Open Access Week - University of Texas at AustinGarin Fons
A talk reemphasizing the importance of participatory culture, shared culture, open practice, and open pedagogy - not simply the process of creating, searching for, and using OER.
Enriching Scholarship 2009 - Creating Open Educational ResourcesGarin Fons
This presentation was given for an audience of educators and staff at the University of Michigan 2009 Enriching Scholarship Event. It discusses the changing nature of the classroom and argues that creating and using open content in teaching and learning is a key component of learning 2.0. (I've left my notes in for reference).
Notes for Free Culture Presentation - dScribe: working together to create Ope...Garin Fons
The dScribe model is a collaborative and participatory approach to creating open educational resources (OER) by distributing tasks across interested students, faculty, staff and others. It aims to lower the costs and efforts of OER production. Participants connect, learn basics, gather resources, assess and recommend actions, clear copyright and edit, review, then publish resources. Benefits include giving faculty help with OER creation, providing meaningful experiences for students and staff, and encouraging new teaching methods that view knowledge as socially constructed rather than transferred from faculty to students. The model has been implemented successfully in courses at the University of Michigan and with international partners.
A bit of background on COERLL - the Center for Open Educational Resources and Language Learning - at the University of Texas at Austin. Presentation also explains Open Educational Resources in the context of Creative Commons. Looks at the value proposition of sharing and participatory culture. Also, provides insight into repositories, websites, and other tools available for foreign language teachers, educators, and self learners to find, organize, and create high quality and relevant resources for learning a language.
Advanced Copyright Law Seminar: Guest LectureGarin Fons
This document discusses open educational resources (OER) and the evolving landscape of openness in education. It addresses challenges around copyright and encouraging the creation and use of open content from the start. Suggestions are made to provide guidance and incentives to faculty, staff and students to create OER through workshops, publishing support, and student assistance. Questions are raised around encouraging open thinking beyond tech transfer, maintaining faculty copyright, and adopting open policies while allowing for future technologies.
Garin Fons of COERLL discusses recent experiences designing, implementing, and assessing digital badging initiatives within a professional community of foreign language educators. Presentation entitled: Show What You Know: Open Digital Badges for Professional Development and Lifelong Learning
Open Access Week - University of Texas at AustinGarin Fons
A talk reemphasizing the importance of participatory culture, shared culture, open practice, and open pedagogy - not simply the process of creating, searching for, and using OER.
Enriching Scholarship 2009 - Creating Open Educational ResourcesGarin Fons
This presentation was given for an audience of educators and staff at the University of Michigan 2009 Enriching Scholarship Event. It discusses the changing nature of the classroom and argues that creating and using open content in teaching and learning is a key component of learning 2.0. (I've left my notes in for reference).
Notes for Free Culture Presentation - dScribe: working together to create Ope...Garin Fons
The dScribe model is a collaborative and participatory approach to creating open educational resources (OER) by distributing tasks across interested students, faculty, staff and others. It aims to lower the costs and efforts of OER production. Participants connect, learn basics, gather resources, assess and recommend actions, clear copyright and edit, review, then publish resources. Benefits include giving faculty help with OER creation, providing meaningful experiences for students and staff, and encouraging new teaching methods that view knowledge as socially constructed rather than transferred from faculty to students. The model has been implemented successfully in courses at the University of Michigan and with international partners.
A bit of background on COERLL - the Center for Open Educational Resources and Language Learning - at the University of Texas at Austin. Presentation also explains Open Educational Resources in the context of Creative Commons. Looks at the value proposition of sharing and participatory culture. Also, provides insight into repositories, websites, and other tools available for foreign language teachers, educators, and self learners to find, organize, and create high quality and relevant resources for learning a language.
Advanced Copyright Law Seminar: Guest LectureGarin Fons
This document discusses open educational resources (OER) and the evolving landscape of openness in education. It addresses challenges around copyright and encouraging the creation and use of open content from the start. Suggestions are made to provide guidance and incentives to faculty, staff and students to create OER through workshops, publishing support, and student assistance. Questions are raised around encouraging open thinking beyond tech transfer, maintaining faculty copyright, and adopting open policies while allowing for future technologies.
Garin Fons of COERLL discusses recent experiences designing, implementing, and assessing digital badging initiatives within a professional community of foreign language educators. Presentation entitled: Show What You Know: Open Digital Badges for Professional Development and Lifelong Learning
Free Culture Presentation - dScribe: working together to create Open Educatio...Garin Fons
dScribe is a program at the University of Michigan that trains faculty, students, and staff to create and publish open educational resources (OER). The dScribe methodology involves collaborators connecting with the Open.Michigan team, learning about copyright and OER, gathering and licensing existing resources, editing resources, reviewing resources, and publishing resources openly online. The goal is to increase the amount of openly licensed educational content and promote open sharing of knowledge on a global scale.
A presentation on the development of a visual guidebook to be used by Open.Michigan dScribe team to assess content within materials to be published and shared as OER.
The document discusses the University of Michigan's Open Educational Resource initiative called Open.Michigan. It aims to provide open online courses using a student-led publishing model called "dScribes" where students organize, clear and tag course materials for open publication. The initiative seeks to make course materials more scalable, sustainable and participatory by leveraging existing university technologies and platforms. It outlines the current activities, including dScribe training, developing software and workflow models, and piloting the initiative. The goals are to move toward a more open culture of education and collaboration between students, teachers and self-learners.
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
NCCE 2013 - Open Resources: Share, Remix, Learn Karen F
Open educational resources (OERs) are free, open, and digital, so they can be modified and redistributed freely by anyone. OERs are all about sharing! Come see how OERs, including ebooks, movies, photos, simulations, presentations, and online courses, are being used by teachers and students across all subjects to engage learning.
Presented at NCCE 2013, February, 2013, in Portland, OR.
This document provides an overview of a training on using openly licensed educational resources. The training introduces open education and Creative Commons licenses, teaches how to find and incorporate open resources into projects, and provides guidance on assessing existing works and publishing them with open licenses. Participants will learn to recognize copyrighted material, understand open educational practices, and clear and publish open educational resources.
The document discusses different theoretical frameworks for computer-assisted language learning (CALL) including structural, cognitive, and sociocognitive frameworks. It compares these frameworks in terms of their views on how language is understood and developed, the history of computer development, and the role of computers. It also discusses metaphors that have been used to describe CALL such as the computer-as-tutor, computer-as-pupil, and computer-as-tool metaphors. The document then provides examples to illustrate the differences between Web 1.0 and Web 2.0 technologies and applications. Finally, it presents sample questions that could be used in surveys for teachers and students about their experiences
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
This slideshow was created for educators who are thinking about the many facets of 21st century learning including using online tools, learning new tools and have realized that there are new skills for our students to be exposed to.
Siyavula supports communities of educators working together in South Africa. One way in which we believe this could be better achieved is through openly sharing content. We have recently run workshops in Johannesburg and Cape Town for educators to show them new and exciting ways connect, share with and support other educators.
Theoretical framework of network-Based language teachingBest UPC code
The document discusses the history and key aspects of social networking sites and Web 2.0. It notes that social networks like MySpace, Facebook, and Orkut allow users to interact and share content rather than just consume content. These sites are considered Web 2.0 as they rely on users to generate content through communication and sharing rather than websites providing set content. The success of Web 2.0 companies depends on tapping into users' desire to interact with each other and create new content.
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.
This document provides information about developing a digital writers' workshop. It discusses balancing traditional workshop models with incorporating digital experiences and tools. This includes introducing authors through digital means like YouTube videos, using blogs as mentors for craft and structure, and having students capture and share their writing process. The document emphasizes that teaching digital writing requires explicit instruction in choosing the right tools for different writing purposes and audiences, as well as developing digital literacy and networking skills. The goal is to help students see writing as a social practice and publication as the midpoint of the process.
NMC Horizon Connect Webinar > A New Copyright Solution for UniversitiesNew Media Consortium
Higher education is witnessing a sea change in the way content is created, consumed and curated. Traditional boundaries are blurring in course content and in course delivery systems. Experimental activities in every corner are challenging the business models and support systems of higher education. These challenges are compounded by the many obstacles that exist in traditional mechanisms for content licensing, commonly resulting in under-utilization of content or copyright piracy. It can be very difficult to locate the appropriate rights holders and engage in permissions requests processes, and there are often prohibitively high transaction costs involved in ensuring legally proper use of content.
Responding to this challenge, SIPX (formerly the Stanford Intellectual Property Exchange research project) resolves copyright blockages with user-friendly technology that clears rights for print, digital and online education platforms. It is an active system used by Stanford and is growing rapidly into universities and MOOC platforms. SIPX’s unique approach to copyright leverages technology and institutional relationships to provide an easy and transparent content access experience for both copyright owner and content user.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
The document discusses why technical communicators should care about metadata. It notes that metadata helps users find the right information through search and filtering. When structured properly through topics and relationships, metadata can help manage content, create conditional publications, and interface with machines. The presentation provides tips for technical communicators such as defining style guides and processes for metadata, structuring information, and letting publishing engines utilize metadata to their full potential.
The document discusses Clearspace, a team collaboration solution that integrates various Web 2.0 technologies. It provides guidelines for organizing content in Clearspace, such as creating spaces and sub-spaces to mirror organizational structures. It also discusses best practices for using features like tagging, blogs, discussions, and documents. The document aims to help users leverage Clearspace's capabilities to work more effectively.
ccLearn is a division of Creative Commons dedicated to supporting open learning and open educational resources (OER). Its mission is to minimize legal, technical, and social barriers to sharing and reusing educational materials. OER include full courses, materials, modules, and other learning objects that are licensed to be freely used, adapted, and shared. However, copyright and a lack of interoperability between technologies can prevent OER from being fully open. ccLearn promotes Creative Commons licenses to clearly define what can be done with educational content and overcome these barriers.
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
Free Culture Presentation - dScribe: working together to create Open Educatio...Garin Fons
dScribe is a program at the University of Michigan that trains faculty, students, and staff to create and publish open educational resources (OER). The dScribe methodology involves collaborators connecting with the Open.Michigan team, learning about copyright and OER, gathering and licensing existing resources, editing resources, reviewing resources, and publishing resources openly online. The goal is to increase the amount of openly licensed educational content and promote open sharing of knowledge on a global scale.
A presentation on the development of a visual guidebook to be used by Open.Michigan dScribe team to assess content within materials to be published and shared as OER.
The document discusses the University of Michigan's Open Educational Resource initiative called Open.Michigan. It aims to provide open online courses using a student-led publishing model called "dScribes" where students organize, clear and tag course materials for open publication. The initiative seeks to make course materials more scalable, sustainable and participatory by leveraging existing university technologies and platforms. It outlines the current activities, including dScribe training, developing software and workflow models, and piloting the initiative. The goals are to move toward a more open culture of education and collaboration between students, teachers and self-learners.
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
NCCE 2013 - Open Resources: Share, Remix, Learn Karen F
Open educational resources (OERs) are free, open, and digital, so they can be modified and redistributed freely by anyone. OERs are all about sharing! Come see how OERs, including ebooks, movies, photos, simulations, presentations, and online courses, are being used by teachers and students across all subjects to engage learning.
Presented at NCCE 2013, February, 2013, in Portland, OR.
This document provides an overview of a training on using openly licensed educational resources. The training introduces open education and Creative Commons licenses, teaches how to find and incorporate open resources into projects, and provides guidance on assessing existing works and publishing them with open licenses. Participants will learn to recognize copyrighted material, understand open educational practices, and clear and publish open educational resources.
The document discusses different theoretical frameworks for computer-assisted language learning (CALL) including structural, cognitive, and sociocognitive frameworks. It compares these frameworks in terms of their views on how language is understood and developed, the history of computer development, and the role of computers. It also discusses metaphors that have been used to describe CALL such as the computer-as-tutor, computer-as-pupil, and computer-as-tool metaphors. The document then provides examples to illustrate the differences between Web 1.0 and Web 2.0 technologies and applications. Finally, it presents sample questions that could be used in surveys for teachers and students about their experiences
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
This slideshow was created for educators who are thinking about the many facets of 21st century learning including using online tools, learning new tools and have realized that there are new skills for our students to be exposed to.
Siyavula supports communities of educators working together in South Africa. One way in which we believe this could be better achieved is through openly sharing content. We have recently run workshops in Johannesburg and Cape Town for educators to show them new and exciting ways connect, share with and support other educators.
Theoretical framework of network-Based language teachingBest UPC code
The document discusses the history and key aspects of social networking sites and Web 2.0. It notes that social networks like MySpace, Facebook, and Orkut allow users to interact and share content rather than just consume content. These sites are considered Web 2.0 as they rely on users to generate content through communication and sharing rather than websites providing set content. The success of Web 2.0 companies depends on tapping into users' desire to interact with each other and create new content.
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.
This document provides information about developing a digital writers' workshop. It discusses balancing traditional workshop models with incorporating digital experiences and tools. This includes introducing authors through digital means like YouTube videos, using blogs as mentors for craft and structure, and having students capture and share their writing process. The document emphasizes that teaching digital writing requires explicit instruction in choosing the right tools for different writing purposes and audiences, as well as developing digital literacy and networking skills. The goal is to help students see writing as a social practice and publication as the midpoint of the process.
NMC Horizon Connect Webinar > A New Copyright Solution for UniversitiesNew Media Consortium
Higher education is witnessing a sea change in the way content is created, consumed and curated. Traditional boundaries are blurring in course content and in course delivery systems. Experimental activities in every corner are challenging the business models and support systems of higher education. These challenges are compounded by the many obstacles that exist in traditional mechanisms for content licensing, commonly resulting in under-utilization of content or copyright piracy. It can be very difficult to locate the appropriate rights holders and engage in permissions requests processes, and there are often prohibitively high transaction costs involved in ensuring legally proper use of content.
Responding to this challenge, SIPX (formerly the Stanford Intellectual Property Exchange research project) resolves copyright blockages with user-friendly technology that clears rights for print, digital and online education platforms. It is an active system used by Stanford and is growing rapidly into universities and MOOC platforms. SIPX’s unique approach to copyright leverages technology and institutional relationships to provide an easy and transparent content access experience for both copyright owner and content user.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
The document discusses why technical communicators should care about metadata. It notes that metadata helps users find the right information through search and filtering. When structured properly through topics and relationships, metadata can help manage content, create conditional publications, and interface with machines. The presentation provides tips for technical communicators such as defining style guides and processes for metadata, structuring information, and letting publishing engines utilize metadata to their full potential.
The document discusses Clearspace, a team collaboration solution that integrates various Web 2.0 technologies. It provides guidelines for organizing content in Clearspace, such as creating spaces and sub-spaces to mirror organizational structures. It also discusses best practices for using features like tagging, blogs, discussions, and documents. The document aims to help users leverage Clearspace's capabilities to work more effectively.
ccLearn is a division of Creative Commons dedicated to supporting open learning and open educational resources (OER). Its mission is to minimize legal, technical, and social barriers to sharing and reusing educational materials. OER include full courses, materials, modules, and other learning objects that are licensed to be freely used, adapted, and shared. However, copyright and a lack of interoperability between technologies can prevent OER from being fully open. ccLearn promotes Creative Commons licenses to clearly define what can be done with educational content and overcome these barriers.
Similar to Introduction To The Open Michigan Initiative (20)
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
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 ...
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.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. Our mission is to help faculty, enrolled
students, staff, and self-motivated
learners maximize the impact of their
creative and academic work by making
it open and accessible to the public.
11. Open Educational Resources are
educational materials and resources
offered freely and openly for anyone to
use and under some license to remix,
improve, and redistributed.
12.
13. cool!
connect
learn
dScribes (faculty, student, or dScribes receive training on
staff) connect with copyright, licensing, OER, the
Open.Michigan & develop Open.Michigan initiative &
plan to collaborate the dScribe methodology
gather & license
dScribe publish
to OER
site
working together dScribes gather & license
their own content, then
toward open solicit & license content from
collaborators
Class #1 Agenda
roles
review
assess
Open.Michigan team reviews dScribes identify & document
material and publishes to copyright concerns, then find
Open.Michigan website & create new open content
dScribes we can
help.
Class #1 Agenda
clear
edit
O.M team dScribes make necessary dScribes clear copyright &
edits to the material, add escalate difficult issues to
metadata, license info, etc. Open.Michigan team
CC: BY Garin Fons, Pieter Kleymeer
characters by Ryan Junell
16. Knowledge and understanding are not
substances that are transferred...
students
teacher
learning
happens in
there
somewhere?
knowledge
CC:BY-NC-ND kioko (flickr)
See: Brown, John Seely and Richard P. Adler, “Minds on Fire: Open Education, the Long Tail, and Learning 2.0” Educause Review, January/February 2008, pages 17 - 32
17. Knowledge and understanding
are socially constructed.
CC: BY-NC-SA tojosan (flickr)
See: Brown, John Seely and Richard P. Adler, “Minds on Fire: Open Education, the Long Tail, and Learning 2.0” Educause Review, January/February 2008, pages 17 - 32
19. The mission of the University of Michigan is
to serve the people of Michigan and the
world through preeminence in creating,
communicating, preserving, and applying
knowledge, art, and academic values, and in
developing leaders and citizens who will
challenge the present and enrich the future.
22. Where does this all lead?
> toward a culture of “OPEN-ness”:
:: a 21st century education landscape where
educators, students, staff, and people around the
world use, share, and remix open content.
:: holistic view - how we get there is important
23. How do we get there?
:: faculty & students using and creating
openly licensed educational media
:: institutions supporting open access
journals and textbooks
:: developers building openly licensed
software tools on open source platforms
:: all parties participating in innovative
teaching and learning exercises
24. We were made
CC:BY Ryan
Junell
https://open.umich.edu/wiki/ -> Presentation, poster, and diagram downloads