Presentation shown by Julio Lumbreras, Associate Professor at the Technical University of Madrid (UPM) and member of itdUPM, in the 3rd World Symposium on Sustainable Development at Universities (WSSD-U-2016)
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
This presentation was given by Group 3 at the international seminar “Opening higher education: what the future might bring” 8-9 December 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Business models for OER and MOOCs beyond monetary incentivesEADTU
Andy Lane from The Open University UK gave a presentation about the Business models for OER and MOOCs beyond monetary incentives as part of the online events by expert pool OERs & MOOCs within EMPOWER.
Presentation shown by Julio Lumbreras, Associate Professor at the Technical University of Madrid (UPM) and member of itdUPM, in the 3rd World Symposium on Sustainable Development at Universities (WSSD-U-2016)
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
This presentation was given by Group 3 at the international seminar “Opening higher education: what the future might bring” 8-9 December 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Business models for OER and MOOCs beyond monetary incentivesEADTU
Andy Lane from The Open University UK gave a presentation about the Business models for OER and MOOCs beyond monetary incentives as part of the online events by expert pool OERs & MOOCs within EMPOWER.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Developing a sustainable OER ecosystem in HEcetisli
This presentation was for the Open Ed conference 2010. It was to examine the sustainability issues in UKOER projects and to develop a sustainable OER ecosystem in HE
Developing academic practice in Foundation DegreesJo Smedley
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
Jane-Frances Agbu - National Open University of Nigeria
Cable Green - Creative Commons
Rory McGreal - Athabasca University
Joseph Pickett - MIT OpenCourseWare
Paola Corti - Politecnico di Milano - METID
Presentations on students as educational entrepreneurs, with a focus on the oikos approach to integrate sustainability in economics and management eductation.
Held at ICERI 2008 – Madrid (Spain), 17-19 November 2008 - International Conference of Education, Research and Innovation
Developed together with Katharina Beck.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Developing a sustainable OER ecosystem in HEcetisli
This presentation was for the Open Ed conference 2010. It was to examine the sustainability issues in UKOER projects and to develop a sustainable OER ecosystem in HE
Developing academic practice in Foundation DegreesJo Smedley
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
Jane-Frances Agbu - National Open University of Nigeria
Cable Green - Creative Commons
Rory McGreal - Athabasca University
Joseph Pickett - MIT OpenCourseWare
Paola Corti - Politecnico di Milano - METID
Presentations on students as educational entrepreneurs, with a focus on the oikos approach to integrate sustainability in economics and management eductation.
Held at ICERI 2008 – Madrid (Spain), 17-19 November 2008 - International Conference of Education, Research and Innovation
Developed together with Katharina Beck.
Presentación marco para una conversación con STEPS Centre sobre cómo lograr que las organizaciones trabajen en red, a partir de la experiencia en el itdUPM
Martin talked on the oikos vision and approach of "students as educational entrepreneurs" at a meeting on Social Entrepreneurship at the HUB Berlin (Half German / Half English)
My presentation at ESUD CIESUD2023, 23 October 2023 on Innovation and Quality in Online Learning within the Conference theme on
Quality Distance Education, Public Policies, Governance https://esud2023.ufms.br/?page_id=719https://esud2023.ufms.br/?page_id=719
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
In an environment of increasing complexity and decreasing budgets, building sustainable and successful models of global engagement is becoming more challenging and competitive. At the same time, senior international officers are expected to be even more responsive in making tough
strategic choices that define best fit models, markets and partners. This interactive and comparative session aims to discuss a range of global engagement strategies with a focus on what works and what doesn’t.
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
Willie Nelson Net Worth: A Journey Through Music, Movies, and Business Venturesgreendigital
Willie Nelson is a name that resonates within the world of music and entertainment. Known for his unique voice, and masterful guitar skills. and an extraordinary career spanning several decades. Nelson has become a legend in the country music scene. But, his influence extends far beyond the realm of music. with ventures in acting, writing, activism, and business. This comprehensive article delves into Willie Nelson net worth. exploring the various facets of his career that have contributed to his large fortune.
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Introduction
Willie Nelson net worth is a testament to his enduring influence and success in many fields. Born on April 29, 1933, in Abbott, Texas. Nelson's journey from a humble beginning to becoming one of the most iconic figures in American music is nothing short of inspirational. His net worth, which estimated to be around $25 million as of 2024. reflects a career that is as diverse as it is prolific.
Early Life and Musical Beginnings
Humble Origins
Willie Hugh Nelson was born during the Great Depression. a time of significant economic hardship in the United States. Raised by his grandparents. Nelson found solace and inspiration in music from an early age. His grandmother taught him to play the guitar. setting the stage for what would become an illustrious career.
First Steps in Music
Nelson's initial foray into the music industry was fraught with challenges. He moved to Nashville, Tennessee, to pursue his dreams, but success did not come . Working as a songwriter, Nelson penned hits for other artists. which helped him gain a foothold in the competitive music scene. His songwriting skills contributed to his early earnings. laying the foundation for his net worth.
Rise to Stardom
Breakthrough Albums
The 1970s marked a turning point in Willie Nelson's career. His albums "Shotgun Willie" (1973), "Red Headed Stranger" (1975). and "Stardust" (1978) received critical acclaim and commercial success. These albums not only solidified his position in the country music genre. but also introduced his music to a broader audience. The success of these albums played a crucial role in boosting Willie Nelson net worth.
Iconic Songs
Willie Nelson net worth is also attributed to his extensive catalog of hit songs. Tracks like "Blue Eyes Crying in the Rain," "On the Road Again," and "Always on My Mind" have become timeless classics. These songs have not only earned Nelson large royalties but have also ensured his continued relevance in the music industry.
Acting and Film Career
Hollywood Ventures
In addition to his music career, Willie Nelson has also made a mark in Hollywood. His distinctive personality and on-screen presence have landed him roles in several films and television shows. Notable appearances include roles in "The Electric Horseman" (1979), "Honeysuckle Rose" (1980), and "Barbarosa" (1982). These acting gigs have added a significant amount to Willie Nelson net worth.
Television Appearances
Nelson's char
Characterization and the Kinetics of drying at the drying oven and with micro...Open Access Research Paper
The objective of this work is to contribute to valorization de Nephelium lappaceum by the characterization of kinetics of drying of seeds of Nephelium lappaceum. The seeds were dehydrated until a constant mass respectively in a drying oven and a microwawe oven. The temperatures and the powers of drying are respectively: 50, 60 and 70°C and 140, 280 and 420 W. The results show that the curves of drying of seeds of Nephelium lappaceum do not present a phase of constant kinetics. The coefficients of diffusion vary between 2.09.10-8 to 2.98. 10-8m-2/s in the interval of 50°C at 70°C and between 4.83×10-07 at 9.04×10-07 m-8/s for the powers going of 140 W with 420 W the relation between Arrhenius and a value of energy of activation of 16.49 kJ. mol-1 expressed the effect of the temperature on effective diffusivity.
Climate Change All over the World .pptxsairaanwer024
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
WRI’s brand new “Food Service Playbook for Promoting Sustainable Food Choices” gives food service operators the very latest strategies for creating dining environments that empower consumers to choose sustainable, plant-rich dishes. This research builds off our first guide for food service, now with industry experience and insights from nearly 350 academic trials.
UNDERSTANDING WHAT GREEN WASHING IS!.pdfJulietMogola
Many companies today use green washing to lure the public into thinking they are conserving the environment but in real sense they are doing more harm. There have been such several cases from very big companies here in Kenya and also globally. This ranges from various sectors from manufacturing and goes to consumer products. Educating people on greenwashing will enable people to make better choices based on their analysis and not on what they see on marketing sites.
2. Outline
An introduction to itdUPM
How do we frame Campus contribution to sustainability?
Students & sustainable experiences
A niche within a traditional University regime?
Some examples
Four organizational design issues. Framework
3. Outline
An introduction to itdUPM
How do we frame Campus contribution to sustainability?
Students & sustainable experiences
A niche within a traditional University regime?
Some examples
Four organizational design issues. Framework
4. • Large (40.000 Graduate and Post-graduate
Students)
• Decentralized and muti-disciplinar (20 “Schools”)
• Internationally focused
• Strong relations with Industry
Technical University of Madrid (UPM)
5. UPM evolution on studies and research for development
Origins
20 action-research groups in international development were promoted
.
90s
6. UPM evolution on studies and research for development
Origins
20 action-research groups in international development were promoted
First steps to create an interdisciplinary centre
Masters Degree in Strategies & Technology for Development
90s
2008
2010
7. UPM evolution on studies and research for development
Origins
20 action-research groups in international development
First steps to create an interdisciplinary centre
Masters Degree in Strategies & Technology for Development
itdUPM is constitued
90s
2008
2010
2012
8. Outline
An introduction to itdUPM
How do we frame Campus contribution to sustainability?
Students & sustainable experiences
A niche within a traditional University regime?
Some examples
Four organizational design issues
A preliminary framework
10. Leadership and governance
What team do we need to pilot the process in terms of
capabilities, leadership style...?
“From Egosystems to
Ecosystems”
11. Structure: a network organization
How to create new spaces that really promote cross-unit
relationships, fostering a sense of community and an open
culture of trust?
A networked organization is…
More than a “sexy” organization chart based on nodes and links.
More than a word that is repeated insistently.
An enabling, organic space where interactions are crucial,
… where processes and management systems are far from
bureaucracies,
… where strategic behaviour is far from formal planning, reinforcing
emergent strategies.
12. Incentives
Which are the incentives that we really have at our disposal
to stimulate internal collaboration?
3 Ms:
• Meaning
• Mastery
• Membership
When only intrinsic
motivators are available
13. Identities
How to wear two or three hats simultaneously (belonging to
a node, to a cluster and to a network)?
A new institutional framework had to be negotiated
(former institutional options -institutes and research
centres- were not conceived for networked
institutions)
14. Some sources of inspiration
Multi Level Perspective (Geels, 2012)
Regenerative sustainability (Robinson, 2014)
Interdisciplinarity and the “star model” (Bursztyn, 2013)
“Design, when everybody designs” (Manzini, 2015)
17. Outline
An introduction to itdUPM
How do we frame Campus contribution to sustainability?
Students & sustainable experiences
A niche within a traditional University regime?
Some examples
Four organisational design issues. Framework
20. Two universities: technical and social science
à Interdisciplinary
Partnership university-corporate
Open sessions – open knowledge
Master Degree as ecosystem
27. Testimony: “An amazing experience
both from academic and human
perspective, thanks to the method to
build upon knowledge sharing”
28. itdUPM today (after 4 years)
Growing figures: more than 200 members; increasing
budget, high numbers of applicants to the Master Degree
A wide international network (companies, NGOs,
international agencies, other universities…)
And a new infrastructure designed as an enabling and
collaborative spaces
29. Final thoughts
Sustainable ecosystem?
à How to increase collective leadership?
à How to implement efficient incentives?
Long term impact on behaviour?
à From concrete experience to systemic change
How to measure this impact?
à Do we need other form of measuring?