A ppt: "learning portals in practice", explaining the "Organic-Edunet" open repository of educational resources on organic agriculture and agroecology, presented at the e-learning Africa Congress, Tanzania 2011.
This short presentation gives a rather non-technical overview over the integration and potentials of the e-portfolio system Confolio within the EU-funded eContentplus project Organic.Edunet.
Technology is having a major impact on libraries that must learn how to leverage the right technologies to stay in-step with the demands of students, faculty and patrons. Research documents that browser tools are a popular method for increasing use of self-service library tools, lessening the demands on library staff, and extending the reach of the library outside the building. Hundreds of academic and public libraries have adopted the Conduit solution to improve the overall library experience despite tighter budgets.
Inflibnet and ugc infonet digital library consortium ipp lecture -mksManoj Kumar Sinha
It is a Class Room presentation for IPP Course Work Lecture prepared for Department of Library and Information Science, Assam University, Silchar for its first batch IPP Course Work Students. It was delivered in last semester (Jan-June 2013)
This short presentation gives a rather non-technical overview over the integration and potentials of the e-portfolio system Confolio within the EU-funded eContentplus project Organic.Edunet.
Technology is having a major impact on libraries that must learn how to leverage the right technologies to stay in-step with the demands of students, faculty and patrons. Research documents that browser tools are a popular method for increasing use of self-service library tools, lessening the demands on library staff, and extending the reach of the library outside the building. Hundreds of academic and public libraries have adopted the Conduit solution to improve the overall library experience despite tighter budgets.
Inflibnet and ugc infonet digital library consortium ipp lecture -mksManoj Kumar Sinha
It is a Class Room presentation for IPP Course Work Lecture prepared for Department of Library and Information Science, Assam University, Silchar for its first batch IPP Course Work Students. It was delivered in last semester (Jan-June 2013)
ICT Extension approaches-pre-requisites Information and science needs of ...Yagnesh sondarva
ICT Extension approaches-pre-requisites
Information and science needs of farming community
Need integration
Human resource information & Intermediaries
USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN PUNJAB AGRICULTURE Anjum Ali Buttar
INITIATIVES OF INFORMATION AND COMMUNICATION TECHNOLOGIES FOR AGRICULTURE EXTENSION PUNJAB PAKISTAN. DR MUHAMMAD ANJUM ALI BUTTAR DIRECTOR GENERAL AGRICULTURE (EXT &AR) PUNJAB, PAKISTAN
O N N Fernando, G N Wikramanayake (1998) "Web Based Agriculture Information System" In: Conference, Exhibition and Business Directory of 1st International Information Technology Conference, p. 36. Infotel Lanka Society, Colombo, Sri Lanka: IITC Oct 7-8
Presentation of invited speech (in English - only title slide in Greek), of Workshop on E-Services, Technological Educational Institution of Ionian Islands, Lefkas, Greece
Green Education Using Open Educational Resources (OER) (SPDECE 2012)Vassilis Protonotarios
Presentation titled "Green Education Using Open Educational Resources (OER): Setting up a Green OER Repository". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
ICT Extension approaches-pre-requisites Information and science needs of ...Yagnesh sondarva
ICT Extension approaches-pre-requisites
Information and science needs of farming community
Need integration
Human resource information & Intermediaries
USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN PUNJAB AGRICULTURE Anjum Ali Buttar
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O N N Fernando, G N Wikramanayake (1998) "Web Based Agriculture Information System" In: Conference, Exhibition and Business Directory of 1st International Information Technology Conference, p. 36. Infotel Lanka Society, Colombo, Sri Lanka: IITC Oct 7-8
Presentation of invited speech (in English - only title slide in Greek), of Workshop on E-Services, Technological Educational Institution of Ionian Islands, Lefkas, Greece
Green Education Using Open Educational Resources (OER) (SPDECE 2012)Vassilis Protonotarios
Presentation titled "Green Education Using Open Educational Resources (OER): Setting up a Green OER Repository". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
This presentation was given during the "Joint IT-Enhanced Organic & Sustainable Education Training Course" in Mesta village, Chios island, Greece on October 6th, 2011 (http://wiki.agroknow.gr/agroknow/index.php/ITOrgEd_2011).
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
From OER to Open OER Data
Edmundo Tovar Caro (presenter)! Universidad Politécnica de Madrid!
Nelson Piedra, Janneth Chicaiza, Jorge López! Universidad Técnica Particular de Loja, Ecuador
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Presentation shared by authors at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
lecture presented by Joseph M. Yap at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
Invited talk given to faculty and staff at Kwantlen Polytechnic University 2-Apr-2013. Explores the many ways Creative Commons and open are impacting higher education with a particular focus on OER, Open Textbooks, Open Access and MOOC's.
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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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.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
eLA 2011 "learning portals in practice", Dar es Salaam@24mai2011
1. Learning Portals in practice:
The case of the Organic.Edunet Web portal.
Hatzakis Ilias,
Project Manager, GRNET
e-mail: hatzakis@grnet.gr
2. • The general idea of open learning networks of
digital educational repositories and the
impact to all educational levels
• The case of the ORGANIC EDUNET project
• A learning portal in practice: Practical issues
for the targeted communities
3. Fundamental principles
The Universal Library – Public Agora
– A contribution to democracy open access movement
– A human right Open access
Open source
– A fair return to the tax payer Open data
OER
– Access to original data
– A means to improve the knowledge
changing knowledge ecosystem/ new chaotic data production/
roles/ profitable value added services gigantic data volume
4. learning object
"any entity, digital or non-digital, that may be
used for learning, education or training"
ΙΕΕΕ Learning Technology Standards Committee (2002)
5. learning object
"any entity, digital or non-digital, that may be
used for learning, education or training“
+ metadata describing this use
6. metadata
Author Subject
ID Title
Publisher
Date Catalog
8. definitions
• digital repository: system for the storage,
location and retrieval of digital resources
• digital learning repository (DLR):
– nature of resources or their description
reflects an interest of use in an educational
context
Holden C., “From Local Challenges to a Global Community: Learning
Repositories Summit”, Academic ADL Co-Lab, 2003
12. • Achieves interoperability between the digital collections
of Organic Agriculture and Agroecology content that
producers in various countries have developed,
• Facilitates publication, access, and use of this content in
multilingual learning contexts through a single reference
point (the Web portal).
13. rationale
irreversible damage done to the environment by current
agricultural practices
soil and water pollution
depletion of natural resources
destruction of delicate ecosystems
Organic Agriculture (OA) & Agroecology (AE) as
alternative approaches
safer agricultural & food products
environmentally sound production
“…need for actions supporting the training and education of all
stakeholders related to OA…”
EU Action Plan for Organic Food & Farming, 2004
13/56
14. need
systematic collection and
categorisation of learning resources
related to OA and AE
integrating online environment
increase use and reuse
study & assessment of usage scenarios
in the context of formal educational
programs
14/56
15. Objectives
1. support stakeholders producing content about OA & AE
– describe according to multilingual, standard-complying metadata
– publish in online federation of learning repositories
2. deploy a multilingual online environment on top of the online federation of
repositories
– to facilitate end-users’ search, retrieval, access and use of learning resources
3. study educational scenarios to support the teaching of OA & AE relevant topics
– use Organic.Edunet Web portal to find learning resources in the repositories
4. involve various schools & universities to evaluate project results
– focused pilot trials within Organic.Edunet partner institutions
– open validation events within Organic.Edunet affiliated institutions and dynamic users
5. create organisational structures to support the sustainability of project results
– reinforce the cooperation of stakeholders in the OA & AE content area
http://www.organic-edunet.eu 15/56
16. targeted users
tomorrow’s consumers: highschool
children
to be familiarized with concepts &
benefits of OA & AE
tomorrow’s professionals: students of
agricultural universities
to be educated about methods and
practices of OA & AE
16/56
17. THE PORTAL
• Organic.Edunet Web portal
http://www.organic-edunet.eu
• Provides access to 11,000 digital learning
resources from 11 digital repositories
(more to come soon!)
18. WHAT’s IN THERE?
• High quality multimedia/ multilingual training
content on OA, AE, certified by the community
• WHO?
– FAO
– Norwegian University of Life Sciences
– European Network of Organic Agriculture Teachers (ENOAT)
– University of Agronomic Sciences and Veterinary Medicine Bucharest
– Corvinus University of Budapest (BCE) and the Association for Hungarian Organic Farming (MOGERT).
– Organic Agriculture & Agroecology from the Agricultural University of Athens
– Organic Agriculture & Agroecology from the Estonian University of Life Sciences
– Organic Agriculture & Agroecology from the Bundesministerium fur Land- Austria
– Sociedad Espanola de Agricultura Ecologica (SEAE) and the Centro di Investigacion y Formacion de
Agricultura Ecologica y Desarrolo Rural (CIFAED), Spain
• AFFILIATE PARTNERS (82)
• Open/ new collections:
– The “slow food” movement
– WWF
19. Home Page
Language selection
Main menu
Browse resources
Shortcut to semantic
search
Shortcut to text based
Login to your account search
Create a new account
or manage access
problems
Review portal’s stats
Organic.Edunet Web
portal satisfaction
survey
20. Home Page
Main links about
guidelines on finding
and contributing
resources
Short presentation of
the featured resource,
dynamically selected
Links to most
recent/popular/viewed
resources
Panel for social
activities
(rating/reviewing
history)
22. Organic.Edunet portal stats*
2200 registered users
almost 11.000 available resources
11 institutional collections so far
More than 44.000 visits *01/01/2010 -15/05/2011
182.300 page views
≈11.000/month , >360 per day
almost 34.000 unique visitors
75% new visitors / 27% direct traffic
31. educational aim
tested & revised handbooks for
teachers on organic scenarios
introducing OA & AE topics in
curriculum
design of learning activities using
content
process for adaptation of existing
scenarios/content in other countries &
contexts
34. pedagogy
• handbook for scenario implementation
at school level
http://confolio.vm.grnet.gr/scam/6/resource/285
• handbook for scenario implementation
at university level
http://oe.confolio.org/scam/34/resource/296
35. How to contribute resources?
Individual users contribute through participation in one of the user communities that have been taken under the umbrella of
Organic.Edunet. These communities use the Organic.Edunet Repository Tool in order to set up their working space in their own
language, upload and share their resources with their peers, and connect this working space with the Organic.Edunet federation.
Examples of existing user communities are the Greek Rural Schools’ Community (that connects teachers from Greek rural
schools that are interested in using the school’s organic garden as a teaching/learning aid) and the AGROASIS Community (that
connects university teachers of Organic Agriculture that are located in Nordic countries). In order for the community’s
educational resources to be made available through the Organic.Edunet portal, the community needs to adopt and follow some
minimum Quality Assurance procedure. Here you can find more information on how to join an existing community or create a
new one.
Organisations or initiatives contribute through the connection (federation) of their institutional collections with the rest of the
Organic.Edunet ones. These collections may either use the Organic.Edunet Repository Tool to set up a learning repository and
organize their resources, or can use their own repository/database systems and make their metadata available through the Open
Access Initiative – Protocol for Metadata Harvesting (OAI-PMH). Examples of existing institutional collections that are connected
to Organic.Edunet are the ones of the Food & Agriculture Organization (FAO) and of the ECOLOGICA Association. In order for an
institution to make its collection of resources available through the Organic.Edunet portal, they should follow a publicly
available Quality Assurance procedure that is compliant to the Organic.Edunet requirements. Here you can find more
information on how to connect an institutional collection.
36. How to connect yours
There are two different ways of integrating new repositories into the Organic.Edunet federation.
• If the institution interested in integrating its repository already has an existing repository with
support for OAI-PMH (with support for IEEE LOM format) AND the learning resources stored in it
have an Application Profile equivalent to the one set up in Organic.Edunet, THEN there is only one
step: Write an email to Web Portal responsible person (info [at] organicedunet [dot] eu) to agree on
the parameters of the harvesting process:
– URL
– Port
– Set
– Date interval
• If the institution repository does not support OAI-PMH OR the Application Profile is not equivalent
to the one installed in Organic.Edunet, THEN it is mandatory the installation of the confolio tool.
After the installation of confolio, write an email to Web Portal responsible person (info [at]
organicedunet [dot] eu) to agree on the parameters of the harvesting process:
– URL
– Port
– Set
– Date interval