Linq 2013 session_green_3_da_re-learning
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The document discusses training programs for academic teachers on disability awareness offered by the Jagiellonian University Disability Support Service. It describes three main components of the DARe-Learning program: in-class workshops to enhance knowledge about disabilities and decrease stereotypes; an e-learning module on Moodle providing basic information, tips for teachers, and exercises; and a web portal with resources, publications, and information about previous disability awareness projects. The program aims to help teachers better assist students with disabilities by providing knowledge while maintaining high academic standards.
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Scientix and eQNet are EU-funded projects that support sharing open educational resources across Europe. The Learning Resource Exchange is a repository of over 200,000 open resources in 30+ languages. eQNet established the "Travel Well" criteria to evaluate resources' suitability for reuse in different countries and languages. Scientix's repository focuses on STEM resources and supported over 1,000 translation requests to make materials available in more languages. Both projects aim to improve education in Europe by promoting sharing and reuse of high-quality digital learning content.
Linq 2013 session_red_1_richter
The document discusses the appropriateness and quality of open educational resources (OERs). It defines quality as a resource's ability to satisfy stated needs within a context. While professionally produced educational content targets a specific group, OERs are open to all, varying their target group and quality standards. The appropriateness of an OER depends on an individual's criteria like cultural factors, infrastructure, and how adaptable the resource is to their needs. For an OER to be truly open and useful to everyone, adaptability should be a key part of metadata quality standards.
Linq 2013 session_red_1_martin_sanchez_garcia_marianos
This document discusses three case studies that applied visualization techniques to develop interfaces for educational repositories: Organic.Lingua, Organic.Edunet, and VOA3R. Usability tests were conducted on the interfaces to identify problems. Three key issues were found: whether the interfaces provided utility to users, how learnable the interfaces and classification schemes were, and usability of the classification schemes. The conclusion is that while visualization techniques could help users of educational repositories, significant usability work is still needed to address these three key problems in order for users to widely adopt such interfaces.
Linq 2013 session_red_1_kameas
This document proposes a life-cycle model for evaluating the quality of digital educational content. It analyzes quality assurance needs through defining a content life-cycle model using a top-down approach. It also synthesizes certification guidelines through a bottom-up approach based on an educational institution's experience. The goal is to map stakeholders, needs, quality attributes, and characteristics to metrics for a quality standard. The methodology develops both process and data views to define analysis, design, and development phases as well as produce a product. Initial results include a dual standard with 8 quality characteristics, 30 sub-characteristics, and 72 metrics. Future work involves validating the standard and creating a verification and validation tool.
Linq 2013 session_red_1_abramov_bulakina_ivannikov_sigalov
The document summarizes the Russian educational Internet project "Single-Entry Window" (http://window.edu.ru). The project aims to integrate open educational resources from Russian universities and institutions. It provides an electronic catalog of over 56,000 educational resources and a digital library containing over 31,000 learning materials. The portal is managed by the State Institute of Information Technologies and Telecommunications "Informika" and sees high usage, with 60-80 thousand unique visitors daily.
Linq 2013 session_orange_1_stracke
This document summarizes an international conference on learning innovation and quality held on May 16-17, 2013 in Rome. The conference was co-organized by the University of Duisburg-Essen and the UN's Food and Agriculture Organization. It featured four parallel sessions on learning innovations and quality. The keynote speaker was Christian M. Stracke, who discussed topics such as open learning, quality development, and visions for open learning in the future to promote innovation and quality. He cited several projects and provided references for further information.
Linq 2013 session_orange_1_mazar
EDEN is a large professional network for electronic distance education in Europe established in 1991. It aims to share knowledge, improve understanding of distance and e-learning among professionals, and promote related policy and practice across Europe. EDEN has over 1200 individual members and 200 institutional members from 56 countries. It organizes annual conferences, workshops, and other events to facilitate information exchange. EDEN also contributes to European Union programs and projects related to open, distance, and e-learning.
Linq 2013 session_orange_1_teixeira
The document discusses redesigning universities as more open systems through open educational practices and resources. It proposes that universities transition to a disaggregated organization model that focuses on key functions like content, tutoring, research, social activities, and assessment. The document also advocates for universities to introduce continuous change management in order to rapidly and flexibly adapt to evolving needs through reusable systems and sustainable architecture. While increased openness is important, the document notes that complete transparency may not be possible and cultural factors still matter when globalizing practices.
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- 1. DARe-Learning How to train academic teachers in the field of disability awareness? Małgorzata Perdeus Ireneusz Białek Jagiellonian University, Krakow, Poland
- 4. JU DSS offer − Organization of courses and exams in adapted forms; − Development of educational support strategies; − English language classes for blind, partially sighted, deaf and hard of hearing students; − Counseling in terms of advanced technological solutions and adaptation; − Specialist training, e.g. on handling and use of assistive technologies; − Co-operation between disability consultants and academic teachers.
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- 8. Our learners – who they are? −University teachers – most of them are PhD students; −Professionals in their fields; −They have no knowledge about disability; −They want to help students, but usually they don’t know how; −They want to keep high level of their work.
- 9. In-class workshop e-Learning module Web portal DAReLearning.eu
- 10. In-class workshop − Enhancing qualifications concerning knowledge about different barriers in a social life of disabled people; − Decreasing of social stereotypes and prejudices about disabled people; − Decreasing of fear in a contact with disabled people; − Changing the way of thinking about disabled people: not as objects of charity, but as subjects of a social life.
- 11. e-Learning module – Moodle; – Basic information about different kinds of disabilities; – Detailed tips for teachers; – Games and exercises concerning methods of adaptations.
- 12. Web portal −Inspirations; −About the training; −Basic tips for teachers; −Publications; −Disability language; −About DARE projects.
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