (OEP) Regional Agenda developed through consultations with over 50 partner universities in Latin America and Europe. The agenda outlines strategic guidelines for openness in higher education, including policies and actions to maximize the benefits of open educational resources (OER) for developing university courses and increasing access to knowledge. It recommends dimensions like pedagogical approaches, technological solutions, organizational frameworks, new funding models, and collaborative models between institutions to promote OEP. The goal is for each university to define an institutional roadmap to contextualize the agenda within their local setting.
The document discusses policy perspectives on open educational resources (OER) and massive open online courses (MOOCs), drawing on findings from the OPAL and POERUP projects. OPAL identified practices around OER creation and repurposing, while POERUP explored how governments stimulated OER and MOOC uptake. The OPAL metromap provides a framework to help stakeholders develop visions and implementation plans for OER. POERUP collected an inventory of over 500 OER initiatives and produced 33 country reports on OER activities. Overall the document examines the emergence of OER and MOOCs and initiatives to promote their use and uptake.
The document provides information on open educational resources (OER) programs and initiatives, including:
1. The aims and objectives of the UK Open Educational Resources (OER) pilot program from 2009-2010 and phase 2 from 2010-2011 which funded projects to expand OER availability and understand their benefits.
2. Key OER initiatives from around the world like Jorum, OpenLearn, MERLOT, Connexions, and MIT OpenCourseWare.
3. Benefits of OER for teaching and learning as well as students' experiences.
4. Considerations around intellectual property rights, copyright, and using Creative Commons licenses when creating and sharing OER.
5.
An Expert Survey on the Barriers and Enablers of Open Educational PracticeseLearning Papers
Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
The document discusses trends in instructional technology both globally and within Swaziland. Some key trends mentioned for general instructional technology include mobile devices, open educational resources, online learning communities, virtual learning environments, social media, and MOOCs. Specific trends seen in Swaziland include a growing use of mobile devices, open educational resources, and online learning communities, though the adoption of technology is still slower than in other countries. The University of Swaziland's Institute of Distance Education is working to promote open educational resources and online learning through initiatives like Open Education Week.
This document discusses open educational resources (OER) and provides an overview of the OER movement. It defines OER and describes several major OER initiatives. It also presents four case studies of specific OER projects and concludes that while OER has helped promote open knowledge sharing, more research is still needed to understand how to maximize the potential of OER to transform educational practices.
What does it mean to be educated in the 21st Century?Steve Wheeler
The document discusses observations from a symposium on the changing nature of education in the 21st century, noting that traditional education models are outdated as content is now abundant online; participants observed that education is shifting from acquiring information to applying knowledge, so students need guidance to make sense of vast information; and educators, students, and institutions must adapt to this new environment where learning is student-led and occurs through collaboration with various partners.
Open Educational Resources: Experiences of use in a Latin-American contextTecnológico de Monterrey
The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
This document summarizes a presentation on using Web 2.0 resources in literature teaching. It discusses characterizations of "digital native" students and how current pedagogical theory relates to technology use. Popular social media tools are surveyed, including blogs, wikis, social bookmarking, and social networks. The presentation focuses on classroom materials and activities developed by students for literature courses using these tools. Examples of student work accessible online through various social media are provided.
The document discusses open educational resources (OER), which are teaching and learning materials that are freely available online. It defines OER and provides 10 key points about them, including that they are free to use and can be altered. The document discusses OER repositories, tools for developing OER, intellectual property issues, and findings from a project on embedding OER in research methods teaching through collaboration.
This booklet provides information about the involvement of C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) in the UK-wide Open Educational Resources programme.
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationCarmen Holotescu
This document summarizes a workshop on integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It defines MOOCs and Open Educational Resources (OERs), discusses major MOOC platforms, and provides examples of integrating MOOCs into blended courses at the University Politehnica Timisoara. The document outlines benefits like exposing students to high-quality online materials and global learning communities, and challenges like requiring new teaching skills in course design and facilitation of online learning.
The document is a guideline intended at policymakers, outlining a list of measures required for Open Educational Practices to reach their full potential in education systems.
Original available at www.efquel.org
It was released as part of Open Education Week, based on work done in the OPAL (www.oer-quality.org) project.
Learning with Open Eyes: The Role of Learning AnalyticsErik Duval
This document is a slide presentation about learning analytics given by Erik Duval. The presentation discusses open standards, open content, open learning and how learning analytics can help understand what is happening in open online learning environments. Specific examples of visualizing personal learning environment usage and evaluating student activity meters are presented. The importance of learning analytics for coping with and understanding the "always on" nature of online learning is emphasized. The presentation concludes by encouraging questions.
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
This document summarizes a presentation on open education in Northern African countries. It defines open educational resources (OER) and discusses their adoption in Algeria, Morocco, and Tunisia. Challenges to OER include limited internet access, issues with intellectual property, and a lack of supporting policies. Case studies describe OER initiatives at the universities of Bejaia in Algeria and Cadi Ayyad in Morocco. The Tunis Virtual University provides online courses, and all three countries aim to increase quality, access, and sharing of educational resources through OER.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
Icoper irm-presentation Bernd Simon WUW 2010-04-15 UC3M eMadrideMadrid network
The document summarizes the results of the ICOPER project, which aimed to develop best practices for competency-driven higher education through the creation of an ICOPER Reference Model (IRM). The IRM provides a meta-model and examples of activities, processes, services, and data formats to support competency-based learning. Prototypes implementing aspects of the IRM were also developed and evaluated with end users. The project involved collaboration across Europe to advance interoperability standards for online education.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
OER and OCW Use in the Basic CompositonAnne Arendt
Open Educational Resources, including OpenCourseWare, have an increasing role in education today. It also can play a role in our basic composition classrooms. This is a document given at a presentation for the TYCA-West Conference 2009.
Official report can be found at http://works.bepress.com/anne_arendt/4/
An Expert Survey on the Barriers and Enablers of Open Educational PracticeseLearning Papers
Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
The document discusses trends in instructional technology both globally and within Swaziland. Some key trends mentioned for general instructional technology include mobile devices, open educational resources, online learning communities, virtual learning environments, social media, and MOOCs. Specific trends seen in Swaziland include a growing use of mobile devices, open educational resources, and online learning communities, though the adoption of technology is still slower than in other countries. The University of Swaziland's Institute of Distance Education is working to promote open educational resources and online learning through initiatives like Open Education Week.
This document discusses open educational resources (OER) and provides an overview of the OER movement. It defines OER and describes several major OER initiatives. It also presents four case studies of specific OER projects and concludes that while OER has helped promote open knowledge sharing, more research is still needed to understand how to maximize the potential of OER to transform educational practices.
What does it mean to be educated in the 21st Century?Steve Wheeler
The document discusses observations from a symposium on the changing nature of education in the 21st century, noting that traditional education models are outdated as content is now abundant online; participants observed that education is shifting from acquiring information to applying knowledge, so students need guidance to make sense of vast information; and educators, students, and institutions must adapt to this new environment where learning is student-led and occurs through collaboration with various partners.
Open Educational Resources: Experiences of use in a Latin-American contextTecnológico de Monterrey
The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
This document summarizes a presentation on using Web 2.0 resources in literature teaching. It discusses characterizations of "digital native" students and how current pedagogical theory relates to technology use. Popular social media tools are surveyed, including blogs, wikis, social bookmarking, and social networks. The presentation focuses on classroom materials and activities developed by students for literature courses using these tools. Examples of student work accessible online through various social media are provided.
The document discusses open educational resources (OER), which are teaching and learning materials that are freely available online. It defines OER and provides 10 key points about them, including that they are free to use and can be altered. The document discusses OER repositories, tools for developing OER, intellectual property issues, and findings from a project on embedding OER in research methods teaching through collaboration.
This booklet provides information about the involvement of C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) in the UK-wide Open Educational Resources programme.
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationCarmen Holotescu
This document summarizes a workshop on integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It defines MOOCs and Open Educational Resources (OERs), discusses major MOOC platforms, and provides examples of integrating MOOCs into blended courses at the University Politehnica Timisoara. The document outlines benefits like exposing students to high-quality online materials and global learning communities, and challenges like requiring new teaching skills in course design and facilitation of online learning.
The document is a guideline intended at policymakers, outlining a list of measures required for Open Educational Practices to reach their full potential in education systems.
Original available at www.efquel.org
It was released as part of Open Education Week, based on work done in the OPAL (www.oer-quality.org) project.
Learning with Open Eyes: The Role of Learning AnalyticsErik Duval
This document is a slide presentation about learning analytics given by Erik Duval. The presentation discusses open standards, open content, open learning and how learning analytics can help understand what is happening in open online learning environments. Specific examples of visualizing personal learning environment usage and evaluating student activity meters are presented. The importance of learning analytics for coping with and understanding the "always on" nature of online learning is emphasized. The presentation concludes by encouraging questions.
OER Models that Build a Culture of Collaboration: A Case Exemplified by CurrikieLearning Papers
Author: Barbara (Bobbi) Kurshan.
This article explores the impact that Open Educational Resources (OER) can have on eliminating the “Education Divide.” Advances in information technologies have created unique opportunities for the free exchange and access to knowledge on a global scale.
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
This document summarizes a presentation on open education in Northern African countries. It defines open educational resources (OER) and discusses their adoption in Algeria, Morocco, and Tunisia. Challenges to OER include limited internet access, issues with intellectual property, and a lack of supporting policies. Case studies describe OER initiatives at the universities of Bejaia in Algeria and Cadi Ayyad in Morocco. The Tunis Virtual University provides online courses, and all three countries aim to increase quality, access, and sharing of educational resources through OER.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
Icoper irm-presentation Bernd Simon WUW 2010-04-15 UC3M eMadrideMadrid network
The document summarizes the results of the ICOPER project, which aimed to develop best practices for competency-driven higher education through the creation of an ICOPER Reference Model (IRM). The IRM provides a meta-model and examples of activities, processes, services, and data formats to support competency-based learning. Prototypes implementing aspects of the IRM were also developed and evaluated with end users. The project involved collaboration across Europe to advance interoperability standards for online education.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
OER and OCW Use in the Basic CompositonAnne Arendt
Open Educational Resources, including OpenCourseWare, have an increasing role in education today. It also can play a role in our basic composition classrooms. This is a document given at a presentation for the TYCA-West Conference 2009.
Official report can be found at http://works.bepress.com/anne_arendt/4/
Podcasting Presentation Elearning April 2008guest49ba4c
Podcasts and vodcasts are audio and video files that can be downloaded from the internet to a user's computer. They allow for flexible learning and can benefit distance learners, students who missed class, and those with disabilities or learning difficulties. However, there are also challenges to their use, such as ensuring students engage with the content and the need for appropriate software, hardware, and technical knowledge among both educators and students. The document provides examples of different types of podcasts and vodcasts.
This document is a WebQuest designed to teach 7th grade students about nutrition and serving sizes. The task for students is to plan a menu for a World Series party by incorporating foods from at least 4 of the 5 major food groups. Students must determine serving sizes for each food using online resources and create visual displays to help guests identify proper portions. Finally, students calculate the total amount of each food needed based on their menu and guest count. The document provides guidance for teachers on standards, resources, the process, and evaluation criteria.
Bangladesh Labor Rule is is an Autonomous Gazette Published by Government of Bangladesh to align rights and benefits of employment in Bangladesh. This Labor Rule is applicable for any major industry prevailing and operating in Bangladesh. This Labor Rule 2015 is applicable on basis of Bangladesh Labor Act 2006 & amendment of 2013.
A document provides an IP address and port number for connecting to shops on a server called PinHead, hosted at pinhead666.no-ip.org and accessible via port 43594. In a few words, it lists connection details for accessing shops on a server.
The document discusses policy issues and interoperability related to ePortfolios. It summarizes research on current ePortfolio practices, with an emphasis on the vocational education sector. The research identified several classifications of ePortfolios and developed use case scenarios. It analyzed the scenarios to identify business rules and technical standards needed to support ePortfolios. The research observed that Australia lags other countries and highlighted policy and technical challenges regarding areas like storage, accessibility, identity management and interoperability.
El documento presenta un análisis de varias páginas web sobre la última dictadura militar en Argentina. Resume la información en cada sitio, incluyendo detalles sobre los golpes militares previos, la censura, desaparecidos y centros clandestinos de detención. Concluye que el estudio de este periodo histórico eleva la conciencia sobre la importancia de respetar la vida y los derechos humanos.
The document provides information about Tanzania, its people, landscapes, food, activities, flag, animals, and currency. It notes that Tanzania has a population of over 36 million people who earn low wages and enjoy scenic landscapes. The people's diet consists mainly of meat like beef and ugali made from cornmeal, which they typically eat with their hands. Common hobbies include sewing crafts and appreciating colorful designs. The country's flag symbolizes agriculture, minerals, and its people through its green, yellow, black, and blue colors. Diverse local wildlife and currency photographs are also included.
The document outlines a proposal for Cloud Valley, a 16 x 10Gbps Layer II logical mesh network in Cork, Ireland. It would be operated as a not-for-profit cooperative and connect 16 key sites via existing infrastructure from providers like BT, Eircom, and Cork County City Council. The network would benefit local businesses by providing faster speeds, lower costs, and support for economic growth in areas like software and data centers. Initial costs are estimated at €9,000 per node for capital expenditures and €12,000 annually per node for operating expenses.
This document is a series of questions about classifying colors of objects like bananas, crayons, and flowers, with feedback encouraging the reader to think carefully about their answers and try again if incorrect. The questions cover common colors like yellow bananas, brown crayons, and flowers that can be green and purple.
This document is a series of questions about classifying colors of objects like bananas, crayons, and flowers, with feedback encouraging the reader to think carefully about their answers and try again if incorrect. The questions cover common colors like yellow bananas, brown crayons, and flowers that can be green and purple.
The document compares the K-12 information literacy standards from AASL/AECT to the post-secondary standards from ACRL. It provides examples of how K-12 school librarians and academic librarians can collaborate, such as having high school students visit academic libraries or sharing instructional models. The document suggests that K-12 librarians should evaluate their curriculum in relation to both sets of standards and reach out to academic librarians. Academic librarians can help new students become familiar with the library in a fun way and include information competencies as a graduation requirement.
This document provides a summary of Allan D. Bowers' education and work experience. It outlines his Bachelor of Education degree from Nipissing University in 2007, as well as previous degrees in Chemistry and Chemical Engineering. For work experience, it details his current role as Founding Principal of B.C. Canadian Yantai Secondary School in China since 2015, as well as previous teaching positions in Canada, the UK, and China between 2012-2015. It also lists related non-teaching experience as a paramedic and dispatcher, as well as military and laboratory roles prior to becoming a teacher.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
This document provides guidelines for integrating open educational resources (OER) into higher education. It contains 3 sections: an introduction outlining the purpose and rationale of OER; guidelines for various higher education stakeholders including governments, institutions, academic staff, students, and quality assurance bodies; and references. The introduction discusses the challenges facing higher education and how OER can help address issues of access, costs and quality. It emphasizes that OER have transformative potential if institutions invest in developing, adapting and using quality materials. The guidelines section provides specific, action-oriented suggestions for each stakeholder group to promote greater use and sharing of OER.
The Many Good Reasons for Open Educational ResourcesFtruyen
The document discusses the many good reasons why universities should adopt open policies regarding educational resources. It argues that open educational resources can help with widening participation and lifelong learning by increasing accessibility. They also allow for international collaboration and sharing workload between institutions. Adopting open policies can help universities profile and mainstream themselves both regionally and globally by engaging stakeholder communities and reaching professional audiences. Open resources also allow for quality control, cost control through reuse, and support learning in the digital age through personal learning environments and community contributions. They can foster interdisciplinary research by increasing exposure of ideas between fields. Overall, the document advocates that universities should play a role in providing open, well-structured reference materials as a regional and international duty.
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
Open Educational Resources (OER) are teaching and learning materials that reside in the public domain or are released with an open license that allows for free use, adaptation, and distribution. OER can include textbooks, videos, tests, software, and other materials used to support education. They are different from open learning in that OER focus primarily on content while open learning includes content and services. Major OER initiatives include SkillsCommons, OpenStax CNX, OER Africa, WikiEducator, and OpenCourseWare which provide open educational content and resources that can be reused and adapted for teaching and learning.
From Open Educational Resources to Open Educational PracticeseLearning Papers
Author: Ulf-Daniel Ehlers
Although open educational resources (OER) are high on the agenda of social and inclusion policies and supported by many stakeholders, their use in higher education (HE) and adult education (AE) has not yet reached the critical threshold.
Paper presented in OER-Asia organised its 2nd Regional Symposium on Open Educational Resources: Beyond Advocacy, Research and Policy at Wawasan Open University (WOU), Penang, Malaysia from 24-27 June, 2014.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
OER Movement: Quality Concern and Challenges
Manas Ranjan Panigrahi
Open Educational Resources (OER): Tomorrow’s Main Educational Provider?icdeslides
Open Educational Resources (OER) have the potential to solve global education crises by dramatically reducing education costs. Governments and universities need to take action to move the OER agenda forward. Governments should implement optimal OER policies and frameworks developed with universities. Universities should develop OER strategies and leadership for open education, partner with open and conventional universities, build competencies through research, and flip classrooms for personalized learning using OER. Massive open online courses (MOOCs) have increased momentum for OER adoption.
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
This document provides an introduction to open educational resources (OER). It defines OER as teaching, learning or research materials that are in the public domain or released with an open license allowing free use, adaptation, and distribution. The document outlines the history of OER, including initiatives by MIT, UNESCO, and the OpenCourseware Consortium. It also discusses trends like the transition from OER to open education and the rise of massive open online courses. Finally, the document reviews reasons for using OER like addressing increasing demand for education and enabling sharing and improvements to content.
The document discusses the history and concepts of open educational resources (OER) and open education. It notes that MIT was the first university to make many course materials openly available online in 2001. Open education aims to improve access to knowledge worldwide using open frameworks and 21st century technology. OER are defined as teaching and learning resources that can be freely used and modified under open licenses. The challenges and benefits of open and closed educational models are debated.
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
OER Strategies to Enhance Networking and Collaborative Opportunities by Dr…SNDTWU
This document discusses strategies to enhance networking and collaboration opportunities around open educational resources (OER). It defines OER as teaching and learning materials that are freely available online for anyone to use. The document then provides examples of Asian and Indian initiatives that create and share OER, including open courseware projects. It suggests strategies like exploring existing OER repositories, collaborating on content creation, curating OER collections, sharing one's work, and joining organizations like WikiEducator to further networking and collaboration opportunities around OER.
This document discusses open educational resources (OER) and open educational practices (OEP) from an educational philosophy perspective. It defines OER and notes that while OER themselves are not aligned with a specific philosophy, the OER movement implies certain values like freedom, inclusivity, and autonomy. Adopting OEP could have significant institutional implications by changing processes like publishing, curriculum design, and staff expectations. Viewing OER through the lens of "Bildung," the German concept of holistic self-cultivation, may help develop a distinctive educational philosophy for the OER movement.
This document summarizes key experiences and lessons learned from fostering open educational practices (OEP) based on a case study of The Open University in the UK. It identifies five important factors for encouraging openness and engagement with open educational resources (OER): 1) necessary infrastructure like legal and technical tools, 2) opportunities for use and communities of learners, 3) design considerations for open content and models of use, 4) adoption of OER into institutional practices, and 5) supportive policies. The Open University's experiences with its OpenLearn platform and OLnet research initiative provide evidence that embracing openness enables innovation, collaboration, and new educational opportunities.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Innovative experiences of Open Educational Resources towards academic knowledge mobilization: Latin-American context
1. Innovative experiences of
Open Educational Resources
towards academic knowledge
mobilization: Latin-American context
Vladimir Burgos
Liaison Officer of Innovation and Educational Technology at
the Center for Innovation in Technology and Education in
Tecnológico de Monterrey (ITESM).
Project manager of OCW Tecnológico de Monterrey
& temoa.info (Knowledge Hub OER Index)
Proceedings of OpenCourseWare Consortium Global
2011: Celebrating 10 Years of OpenCourseWare
Creative Commons Attribution License
http://creativecommons.org/licenses/by/3.0/
2. 2
“The creation and transference of
knowledge is one of the strategies of wealth
and prosperity most promising and
challenging in the emergence of a
knowledge-based society”
We need to go beyond knowledge sharing and dissemination
of OER towards open educational practices (OEP).
3. Frame of reference
Open Educational Resources (OER)
3
“OER are teaching, learning and research resources
that reside in the public domain or have been released
under an intellectual property license that permits their
free use or re-purposing by others. Open educational
resources include full courses, course materials, modules,
textbooks, streaming videos, tests, software, and any other
tools, materials or techniques used to support access to
knowledge“
Atkins, D; Brown, J; Hammond, A (2007). Report to The William and Flora Hewlett Foundation (February
2007); pp.4, http://www.hewlett.org/oer
Smith, Marshall S.; Casserly, Catherine M. (2006). The Promise of Open Educational Resources; Change:
The Magazine of Higher Learning; Sep-Oct 2006; 38(5); p. 8 (EJ772126)
4. Frame of reference
Open Educational Practices (OEP)
4
“Open Educational Practices (OEP) are a set of
activities around instructional design and implementation
of events and processes intended to support learning.
They also include the creation, use and repurposing of
Open Educational Resources (OER) and their adaptation to
the contextual setting. They are documented in a portable
format and made openly available”
The OPAL Report 2011 “Beyond OER: Shifting Focus to Open Educational Practices”, The "Open
Educational Quality Initiative", retrieved at 23 February, 2011 from http://oer-quality.org/
5. 5
To move forward in the creation and sharing of knowledge
represented as open educational resources (OER), it is
important to recognize and properly document the use and the
type of knowledge being generated in educational institutions
(i.e. courses, articles, lectures, documentation, research, etc).
Open educational practices (OEP) may help us to make
evident the use we are giving to OER, this through the
documentation of teaching methodologies and strategies,
learning activities, study cases and any other forms of
presenting evidences of use of OER through the socialization
of educational experiences.
6. Knowledge value
6
The objective has to be the discovery, instrumentation
and operationalization of a sustainable cycle of virtuous
value creation, as a side effect of the capitalization of the
flow of information and knowledge in the activities
produced by the most valuable asset of the organization
(human capital).
OER
7. Comunnities of practice (CoP)
7
To succeed towards a knowledge-based economy,
organizations including educational institutions need
to recognize their knowledge assets and facilitate a
dissemination process through active local
communities.
8. Barriers of academic knowledge mobilization
8
According to OPAL (2011) in its report “Beyond OER: Shifting Focus to
Open Educational Practices” there are five relevant barriers that need to be
addressed to ease the task to individuals to use OER:
1. Lack of institutional support;
2. Lack of technological tools;
3. Lack of skills and time of users;
4. Lack of quality or fitness of OER;
5. Personal issues (lack of trust and time).
The report argues for building confidence in the use of OER to enhance
their actual usage as well as the creation of open learning frameworks to
transform the way we see education nowadays.
The OPAL Report 2011 “Beyond OER: Shifting Focus to Open Educational Practices”, The "Open
Educational Quality Initiative", retrieved at 23 February, 2011 from http://oer-quality.org/
9. Study case: academic knowledge mobilization
9
The case that is presented refers to a Mexican
university, the Tecnológico de Monterrey
(www.itesm.edu) that has been working since 2007
on several open educational projects.
The Tecnológico de Monterrey is a private, non-profit
academic institution founded at the year of 1943 and
composed of 31 campuses across Mexico.
Since 1989 it has been a pioneer in distance
education, and with more of 20 years of experience
through its Virtual University, it currently reaches 29
countries and offers undergraduate, postgraduate,
continuing education, and social programs completely
online.
10. Academic knowledge mobilization
10
The biggest challenge we face is to foster the value of use of
existing knowledge in the process of sharing, assimilation and
application of focused knowledge to specific needs through
local communities of practice.
Sharing Selection Dissemination Mobilization
Academy
University
Government
Infomediary
INTERNET
--------------- Industry
Catalog of
OER
NGO
Communities
People
11. Towards academic knowledge mobilization
11
The idea with open educational practices (OEP) is to identify
(document) the activities of how educators are using OER in
their daily practice for teaching or research, as for example for
reuse, revision, remixing, redistribution and production of new
OER to promote innovative pedagogical techniques and
strategies to empower learners on their lifelong learning path.
12. Sharing Selection & Dissemination Mobilization
[d1]
[d5]
OER content repository OER content lists
[a] http://catedra.ruv.itesm.mx
Topics (learning activities)
OCW Consortium http://www.temoa.info/node/33487
www.ocwconsortium.org
[d2]
OER content lists
[c] Anthologies (course)
http://www.temoa.info/node/45210 [d6]
Knowledge Hub
OER Communities of Practice
temoa.info
Inter-institutional research
projects & training of faculty
www.cudi.edu.mx
[d3]
[b] OER eBook
Educational methodologies
OpenCourseWare
http://ocw.itesm.mx/ OER Catalog
[d7]
[d4]
OER for basic education “K-12”
Case studies http://khubk12.blogspot.com
OER content repository
http://catedra.ruv.itesm.mx//handle/987654321/87
12
15. 15
Criteria to select and evaluate OER
Resources are public and inclusive (full content)
Free (no charges or fees)
Permanent publication (lifelong)
Without subscriptions or further obligations for users
Resources in the public domain or released under an intellectual
property license (we evaluate a formal declaration of intellectual
property and respect to authorship of the resources; for example
Creative Commons (CC) licenses or customized licenses).
16. Documented process of selection, categorization
and communication of OER
16
Identification, Searching, Filtering,
Selection, Documentation
INTERNET
Manual (human)
Socialize and share
Webpages
Semiautomatic
Repositories (technology/human)
Potential reuse, diffusion,
sharing discovery and
evaluation.
Common metadata
• Ease adoption
• Remixing OER to build
new knowledge
Metadata harvesting • One single window of
process discovery of OER
17. Mobilization of knowledge
17
OER Content Playlists to promote and facilitate remixing of core
components of courses… share new ideas for teaching by creating new
topics and course subjects with OER from the catalog
Create new
content:
• Course
• Topic
• Activity
Index subjects
Examples of playlists:
1. OER as textbook alternatives
(anthologies of resources)
2. OER as reusable resource
3. OER as learner generated/
modified content
18. 18
Course:
Introduction to Physics- Mechanics
http://www.temoa.info/node/38310
Topics
Subscribe to RSS
feeds
Share with friends
and colleagues
through social
networks
Legal terms of
use
19. 19
Bibliographic references for OER
Syllabus (Educational context)
• Learning objectives
• Subject general
• Basic information
• Teacher information
• Institutional information
Instructional metadata
• Basic information
• OER from several content
providers
• Authorship
• Educational level
• Student information
• Lecture hours
• Teacher information
• Instructor's academic profile
• Recommended academic
experience
• Evaluation policy
• Institutional information
• Course type
• Type of academic term
• Course identifier
21. 21
The community may review and
rate the course
The “board” represents a [Topic]
The “student” represents an
[Activity]
The “World” represents an
[OER]
23. Mobilization of knowledge
http://tinyurl.com/bookREA
23
Adoption of OER in a graduate course for the master degree of
education: “Research for the improvement of educational practices”
As a result, 30 study cases were documented through a methodological
research process on the subject of adoption of the OER in learning activities,
in several knowledge disciplines and educational levels.
www.lulu.com
26. Lessons learned and recommendations
26
A good educational practice is to promote among the
academic community a culture of “prosumers” that,
according its definition, is about people whom produce
something (product/ service) for their own consumption.
Support and recognize the relevance of OER initiatives at
the institutional level (involvement of decision makers
and staff).
Promote a new culture and educational practice to
acquire the skills required to exploit fully the use of OER, for
example, digital literacy and information literacy.
27. Lessons learned and conclusion
27
Promote a community-based system of open sharing of
educational best practices, with the intention of facilitating
the effective reuse of OER and learning of significant
experiences in the use of OER in teaching and learning
activities.
Clarify and define licensing schemes and mechanisms
for the protection of copyright and intellectual property to
foster openness of OER, and to foster its use and
ownership of OER.
28. Based on:
28
Burgos, J.V, and Ramírez, M.S. (2011). Innovative experiences of Open Educational Resources towards
academic knowledge mobilization: Latin-American context. In Proceedings of OpenCourseWare Consortium
Global 2011: Celebrating 10 Years of OpenCourseWare. Cambridge, MA. USA
Vladimir Burgos
Liaison Officer of Innovation and Educational Technology at
the Center for Innovation in Technology and Education in
Tecnológico de Monterrey (ITESM).
Project manager of OCW Tecnológico de Monterrey Marisol Ramírez
Full time Professor at the Graduate School of Education (EGE),
& temoa.info (Knowledge Hub OER Index)
and Principal of the Research Group of Investigation of Innovation
in Technology and education in Tecnológico de Monterrey
(ITESM)
Thanks!
vburgos@itesm.mx
solramirez@itesm.mx
29. Attribution for images used:
http://commons.wikimedia.org/wiki/Category:Nuvola_icons
Category:Nuvola icons (Creative Commons Attribution/Share-Alike License)
http://commons.wikimedia.org/wiki/File:Carly-Art_-_Wild_bee_hive_%28by-sa%29.jpg
By Carly & Art (Wild bee hive) [CC-BY-SA-2.0 (www.creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons
http://commons.wikimedia.org/wiki/File:Bee_hives_on_the_heath,_Duck_Hole,_New_Forest_-_geograph.org.uk_-_563523.jpg
Jim Champion [CC-BY-SA-2.0 (www.creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons
http://commons.wikimedia.org/wiki/File:European_honey_bee_extracts_nectar.jpg
By John Severns = Severnjc (Photo by John Severns.) [Public domain], via Wikimedia Commons
http://www.photoxpress.com/stock-photos/flower/green/plant/3735853
Free stock photo - flower green plant [Photoxpress_3735853.jpg], via PhotoXpress
Wind pollination [Flowers]
http://www.everystockphoto.com/
29