Empirical-based Analytical Insights on the Position, Challenges and Potential for Promoting OERin ODeL Institutions in Africa
Prof. C.K. Muganda and Dr. A.S. Samzugi
Open University of Tanzania
and Brenda Mallinson, OER Africa / Saide
The document summarizes a study on the position, challenges, and potential for promoting open educational resources (OERs) at the Open University of Tanzania (OUT). The study found that while OUT utilizes resources from organizations like African Virtual University (AVU) and OER Africa, it lacks a comprehensive OER policy. Staff are willing to develop, integrate, and use OERs but need training. The document recommends that OUT develop an OER policy, provide OER training to staff, and collaborate with other institutions to promote OERs in Africa.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Introducing OER Africa: Building African Higher Education capacity through op...PiLNAfrica
OER Africa is a new project established to promote the development and use of open educational resources (OER) in African higher education. It aims to build capacity in African universities by providing educators with low-cost access to educational materials and tools through collaboration. OER Africa will establish networks of African educators to collaboratively develop, share, and adapt OER. Its goals are to enhance institutional capacity, advocate for supportive policies, and establish an online platform to facilitate African collaboration on OER development and sharing.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education...PiLNAfrica
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
The document summarizes discussions from workshops at an IAU experts' seminar on higher education and education for all in Mozambique. Key issues raised included the unknown and unclear role of higher education in achieving education for all goals, focus on teacher training, obstacles like poor teacher motivation and communications between higher education institutions and ministries. Recommendations focused on sharing information, research collaboration, advocacy, and student involvement to strengthen contributions of higher education and research to meeting education for all targets.
Ally & Wark (2019) Learning for Sustainable Development in the Fourth Industr...Dr. Norine Wark
There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.
The document discusses a case study of ICT implementation in tertiary institutions in Nigeria. It finds that while the government has policies supporting ICT adoption and has invested in infrastructure development, many institutions still lack effective integration of ICT in teaching and learning. Barriers include inadequate infrastructure, lack of teacher training, and reliance on traditional teaching methods. Recommendations include expanding access to training, developing strategic ICT adoption plans, and encouraging innovative pedagogies that integrate technology.
The document summarizes a study on the position, challenges, and potential for promoting open educational resources (OERs) at the Open University of Tanzania (OUT). The study found that while OUT utilizes resources from organizations like African Virtual University (AVU) and OER Africa, it lacks a comprehensive OER policy. Staff are willing to develop, integrate, and use OERs but need training. The document recommends that OUT develop an OER policy, provide OER training to staff, and collaborate with other institutions to promote OERs in Africa.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Introducing OER Africa: Building African Higher Education capacity through op...PiLNAfrica
OER Africa is a new project established to promote the development and use of open educational resources (OER) in African higher education. It aims to build capacity in African universities by providing educators with low-cost access to educational materials and tools through collaboration. OER Africa will establish networks of African educators to collaboratively develop, share, and adapt OER. Its goals are to enhance institutional capacity, advocate for supportive policies, and establish an online platform to facilitate African collaboration on OER development and sharing.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education...PiLNAfrica
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
The document summarizes discussions from workshops at an IAU experts' seminar on higher education and education for all in Mozambique. Key issues raised included the unknown and unclear role of higher education in achieving education for all goals, focus on teacher training, obstacles like poor teacher motivation and communications between higher education institutions and ministries. Recommendations focused on sharing information, research collaboration, advocacy, and student involvement to strengthen contributions of higher education and research to meeting education for all targets.
Ally & Wark (2019) Learning for Sustainable Development in the Fourth Industr...Dr. Norine Wark
There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.
The document discusses a case study of ICT implementation in tertiary institutions in Nigeria. It finds that while the government has policies supporting ICT adoption and has invested in infrastructure development, many institutions still lack effective integration of ICT in teaching and learning. Barriers include inadequate infrastructure, lack of teacher training, and reliance on traditional teaching methods. Recommendations include expanding access to training, developing strategic ICT adoption plans, and encouraging innovative pedagogies that integrate technology.
Open Educational Practices (OEP) Regional AgendaAndré Avorio
This document presents an Open Educational Practices (OEP) Regional Agenda developed through consultations with over 50 partner universities in Latin America and Europe. The agenda outlines strategic guidelines for openness in higher education, including policies and actions to maximize the benefits of open educational resources (OER) for developing university courses and increasing access to knowledge. It recommends dimensions like pedagogical approaches, technological solutions, organizational frameworks, new funding models, and collaborative models between institutions to promote OEP. The goal is for each university to define an institutional roadmap to contextualize the agenda within their local setting.
A National ICT Competency Framework for Student TeachersJeroen Bottema
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
Presentation titled "Innovation in the Teaching of Sustainable Development in Europe: The Case of ISLE Erasmus Network". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
Presentation Of Dfl Plan 2003 Compatabilitysusanmellis
This document proposes a course to teach digital audio skills for creating open educational resources. It would introduce educational audio resources and tools for recording, editing, and designing audio for instructional materials. The course aims to promote flexible and collaborative learning through a universal instructional design that allows diverse participation and learner-generated content. Assessment would evaluate capabilities with open educational resources and developing content collaboratively.
The vision of India’s new education system has accordingly been crafted to ensure that it touches the life of each and every citizen, consistent with their ability to contribute to many growing developmental imperatives of this country on the one hand, and towards creating a just and equitable society on the other. We have proposed the revision and revamping of all aspects of
the education structure, its regulation and governance, to create a new system
that is aligned with the aspirational goals of 21st century education, while remaining consistent with India’s traditions and value systems.The Government had initiated the process of formulating a New Education Policy through the consultation process for an inclusive, participatory and holistic approach, which takes into consideration expert opinions, field experiences, empirical research, stakeholder feedback, as well as lessons learned from best practices.The Committee for preparation of the draft National Education Policy submitted its report to the Ministry on 31.05.2019. The Draft National Education Policy 2019 (DNEP 2019) was uploaded on MHRD’s website and also at MyGov Innovate portal eliciting views/suggestions/comments of stakeholders, including public. The draft NEP is based on the foundational pillars access, affordability, equity, quality and accountability.
Post submission of Draft Report States/UTs Governments and Government of India Ministries were invited to give their views and comments on Draft National Education Policy 2019. A brief summary of the Draft National Education Policy 2019 was circulated among various stakeholders, which was also translated in 22 languages and uploaded on the Ministry’s website. Meetings with State Education Secretaries of School Education and with State Secretaries of Higher & Technical Education were held.An Education Dialogue with Hon’ble MPs of Andhra Pradesh, Telangana, Tamil Nadu, Puducherry, Kerala, Karnataka & Odisha.Currently exercise of formulation of National Education Policy is ongoing and it will be finalised shortly.
E content development initiatives in indiaReshmaPonnu2
The document discusses e-content development initiatives in India. It defines e-content as digital content delivered over electronic devices or online. The National Mission on Education through Information and Communication Technology aims to leverage ICT in teaching and learning by building connectivity between institutions and generating high-quality e-content. It seeks to extend computer infrastructure to 18,000 colleges and bridge the digital divide. The UGC-CEC also promotes e-content production through its 22 Educational Multimedia Research Centres.
This document discusses inclusion and open educational resources (OER) in education. It makes the following key points:
1. Inclusion in education is challenged and is about adopting an inclusive mindset. Main principles of inclusion are that education is a fundamental human right and a public good.
2. OER can increase access, equity, quality and relevance in education by making resources freely available. They hold the promise of lower costs, better use of public investments, and increased quality.
3. An action plan proposes better collaboration among OER repositories in Europe, advocacy to raise awareness, incentives for institutions and teachers to create and use OER, and ensuring quality and a legal framework for OER. The plan
- Open textbooks are digital educational resources that can be openly licensed and allow for multimedia integration, remixing, and redistribution.
- Academics at the University of Cape Town are increasingly developing open textbooks to make content more accessible and affordable for students, though it requires a significant time investment from authors.
- Open textbook authors are attempting to promote greater inclusion through locally relevant content, multilingualism, and including student voices in the authorship process in order to shift power dynamics in education.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
The document discusses the ICT Competency Framework for Teachers, which was created through a partnership between several international organizations to help countries develop policies and standards around teacher ICT competencies. The Framework addresses how teachers can help students become collaborative, problem-solving learners through the effective use of technology. It crosses three approaches to teaching (technology literacy, knowledge deepening, knowledge creation) with six aspects of a teacher's work to create 18 modules. The Framework is aimed at helping countries conduct self-audits, develop professional learning tasks for selected modules, and support implementation in teaching.
Singapore has implemented three master plans since 1997 to integrate technology into education. The plans aimed to increase computer access for students and teachers. Currently, schools have wireless internet and most students and teachers have laptops or mobile devices. The latest plan seeks to transform learning environments through technology and equip students with skills for a knowledge economy. Singapore's Ministry of Education continues supporting technology in public schools and connecting them to high-speed broadband networks. The focus of technology is enhancing teaching and learning through new pedagogies, not just computer access itself.
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
Understanding, Defining and Sharing a University Wide Digital FutureSheila MacNeill
This document discusses the concept of a digital university and presents two case studies of universities exploring their digital futures. It provides context around the impact of digital technologies on higher education and outlines key themes of a digital university like digital participation, information literacy, curriculum design, and learning environments. Case studies of Edinburgh Napier University and Glasgow Caledonian University describe their efforts to define and work towards a digital vision through consultation, benchmarking, and strategy development. Both aim to enhance their digital infrastructure, literacy, and learning/teaching to create more flexible, engaged, and globally connected digital university experiences.
Richard Tuffs - digital education and smart regionsEADTU
This document discusses the role of digital higher education and smart regions in Europe's recovery from the COVID-19 pandemic. It outlines the European Union's policy responses including the European Green Deal, Digital Compass, Recovery and Resilience Facility, Horizon Europe and Cohesion Policy which aim to drive the green and digital transitions. Universities are seen as playing an important role in regional innovation ecosystems through smart specialisation strategies and entrepreneurial discovery processes. Future ERA Hubs and Digital Innovation Hubs may help strengthen linkages between higher education, research, industry and regional development.
Educational Technology 2 focuses on integrating technology into teaching and learning to introduce, reinforce, and supplement students' knowledge and skills so they can become proficient users of educational technology. The course objectives are to provide education on technology integration, impart experiences in instructional technology-supported lesson planning, and acquaint students with IT-related learning theories using computers as tutors. The goal is to enhance teaching and learning through technology integration in a way that makes learning fun, rather than solely promoting computer skills.
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
The document discusses the concept of the OERu (Open Education Resource university), which aims to provide free online learning opportunities for students worldwide through the sharing and reuse of open educational resources. It outlines several scenarios for how OERu courses could be delivered in parallel with existing university courses or in fully online parallel modes involving multiple partner institutions. The sustainability of the OERu model is also addressed, noting that it has low running costs due to collaborative development and leverages existing open resources.
This document discusses a report by Alan Tait on student success in open, distance, and e-learning programs. It examines factors that influence student success rates based on a survey of 53 institutions. Student success is challenging to achieve for open programs that have missions focused on access over selection. However, putting learners first can improve success by providing support through the admissions process, curriculum design, interventions, assessment, and personalized assistance. While open programs take risks in serving diverse students, institutions must practice ethics over commercial motives to best advise students.
Open Educational Practices (OEP) Regional AgendaAndré Avorio
This document presents an Open Educational Practices (OEP) Regional Agenda developed through consultations with over 50 partner universities in Latin America and Europe. The agenda outlines strategic guidelines for openness in higher education, including policies and actions to maximize the benefits of open educational resources (OER) for developing university courses and increasing access to knowledge. It recommends dimensions like pedagogical approaches, technological solutions, organizational frameworks, new funding models, and collaborative models between institutions to promote OEP. The goal is for each university to define an institutional roadmap to contextualize the agenda within their local setting.
A National ICT Competency Framework for Student TeachersJeroen Bottema
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
Presentation titled "Innovation in the Teaching of Sustainable Development in Europe: The Case of ISLE Erasmus Network". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
Presentation Of Dfl Plan 2003 Compatabilitysusanmellis
This document proposes a course to teach digital audio skills for creating open educational resources. It would introduce educational audio resources and tools for recording, editing, and designing audio for instructional materials. The course aims to promote flexible and collaborative learning through a universal instructional design that allows diverse participation and learner-generated content. Assessment would evaluate capabilities with open educational resources and developing content collaboratively.
The vision of India’s new education system has accordingly been crafted to ensure that it touches the life of each and every citizen, consistent with their ability to contribute to many growing developmental imperatives of this country on the one hand, and towards creating a just and equitable society on the other. We have proposed the revision and revamping of all aspects of
the education structure, its regulation and governance, to create a new system
that is aligned with the aspirational goals of 21st century education, while remaining consistent with India’s traditions and value systems.The Government had initiated the process of formulating a New Education Policy through the consultation process for an inclusive, participatory and holistic approach, which takes into consideration expert opinions, field experiences, empirical research, stakeholder feedback, as well as lessons learned from best practices.The Committee for preparation of the draft National Education Policy submitted its report to the Ministry on 31.05.2019. The Draft National Education Policy 2019 (DNEP 2019) was uploaded on MHRD’s website and also at MyGov Innovate portal eliciting views/suggestions/comments of stakeholders, including public. The draft NEP is based on the foundational pillars access, affordability, equity, quality and accountability.
Post submission of Draft Report States/UTs Governments and Government of India Ministries were invited to give their views and comments on Draft National Education Policy 2019. A brief summary of the Draft National Education Policy 2019 was circulated among various stakeholders, which was also translated in 22 languages and uploaded on the Ministry’s website. Meetings with State Education Secretaries of School Education and with State Secretaries of Higher & Technical Education were held.An Education Dialogue with Hon’ble MPs of Andhra Pradesh, Telangana, Tamil Nadu, Puducherry, Kerala, Karnataka & Odisha.Currently exercise of formulation of National Education Policy is ongoing and it will be finalised shortly.
E content development initiatives in indiaReshmaPonnu2
The document discusses e-content development initiatives in India. It defines e-content as digital content delivered over electronic devices or online. The National Mission on Education through Information and Communication Technology aims to leverage ICT in teaching and learning by building connectivity between institutions and generating high-quality e-content. It seeks to extend computer infrastructure to 18,000 colleges and bridge the digital divide. The UGC-CEC also promotes e-content production through its 22 Educational Multimedia Research Centres.
This document discusses inclusion and open educational resources (OER) in education. It makes the following key points:
1. Inclusion in education is challenged and is about adopting an inclusive mindset. Main principles of inclusion are that education is a fundamental human right and a public good.
2. OER can increase access, equity, quality and relevance in education by making resources freely available. They hold the promise of lower costs, better use of public investments, and increased quality.
3. An action plan proposes better collaboration among OER repositories in Europe, advocacy to raise awareness, incentives for institutions and teachers to create and use OER, and ensuring quality and a legal framework for OER. The plan
- Open textbooks are digital educational resources that can be openly licensed and allow for multimedia integration, remixing, and redistribution.
- Academics at the University of Cape Town are increasingly developing open textbooks to make content more accessible and affordable for students, though it requires a significant time investment from authors.
- Open textbook authors are attempting to promote greater inclusion through locally relevant content, multilingualism, and including student voices in the authorship process in order to shift power dynamics in education.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
The document discusses the ICT Competency Framework for Teachers, which was created through a partnership between several international organizations to help countries develop policies and standards around teacher ICT competencies. The Framework addresses how teachers can help students become collaborative, problem-solving learners through the effective use of technology. It crosses three approaches to teaching (technology literacy, knowledge deepening, knowledge creation) with six aspects of a teacher's work to create 18 modules. The Framework is aimed at helping countries conduct self-audits, develop professional learning tasks for selected modules, and support implementation in teaching.
Singapore has implemented three master plans since 1997 to integrate technology into education. The plans aimed to increase computer access for students and teachers. Currently, schools have wireless internet and most students and teachers have laptops or mobile devices. The latest plan seeks to transform learning environments through technology and equip students with skills for a knowledge economy. Singapore's Ministry of Education continues supporting technology in public schools and connecting them to high-speed broadband networks. The focus of technology is enhancing teaching and learning through new pedagogies, not just computer access itself.
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
Understanding, Defining and Sharing a University Wide Digital FutureSheila MacNeill
This document discusses the concept of a digital university and presents two case studies of universities exploring their digital futures. It provides context around the impact of digital technologies on higher education and outlines key themes of a digital university like digital participation, information literacy, curriculum design, and learning environments. Case studies of Edinburgh Napier University and Glasgow Caledonian University describe their efforts to define and work towards a digital vision through consultation, benchmarking, and strategy development. Both aim to enhance their digital infrastructure, literacy, and learning/teaching to create more flexible, engaged, and globally connected digital university experiences.
Richard Tuffs - digital education and smart regionsEADTU
This document discusses the role of digital higher education and smart regions in Europe's recovery from the COVID-19 pandemic. It outlines the European Union's policy responses including the European Green Deal, Digital Compass, Recovery and Resilience Facility, Horizon Europe and Cohesion Policy which aim to drive the green and digital transitions. Universities are seen as playing an important role in regional innovation ecosystems through smart specialisation strategies and entrepreneurial discovery processes. Future ERA Hubs and Digital Innovation Hubs may help strengthen linkages between higher education, research, industry and regional development.
Educational Technology 2 focuses on integrating technology into teaching and learning to introduce, reinforce, and supplement students' knowledge and skills so they can become proficient users of educational technology. The course objectives are to provide education on technology integration, impart experiences in instructional technology-supported lesson planning, and acquaint students with IT-related learning theories using computers as tutors. The goal is to enhance teaching and learning through technology integration in a way that makes learning fun, rather than solely promoting computer skills.
An European strategy in the Age of knowledge-based society: Building New knowledge network between Traditional and Distance Teaching Universities. New Content on Internet for the Global Job Market.
The document discusses the concept of the OERu (Open Education Resource university), which aims to provide free online learning opportunities for students worldwide through the sharing and reuse of open educational resources. It outlines several scenarios for how OERu courses could be delivered in parallel with existing university courses or in fully online parallel modes involving multiple partner institutions. The sustainability of the OERu model is also addressed, noting that it has low running costs due to collaborative development and leverages existing open resources.
This document discusses a report by Alan Tait on student success in open, distance, and e-learning programs. It examines factors that influence student success rates based on a survey of 53 institutions. Student success is challenging to achieve for open programs that have missions focused on access over selection. However, putting learners first can improve success by providing support through the admissions process, curriculum design, interventions, assessment, and personalized assistance. While open programs take risks in serving diverse students, institutions must practice ethics over commercial motives to best advise students.
Technology Trends for 2014 and Beyond: What’s Hot, What’s Cool, What’s Coming Up Next
Feel like you can’t keep up with the latest and greatest in tech trends? What do we, as information professionals, need to pay attention to in the world of technology? What can we expect to impact us in the coming months and years? Join us to discuss some of the newest tech trends, get a sneak peek at some things we may encounter soon, and try to make sense of what this could mean for the future of our libraries.
Presented for Alaska Library Association Conference 2014 #akla
The document outlines the Berta Project, which aims to (1) collate open educational resources (OERs) relevant for training teacher educators in quality online and distance education (ODeL) in Africa, (2) organize the OERs into a course format to empower teacher educators to adapt the resources for their contexts, and (3) develop the resource in consultation with stakeholders. The project methodology involves finding appropriate OERs, integrating them into a program organized into 4 thematic modules on program design, assessment, student support, and using ICT tools, and getting feedback from stakeholders through webinars and conferences. The final version will be published under a Creative Commons license for open use.
This document summarizes several trends in open, distance, and e-learning in 2013. It finds that open educational resources are becoming more widely adopted, with over 2500 entries in open directories and 70 repositories containing over 400 million items. Massive open online courses are also growing rapidly, with 13% of schools currently offering MOOCs but 43% planning to by 2016. Other trends include the increasing use of open badges, mobile learning on tablets and smartphones, social media and video for education, cloud-based learning management systems, and learning analytics to identify at-risk students. Criteria for open and distance education are shifting from isolated learning to connected social learning using open resources across multiple devices.
Open, Distance and eLearning in India: Status and TrendsCEMCA
Presentation on 22 September 2013 at the National Conference on Higher Education: Emerging trends organised by Raj Bhawan, Bihar. (uses some slides from other other sources)
From Distance Learning and ODL to ODeL: Unisa Library’s journey to transforma...HELIGLIASA
The document summarizes the transformation and innovation journey of the Unisa Library from a print-focused library to an Open Distance e-Learning (ODeL) compliant library. It describes how global trends towards digital resources, the emergence of digital natives, and investigations into new business models drove the library's transition. Key aspects of the transformation included digitizing collections and services, developing new technology-enabled services like e-reserves and research guides, and taking services mobile through initiatives like a library bus and self-service machines. The library also faces challenges in areas like developing e-librarianship skills and ensuring inclusion as technologies change how users interact with library resources.
The future of credentials for learning outcomes with OER and MOOCsLangOER
The document discusses open educational resources (OER) and massive open online courses (MOOCs) and their potential impact on credentialing learning outcomes. It notes that OER refer to openly available educational resources that can be reused without cost barriers. While OER offer benefits like reduced costs, improved quality, and expanded access, barriers remain including technological limitations, cultural issues, lack of incentive and quality assurance systems, and legal/regulatory challenges. The document recommends actions by governments, institutions, and educators to address barriers and support adoption of OER and new credentialing models like digital badges and microcredentials.
Towards a capacity building framework in the use of information and communica...Gabriel Konayuma
The aim of the study was to develop a framework for capacity building in the use of educational technologies in Open, Distance and Flexible Learning Zambian Vocational Colleges by teaching staff to guide Colleges seeking to offer effective ODFL programmes.
This document introduces OER Africa and AgShare, an initiative that promotes open educational resources (OER) in Africa. It discusses that OER has the potential to increase access to high-quality materials, reduce costs, and facilitate collaboration. AgShare specifically focuses on agricultural resources and uses a participatory action research approach involving students and stakeholders to co-create OER. Resources are hosted on the OER Africa website and focus on key agricultural institutions and value chains in several African countries. The next phase will strengthen critical value chains and involve dissemination of the AgShare methodology.
The document summarizes the vision, mission, and structure of the Ethiopian National Learning Alliance (NLA). The NLA's vision is for decision makers to create an enabling environment for sustainable agricultural intensification strategies and for smallholder farmers to benefit from these practices. Its mission is to create a learning platform for decision makers, development partners, and smallholder farmers. The NLA structure includes a steering committee and thematic learning groups. It also outlines boundary partners, learning themes, expected results, and challenges of the NLA.
This document outlines the Teamwork, Training and Technology Network (TTTNET) project. The project involves 11 partner organizations across 7 European countries and Russia. The project aims to make science education more attractive and appealing to young learners by identifying innovative practices, supporting teachers, and influencing education policy. Key activities include collecting and sharing good practices, monitoring classrooms, hosting conferences, and developing recommendations to support science education. The EU supports the project to help develop skills needed for the modern knowledge economy.
Passey & Zozimo 2014, MLEARN Research Report WP5, European CommissionJoana Zozimo
The document provides a summary of the findings from a training needs analysis conducted with teachers, trainers and partners across 4 countries involved in the MLEARN project. The analysis found that:
1) Teachers reported using digital technologies like PCs and laptops for teaching, but less so handheld devices. Benefits of handhelds cited were engagement and course management. Barriers identified were technological issues.
2) Partners and trainers reported using interactive whiteboards and laptops more than teachers. They requested support on issues, technology and pedagogy. Benefits cited included mobility and special needs support.
3) Responses from Italy indicated higher prior use of handhelds than average. Issues identified included
OER in non-English speaking countries: сhallenges and opportunities for suppo...African Virtual University
Svetlana Knyazeva holds PhD in Information and Library Science and is an Advisor for Communication and Information at the UNESCO Moscow Office. Since 2009 she has been coordinating a project on Open Educational Resources in non-English-speaking countries implemented jointly by the UNESCO Moscow Office and the UNESCO Institute for Information Technologies in Education.
The main objective of Svetlana’s OLnet Fellowship research was the facilitation of early stages of OER movement in the Commonwealth of Independent States (CIS) and ensuring sustainability of a project launched by the Moscow-based UNESCO Institute for Information Technologies in Education (UNESCO IITE).
Yidana presentation at the ge sci-panaf workshop in ela 2010 lusaka- zambiaROCARE / ERNWACA
The document summarizes research presented by Issifu Yidana on ICT in education across Africa. It discusses Yidana's past research studies in Ghana that examined factors influencing faculty use of instructional technology and explored using project-based learning and authentic assessment in ICT courses. It also outlines Yidana's involvement in ongoing research projects in Ghana investigating the pedagogical integration of ICTs and how academics use learning management systems. Key discussion points focused on challenges facing African ICT in education research and enhancing dialogue between researchers, policies, and practice on the continent.
Opening higher education in Africa OER and MOOCsRosemary Juma
This document discusses opening higher education in Africa through the use of open educational resources (OER). It believes OER can positively support the development and capacity of higher education systems across Africa if the concept and practice of OER evolves within the African context. It provides background on the challenges facing higher education in Africa, including lack of skills, infrastructure issues, and the need for regional collaboration. It then discusses the work of the African Virtual University to increase access to higher education through contextualizing open content and developing an OER repository. Research on the use of MIT OpenCourseWare in Africa found a huge appetite for alternative content but infrastructure challenges. The document concludes by discussing the possibilities and prerequisites for OER and MOOCs in
The document discusses open educational resources (OER) and MOOCs in English and non-English speaking countries. It examines barriers to using OER, such as technological limitations, economic issues, legal barriers, and cultural barriers. It recommends governments and institutions promote OER by revising policies, providing funding and infrastructure, training educators, and changing pedagogical approaches to focus more on learner-centered models.
Influence of Institutional Management Practices on Implementation of Educatio...ESD UNU-IAS
Influence of Institutional Management Practices on Implementation of Education for Sustainable Development in Host Universities of Regional Centres of Expertise, Kenya
Dr. Nancy Ng’ang’a (RCE Greater Nairobi)
12th African RCE Regional Meeting
28-30 November, 2022
Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
This document summarizes the development of an Open Educational Resources (OER) digital fluency course for academics at the Open University of Tanzania (OUT). The goals were to develop a 5 module course on digital skills, convert existing OUT courses to OER, establish an OER repository, and conduct research. The course was developed iteratively over 3 years with input from OUT and other universities. It was piloted with academics and received positive feedback. Moving forward, OUT aims to further integrate OER into its practices and policies to promote open teaching and learning.
Uploading abstract for Joint OER Production and Support Workshop in Kumasi in October 2012. Other files from the workshop can be found at http://www.slideshare.net/tag/oerghana
The JRC report on Learning Analytics, 2017, gave a list of actions to policymakers. The panel input presents two national examples that follow the line of actions
The document discusses pedagogical improvement through open educational resources (OER) and open educational practices (OEP) in the global South. It outlines several characteristics of OER that support pedagogical improvement, including promoting knowledge for all through customization and contextualization. The document presents a strategy for pedagogical improvement involving reflecting on learning assumptions, using a learning design framework with key questions, and fostering an evidence-based approach. It provides examples of OER Africa projects and ways students can create knowledge through technologies.
Tech Competency Institute for College Student EducatorsPaul Brown
The document discusses social and digital technology competencies for student affairs educators. It presents an implementation model for these competencies consisting of 10 areas: technology, advising and support, justice and inclusion, leadership, organizational and human resource, assessment, evaluation and research, personal and ethical foundations, law, policy and compliance, student learning and development, and social justice and inclusion. For each area it provides foundational, intermediate and advanced competency outcomes and suggestions for professional development. It emphasizes using technology to enhance student learning, development and success through leadership, assessment and inclusion.
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
This document discusses policy imperatives driving open educational resources (OER). It provides context on the growth of the OER movement over 10 years but lack of uptake. The POERUP project aims to stimulate OER uptake through policy by building on previous initiatives and producing country reports and case studies. It discusses the policy pyramid in Europe from UNESCO declarations to institutional policies. Key areas addressed include enabling environments, strategies and policies, open licensing, capacity building, partnerships, languages/cultures, research, and finding/sharing resources. The presentation argues for considering evidence and existing policies to develop feasible national and regional OER policies.
Similar to Empirical-based Analytical Insights on the Position, Challenges and Potential for Promoting OERin ODeL Institutions in Africa (20)
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
Blending face-to-face postgraduate courses delivery with MOOCs in a sub-Sahar...African Virtual University
Students’ experience and perceptions
By;
Dr. Joel S. Mtebe
Lecturer in Computer Science
Director of;
Center for Virtual Learning
University of Dar es Salaam,
Tanzania
http://works.bepress.com/mtebe/
3rd international conference of the AVU
INSTRUCTORS’ EXPERIENCES ON THEIR INTERACTIONS WITH STUDENTS AT THE DISTANCE ...African Virtual University
Zamzam I. Nyandara, is an assistant lecturer at the Open University of Tanzania.
She holds Master degree in Education (Master of Arts in
Education) from Northeast Normal University-China graduated in July 2012 and Bachelors degree in Adult Education from University of Dar-es-Salaam graduated in Nov 2008.
Her main research interests include adult learning, lifelong learning, distance learning, teacher professional development and technology use in education.
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...African Virtual University
Dr. Wafula Charles Misiko is the Cordinator, Centre for Open and Distance Learning, college of Education and External Studies Department of Extra Mural studies, University of Nairobi.
Jeckoniah O. Odumbe is the Director, Centre for Open and Distance Learning, University of Nairobi.
The Role of Public Libraries and Emerging Technologies in accessing OERs to O...African Virtual University
By;
Harriet M. Nabushawo, Samuel N. Siminyu & Paul B. Muyinda
Makerere university
Dept of Open and Disatnce Learning
3rd International Conference of the AVU
By;
Limoke Oscar
Google for Education Specialist
Pawa IT Solutions Limited
Pawa IT Solutions Limited is a Systems, Software and Technology company incorporated in March 2013 in Kenya.They develop a great range of quality enterprise software solutions and provide system integrations for various systems.
By;
Millicent Mwendwa
Chief Business Officer
Eneza is the most widely used mobile education platform in Africa with local content. We started with SMS and have released web and smartphone versions.
Prof. Bitange Ndemo is an associate professor at the University of Nairobi's Business School and the former Permanent Secretary of Kenya’s Ministry of Information and Communication having served from 2005 to 2013
The Case for VLE in Life-Long Learning, Capacity building and poverty reduction.African Virtual University
This document summarizes a study on using a virtual learning environment (VLE) to support lifelong learning, capacity building, and poverty reduction in rural Ghanaian communities. It describes the methodology used, which was a participatory action case study approach involving multiple cycles of planning, implementation, observation, reflection, and evaluation. Over three cycles, the study transitioned from using synchronous web conferencing, which encountered issues with unreliable internet connectivity, to using the Moodle VLE platform alone. Participants reported that the asynchronous, self-paced e-learning using Moodle was a more positive learning experience than traditional classroom methods. Issues around access, technology skills, and infrastructure like stable power supply were also identified.
INCREASING ACCESS THROUGH MOBILE LEARNING. A Socio-technical tale of mLearni...African Virtual University
Dianah Nampijja is a PhD student at the University of Agder studying increasing access to mobile learning among smallholder farmers in Uganda. Her research focuses on the Grameen Foundation's Community Knowledge Worker Programme, which uses local intermediaries and smartphones to provide farmers in remote communities with agricultural information through one-on-one meetings and group discussions. Key findings include that mobile phones support conversational and collaborative learning but have had challenges with slow adoption, technical issues, and sustainability. Emerging issues include how mobile phones can reach more farmers while addressing gender divides and not replacing conventional extension methods. Future work will explore how mobile technologies can strengthen social capital in communities.
Relationship between entry Qualification and Academic Performance in Undergra...African Virtual University
This study examined the relationship between entry qualification and academic performance of undergraduate science students at the University of Nairobi, Kenya. The researchers found a statistically significant positive correlation between entry qualification and performance in chemistry and biology, but little to no correlation with performance in physics. Entry qualification alone explained 22.5-43.7% of the variation in performance in chemistry and biology, but only 0.3% for physics. The researchers concluded that while entry qualification may influence performance to some extent, it is not a strong predictor and other factors should be considered as well when evaluating applicants.
The document discusses the creation of a mobile learning research network and community of practice called AVU MOBILEARN. It proposes that the community would bring together stakeholders interested in mobile learning practice and research. The community could undertake research studies on mobile learning, contribute to developing mobile learning applications, and promote collaboration between mobile learning initiatives. It also provides definitions of mobile learning and outlines aspects of learning design and analysis that should be considered to determine when mobile learning is appropriate.
The document discusses the potential for MOOCs to support the new 2016-2019 strategy of TESSA, a program that produces open educational resources for teachers. It describes a MOOC that was run for teacher educators in India that had over 10,000 participants from 135 countries. The MOOC helped address limitations in traditional teacher education by modeling learner-centered pedagogy and reflecting classroom realities. It also discusses how a MOOC tailored for African countries could help achieve the new TESSA strategy goals by providing culturally relevant content for teacher educators through online and face-to-face support.
A case of Mbeya University of Science and Technology(MUST)
By;
Dr. Joel S. Mtebe
Director of;
Center for Virtual Learning
University of Dar es Salaam
Tanzania
http://works.bepress.com/mtebe
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...African Virtual University
The document discusses a study on faculty perceptions of trainings in instructional material development at the University of Nairobi's Center for Open and Distance Learning. The study found that faculty had positive perceptions of the trainings and felt it improved their skills. It concluded that the university's trainings should continue to be embraced and that increasing the duration of trainings may further strengthen their impact on developing faculty pedagogical and professional skills.
Harnessing the Power and Promise of Mobile Technologies to Make Literacy Data...African Virtual University
The document outlines a mobile learning workshop organized by the African Virtual University to teach participants how to develop data collection tools and conduct literacy assessments using handheld devices. The workshop will provide an introduction to Early Grade Reading Assessments (EGRA) and teach administration of EGRA tools through demonstrations and hands-on practice sessions using tablets and mobile apps. Participants will practice administering literacy assessments and scoring responses to ensure consistent evaluation of reading skills.