The document provides strategies for launching open education campus campaigns from various institutions. It summarizes approaches from the University of Alberta, Mount Royal University, University of Calgary, Maskwacis Cultural College, BC Campus, Alberta OER, OpenStax, SPARC, and edX. Common themes in the strategies include raising awareness, supporting individuals and teams, building partnerships, empowering communities, and sharing knowledge openly. The document advocates not reinventing existing work and provides additional open education resources.
n preparing content for a youth audience there are a few considerations to keep in mind. The youth target audience for eXtension is K-12 of which 4-H is a part. Integrating 4-H content with the eXtension public site is relatively straightforward. However, 4-H is not our only audience so content must be presented as a land-grant resource to a broader audience. As a land-grant resource, the knowledge base and learning environment for youth can be delivered under the eXtension banner as well as the traditional 4-H clover. Other considerations include presenting content in appropriate reading levels, accommodations for adult facilitators, safe learning environments, collaborative learning, interfacing with social media, virtual learning environments, and more. Interfacing with third party resources is critical as well in order to provide paths of learning for the individual. As the Youth SET for Life CoP transitions to the For Youth, For Life CoP, an expanded knowledge base provides a rich learning resource for all learners. The land-grant knowledge base as a starting point for youth audiences can be an excellent service to our audience. Learning forums initiated with eXtension content can expand to include other resources including new knowledge generated by the forum itself.
Expanding the School of Open: Affiliate ShowcaseJane Park
Speakers: Jane Park, Simeon Oriko (School of Open Kenya), Delia Browne (Copyright 4 Educators, National Copyright Unit of Australia), Maarten Zeinstra (Open GLAM, CC Netherlands), Liuping (eXtreme Learning Challenge, CC China Mainland), Maria Juliana (Copyright for Librarians in Spanish, CC Colombia), SooHyun Pae (P2PU translation, CC Korea)
Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
n preparing content for a youth audience there are a few considerations to keep in mind. The youth target audience for eXtension is K-12 of which 4-H is a part. Integrating 4-H content with the eXtension public site is relatively straightforward. However, 4-H is not our only audience so content must be presented as a land-grant resource to a broader audience. As a land-grant resource, the knowledge base and learning environment for youth can be delivered under the eXtension banner as well as the traditional 4-H clover. Other considerations include presenting content in appropriate reading levels, accommodations for adult facilitators, safe learning environments, collaborative learning, interfacing with social media, virtual learning environments, and more. Interfacing with third party resources is critical as well in order to provide paths of learning for the individual. As the Youth SET for Life CoP transitions to the For Youth, For Life CoP, an expanded knowledge base provides a rich learning resource for all learners. The land-grant knowledge base as a starting point for youth audiences can be an excellent service to our audience. Learning forums initiated with eXtension content can expand to include other resources including new knowledge generated by the forum itself.
Expanding the School of Open: Affiliate ShowcaseJane Park
Speakers: Jane Park, Simeon Oriko (School of Open Kenya), Delia Browne (Copyright 4 Educators, National Copyright Unit of Australia), Maarten Zeinstra (Open GLAM, CC Netherlands), Liuping (eXtreme Learning Challenge, CC China Mainland), Maria Juliana (Copyright for Librarians in Spanish, CC Colombia), SooHyun Pae (P2PU translation, CC Korea)
Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Creating learning coherence with an eportfolioBeata Jones
This presentation highlights the underlying principles of how ePortfolios can bring coherence to students’ learning experiences and how students’ learning might become more integrated, focused, purposeful, as a result of creating and using an ePortfolio. The ePortfolio examples presented are at a course and a program level. Presenters highlight several best practices in portfolio pedagogy, showcase two student portfolios, and discuss strategies for structuring effective ePortfolio learning contexts.
CCCOER Presents: Professional Development Resources for OER Adoption and Crea...Una Daly
Do you, or the faculty and staff you work with, need more help getting started with OER adoption and creation? In this webinar, we will talk with experienced open education practitioners and trainers who will share free and inexpensive professional development resources and opportunities. We’ll explore resources that can be adapted to train faculty and staff at your institution.
When: Wednesday, May 12, 12 pm PDT/3 pm EDT
Panelists:
Cheryl Cuillier, Open Education Librarian, University of Arizona
Shanna Hollich, Interim Director of Library Services, Wilson College
Ursula Pike, Associate Director, Digital Higher Education Consortium of Texas (DigiTex)
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
Presentation at OpenEd14, Washington, November 19-21, 2014.
PhD research at the Open University of Lisbon, supported by GO-GN (Global OER Graduate Network).
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
Building coherent digital identity with a digital storytellingBeata Jones
The presentation discusses how a digital storytelling ePortfolio can bring coherence to one’s digital identity, showcasing a Digication exemplar portfolio and discussing strategies for structuring an effective digital identity development ePortfolio learning context.
Creating learning coherence with an eportfolioBeata Jones
This presentation highlights the underlying principles of how ePortfolios can bring coherence to students’ learning experiences and how students’ learning might become more integrated, focused, purposeful, as a result of creating and using an ePortfolio. The ePortfolio examples presented are at a course and a program level. Presenters highlight several best practices in portfolio pedagogy, showcase two student portfolios, and discuss strategies for structuring effective ePortfolio learning contexts.
CCCOER Presents: Professional Development Resources for OER Adoption and Crea...Una Daly
Do you, or the faculty and staff you work with, need more help getting started with OER adoption and creation? In this webinar, we will talk with experienced open education practitioners and trainers who will share free and inexpensive professional development resources and opportunities. We’ll explore resources that can be adapted to train faculty and staff at your institution.
When: Wednesday, May 12, 12 pm PDT/3 pm EDT
Panelists:
Cheryl Cuillier, Open Education Librarian, University of Arizona
Shanna Hollich, Interim Director of Library Services, Wilson College
Ursula Pike, Associate Director, Digital Higher Education Consortium of Texas (DigiTex)
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
Presentation at OpenEd14, Washington, November 19-21, 2014.
PhD research at the Open University of Lisbon, supported by GO-GN (Global OER Graduate Network).
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
Building coherent digital identity with a digital storytellingBeata Jones
The presentation discusses how a digital storytelling ePortfolio can bring coherence to one’s digital identity, showcasing a Digication exemplar portfolio and discussing strategies for structuring an effective digital identity development ePortfolio learning context.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
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.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
Dr. Michael Stephens participated on a panel discussing the use of Massive Open Online Courses (MOOCs) for professional development at the International Federation of Library Associations and Institutions (IFLA) 80th General Conference and Assembly, held in Lyon, France from Aug. 16, 2014 to Aug. 22, 2014. Stephens presented some of his findings from his ongoing research with The Hyperlinked Library MOOC. “The panel in France was also about the broader idea that large scale learning is something that information professionals should be using, and about how it supports professional development,” said Stephens. An assistant professor at the San Jose State University School of Information, Stephens teaches courses in the iSchool's exclusively online Master of Library and Information Science degree program.
Presentation by Patrick McAndrew and Rebecca Ferguson given at the 40th anniversary of the Computers and Learning research group CALRG40) at The Open University on 19 October 2018.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Launching Open Education Campus Campaigns, Oct 2/17
1. Launching Open Education Campus Campaigns
October 2, 2017, Open Education in Action, Maskwacis Cultural College
Krysta McNutt, PMP
Open Education Lead, University of Alberta, Centre for Teaching and Learning
Image Credit: Leicester City Council / CC BY 4.0
This work is licensed under a Creative Commons Attribution 4.0 International License.
2. OER is not revolutionary. It’s an evolution & return to core values of the academy - sharing
knowledge freely for the benefit of society.
- Wayne Mackintosh, Founding Director of the OER Foundation and the OER Universitas
“Openness is about increasing access, increasing affordability, increasing the effectiveness, or the
vibrancy, or the engagement of people in education”
- David Wiley, Chief Academic Officer of Lumen Learning, Education Fellow at Creative Commons, and Adjunct Faculty of Instructional Psychology
& Technology at Brigham Young University
… then the real question is, why do we care about education?
This work is licensed under a Creative Commons Attribution 4.0 International License.
3. Mount Royal University
1) Build awareness. This includes articulating why there is a need for OERs and Open Education now (e.g., did you know that
textbooks have increased over 88% over the past decade?), including but also moving beyond just textbooks. Some information on
what Open Education, Open Pedagogy, and OERs are -- as well as the need and impact of these things, and the opportunities and
challenges to be aware, etc. -- is often a great starting place.
2) Support and recognize individuals and teams. For example, this might happen through Open Education focused Teaching and
Learning Enhancement grants (e.g., asking: could or should your TLE grant recognize or foster openness?), and/or through human and
educational supports, such as events or communities of practice workshops that help people to build their open toolkits and apply their
knowledge and skills in practice.
3) Foster partnerships within and across the university. For instance, building partnerships between different parts of the institution,
such as the teaching centre (in our case, ADC), the Library. Also looking for ways to foster discussion and partnerships between
faculty, administration, students, and staff (e.g., we had a webinar with Robin DeRosa that all of these groups attended, and our half-
day OER events in Nov 2016 and 2015 attracted people from across these diverse audiences within and beyond our own university).
Erika Smith, PhD, Faculty Development Consultant, Mount Royal University
This work is licensed under a Creative Commons Attribution 4.0 International License.
4. University of Calgary
1. Awareness and Communication of benefits to students and faculty: create an institutional webpage,
○ publish to social media, faculty email lists, institutional daily news release articles, student newspaper,
○ print bookmarks and distribute to all libraries and faculty offices,
○ campus wide digital screen promotional illustrations, and
○ monthly, institutional community of practice special topic workshops hosted through the teaching and learning
2. Institutional infrastructure: Institutional support from a cross-functional group, including vice provost teaching and learning, faculty
members, students, educational developers, librarians, and the bookstore, who are active in OER development and who have identified a
need to develop an integrated network for communicating about, resourcing, and advocating for, OERs. This includes appointing a Lead at
both the library and the teaching and learning centre, and establishing a Faculty Advocacy Group
3. Institutional support in the form of funding for faculty to hire undergraduate and graduate research assistants who research and peer review
existing OERs to adopt and adapt for course syllabus learning outcomes.
Ykje Piera, Online Learning Environment Specialist, University of Calgary
This work is licensed under a Creative Commons Attribution 4.0 International License.
5. Maskwacis Cultural College
1. Find curriculum relevant OERs such as textbooks, journal articles, reports, photos, dissertations, assignment ideas, assessments,
etc and give them to the instructors
2. Train a network of people to support open education movement such as bookstore to give open textbooks and It department to
train instructors to use Google classroom, Google forms, provide access of open curriculum links to open textbooks, etc
3. Provide consistent training opportunity for college staff, students, community advocates and build connections with open
education community in the province, in Canada and internationally.
4. Hire student open education navigators for training and this is creating jobs for our students
5. Regularly send articles to local newsletter to include something about open education ($15,800 save by using open resources)
6. Empower our community advocates talk about open education.
7. Present at conferences and write
Manisha Khetarpal, Maskwacis Cultural College
This work is licensed under a Creative Commons Attribution 4.0 International License.
6. BC campus
1. Raise awareness about textbook unaffordability and availability of OER
2. Collect data about student textbook behaviour
3. Advocate to faculty (ask to speak at Dept, Faculty and Senate meetings)
4. Ask your Library to integrate OER for easy discovery (e.g. library catalogues)
5. Lobby for resources to support training, an open textbook review program, OER grant program, institutional policy
6. Identify, support, and recognize early adopters
7. Pass a resolution supporting the adoption of OER
Rajiv Jhangiani, PhD, University Teaching Fellow and Psychology Instructor, Kwantlen Polytechnic University, Open Education Advisor, BC campus
Strategies for Student Advocates, Presented at 2017 Student Union Development Summit
This work is licensed under a Creative Commons Attribution 4.0 International License.
7. Alberta OER
1. Gain endorsement from leadership.
2. Find existing instructor champions.
3. Build relationships. Uplift and Recognize.
4. Establish key messaging and common language. Align it with what is
already happening within the institution.
5. Identify who you are speaking to and tailor information to them. This
requires that you know WHY they may or may not be ready to consider
open educational resources and practices.
Alberta OER Champion’s Toolkit
This work is licensed under a Creative Commons Attribution 4.0 International License.
8. Open Stax
1. Assess current state - collect data.
# of faculty using OER, # of students impacted by OER, $ amount of savings to students, Success stories
2. Build a task force - involve the right people. Students, Faculty, Administrators, Librarians, Instructional support, Senior
administrator, Bookstore, Disability services.
3. Direct tactics - results in one or more faculty member saying “yes, no, or tell me more”
(track: how many faculty inquires, faculty adoptions, students impacted)
a. Faculty incentives
b. Senior administrator sends email
c. Department presentations
d. Faculty office visits Nicole Finkbeiner, Associate Director of Institutional Relations, Effectively Encouraging Use of OER on Your Campus Webinar
This work is licensed under a Creative Commons Attribution 4.0 International License.
9. SPARC (Scholarly Publishing and Academic Resources Coalition)
1. Stakeholders - identify the people who will be most affected by the changes
2. Set the stage (action plan) - define the status quo, define your project mission, your goals and
activities, how you will assess success, and who will work on your project
3. Assess Barriers - define the challenges you will face and how you can tackle them
4. Advocacy Planning - how you will convince key internal and external constituents to support for the
work that you are doing
5. Communications Worksheet - how to talk about your initiative with people outside of your project
group SPARC, Open Education Campus Action Plan
This work is licensed under a Creative Commons Attribution 4.0 International License.
10. Common Themes
Open Education Campus Action Plan
Awareness Support Organize
Empower Recognize Share
Community / Relationships / Partnerships
This work is licensed under a Creative Commons Attribution 4.0 International License.
11. Don’t Recreate the Wheel!
Open Education Advocacy Slides Collection
This work is licensed under a Creative Commons Attribution 4.0 International License.
12. edX Introduction to Open Education - free online course started October 1
Speedy Intro to Open Education - online webinar on October 27 (e-mail krystam@ualberta.ca)
Alberta OER Community Calls - anyone is welcome.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Don’t Stop Here!
Editor's Notes
So for me, it comes down to--when you think about both big global issues of poverty, of hunger, of war, of whatever those kinds of things might be-- climate-- and local things, the things that happen in individual people's lives that keep them from having the kind of life that they wish they had, it seems like education is the single piece that unlocks answers to all of those things. (Week 1, edX Introduction to Open Education, David Wiley)