LRNT 527 OER & Creative Commons LicensesClint Lalonde
This document summarizes an open education presentation about the pillars of open education, copyright and Creative Commons licenses, and finding open educational resources. The three pillars of open education are open educational resources, open pedagogy, and open technology. The presentation explains the 5R framework for using copyrighted materials and how different Creative Commons licenses allow various uses. It provides examples of attributing open resources and considerations for choosing a license for one's own work. Resources mentioned for finding open educational resources include open.bccampus.ca, OpenStax College, Creative Commons search, and repositories like OER Commons, MERLOT and MIT OpenCourseware.
The document discusses open educational resources (OER) which are digital materials that can be freely used, adapted, and shared. OER provide benefits over traditional copyrighted textbooks by allowing for more customized and interactive lessons. Creative Commons licenses like CC BY allow content to be shared and reused while still requiring proper attribution. The document encourages teachers to find and contribute open content to platforms like Wikis and Flickr to help differentiate instruction.
The document discusses Fair Use and Creative Commons licensing. It explains that Fair Use allows limited use of copyrighted works without permission for purposes such as education. Creative Commons licenses allow creators to choose how their works can be shared and used by others, such as requiring attribution or allowing commercial use. Resources like Flickr and the Creative Commons website contain works that have been shared under these types of open licenses and can be legally used in educational settings.
Superpowers - Empowering Narrative Making in OthersGui Bueno
This document outlines a two-day workshop for students to design superheroes based on disabilities. On day one, students brainstorm superpowers related to disabilities, develop persona sheets for characters, and storyboard their ideas. They then create low-fidelity prototypes. On day two, students add interactivity to their prototypes using Makey Makey and Scratch kits. They present their functional superhero prototypes to an audience including people with disabilities. The workshop is inspired by designers who view disabilities as super abilities and uses techniques like care-based learning and embodied cognition.
O documento descreve a campanha de marketing para a 7a edição do Almanaque de Criação, um evento anual de publicidade em Brasília. A campanha contou histórias de obras-primas famosas que seriam abandonadas por seus criadores após estes visitarem o Almanaque, para inspirar os participantes a produzirem trabalhos cada vez melhores. A campanha incluiu peças para internet, cartazes e folders com a assinatura "Bom pra você, ruim pra sua obra-prima".
O documento descreve uma promoção para o IX Almanaque de Criação em Brasília, que teve como objetivo atrair jovens indecisos sobre o futuro. A promoção contou a história de Washington, um ornitorrinco que virou guardião de ingressos do evento. O Snapchat foi a principal ferramenta para engajar o público-alvo de forma interativa através da jornada do personagem.
LRNT 527 OER & Creative Commons LicensesClint Lalonde
This document summarizes an open education presentation about the pillars of open education, copyright and Creative Commons licenses, and finding open educational resources. The three pillars of open education are open educational resources, open pedagogy, and open technology. The presentation explains the 5R framework for using copyrighted materials and how different Creative Commons licenses allow various uses. It provides examples of attributing open resources and considerations for choosing a license for one's own work. Resources mentioned for finding open educational resources include open.bccampus.ca, OpenStax College, Creative Commons search, and repositories like OER Commons, MERLOT and MIT OpenCourseware.
The document discusses open educational resources (OER) which are digital materials that can be freely used, adapted, and shared. OER provide benefits over traditional copyrighted textbooks by allowing for more customized and interactive lessons. Creative Commons licenses like CC BY allow content to be shared and reused while still requiring proper attribution. The document encourages teachers to find and contribute open content to platforms like Wikis and Flickr to help differentiate instruction.
The document discusses Fair Use and Creative Commons licensing. It explains that Fair Use allows limited use of copyrighted works without permission for purposes such as education. Creative Commons licenses allow creators to choose how their works can be shared and used by others, such as requiring attribution or allowing commercial use. Resources like Flickr and the Creative Commons website contain works that have been shared under these types of open licenses and can be legally used in educational settings.
Superpowers - Empowering Narrative Making in OthersGui Bueno
This document outlines a two-day workshop for students to design superheroes based on disabilities. On day one, students brainstorm superpowers related to disabilities, develop persona sheets for characters, and storyboard their ideas. They then create low-fidelity prototypes. On day two, students add interactivity to their prototypes using Makey Makey and Scratch kits. They present their functional superhero prototypes to an audience including people with disabilities. The workshop is inspired by designers who view disabilities as super abilities and uses techniques like care-based learning and embodied cognition.
O documento descreve a campanha de marketing para a 7a edição do Almanaque de Criação, um evento anual de publicidade em Brasília. A campanha contou histórias de obras-primas famosas que seriam abandonadas por seus criadores após estes visitarem o Almanaque, para inspirar os participantes a produzirem trabalhos cada vez melhores. A campanha incluiu peças para internet, cartazes e folders com a assinatura "Bom pra você, ruim pra sua obra-prima".
O documento descreve uma promoção para o IX Almanaque de Criação em Brasília, que teve como objetivo atrair jovens indecisos sobre o futuro. A promoção contou a história de Washington, um ornitorrinco que virou guardião de ingressos do evento. O Snapchat foi a principal ferramenta para engajar o público-alvo de forma interativa através da jornada do personagem.
O documento descreve uma promoção para o IX Almanaque de Criação em Brasília, que usou a história de um ornitorrinco chamado Washington que se tornou guardião de ingressos para o evento. A promoção usou mídias online e Snapchat de forma interativa para engajar jovens indecisos sobre seu futuro e direcioná-los ao evento.
Redação publicitária introdução - versão públicaErika Zuza
Slides introdutórios da disciplina Redação Públicitária nos meios eletrônicos, curso de Publicidade e Propaganda, UFRN. Resumo da apresentação. Profª Erika Zuza
O documento descreve os principais movimentos de câmera e lentes usados na linguagem audiovisual, incluindo panorâmica, travellings horizontais e verticais, steadycam, dolly e grua. Zoom é definido como o movimento de aproximação ou afastamento das lentes enquanto a câmera permanece fixa.
O documento descreve os principais conceitos da linguagem audiovisual, incluindo campo, extra-campo, planos de enquadramento e diferentes tipos de planos como plano geral, plano de conjunto, plano americano e outros.
O documento descreve as características de um roteiro para filme publicitário. Ele deve ser conciso e objetivo, diferentemente de roteiros para cinema e teatro. Um bom roteiro publicitário deve levar em conta a mídia, os objetivos da mensagem e o público-alvo. Ele também deve se basear no cotidiano das pessoas para que haja identificação com o público.
O documento discute o que é um roteiro, suas estruturas e formas. Apresenta os tipos de roteiros, como publicitário e cinematográfico, e discute elementos como organização de ideias, conflito, clímax e resolução. Também explica formas de apresentar roteiros, como cabeçalho, texto corrido, tabela, decupagem e storyboard.
O documento apresenta trechos do Código de Ética dos Jornalistas Brasileiros, definindo direitos e deveres dos jornalistas, como o direito à informação do público, o compromisso com a verdade e a precisão dos fatos, o respeito à privacidade e à honra das pessoas, e a responsabilidade pelas informações divulgadas.
Entende-se por “fórmula editorial” o projeto no qual a publicação é detalhadamente descrita. Trata-se da “receita” da publicação.
É necessário que todo projeto editorial seja elaborado a partir de uma fórmula editorial porque o leitor deseja receber novidades a cada edição, porém num contexto reconhecível.
O que faz o jornalismo de dados diferente do restante do jornalismo? Talvez sejam as novas possibilidades que se abrem quando se combina o tradicional "faro jornalístico" e a habilidade de contar uma história envolvente com a escala e o alcance absolutos da informação digital agora disponível.
Aula sobre sobre roteiro 'para a turma do 6 semestre de PP da UniRadial Moema.
Prof. Fernando Nascimento
www.fepublicidade.com.br
radial.fenainternet@spamgourmet.com
The document provides an overview of the goals and process of a dScribe workshop. The workshop aims to introduce participants to open educational resources (OER) and the dScribe process for creating and publishing OER. The dScribe process involves organizing course materials, selecting an open license, assessing copyright status of content, editing materials, auditing for quality, and publishing the OER. The document outlines each step in the dScribe workflow and provides examples to illustrate concepts like recommending actions for third-party content.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
Open Education Resources - Medicine Education Forum Open.Ed
Workshop presented by Stephanie (Charlie) Farley to the Medicine Education Forum at the University of Edinburgh, May 19th 2016.
The session included an introduction to Open Education Resources from OER Advisor, Stephanie (Charlie) Farley. Followed by an update from Simon Riley about his work on OpenMed (http://openmed.co.uk/), a learning framework for students and staff to curate medicine and health care OERs and other open access resources.
Open Education Resources (OERs) are online resources that are available for others to use to support learning. The University of Edinburgh has recently adopted an OER policy, which outlines the institutional position on OERs and provides guidelines for practice in learning and teaching.
The document provides an overview of open educational resources (OERs). It defines OERs as freely available and openly licensed digital resources that can be used for teaching, learning, and research. The document discusses the differences between open access, open data, and OERs. It also explains intellectual property rights, copyright, and Creative Commons licenses as they relate to OERs. The document aims to help educators understand why they should use and create OERs, and provides guidance on finding, attributing, and sharing OERs.
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
The document provides an overview of open educational resources (OER), including their history, definitions, types, advantages, and major initiatives. It discusses what OER are, how they can be found, remixed, licensed, and shared. Key points include: OER being freely available educational content that can be reused, revised, remixed, and redistributed; major initiatives like MIT OpenCourseWare, Khan Academy, and TESSA in Africa promoting OER; and Creative Commons licensing enabling open sharing of content. Major organizations supporting OER include UNESCO, Commonwealth of Learning, and Hewlett Foundation.
The webinar discussed sustainability strategies for open educational resources (OER). It began with an overview of Creative Commons licensing and the 5R permissions for OER - Retain, Reuse, Revise, Remix, and Redistribute. It then explored three views of OER sustainability: Historical, focusing on early models; Contemporary, taking institutional and technical perspectives; and Business, involving developing open business models and generating revenue. The webinar concluded by soliciting participant feedback to improve OER sustainability approaches.
This document provides an introduction to open educational resources (OER). It defines OER according to different organizations and outlines their key characteristics, including that they are free of legal and technical barriers. The document discusses the benefits of OER, including reducing student costs, improving quality of teaching materials, and increasing accessibility. It also outlines reasons why various groups are motivated to promote OER, such as lowering costs for students, improving pedagogy, and making resources more discoverable. In summary, the document introduces OER and discusses their benefits and motivations for their adoption.
This document discusses open education and learning technologies. It begins with definitions of "open" and "free" and a history of open source software and open wikis. Reasons why open education matters include rising textbook and tuition costs and increasing demand for degrees. The document then discusses open educational resources (OER), open licensing, and the OER spectrum. Massive open online courses (MOOCs) are examined, including connectivist MOOCs. Other forms of openness covered include open access research and open educational practices. The document concludes by discussing using OER for continuous course improvement.
Catherine Cronin presented on open educational resources (OER) and open educational practices (OEP). She defined OER as openly licensed educational content and OEP as collaborative practices using social technologies for interaction and knowledge sharing. She explained that OER and OEP promote access, equity, and innovative pedagogy. Creative Commons licenses determine how OER can be reused and adapted. Finding and using high-quality OER can save time and support interactive online learning designs. Sharing adapted OER and opening teaching practices through OEP can transform learning and empower students.
O documento descreve uma promoção para o IX Almanaque de Criação em Brasília, que usou a história de um ornitorrinco chamado Washington que se tornou guardião de ingressos para o evento. A promoção usou mídias online e Snapchat de forma interativa para engajar jovens indecisos sobre seu futuro e direcioná-los ao evento.
Redação publicitária introdução - versão públicaErika Zuza
Slides introdutórios da disciplina Redação Públicitária nos meios eletrônicos, curso de Publicidade e Propaganda, UFRN. Resumo da apresentação. Profª Erika Zuza
O documento descreve os principais movimentos de câmera e lentes usados na linguagem audiovisual, incluindo panorâmica, travellings horizontais e verticais, steadycam, dolly e grua. Zoom é definido como o movimento de aproximação ou afastamento das lentes enquanto a câmera permanece fixa.
O documento descreve os principais conceitos da linguagem audiovisual, incluindo campo, extra-campo, planos de enquadramento e diferentes tipos de planos como plano geral, plano de conjunto, plano americano e outros.
O documento descreve as características de um roteiro para filme publicitário. Ele deve ser conciso e objetivo, diferentemente de roteiros para cinema e teatro. Um bom roteiro publicitário deve levar em conta a mídia, os objetivos da mensagem e o público-alvo. Ele também deve se basear no cotidiano das pessoas para que haja identificação com o público.
O documento discute o que é um roteiro, suas estruturas e formas. Apresenta os tipos de roteiros, como publicitário e cinematográfico, e discute elementos como organização de ideias, conflito, clímax e resolução. Também explica formas de apresentar roteiros, como cabeçalho, texto corrido, tabela, decupagem e storyboard.
O documento apresenta trechos do Código de Ética dos Jornalistas Brasileiros, definindo direitos e deveres dos jornalistas, como o direito à informação do público, o compromisso com a verdade e a precisão dos fatos, o respeito à privacidade e à honra das pessoas, e a responsabilidade pelas informações divulgadas.
Entende-se por “fórmula editorial” o projeto no qual a publicação é detalhadamente descrita. Trata-se da “receita” da publicação.
É necessário que todo projeto editorial seja elaborado a partir de uma fórmula editorial porque o leitor deseja receber novidades a cada edição, porém num contexto reconhecível.
O que faz o jornalismo de dados diferente do restante do jornalismo? Talvez sejam as novas possibilidades que se abrem quando se combina o tradicional "faro jornalístico" e a habilidade de contar uma história envolvente com a escala e o alcance absolutos da informação digital agora disponível.
Aula sobre sobre roteiro 'para a turma do 6 semestre de PP da UniRadial Moema.
Prof. Fernando Nascimento
www.fepublicidade.com.br
radial.fenainternet@spamgourmet.com
The document provides an overview of the goals and process of a dScribe workshop. The workshop aims to introduce participants to open educational resources (OER) and the dScribe process for creating and publishing OER. The dScribe process involves organizing course materials, selecting an open license, assessing copyright status of content, editing materials, auditing for quality, and publishing the OER. The document outlines each step in the dScribe workflow and provides examples to illustrate concepts like recommending actions for third-party content.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
Open Education Resources - Medicine Education Forum Open.Ed
Workshop presented by Stephanie (Charlie) Farley to the Medicine Education Forum at the University of Edinburgh, May 19th 2016.
The session included an introduction to Open Education Resources from OER Advisor, Stephanie (Charlie) Farley. Followed by an update from Simon Riley about his work on OpenMed (http://openmed.co.uk/), a learning framework for students and staff to curate medicine and health care OERs and other open access resources.
Open Education Resources (OERs) are online resources that are available for others to use to support learning. The University of Edinburgh has recently adopted an OER policy, which outlines the institutional position on OERs and provides guidelines for practice in learning and teaching.
The document provides an overview of open educational resources (OERs). It defines OERs as freely available and openly licensed digital resources that can be used for teaching, learning, and research. The document discusses the differences between open access, open data, and OERs. It also explains intellectual property rights, copyright, and Creative Commons licenses as they relate to OERs. The document aims to help educators understand why they should use and create OERs, and provides guidance on finding, attributing, and sharing OERs.
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
The document provides an overview of open educational resources (OER), including their history, definitions, types, advantages, and major initiatives. It discusses what OER are, how they can be found, remixed, licensed, and shared. Key points include: OER being freely available educational content that can be reused, revised, remixed, and redistributed; major initiatives like MIT OpenCourseWare, Khan Academy, and TESSA in Africa promoting OER; and Creative Commons licensing enabling open sharing of content. Major organizations supporting OER include UNESCO, Commonwealth of Learning, and Hewlett Foundation.
The webinar discussed sustainability strategies for open educational resources (OER). It began with an overview of Creative Commons licensing and the 5R permissions for OER - Retain, Reuse, Revise, Remix, and Redistribute. It then explored three views of OER sustainability: Historical, focusing on early models; Contemporary, taking institutional and technical perspectives; and Business, involving developing open business models and generating revenue. The webinar concluded by soliciting participant feedback to improve OER sustainability approaches.
This document provides an introduction to open educational resources (OER). It defines OER according to different organizations and outlines their key characteristics, including that they are free of legal and technical barriers. The document discusses the benefits of OER, including reducing student costs, improving quality of teaching materials, and increasing accessibility. It also outlines reasons why various groups are motivated to promote OER, such as lowering costs for students, improving pedagogy, and making resources more discoverable. In summary, the document introduces OER and discusses their benefits and motivations for their adoption.
This document discusses open education and learning technologies. It begins with definitions of "open" and "free" and a history of open source software and open wikis. Reasons why open education matters include rising textbook and tuition costs and increasing demand for degrees. The document then discusses open educational resources (OER), open licensing, and the OER spectrum. Massive open online courses (MOOCs) are examined, including connectivist MOOCs. Other forms of openness covered include open access research and open educational practices. The document concludes by discussing using OER for continuous course improvement.
Catherine Cronin presented on open educational resources (OER) and open educational practices (OEP). She defined OER as openly licensed educational content and OEP as collaborative practices using social technologies for interaction and knowledge sharing. She explained that OER and OEP promote access, equity, and innovative pedagogy. Creative Commons licenses determine how OER can be reused and adapted. Finding and using high-quality OER can save time and support interactive online learning designs. Sharing adapted OER and opening teaching practices through OEP can transform learning and empower students.
This document discusses three types of technology enrichment activities:
1. Type I - General exploratory activities to stimulate interest in broad concepts.
2. Type II - Methodological training on how to use specific technologies.
3. Type III - Independent or small group investigations where students apply knowledge to create original work for an authentic audience. Examples of each type are provided.
Workshop session run by Stuart Nicol and Stephanie (Charlie) Farley at the University of Edinburgh, May 4th 2016.
Learn how to create teaching and research presentations that can be shared openly on the web without infringing copyright.
In this session participants were invited to develop short visual presentations using openly licensed content. Participants were guided through the process of finding, reusing, and sharing open content, learning about Creative Commons licenses along the way.
Find, Use, Remix, and Create Open Learning MaterialsOpen.Michigan
In this workshop, members of the Open.Michigan initiative will teach
you how to find openly licensed content and show you how to remix it
to create new open educational resources (OER). Included will be an
overview of copyright law and we will discuss how this applies to the
creation and use of OER. Examples of OER use and reuse will illustrate
how these resources can have an impact on local and international
learning communities and how they have been used in specific contexts.
Participants will also get a chance to generate examples of OER and
learn how these resources can be accessed and adapted online. Please
bring your laptop and some of your own learning materials or resources
to this workshop and we will help you make it open on the spot.
Examples of OER can be found at: http://ur1.ca/2lhe9 and
http://ur1.ca/2lhei and http://ur1.ca/2lhij
BCcampus Open Pedagogy Effective Learning Design MatrixBCcampus
The document discusses open pedagogy and effective learning design. It presents a matrix that compares open versus not open resources and approaches, and effective versus not effective learning design. Open resources and approaches involve using open educational resources (OER) and requiring students to publicly share their work. Effective learning design is described as authentic, flexible, learner-centered, and involving creative assignments that invite reflection and real-world learning with student choice. The document argues that combining open resources with effective learning design can provide greater academic freedom and opportunities for reflection and improvement compared to traditional closed approaches.
Slides from webinar presented for the community of practice covering OER, copyright/intellectual property considerations, and teaching and learning with OER.
This document summarizes the top 10 web-based educational technologies as of October 2008. It provides a brief description of each technology, including wikis, mind mapping tools, social networking sites, and virtual worlds. The number one technology is Sloodle, an open source project that integrates virtual worlds like Second Life with learning management systems like Moodle. The document advocates for educators to adopt tools that promote interactivity, collaboration, and social constructivist learning online.
This is a dScribe training workshop that I presented to OER Africa. It was a 2 hour hands-on session.
PDF version available at https://open.umich.edu/wiki/File:DScribe_Workshop_International.pdf
Similar to Intro to Open Educational Resources (20)
The document outlines the roles and responsibilities of different people on a design team. It discusses logistics of meetings on Tuesdays and Thursdays from 10-11am at Magnet. It also covers various topics that will be researched including tag clouds, dietary changes, needs assessment, and the difference between concepts and procedures. Brainstorming sessions are mentioned along with citations that need to be added.
Japan has a strong science and technology sector, with 22 Nobel laureates in physics and chemistry. It relies heavily on nuclear power, with 55 reactors providing 34% of its electricity. While the automotive and electronics industries are highly developed, the country's K-12 education system has been slow to adopt technology, despite high expectations. There is a debate around balancing traditional moral education versus teaching skills needed for a globalized economy. Recent reforms aim to foster creativity and individuality in schools to better prepare students for competitive 21st century jobs.
Responses to MATH Common Core State Standard (CCSS)Gui Bueno
This is just a small part of a presentation on Common Core State Standards (CCSS) for Math. It was done for Education Design for Learning Environments course at NYU. Presented on 09/24
Como estou dirigindo? #OLuluDosMotoristasGui Bueno
O documento descreve um aplicativo chamado "Estou Dirigindo?" que permite usuários avaliarem o comportamento de motoristas de carro usando hashtags. Os usuários podem "tagear" motoristas com hashtags sobre estacionamento, direção, comportamento e manutenção do veículo. O aplicativo coleta essas avaliações de forma anônima para identificar problemas e melhorar a educação no trânsito de forma colaborativa.
Seminário apresentado à disciplina "Mujeres y medios de comunicación", oferecida na Universidade Complutense de Madrid no primeiro semestre letivo (espanhol) de 2011.
1. O documento resume um projeto de áudio-documentário jornalístico sobre os eventos de um mês na Unicamp, incluindo o Festival de Rádios Livres, uma coletiva de imprensa e a ocupação da Reitoria.
2. Ele propõe focos narrativos, experimentação estética e divulgação interna e externa do documentário.
3. No entanto, reconhece que o projeto é ambicioso demais para o cronograma de 7 semanas e requer mais tempo para ser realizado adequad
The document discusses media spectacles according to theorists Douglas Kellner and Guy Debord. It states that over recent decades, spectacles have become one of the main organizing principles of the economy, politics, society, and everyday life. Specifically, it notes that the Internet-based economy uses spectacles to promote and sell commodities, while media culture proliferates more sophisticated spectacles to engage audiences and increase profits. Entertainment has also increasingly permeated news and information, leading to a popular "infotainment" culture.
This document discusses the personal influence that people have on how mass communications are received and their effects. It examines how interpersonal relationships and social ties can change the way individuals are impacted by media like movies, music, radio, and news. Through case studies, it explores how children who enjoy certain genres may seek out peer relationships related to that, how social pressure from friends can influence music interests, and how planned listening groups are more impactful than isolated consumption of radio broadcasts.
El derecho de protestar y la criminalización del protestoGui Bueno
Presentación hecha para la asignatura "Comunicación y Movimientos Sociales Contemporáneos", de licenciatura en Periodismo en la Universidad Complutense de Madrid.
O documento discute o uso de CD-ROMs como tecnologia educacional, analisando quatro estudos de caso. Apresenta as vantagens do baixo custo e facilidade de distribuição, mas aponta desvantagens como interfaces pouco intuitivas, conteúdos desconectados e caráter efêmero dos suportes físicos no longo prazo. Conclui que há espaço para melhorias na integração dos recursos digitais ao aprendizado presencial.
1. O documento discute o conceito de redes e como elas estão presentes em diversos aspectos da sociedade contemporânea, como infraestrutura urbana e serviços.
2. Também aborda como a política esteve por trás do surgimento de redes pioneiras como Arpanet e Minitel e como planos governamentais influenciaram o desenvolvimento da internet no Brasil.
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O documento lista e descreve vários retratos produzidos entre os séculos XVIII e XX na Europa e no Brasil, por artistas como Jacques-Louis David, Ingres, Géricault, Delacroix, Goya, e no Brasil por Debret, Sá, Américo e Ferraz de Almeida Júnior. Também inclui fotografias de personalidades da época por Nadar e imagens de obras de Degas, Cézanne e Van Gogh.
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.
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.
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 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.
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.
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.
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
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
6. 1 Article “Copyright” on Wikipedia
2 This Presentation
3 Your PPT for Ricki’s Class
4 IDEO Human-Centered Design ToolKit
5 Photography of the Statue of Liberty
6 “Intro to Computer Science” MOOC
O C
7.
8.
9. 1 Article “Copyright” on Wikipedia
2 This Presentation
3 Your PPT for Ricki’s Class
4 IDEO Human-Centered Design ToolKit
5 Photograph of the Statue of Liberty
6 “Intro to Computer Science” MOOC
O C
18. [CASE 1] Contribute
Construct the resource with the intention of releasing it as an OER
Avoid 3rd party copyrighted material rather than fix it retrospectively.
Creating a new course, for example
If you’re using them, give back!
19. [CASE 2] Use to build your own resource
● Opportunity to make your product open!
● Continue to refine what’s out there (don’t start from scratch)
20. [CASE 3] Research
OER Commons
Creative Commons Search
● Endless bibliographies
● Curated course readings
● Get different perspectives on topics
● Avoid creating your own:
○ math problems
○ reading passages
○ writing prompts, etc.
22. OER Maps
OER Map
eMundus Atlas
OER World Map
Tools & Examples
https://www.oercommons.org/
http://ocw.mit.edu/index.htm
http://www.athabascau.ca/
Risk Manager Calculator
Creative Commons Search
OER Commons
Guides
Turning a Resource into an OER
Finding and Using OER
OER Guidance for Schools
Publishing OER Online
OER and economic growth?
Repositories & Tools
Who has heard of it? Has anyone heard of it at a class at ECT?
Arne Duncan. Still the U.S. secretary of education. This video dates 2012, though. Has anything changed?
Complete courses, Individual course units or modules, Simulation, Textbooks, Lesson plans, Syllabi, Lectures, Assignments, Games, Quizzes, Podcasts, Videos, courses, course readings, simulations, assessments, ...
(from Open Education Handbook 2014)
You don’t need to be an elearning genius to make an OER, a Powerpoint file can be an OER
Education: broadly; experiences in which people learn; Learning how to drive in city traffic.
Instruction: created particular experiences to make people learn how to drive in city traffic.
Pre-assessment. Think-aloud group task. Compare answers and discuss questions.
Pre-assessment
Re-visit questions. Re-assessment.
Pre-assessment
As creators, we have to make that clear, instead of merely expecting people to reuse it.
Genetic defect of the Internet: copyright is automatic, no matter if the icon or “All rights reserved” or “Copyright” is on the content.
Non-profit, built on copyright law, does not replace, founded 2001,
Grew a lot since then. Multiple platforms, support from different sources, etc.
Has anyone thought about which license your thesis project will have?
Just using CC doesn’t mean open, doesn’t mean OER, then.