The document summarizes the development of the UK Access Management Federation over the past decade. It provides background on how the federation was established to provide single sign-on access to online resources across higher education. It now includes further education and aims to include schools. The document discusses challenges faced in expanding the federation and securing adoption. It raises questions about the future direction of the federation in terms of sustainability, interoperability, user experience and the role of the national research and education network.
Benefits and challenges of OER for higher education institutionsMichael Paskevicius
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
A digital literacies framework – its strengths, weaknesses and opportunitiesJisc
Speaker: Fiona Handley, senior lecturer in learning and teaching, University of Brighton.
This session will explore the University of Brighton’s digital literacies framework which was launched in 2014.
The framework, which is aimed at academic staff, is divided into four categories: learning and teaching, research, communication and collaboration, and administration.
The session explores the strengths of a framework approach, the challenges it presents, but also the ongoing opportunities it offers compared to other digital literacy and capability initiatives.
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
Digital capability and teaching excellence: an integrative review Jisc
Slides from the presentation by Helen J Parkin and Dr Liz Austen, of Sheffield Hallam University, at the student experience experts meeting, 12 October
Benefits and challenges of OER for higher education institutionsMichael Paskevicius
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
A digital literacies framework – its strengths, weaknesses and opportunitiesJisc
Speaker: Fiona Handley, senior lecturer in learning and teaching, University of Brighton.
This session will explore the University of Brighton’s digital literacies framework which was launched in 2014.
The framework, which is aimed at academic staff, is divided into four categories: learning and teaching, research, communication and collaboration, and administration.
The session explores the strengths of a framework approach, the challenges it presents, but also the ongoing opportunities it offers compared to other digital literacy and capability initiatives.
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
Digital capability and teaching excellence: an integrative review Jisc
Slides from the presentation by Helen J Parkin and Dr Liz Austen, of Sheffield Hallam University, at the student experience experts meeting, 12 October
Learning Analytics - What Do Stakeholders Really Think?Neil Witt
Presented at ALT-C 2016
In our increasingly digital world our students leave an ever-growing electronic footprint behind them as they pass through the physical and virtual campus. This data is still a greatly underused asset (Higher Education Commission, 2016) although a number of UK higher education institutions have already implemented descriptive, inferential and/or predictive Learning Analytics (LAs) solutions using a wide variety of approaches, see for example Sclater (2014).
This paper discusses recent research at an English post-92 university aimed at investigating the benefits and challenges of using LAs. Prompted by a perception that some voices had yet to be given a loud enough voice in relation to a systematic use of big data in the higher education sector. It was particularly concerned with gaining a better understanding of the hopes, fears and needs of those on whom it would be most likely to impact.
This presentation will focus on our findings from of a series of focus groups and interviews with students, university governors and academic professional and support staff that took place during the 2015/16 academic year. Questions were framed around understanding views about the purpose of LAs, concerns about the type of data liable to be used, perceptions of how likely being more informed would result in changes in behaviour and outcomes, and finally how should data be presented.
The results indicated that each group had different areas of interest when it came to the type of data of interest. These spanned the range from what may be regarded as strict LAs to Academic Analytics (for an explanation of the differences see Long and Siemens (2014)). A common theme however, was that most felt that being better informed would lead to better decision making. However, having knowledge about one’s own performance, particularly in relation to peers, was unwelcome in some quarters.
When examining student concerns about data, overall there was a low degree of anxiety and a high degree of trust that the institution in general and tutors in particular would behave responsibly. Concerns about legal and ethical problems were most likely to be voiced by academic, professional and support staff. Transparency, and finding creative approaches to promoting it, was identified as vital by most groups.
During this session we will share our findings in more detail and reflect on our understanding of variations in perceptions between and within different stakeholder groups. We will demonstrate and share a checklist of institutional risks and responsibilities that was developed as an aid to identifying, understanding and managing each of these areas.
A whistle-stop tour of lessons learned through KE4CAPweADAPT
Presentation for the KE4CAP Synthesis Workshop: https://www.weadapt.org/knowledge-base/climate-change-adaptation-knowledge-platforms/final-ke4cap-synthesis-workshop
Maandag 9 november
Sessieronde 1
Titel: Dashboards voor learning analytics
Spreker(s): Renée Filius (Elevate), Alan Berg (Universiteit van Amsterdam)
Zaal: Rotterdam Hall
Digital badges and your institution’s non-accredited activity ecosystem – pul...Neil Witt
Presented at ALT-C 2016
Digital Badges, particularly those that are Open (Mozilla, 2014) are gaining traction as a means of evidencing experiences, achievements and skills acquired as part of learning but which are not otherwise accredited or evidenced. For example, digital badges are specifically encouraged by the new 2014 school computing curriculum (Computing at School and NAACE, 2013). It seems likely that our students will soon be bringing their badges in to higher and further education, with the expectation of adding institutionally ‘endorsed’ badges to their collection. Indeed, some UK institutions have already started offering badges and others are considering the many ways in which they might be used.
However if badges are to be valuable and sustainable, an approach is required that is flexible enough ‘endorse’ non-accredited activity but retains sufficient control to manage issues such as quality, value, rigouressness and institutional reputation. This is a difficult balancing act and informal enquiries through professional higher education networks have revealed a degree of interest but no actual means of addressing this challenge.
The added value that digital badges could bring in terms of helping students to articulate and evidence unaccredited achievements whilst on a programme of study makes it worth grappling with this knotty issue. Therefore we have looked at digital badges primarily as a means of enhancing employability in line with extra and co curricular activities, institutional awards, graduate attributes mappings and other frameworks. These are suitable for inclusion in the Higher Education Achievement Report (HEAR) but are often managed and delivered through a variety of on and off-line systems.
During the session we will present a framework that draws these elements together into a coherent system for recognising non-accredited activities, linking together a range of delivery methods, activities, storage and display systems. This is done with the primary aim of enabling students to provide prospective employers with a richer picture of their achievements.
However this will not be achieved without addressing changes to policy, practice and technology. Of these, technological modifications are the least problematic as they take place in the background and should be largely invisible to the end user. Bigger challenges that will be discussed centre on amendments to policy and practice. For example, explicitly addressing elements of the framework at the programme development stage entails changes in academic regulations, curriculum design documentation and the process itself. All require championing at high level and support from a robust approach to staff support and development until new priorities and ways of working are embedded.
Presentation to Quebec VPAs at BCI (Montreal) May 4 2018eCampusOntario
Presentation about the eCampusOntario structure and activities for Vice-Presidents Academic from Quebec universities, at BCI in Montreal on May 4, 2018.
EU4ALL presentation at OER-HE workshop 2011lmontandon
Presentation of the EU4ALL project at the Open Education Resources - Higher Education Workshop hosted by the Katholieke University in Leuven, 4th of March 2011.
A brief introduction to Jisc's horizon scanning activity, and our recent work to map out the future of cloud computing for UK further and higher education and skills.
The University Gap Fund/Accelerator Program: COVID-19 Response Survey Report innovosource
Survey of active university proof of concept, startup, and venture gap fund and accelerator programs. Explores how leaders are addressing operations within the COVID-19 pandemic environment. Includes insights on campus, gap fund/accelerator program operations related to funding and supporting technology and startups, and use of virtual tools. Survey will be updated over time.
Bond University Faculty of Law is partnering with the APNIC Foundation to run the Internet Law Clinic to assist network operators in the Asia Pacific region.
ICT as a platform for multilateral cooperationDerek Keats
ICT as a plaatform for multilateral and bilateral cooperation: opportunities and challenges for SANORD. Presentation that I gave at the SANORD Centre Conference entitled Higher Education, Research and Development: Shifting Chalenges and Opportunities, 5-7 December 2007.
Summary presentation looking at developments related to changes in institutions as a result of markets, demographics, technology, austerity in higher education.
Learning Analytics - What Do Stakeholders Really Think?Neil Witt
Presented at ALT-C 2016
In our increasingly digital world our students leave an ever-growing electronic footprint behind them as they pass through the physical and virtual campus. This data is still a greatly underused asset (Higher Education Commission, 2016) although a number of UK higher education institutions have already implemented descriptive, inferential and/or predictive Learning Analytics (LAs) solutions using a wide variety of approaches, see for example Sclater (2014).
This paper discusses recent research at an English post-92 university aimed at investigating the benefits and challenges of using LAs. Prompted by a perception that some voices had yet to be given a loud enough voice in relation to a systematic use of big data in the higher education sector. It was particularly concerned with gaining a better understanding of the hopes, fears and needs of those on whom it would be most likely to impact.
This presentation will focus on our findings from of a series of focus groups and interviews with students, university governors and academic professional and support staff that took place during the 2015/16 academic year. Questions were framed around understanding views about the purpose of LAs, concerns about the type of data liable to be used, perceptions of how likely being more informed would result in changes in behaviour and outcomes, and finally how should data be presented.
The results indicated that each group had different areas of interest when it came to the type of data of interest. These spanned the range from what may be regarded as strict LAs to Academic Analytics (for an explanation of the differences see Long and Siemens (2014)). A common theme however, was that most felt that being better informed would lead to better decision making. However, having knowledge about one’s own performance, particularly in relation to peers, was unwelcome in some quarters.
When examining student concerns about data, overall there was a low degree of anxiety and a high degree of trust that the institution in general and tutors in particular would behave responsibly. Concerns about legal and ethical problems were most likely to be voiced by academic, professional and support staff. Transparency, and finding creative approaches to promoting it, was identified as vital by most groups.
During this session we will share our findings in more detail and reflect on our understanding of variations in perceptions between and within different stakeholder groups. We will demonstrate and share a checklist of institutional risks and responsibilities that was developed as an aid to identifying, understanding and managing each of these areas.
A whistle-stop tour of lessons learned through KE4CAPweADAPT
Presentation for the KE4CAP Synthesis Workshop: https://www.weadapt.org/knowledge-base/climate-change-adaptation-knowledge-platforms/final-ke4cap-synthesis-workshop
Maandag 9 november
Sessieronde 1
Titel: Dashboards voor learning analytics
Spreker(s): Renée Filius (Elevate), Alan Berg (Universiteit van Amsterdam)
Zaal: Rotterdam Hall
Digital badges and your institution’s non-accredited activity ecosystem – pul...Neil Witt
Presented at ALT-C 2016
Digital Badges, particularly those that are Open (Mozilla, 2014) are gaining traction as a means of evidencing experiences, achievements and skills acquired as part of learning but which are not otherwise accredited or evidenced. For example, digital badges are specifically encouraged by the new 2014 school computing curriculum (Computing at School and NAACE, 2013). It seems likely that our students will soon be bringing their badges in to higher and further education, with the expectation of adding institutionally ‘endorsed’ badges to their collection. Indeed, some UK institutions have already started offering badges and others are considering the many ways in which they might be used.
However if badges are to be valuable and sustainable, an approach is required that is flexible enough ‘endorse’ non-accredited activity but retains sufficient control to manage issues such as quality, value, rigouressness and institutional reputation. This is a difficult balancing act and informal enquiries through professional higher education networks have revealed a degree of interest but no actual means of addressing this challenge.
The added value that digital badges could bring in terms of helping students to articulate and evidence unaccredited achievements whilst on a programme of study makes it worth grappling with this knotty issue. Therefore we have looked at digital badges primarily as a means of enhancing employability in line with extra and co curricular activities, institutional awards, graduate attributes mappings and other frameworks. These are suitable for inclusion in the Higher Education Achievement Report (HEAR) but are often managed and delivered through a variety of on and off-line systems.
During the session we will present a framework that draws these elements together into a coherent system for recognising non-accredited activities, linking together a range of delivery methods, activities, storage and display systems. This is done with the primary aim of enabling students to provide prospective employers with a richer picture of their achievements.
However this will not be achieved without addressing changes to policy, practice and technology. Of these, technological modifications are the least problematic as they take place in the background and should be largely invisible to the end user. Bigger challenges that will be discussed centre on amendments to policy and practice. For example, explicitly addressing elements of the framework at the programme development stage entails changes in academic regulations, curriculum design documentation and the process itself. All require championing at high level and support from a robust approach to staff support and development until new priorities and ways of working are embedded.
Presentation to Quebec VPAs at BCI (Montreal) May 4 2018eCampusOntario
Presentation about the eCampusOntario structure and activities for Vice-Presidents Academic from Quebec universities, at BCI in Montreal on May 4, 2018.
EU4ALL presentation at OER-HE workshop 2011lmontandon
Presentation of the EU4ALL project at the Open Education Resources - Higher Education Workshop hosted by the Katholieke University in Leuven, 4th of March 2011.
A brief introduction to Jisc's horizon scanning activity, and our recent work to map out the future of cloud computing for UK further and higher education and skills.
The University Gap Fund/Accelerator Program: COVID-19 Response Survey Report innovosource
Survey of active university proof of concept, startup, and venture gap fund and accelerator programs. Explores how leaders are addressing operations within the COVID-19 pandemic environment. Includes insights on campus, gap fund/accelerator program operations related to funding and supporting technology and startups, and use of virtual tools. Survey will be updated over time.
Bond University Faculty of Law is partnering with the APNIC Foundation to run the Internet Law Clinic to assist network operators in the Asia Pacific region.
ICT as a platform for multilateral cooperationDerek Keats
ICT as a plaatform for multilateral and bilateral cooperation: opportunities and challenges for SANORD. Presentation that I gave at the SANORD Centre Conference entitled Higher Education, Research and Development: Shifting Chalenges and Opportunities, 5-7 December 2007.
Summary presentation looking at developments related to changes in institutions as a result of markets, demographics, technology, austerity in higher education.
Sarah Porter, Head of Innovation, JISC - keynote presentation from JISC Research Integrity Conference - the importance of good data management, 13 September 2011.
What sorts of open approaches are universities taking and how can they be characterized? A short slideset to introduce a panel session at http://uk.wikimedia.org/wiki/EduWiki_Conference_2012 . By Amber Thomas, JISC www.jisc.ac.uk
Learning to live in interesting times – what are educational institutions for? Keri Facer (Manchester Metropolitan University) Facilitated by Helen Beetham
Jisc conference 2010
The value of in-house technology expertise within colleges and universities. Slides from a session at ALT-C 2012. Paul Walk and Amber Thomas. Session Notes: http://infteam.jiscinvolve.org/wp/2012/10/01/strategicdev_altc2012/
A presentation given by Mark Williams of the JISC Access management Outrach Team at an RSC South east event at West Kent College on 16th May 2007. It looks at the key concepts of identity management as well as the technical benefits, issues of technical readiness and the choices available to learning providers.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
Lessons from the UK Access Management Federation
1. Educause Lessons from the UK Access Management Federation Norman Wiseman Head of Services and Outreach [email_address] 10/11/09 | Supporting education and research | Slide
Innovation programmes undertaken by JISC are at the soft end of change. The vision and outcomes of development programme may take time to evolve as the programme investigates new technology and approaches. The change achieved at the end of programmes tends to enable benefits of new knowledge, technology, approaches and services to be realised at a national and international level over the following years by other initiatives, agencies or institutions. Providing generic benefits as a starting point for programmes to refine and specify its outcomes in more detail as the programme evolves. These generic outcomes have been adopted in JISC corporate strategy linking the aims of JISC to the work undertaken by its development programmes. Work is currently being undertaken to identify a set of generic benefits for each outcome. This is a more difficult task as a lot of JISC’s programme outcomes are enablers for the realisation of benefits by other independent initiatives, agencies or institutions.