Open Access Network Charleston Conference 2015K|N Consultants
The Open Access Network continues to evolve but remains the most promising model for scalable and sustainable open access publishing and preservation in the humanities and social sciences.
On Wednesday 29th January, the Doctoral Training Partnerships and Centres for Doctoral Training were launched at a conference at the University of Nottingham.
Building Partnerships Through PartnershipsJo Smedley
Presentation at IFORS2008 (International Federation of OR Societies Conference) in Johannesburg, South Africa in 2008.
The content focuses on the design and development of systems to progress collaborative educational partnerships.
2013 Canadian Knowledge Mobilization Forum
Jérôme Elissalde – Research Office
Luc Dancause – Partnership and Innovation Support Office Université du Québec à Montréal (UQAM)
ELESIG is celebrating its 5th birthday with 306 members. The document announces a call for small grants of up to £750 to help build shared resources for the community. It also advertises upcoming webinars on various topics related to digital learning. Finally, it provides information on the organizing committee, which finds sponsorship, administers the community site and small grants, and supports new interest groups.
Open Access Network Charleston Conference 2015K|N Consultants
The Open Access Network continues to evolve but remains the most promising model for scalable and sustainable open access publishing and preservation in the humanities and social sciences.
On Wednesday 29th January, the Doctoral Training Partnerships and Centres for Doctoral Training were launched at a conference at the University of Nottingham.
Building Partnerships Through PartnershipsJo Smedley
Presentation at IFORS2008 (International Federation of OR Societies Conference) in Johannesburg, South Africa in 2008.
The content focuses on the design and development of systems to progress collaborative educational partnerships.
2013 Canadian Knowledge Mobilization Forum
Jérôme Elissalde – Research Office
Luc Dancause – Partnership and Innovation Support Office Université du Québec à Montréal (UQAM)
ELESIG is celebrating its 5th birthday with 306 members. The document announces a call for small grants of up to £750 to help build shared resources for the community. It also advertises upcoming webinars on various topics related to digital learning. Finally, it provides information on the organizing committee, which finds sponsorship, administers the community site and small grants, and supports new interest groups.
Parrise: Integrating society in science education, Ralph LevinsonBrussels, Belgium
The document discusses integrating societal issues into science education through socio-scientific inquiry-based learning (SSIBL). SSIBL involves students investigating "wicked" problems with no clear solution, using diverse methodologies to collect and analyze data on topics that stem from students' interests and concerns. It suggests SSIBL can help students learn to distinguish scientific, social, and ethical concepts; understand expert disagreement and uncertainty; and facilitate democratic decision-making. The document provides examples of SSIBL activities and outlines skills, knowledge, and dispositions students develop through participating in communities of inquiry.
MOOC Design: Community MOOCs – Back to Basics, Back to the FutureEADTU
The document discusses community MOOCs and their pedagogical approach of encouraging active learning, content creation, and community building through connectivism, curation, and heutagogy. It emphasizes using universally available and familiar mobile platforms to combine the technical and pedagogical benefits of MOOCs with learner empowerment. Key aspects discussed include selecting tools like Google Docs and YouTube to host content, curating content and communities through metadata like search terms and languages, and building participation through feedback, progression of learner roles, and ground rules set with community input.
The document discusses student demonstrations and university administration responses. It provides an overview of the university's policies around free speech and protests. It also outlines the role of the Office of the Dean of Students in managing demonstrations, including gathering intelligence, conducting outreach, developing response plans, and supporting free speech rights while maintaining safety and order. The presentation concludes with discussing future initiatives around training and resources regarding demonstrations and protests.
This document discusses embedding volunteering in higher education institutions and outlines the benefits for students, staff, communities, and the institutions. It identifies different types of volunteering engagements that can be part of academic courses, one-off events, or long-term placements. A case study of the Connect Lockleaze project is presented. The document provides guidance on developing volunteering projects and lists useful resources for national higher education programs, public engagement, volunteering organizations, and research councils.
In a world where efficiency is superseding effectiveness, this presentation for Early Career Academics introduces the concept of Digital Scholarship through a Scholarship of Teaching and learning Lens.
1) The document discusses workshops held by the Global Water Partnership (GWP) with universities to explore how GWP's ToolBox can be used to benefit water resources education and capacity building.
2) Workshops were held in several regions between 2013 and 2014, and findings showed that while ToolBox is useful for tailored programs, it has limitations for regular curricula due to lack of academic accreditation and more practical than theoretical focus.
3) Universities expressed interest in case studies from ToolBox to include in courses, and GWP plans to develop more peer-reviewed case studies for education.
The document discusses open educational resources (OER) at the University of Cape Town (UCT). It notes that UCT champions open access and signed declarations supporting open education. It also outlines that UCT's intellectual property policy specifically addresses OER licensing under Creative Commons. The document describes efforts by the Health Sciences dean and practitioners to develop OER projects. It discusses strategies for raising awareness of OER and harvesting contributions across different faculties at UCT.
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
OER and MOOCs in the Netherlands: State of AffairsRobert Schuwer
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
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.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
This document discusses experiences with evaluating open educational resources (OER) in the Netherlands. It describes Wikiwijs, a national OER platform launched in 2009 to develop and share OER. Wikiwijs now hosts over 1.6 million OER building blocks and 48,000 lessons. The document then discusses using quality marks assigned by peer review or organizations to help teachers identify high-quality OER. It notes that teachers find quality marks more reliable than ratings, and that transparency is important to build trust. Finally, it shares that teachers report the presence of a quality mark is more important than which specific mark is used.
The document summarizes the 5th E-waste Academy - Scientists Edition (EWAS) which will be held from November 1-7, 2014 in Shanghai, China. The EWAS, organized by the United Nations University, provides a platform for young scientists involved in e-waste research to share their work, interact with experts, and develop partnerships. The event is open to PhD students and post-docs investigating the political, social, environmental, health or technological aspects of e-waste. Participants will gain insights through lectures, presentations and study tours. Financial support is available and the application deadline is August 31, 2014.
This document discusses MOOCs in European higher education and the challenges they present. It begins with an introduction of the presenters and their backgrounds working with open education resources. It then outlines the agenda which includes strategies European institutions are taking with MOOCs, challenges they face, and issues around credentialing and recognition of MOOC learning. Several charts from a 2015 survey of 150 European higher education institutions are presented, showing the number of responses by country and the strategies institutions report taking with MOOCs. Key challenges mentioned are whether MOOCs can meet institutions' objectives, if they are sustainable, and if staff learn online pedagogy. The final section discusses scenarios for credentialing MOOC learning and recognizing it, as
The International WaterCentre (IWC) is a joint venture between four leading Australian universities that provides expertise in integrated water management. It aims to develop strong leaders in water management through postgraduate education and training programs, collaborative applied research, and knowledge services. The IWC draws on transdisciplinary expertise from fields like engineering, science, economics and planning to address complex water challenges. It offers a Master of Integrated Water Management degree and other programs, conducts applied research on topics like sustainable cities and healthy catchments, and disseminates knowledge through publications and events. The goal is to equip water professionals and leaders with the skills to create sustainable, holistic solutions to water issues.
This document discusses the design and development of personal learning environments (PLEs). It addresses three major challenges facing educators: redesigning practices for networked learners, developing strategies to navigate complex learning landscapes, and re-examining goals amid economic uncertainty. PLEs are described as liberating access to resources, skills, people, and the individual by allowing learners to draw on peers' experiences and choose their own teachers. The challenges of designing PLEs include supporting learner autonomy, social interactions, monitoring, and critical literacies. Research on PLEs involves literature reviews, user surveys, usability testing, and case studies comparing learning with and without PLEs.
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
This document summarizes Gráinne Conole's presentation on disruptive learning innovations. The presentation discusses (1) disruptive technologies like MOOCs and their impact on education, (2) emerging learning innovations like the flipped classroom and mobile learning, (3) the shift from VLEs to more learner-controlled PLEs and PLE+, and (4) the need for new pedagogical approaches and learning designs to facilitate learning in changing environments.
This document discusses disruptive trends in education, including the rise of MOOCs and open educational resources. It outlines the history of e-learning technologies from the 1980s to today. Key topics covered include the flipped classroom model, opening up education through open resources, and using learning design and technology-enhanced learning spaces to support pedagogical innovation. The author argues that interaction, communication, collaboration, and reflection facilitated through open resources and social media can lead to new models for supporting and accrediting learning when guided by learning design principles.
Parrise: Integrating society in science education, Ralph LevinsonBrussels, Belgium
The document discusses integrating societal issues into science education through socio-scientific inquiry-based learning (SSIBL). SSIBL involves students investigating "wicked" problems with no clear solution, using diverse methodologies to collect and analyze data on topics that stem from students' interests and concerns. It suggests SSIBL can help students learn to distinguish scientific, social, and ethical concepts; understand expert disagreement and uncertainty; and facilitate democratic decision-making. The document provides examples of SSIBL activities and outlines skills, knowledge, and dispositions students develop through participating in communities of inquiry.
MOOC Design: Community MOOCs – Back to Basics, Back to the FutureEADTU
The document discusses community MOOCs and their pedagogical approach of encouraging active learning, content creation, and community building through connectivism, curation, and heutagogy. It emphasizes using universally available and familiar mobile platforms to combine the technical and pedagogical benefits of MOOCs with learner empowerment. Key aspects discussed include selecting tools like Google Docs and YouTube to host content, curating content and communities through metadata like search terms and languages, and building participation through feedback, progression of learner roles, and ground rules set with community input.
The document discusses student demonstrations and university administration responses. It provides an overview of the university's policies around free speech and protests. It also outlines the role of the Office of the Dean of Students in managing demonstrations, including gathering intelligence, conducting outreach, developing response plans, and supporting free speech rights while maintaining safety and order. The presentation concludes with discussing future initiatives around training and resources regarding demonstrations and protests.
This document discusses embedding volunteering in higher education institutions and outlines the benefits for students, staff, communities, and the institutions. It identifies different types of volunteering engagements that can be part of academic courses, one-off events, or long-term placements. A case study of the Connect Lockleaze project is presented. The document provides guidance on developing volunteering projects and lists useful resources for national higher education programs, public engagement, volunteering organizations, and research councils.
In a world where efficiency is superseding effectiveness, this presentation for Early Career Academics introduces the concept of Digital Scholarship through a Scholarship of Teaching and learning Lens.
1) The document discusses workshops held by the Global Water Partnership (GWP) with universities to explore how GWP's ToolBox can be used to benefit water resources education and capacity building.
2) Workshops were held in several regions between 2013 and 2014, and findings showed that while ToolBox is useful for tailored programs, it has limitations for regular curricula due to lack of academic accreditation and more practical than theoretical focus.
3) Universities expressed interest in case studies from ToolBox to include in courses, and GWP plans to develop more peer-reviewed case studies for education.
The document discusses open educational resources (OER) at the University of Cape Town (UCT). It notes that UCT champions open access and signed declarations supporting open education. It also outlines that UCT's intellectual property policy specifically addresses OER licensing under Creative Commons. The document describes efforts by the Health Sciences dean and practitioners to develop OER projects. It discusses strategies for raising awareness of OER and harvesting contributions across different faculties at UCT.
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
OER and MOOCs in the Netherlands: State of AffairsRobert Schuwer
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
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.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
This document discusses experiences with evaluating open educational resources (OER) in the Netherlands. It describes Wikiwijs, a national OER platform launched in 2009 to develop and share OER. Wikiwijs now hosts over 1.6 million OER building blocks and 48,000 lessons. The document then discusses using quality marks assigned by peer review or organizations to help teachers identify high-quality OER. It notes that teachers find quality marks more reliable than ratings, and that transparency is important to build trust. Finally, it shares that teachers report the presence of a quality mark is more important than which specific mark is used.
The document summarizes the 5th E-waste Academy - Scientists Edition (EWAS) which will be held from November 1-7, 2014 in Shanghai, China. The EWAS, organized by the United Nations University, provides a platform for young scientists involved in e-waste research to share their work, interact with experts, and develop partnerships. The event is open to PhD students and post-docs investigating the political, social, environmental, health or technological aspects of e-waste. Participants will gain insights through lectures, presentations and study tours. Financial support is available and the application deadline is August 31, 2014.
This document discusses MOOCs in European higher education and the challenges they present. It begins with an introduction of the presenters and their backgrounds working with open education resources. It then outlines the agenda which includes strategies European institutions are taking with MOOCs, challenges they face, and issues around credentialing and recognition of MOOC learning. Several charts from a 2015 survey of 150 European higher education institutions are presented, showing the number of responses by country and the strategies institutions report taking with MOOCs. Key challenges mentioned are whether MOOCs can meet institutions' objectives, if they are sustainable, and if staff learn online pedagogy. The final section discusses scenarios for credentialing MOOC learning and recognizing it, as
The International WaterCentre (IWC) is a joint venture between four leading Australian universities that provides expertise in integrated water management. It aims to develop strong leaders in water management through postgraduate education and training programs, collaborative applied research, and knowledge services. The IWC draws on transdisciplinary expertise from fields like engineering, science, economics and planning to address complex water challenges. It offers a Master of Integrated Water Management degree and other programs, conducts applied research on topics like sustainable cities and healthy catchments, and disseminates knowledge through publications and events. The goal is to equip water professionals and leaders with the skills to create sustainable, holistic solutions to water issues.
This document discusses the design and development of personal learning environments (PLEs). It addresses three major challenges facing educators: redesigning practices for networked learners, developing strategies to navigate complex learning landscapes, and re-examining goals amid economic uncertainty. PLEs are described as liberating access to resources, skills, people, and the individual by allowing learners to draw on peers' experiences and choose their own teachers. The challenges of designing PLEs include supporting learner autonomy, social interactions, monitoring, and critical literacies. Research on PLEs involves literature reviews, user surveys, usability testing, and case studies comparing learning with and without PLEs.
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
This document summarizes Gráinne Conole's presentation on disruptive learning innovations. The presentation discusses (1) disruptive technologies like MOOCs and their impact on education, (2) emerging learning innovations like the flipped classroom and mobile learning, (3) the shift from VLEs to more learner-controlled PLEs and PLE+, and (4) the need for new pedagogical approaches and learning designs to facilitate learning in changing environments.
This document discusses disruptive trends in education, including the rise of MOOCs and open educational resources. It outlines the history of e-learning technologies from the 1980s to today. Key topics covered include the flipped classroom model, opening up education through open resources, and using learning design and technology-enhanced learning spaces to support pedagogical innovation. The author argues that interaction, communication, collaboration, and reflection facilitated through open resources and social media can lead to new models for supporting and accrediting learning when guided by learning design principles.
UNESCO/COL/ICDE Chair in OER: Is open online learning sustainable?Ricardo Corai
This document discusses the sustainability of open online learning. It focuses on stimulating uptake of open educational resources (OER) through policy and evaluating successful OER communities. It highlights several OER initiatives and partnerships around the world working to build on previous efforts. The document examines issues like quality assurance and successful OER models as online learning replaces traditional modes of education delivery.
This document discusses MOOCs and open educational resources. It defines MOOCs as online courses with large-scale participation that adopt open practices. It outlines the evolving MOOC landscape including different types of MOOCs from various providers. The document also discusses design principles for MOOCs, potential pros and cons, and ideas around the disaggregation of education using open online resources. It advocates that open educational resources can help combat social exclusion by providing free, accessible education for all.
This document discusses disruptive trends in education including the flipped classroom, open education, and new e-pedagogies. It provides an overview of the evolution of e-learning technologies and discusses emerging technologies. Key disruptive elements discussed in more depth include the flipped classroom model, opening up education through open educational resources and MOOCs, and new approaches to learning design and technology-enhanced learning spaces. The document argues that disruptive technologies are challenging traditional institutions and that new approaches are needed for designing and delivering education to address changing boundaries between formal/informal, real/virtual, and teacher/learner roles.
Open Research – an introduction. Presented by Judith Carr, Research Data Manager, Open Research Team, University of Liverpool Library. Session aims:
* To show how open research can involve the research lifecycle from the beginning to the end.
* To encourage you as researchers to recognise opportunities where you can be more open
This document discusses using communities of practice, online repositories, and social media to conduct collaborative research in technology enhanced learning (TEL). It describes the STELLAR Network of Excellence in TEL and its instruments for supporting researchers, including a doctoral community of practice. A survey of TEL doctoral students found they could benefit from reduced isolation and increased collaboration opportunities through such a community. The document also contrasts Science 1.0 and 2.0 approaches, noting how platforms like academic social networks, reference managers, and open archives can help researchers in the Science 2.0 model.
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.
The document summarizes a presentation on sustaining open educational resource (OER) innovation through collaboration and partnerships. It discusses internal partnerships at Leeds Metropolitan University and the University of Nottingham, highlighting benefits like established communication routes and enthusiasm from partners. External partnerships with organizations like UKOER and the Open Courseware Consortium are noted to enhance reputation, share best practices, and reduce development time. Procedures and processes for OER contribution, clearance, construction, cataloguing, and circulation are outlined. Support for academics and the impact of OER initiatives on staff understanding and participation are also summarized.
The Ecology of Sharing: Synthesizing OER ResearchRobert Farrow
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Global online learning is steadily increasing worldwide. MOOCs initially took the world by storm but have since opened up opportunities for massive innovation in education. While MOOCs are initially open in terms of free enrollment, most course content is not openly licensed. Governments are implementing strategies to promote digital learning and the application of information technologies. Online and campus-based learning are converging into blended models. Technological advances will continue to remove barriers to access while new understandings of learning and the brain will shape new pedagogical approaches. We are still in the early stages of these developments.
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
1) The document discusses open education at the University of Cape Town (UCT), including UCT's adoption of open educational resources (OER) and open licensing.
2) UCT established the Centre for Innovation in Learning and Teaching (CILT) to promote open education through workshops, grants for OER development, and participation in the global Open Education Consortium.
3) UCT's open access repository, OpenUCT, was launched in 2014 and contains over 15,000 open educational resources, publications, theses, and other materials. OpenUCT has risen in the global Webometrics university rankings.
The document discusses future scenarios for learning and education, focusing on addressing increasing complexity and harnessing emerging technologies. It describes a future where digital technologies are ubiquitous and seamlessly integrated into daily life and learning environments. It also discusses the need to focus more on competencies like problem solving, collaboration, and digital literacy rather than just knowledge acquisition. Examples of new learning approaches are provided, including open practices using OERs and MOOCs, flipped classrooms, and learner-centered pedagogies like heutagogy.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Digital Transformation Strategies at organizational level for universitiesDiana Andone
Presentation as keynote speaker by Dr. Diana Andone at the CONFERENCE DIGITALIZATION OF UNIVERSITIES on April 12, 2023
ONLINE https://university-conf.com/Digitalization_of_universities/ . With the topic Digital Transformation Strategies at organizational level for universities, the presentation included the European University Association report on Strategy and Organisational Culture (2022) adn teh Politehnica University of Timisoara experience.
Transforming The Academic Library Services For Generation Y Using Knowledge M...tulipbiru64
Paper presented by Sharifah Fahimah Saiyed Yeop at the 4th PERPUN International Conference 2015: Information Revolution, 11-12th August 2015 at Avillion Legacy Hotel, Melaka.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
Similar to Knowledge ecosystem a concept final (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
2. • Source: Oxford Dictionary
• DEFINITION OF KNOWLEDGE
Kiến thức là gì
• Source: Wikipedia
• Source: Plato
https://global.oup.com/us/companion.we
bsites/9780190628703/sr/ch4/summary/
3. Hệ thống phân cấp tri thức là gì?
• WHAT IS KNOWLEDGE HIERARCHY
4. WHAT IS?
KNOWLEDGE ECO - SYSTEM
WHO ARE?
INVOLVED KNOWLEDGE ECO -
SYSTEM
WHERE?
KNOWLEDGE ECO - SYSTEM
EXIST?
WHY?
KNOWLEDGE ECO - SYSTEM
IMPORTANT?
HOW?
WE MANAGE KNOWLEDGE
ECO - SYSTEM?
5. WHAT IS?
KNOWLEDGE ECO – SYSTEM
dynamic evolution of knowledge interactions between entities to improve decision-making
and innovation through improved evolutionary networks of collaboration
Peoples are interacting with each other using lot of
communication platform such as;
• Discussion
• Meeting
• Conferences
• Workshop
• Social Media
• Education process (teaching and
learning)
• Research and studies
• Experiment in science
• Sharing of experience from experts
6. WHO ARE?
INVOLVED KNOWLEDGE ECO - SYSTEM
RESEARCHER
LECTURER
/TEACHER
STUDEN
T
EXPERT
INDUSTRY
ALUMN
I
Conducting Class Using;
• Lecture/Teaching
Notes
• Modules
• Presentation Slides
• YouTube Video
• Textbooks
Producing;
• Learning Notes
• Case Study
• Presentation Slides
• YouTube Video
• Final Year Project
Reports
• Thesis
• Dissertation
• Portfolio
Producing;
• Research Proposal
• Executive Summary
• Project Reports
• Case Studies
• Research Publications
• Books
• Product and
Commercialization
Producing;
• Project Proposal
• Executive Summary
• Project Reports
• Case Studies
• Recommendation
Producing;
• Internship Reports
• Working Experience
• Student’s Experience
In Campus/Schools
Producing;
• Technology
• Tips
• Product and
Commercialization
8. WHY?
KNOWLEDGE ECO - SYSTEM
IMPORTANT?
• Support teaching and learning process
• Produce innovation
• Provide materials in learning (modules,
training, syllabus, course content)
• Produce more experts in specific fields
• Enhance the learning methods
10. 500 photos
of research activities,
equipment and moment of achievement
captured and shared
3.2 million
research data from all over the
world through collaboration
connected to
10,000
keywords all UTP
research subject covered
developed 393
profiles of UTP experts
More than 100
research project
compiled