Fred Mulder
UNESCO Chair in OER @ OUNL
Rory McGreal
UNESCO/COL Chair in OER @ Athabasca University
Jos Rikers
Manager Global OER Graduate Network @ OUNL
The document summarizes the National Open University of Nigeria's (NOUN) strategic response to embracing open educational resources (OER) and massive open online courses (MOOCs). It discusses NOUN establishing an OER unit in 2014 and launching sensitization workshops on OER/MOOCs for staff. It also details NOUN's plans to convert 50% of course materials to OER by 2017 and design MOOCs on pressing learning needs. The conclusion states that NOUN aims to grow into an OER-based open university and their experience may indicate a manageable route for other open universities to mainstream OER.
This document provides an introduction to open educational resources (OER). It defines OER as teaching, learning or research materials that are in the public domain or released with an open license allowing free use, adaptation, and distribution. The document outlines the history of OER, including initiatives by MIT, UNESCO, and the OpenCourseware Consortium. It also discusses trends like the transition from OER to open education and the rise of massive open online courses. Finally, the document reviews reasons for using OER like addressing increasing demand for education and enabling sharing and improvements to content.
This document provides an overview of open educational resources (OER), including definitions, forms, examples, initiatives and challenges. It describes OER as educational materials that are freely available online for use and reuse. Key points include definitions of OER from OECD, examples such as full courses and tools, major initiatives like MIT OpenCourseWare and Open University UK, drivers and inhibitors of OER adoption, and challenges regarding sustainability, intellectual property, quality and interoperability. The UKOER program is summarized as aiming to promote open content through pilot projects and cultural change at higher education institutions.
Open education in Europe, trends and developmentsRobert Schuwer
The document discusses open education trends in Europe. It provides an overview of open educational resources (OER) and open online courses, including MOOCs. Several European countries are highlighted for their national OER policies and initiatives, including the Netherlands, France, Germany, Poland, and the UK. Additionally, the document outlines the pan-European OpenUpEd MOOC platform and its initial usage statistics. Finally, opportunities for a coordinated European approach to open education are proposed, such as leveraging the Bologna agreement and EU programs to stimulate joint development and recognition of open and online learning across countries.
The document discusses best practices for linked data education used by the EUCLID project. It summarizes the EUCLID project which delivers a linked data curriculum through various open educational resources including eBook chapters, webinars, screencasts, exercises and online courses. The curriculum is designed based on best practices like ensuring industrial relevance, using real data and tools, and showing scalable solutions. The learning materials are produced through a collaborative process and are available in multiple open formats.
The document summarizes the National Open University of Nigeria's (NOUN) strategic response to embracing open educational resources (OER) and massive open online courses (MOOCs). It discusses NOUN establishing an OER unit in 2014 and launching sensitization workshops on OER/MOOCs for staff. It also details NOUN's plans to convert 50% of course materials to OER by 2017 and design MOOCs on pressing learning needs. The conclusion states that NOUN aims to grow into an OER-based open university and their experience may indicate a manageable route for other open universities to mainstream OER.
This document provides an introduction to open educational resources (OER). It defines OER as teaching, learning or research materials that are in the public domain or released with an open license allowing free use, adaptation, and distribution. The document outlines the history of OER, including initiatives by MIT, UNESCO, and the OpenCourseware Consortium. It also discusses trends like the transition from OER to open education and the rise of massive open online courses. Finally, the document reviews reasons for using OER like addressing increasing demand for education and enabling sharing and improvements to content.
This document provides an overview of open educational resources (OER), including definitions, forms, examples, initiatives and challenges. It describes OER as educational materials that are freely available online for use and reuse. Key points include definitions of OER from OECD, examples such as full courses and tools, major initiatives like MIT OpenCourseWare and Open University UK, drivers and inhibitors of OER adoption, and challenges regarding sustainability, intellectual property, quality and interoperability. The UKOER program is summarized as aiming to promote open content through pilot projects and cultural change at higher education institutions.
Open education in Europe, trends and developmentsRobert Schuwer
The document discusses open education trends in Europe. It provides an overview of open educational resources (OER) and open online courses, including MOOCs. Several European countries are highlighted for their national OER policies and initiatives, including the Netherlands, France, Germany, Poland, and the UK. Additionally, the document outlines the pan-European OpenUpEd MOOC platform and its initial usage statistics. Finally, opportunities for a coordinated European approach to open education are proposed, such as leveraging the Bologna agreement and EU programs to stimulate joint development and recognition of open and online learning across countries.
The document discusses best practices for linked data education used by the EUCLID project. It summarizes the EUCLID project which delivers a linked data curriculum through various open educational resources including eBook chapters, webinars, screencasts, exercises and online courses. The curriculum is designed based on best practices like ensuring industrial relevance, using real data and tools, and showing scalable solutions. The learning materials are produced through a collaborative process and are available in multiple open formats.
Presentation and demo given at Open Data in Education Seminar, St Petersburg, 10th March 2014: http://linkededucation.org/events/open-data-in-education-seminar-st-petersburg
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
LinkedUp are sponsors of the 13th International Semantic Web Conference (ISWC 2014), the premier international forum for the Semantic Web / Linked Data Community. 19th – 23rd October 2014 at Riva del Garda, Trentino, Italy.
These slides are for the exhibition stand.
The document discusses open educational resources (OER) and the potential for UCL to develop an OER program and repository. It provides an overview of OER, definitions, examples of OER programs internationally, drivers and challenges. It summarizes the UKOER pilot program and lessons learned. It describes UCL's existing involvement in OER through the Virtual Dutch initiative and an early modern Low Countries history course. It compares arguments for open access to research to potential arguments for a UCL OER policy and repository.
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
OER and MOOCs in the Netherlands: State of AffairsRobert Schuwer
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
Presentatie Arjan Koeslag (EP-Nuffic / Regieorgaan SIA) en Erik Lammers van het Centre of Expertise Biobased Economy (Avans Hogeschool / Hogeschool Zeeland) over Living Labs en praktijkgericht onderzoek in een internationale context.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
The document summarizes the POERUP project which aims to stimulate the uptake of open educational resources (OER) through policy recommendations. The project is conducting country reports and case studies on over 100 OER initiatives in Europe. So far, draft country reports are available online and case studies have identified initiatives to analyze using social network analysis. Key themes emerging from the country reports include diversity in educational contexts and OER support, and a shift toward broader open practices and using social media to foster OER communities.
Open educational resources (OER) & open courseware (OCW) in the classroomMarius Pienaar (Dr.)
This document discusses open educational resources (OER) and open courseware (OCW) which consist of freely accessible electronic educational materials. It provides examples of OER repositories like MIT OpenCourseWare which has made course materials from 1800 courses freely available online. The document lists several additional repositories and resources for OER, learning objects, open access journals, document sharing, and creative commons licensed educational content.
This document discusses a toolkit created to help connect open educational resources (OER) to teachers through open pedagogy. The toolkit has two parts: basics of open and applying open education. It includes materials like a script, course manual, slides and examples to help organize workshops. The goal is to inspire teachers and help them integrate different levels of openness and pedagogy into their daily practice. Feedback from users was that knowledge of course design was lacking and part two had a lot of information. Future work involves improving the toolkit based on feedback and researching its impact on adoption of openness.
This document summarizes a panel discussion on improving open education and the reuse of open educational resources through policies and open licenses. The panel, hosted by ICORE, CC, UNESCO, and OEC, explored how open education has evolved over time to become more open and collaborative. They discussed frameworks for evaluating MOOC quality and involving stakeholders to advance open education goals. The panel concluded by emphasizing the importance of openness, inclusion, equity and quality in education to improve society globally.
Ec the importance of research cooperation with western balkan countriesUNESCO Venice Office
Presented during the Ministerial Round Table on Science and Higher Education. From Bilateral to pan-European Cooperation held over 21-22 May 2010 in Tirana, Albania
Open Access Developments in Europe, Sept 2014SPARC Europe
The document summarizes developments regarding open access in Europe. It notes the diversity across European countries in terms of economics, culture, and copyright laws. It then discusses the growth of open access policies and mandates in Europe, including requirements from major research funders that publications resulting from funded research be made openly accessible. It also describes coordination efforts across European countries to align open access policies and develop shared infrastructure and advocacy initiatives to further open access goals.
The European experience with MOOCs has been growing but differs from the US in several ways. While the US initially dominated the MOOC movement in 2011, European universities have increasingly developed their own MOOC initiatives and platforms in recent years. Surveys show that the percentage of European institutions involved with MOOCs has risen from 58% in 2013 to over 70% in 2014. However, biases exist in how surveys define and measure MOOC involvement between institutions and countries. While increasing visibility and reputation remain top objectives for European institutions, approaches emphasize diversity over scalability and view MOOCs as a way to provide flexible learning opportunities rather than student recruitment. Governments in Europe see MOOCs as a means to skills development
Reflections on Open Educational Practice Nick Sheppard
Slides from a presentation by Antonio Martínez-Arboleda on 18 January 2022: A global challenge: digital and open education for inclusive societies
Antonio Martínez-Arboleda is Academic Lead for Open Educational Practice and Co-Director of the Centre for Research in Digital Education of the University of Leeds. Antonio has been a champion and practitioner of open education since 2009, initially as part of the Humbox team and co-researcher of the JISC funded project OpenLIVES on Digitised Life Stories. His scholarship focuses on the areas of OER (Open Educational Resources) and Critical Digital Pedagogies.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
The Open Education Research Hub has established itself as a leader in open education research since 2012 through building knowledge networks, conducting and disseminating research, and innovating with open approaches. Some of its accomplishments include developing the OER World Map and Survey Data Explorer, publishing reports on OER evidence and data, and winning awards such as the ACE Open Research Award in 2014. It aims to strengthen the global OER community through connecting researchers and practitioners.
Presentation and demo given at Open Data in Education Seminar, St Petersburg, 10th March 2014: http://linkededucation.org/events/open-data-in-education-seminar-st-petersburg
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
LinkedUp are sponsors of the 13th International Semantic Web Conference (ISWC 2014), the premier international forum for the Semantic Web / Linked Data Community. 19th – 23rd October 2014 at Riva del Garda, Trentino, Italy.
These slides are for the exhibition stand.
The document discusses open educational resources (OER) and the potential for UCL to develop an OER program and repository. It provides an overview of OER, definitions, examples of OER programs internationally, drivers and challenges. It summarizes the UKOER pilot program and lessons learned. It describes UCL's existing involvement in OER through the Virtual Dutch initiative and an early modern Low Countries history course. It compares arguments for open access to research to potential arguments for a UCL OER policy and repository.
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
OER and MOOCs in the Netherlands: State of AffairsRobert Schuwer
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
Presentatie Arjan Koeslag (EP-Nuffic / Regieorgaan SIA) en Erik Lammers van het Centre of Expertise Biobased Economy (Avans Hogeschool / Hogeschool Zeeland) over Living Labs en praktijkgericht onderzoek in een internationale context.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
The document summarizes the POERUP project which aims to stimulate the uptake of open educational resources (OER) through policy recommendations. The project is conducting country reports and case studies on over 100 OER initiatives in Europe. So far, draft country reports are available online and case studies have identified initiatives to analyze using social network analysis. Key themes emerging from the country reports include diversity in educational contexts and OER support, and a shift toward broader open practices and using social media to foster OER communities.
Open educational resources (OER) & open courseware (OCW) in the classroomMarius Pienaar (Dr.)
This document discusses open educational resources (OER) and open courseware (OCW) which consist of freely accessible electronic educational materials. It provides examples of OER repositories like MIT OpenCourseWare which has made course materials from 1800 courses freely available online. The document lists several additional repositories and resources for OER, learning objects, open access journals, document sharing, and creative commons licensed educational content.
This document discusses a toolkit created to help connect open educational resources (OER) to teachers through open pedagogy. The toolkit has two parts: basics of open and applying open education. It includes materials like a script, course manual, slides and examples to help organize workshops. The goal is to inspire teachers and help them integrate different levels of openness and pedagogy into their daily practice. Feedback from users was that knowledge of course design was lacking and part two had a lot of information. Future work involves improving the toolkit based on feedback and researching its impact on adoption of openness.
This document summarizes a panel discussion on improving open education and the reuse of open educational resources through policies and open licenses. The panel, hosted by ICORE, CC, UNESCO, and OEC, explored how open education has evolved over time to become more open and collaborative. They discussed frameworks for evaluating MOOC quality and involving stakeholders to advance open education goals. The panel concluded by emphasizing the importance of openness, inclusion, equity and quality in education to improve society globally.
Ec the importance of research cooperation with western balkan countriesUNESCO Venice Office
Presented during the Ministerial Round Table on Science and Higher Education. From Bilateral to pan-European Cooperation held over 21-22 May 2010 in Tirana, Albania
Open Access Developments in Europe, Sept 2014SPARC Europe
The document summarizes developments regarding open access in Europe. It notes the diversity across European countries in terms of economics, culture, and copyright laws. It then discusses the growth of open access policies and mandates in Europe, including requirements from major research funders that publications resulting from funded research be made openly accessible. It also describes coordination efforts across European countries to align open access policies and develop shared infrastructure and advocacy initiatives to further open access goals.
The European experience with MOOCs has been growing but differs from the US in several ways. While the US initially dominated the MOOC movement in 2011, European universities have increasingly developed their own MOOC initiatives and platforms in recent years. Surveys show that the percentage of European institutions involved with MOOCs has risen from 58% in 2013 to over 70% in 2014. However, biases exist in how surveys define and measure MOOC involvement between institutions and countries. While increasing visibility and reputation remain top objectives for European institutions, approaches emphasize diversity over scalability and view MOOCs as a way to provide flexible learning opportunities rather than student recruitment. Governments in Europe see MOOCs as a means to skills development
Reflections on Open Educational Practice Nick Sheppard
Slides from a presentation by Antonio Martínez-Arboleda on 18 January 2022: A global challenge: digital and open education for inclusive societies
Antonio Martínez-Arboleda is Academic Lead for Open Educational Practice and Co-Director of the Centre for Research in Digital Education of the University of Leeds. Antonio has been a champion and practitioner of open education since 2009, initially as part of the Humbox team and co-researcher of the JISC funded project OpenLIVES on Digitised Life Stories. His scholarship focuses on the areas of OER (Open Educational Resources) and Critical Digital Pedagogies.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
The Open Education Research Hub has established itself as a leader in open education research since 2012 through building knowledge networks, conducting and disseminating research, and innovating with open approaches. Some of its accomplishments include developing the OER World Map and Survey Data Explorer, publishing reports on OER evidence and data, and winning awards such as the ACE Open Research Award in 2014. It aims to strengthen the global OER community through connecting researchers and practitioners.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
The OpenMed Project compendium provides an introduction to open education concepts and definitions. It includes case studies of open education initiatives in Europe and the South-Mediterranean region, as well as interviews with open education experts. The compendium aims to inform the OpenMed project's work and provide inspiration for adopting open educational practices.
UNESCO OER Programme 2014 ACDE Conference,Victoria Falls, ZimbabweAbel Caine
Promoting the UNESCO OER Programme within the 1st Africa Workshop of the OpenupEd Project Sat 7th June, 2014 within the 2014 ACDE Annual Conference, Victoria Falls, Zimbabwe
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
Open Education Research : Overview, Benefits and Challenges Robert Farrow
Open education research has grown since 2012 through projects led by the OER Research Hub exploring topics like student performance, access, and educator practice. The hub conducts global surveys, publishes reports, and builds research capacity through networks. Current projects examine business models for open education and how teachers reuse OER through online courses. The presentation reviews the hub's work and encourages collaboration to further open scholarship.
This presentation discusses the Opening Educational Practices in Scotland (OEPS) project, which aims to increase access to education through open educational resources and practices. It notes that while open education promises to widen participation, there is little evidence it has transformed education or increased lifelong learning in reality due to barriers like digital literacy. However, OEPS is developing open online courses and a community hub to support collaborative learning and scaffold support. By taking a social practice approach and engaging stakeholders, OEPS hopes to demonstrate how open education can be leveraged to fulfill its promise of increasing access to education.
Open Educational Resources: Reflections from Global PerspectivesRamesh C. Sharma
The document discusses several open educational resource (OER) initiatives from a global perspective. It describes the Teacher Education in Sub-Saharan Africa (TESSA) initiative, which focuses on teacher education needs in nine African countries and creates audience-specific OERs primarily by African teacher educators. It also mentions TESSA explores using OERs in different formats like audio dramas and interviews. The document then discusses the Open Educational Quality (OPAL) Initiative, which aims to increase innovation and quality in higher and adult education through open educational practices using OERs. Finally, it briefly introduces the Virtual University for Small States of the Commonwealth (VUSSC) and some OER initiatives in countries like Thailand, Pakistan
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
The Postgraduate Research Landscape in Europe: Trends and Drivers Professor Barbara Dooley Acting Registrar, Deputy President & VP Academic Affairs | University College Dublin
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
This document summarizes a presentation on open education in Northern African countries. It defines open educational resources (OER) and discusses their adoption in Algeria, Morocco, and Tunisia. Challenges to OER include limited internet access, issues with intellectual property, and a lack of supporting policies. Case studies describe OER initiatives at the universities of Bejaia in Algeria and Cadi Ayyad in Morocco. The Tunis Virtual University provides online courses, and all three countries aim to increase quality, access, and sharing of educational resources through OER.
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Quality Assurance Standards for e-ASEM OER Open and Distance Learning
Tae Rim Lee, Insung Jung
DSpace@ScienceUofK: Building the 1st Sudanese IR at University of KhartoumBioMedCentral
The document summarizes the establishment of the first institutional repository in Sudan called DSpace@ScienceUofK at the University of Khartoum. It describes key milestones and highlights of the project such as launching the repository, advocacy and training workshops, and plans to expand the repository's coverage across the university and improve access to Sudanese scholarly publications. It also reflects on opportunities to build upon the success of this project to help establish additional institutional repositories in Africa.
1) ICDE is the leading global membership organization for open, distance and online education with 164 member institutions worldwide.
2) ICDE works to promote greater educational opportunity for all, further acceptance of flexible learning modes, and drive best practices in educational provision through support for new methodologies and technologies.
3) ICDE's key strategic objectives for 2013-2016 are to promote the importance of open, distance and flexible education, encourage quality, support development of new methods and technologies, and facilitate cooperation among members.
Presentation during the “Internet of Education 2013” Conference on The role of Computer Science in the Internet of Education. Ljubljana, Slovenia, November 11-12, 2013
Narrative report ucad Open Access campaignMandiaye
1. The document outlines an advocacy campaign conducted at Cheikh Anta Diop University in Dakar, Senegal to promote the establishment of an open access institutional repository.
2. Activities during the campaign included presentations, workshops, and discussions with university staff, librarians, researchers and administrators about open access policies and the benefits of an institutional repository.
3. Feedback from participants was positive, recognizing the importance of open access and an institutional repository for research visibility and impact. However, challenges remained in fully engaging all stakeholders and maintaining momentum for the project.
Similar to OCWC Global Conference 2013: UNESCO Chairs in OER: State of activities and new initiatives (20)
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
The document discusses challenges facing higher education and the potential for disruption from open education models. It argues that while open educational resources can help reduce costs, they also enable alternative models of education to emerge based around free content and new forms of recognition outside traditional degrees. The document advocates for a future where universities provide credentials based on demonstrated competencies rather than time spent in classes, and where learning from open resources and professional experience can be formally recognized.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
This document discusses co-designing using inclusive design practices. It defines disability as a mismatch between learner needs and the educational environment rather than a personal trait. Accessibility is the ability of the learning environment to adjust to all learners through flexible design. Co-design is described as collaborative, responsive, and iterative rather than a fixed process. An example of personalized interfaces and tools for authoring inclusive content are demonstrated. The benefits of considering edge cases and supporting a diversity of learners are discussed.
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
This document provides an introduction to open educational resources (OER) presented by Robert Schuwer, a lector at Fontys University of Applied Sciences. It defines OER as digital learning materials that are freely available under open licenses allowing users five rights: reuse, rework, remix, redistribute, and retain. It outlines the benefits of OER including personalized learning and cost savings. It also discusses challenges to introducing OER such as findability, quality assurance, and developing sustainable business models. The presentation concludes with contact information for Robert Schuwer.
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Este documento describe una arquitectura de aprendizaje abierto que permite la creación y compartición de contenido educativo entre estudiantes y educadores. La arquitectura integra recursos de aprendizaje modulares y herramientas de colaboración para apoyar modelos participativos y comunitarios de aprendizaje.
Adala Atieno is affiliated with the African Virtual University in Nairobi, Kenya. The document provides the name and affiliation of an individual based in Nairobi, Kenya working with the African Virtual University.
This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.
This document summarizes research on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. It describes analyzing existing materials, designing new online resources covering translation theories and strategies using instructional design models. Evaluation found the new resources helped students understand concepts and learn independently, though some technical terms required more support. The research concludes that traditional printed materials should be supplemented with online resources to create new open and distance learning environments for students.
This document discusses open intellectual property rights and licensing for open educational resources (OER) repositories in Latin America. It reports on two studies in Brazil that found licensing for OER is often unclear or confusing, with many users unsure of what they can and cannot do with resources. The document advocates creating better technical guidance and alignment across initiative levels to support a middle ground approach and clarify licensing for OER.
The document discusses the Open Library at Athabasca University, which supports open access and open educational resources. It provides an overview of the open library concept, how it promotes information literacy and benefits the academy. It also describes how the site was developed with a flexible structure and extensive tagging, and the current database that feeds open content back to the library site, such as open access, free, and hybrid materials.
This document summarizes interviews conducted with 13 community college faculty members from 11 colleges about their experiences adopting open textbooks. The key findings include: (1) Faculty were motivated to adopt open textbooks to make education more affordable and accessible for students and to allow for customization; (2) Faculty found open textbooks through OER pilots, colleagues, or independent searching; (3) Adopting open textbooks had little impact on curriculum but allowed for expanded instructional materials and more faculty collaboration; (4) Students' outcomes were at least as good and retention improved for some students who appreciated reduced costs, though some still wanted print copies; (5) Campus support for OER was mixed, with some bookstore and library support. OER
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Leveraging Generative AI to Drive Nonprofit Innovation
OCWC Global Conference 2013: UNESCO Chairs in OER: State of activities and new initiatives
1. UNESCO Chairs in OER:UNESCO Chairs in OER:
state of activitiesstate of activities
and new initiativesand new initiatives
Fred MulderFred Mulder
UNESCO Chair in OER @ OUNLUNESCO Chair in OER @ OUNL
Rory McGrealRory McGreal
UNESCO/COL Chair in OER @ Athabasca UniversityUNESCO/COL Chair in OER @ Athabasca University
Jos RikersJos Rikers
Manager Global OER Graduate Network @ OUNLManager Global OER Graduate Network @ OUNL
OCWC2013 BaliOCWC2013 Bali
2. The 4 UNESCO Chairs in OER
• Fred Mulder (at the Open Universiteit in
the Netherlands)
• Rory McGreal (also COL Chair, at
Athabasca University, Canada)
• Wayne Macintosh (also COL Chair, at
Otago Polytechnic, New Zealand)
• Tel Amiel (at State University of Campinas
/ UNICAMP, Brazil)
3. Building a network across continents
At the start of 2013 the number of UNESCO
Chairs in OER has been doubled with the new
chairs in New Zealand and Brazil. We continue
to support the establishment of new UNESCO
Chairs in OER, in particular in Africa, Asia, Latin
America, and the Arab region.
4. Updating the Plan of Action
• First Plan of Action established summer 2011
in New York (for two chairs)
• First online meeting of 4 UNESCO Chairs in
OER on April 24
• Update of Plan of Action
5. Updated Plan of Action
• Main Action lines
– Global OER Graduate Network (GO-GN)
– OER Knowledge Cloud
– OER university
– K-12
• Cross cutting activities
– Mapping
– Capacity development
– Non-English language
– Expansion of number of chairs
– OpenupEd MOOCS global
7. The Global OER Graduate
Network (GO-GN)
Fred Mulder / Jos Rikers
Open Universiteit
The Netherlands
8. The GO-GN
• Creating a network of PhD researchers and their supervisors
• Services:
shared supervision; courses; an annual seminar; access to
scholarships; dissemination of research results
• PhD researchers:
full-time and part-time; individual and programmed; in
different stages
9. The GO-GN Portal
• Portal is launched
• Now open for
registration
• Calling partners
and members to
register and add
information
• Inviting new
partners and
members
http://portal.ou.nl/en/web/go-gn
16. The OER university
Adapted from Taylor 2007
Consortium of universities, colleges and
polytechnics from all continents who
will provide:
Free learning opportunities for all
students worldwide
Using courses based solely on OER
With pathways to achieve credible
degrees
The OERu is an official project of the UNESCO-COL Chair in OER at
Otago Polytechnic
17. The OER university concept
Adapted from Taylor 2007
Free learning
opportunities for
all students
worldwide
18. The view from an OERu partner
Traditional modelTraditional model OERu model
19. OERu is shifting the sustainability question in HE
Jason Scragz http://www.flickr.com/photos/scragz/132300147/
James Woolley http://www.flickr.com/photos/xtrato/6159728957
How do we achieve sustainable OER
projects?
How will your institution remain sustainable
without OER?
FROM:
TO:
21. Promoting OE/OER
•OER guidebook for K-12 teachers
•www.educacaoaberta.org/wiki
•Local workshops on OER Collaboration with
OER-Brazil (www.rea.net.br)
•Open course: Introduction to OE/OER (2013)
23. Research and outreach
• Investigate issues of culture and remix in OER
• www.educacaoaberta.org/rea/symposium
• Exchange program for students, focused on the
design of resources with a focus on cultural concerns
• Investigate systems for the production and
dissemination of locally produced OER (digital
libraries, collaborative mapping)
• Research into K-12 school improvement and open
practices
• Collaboration with the OER Knowledge Cloud to
expand language representation
24. A world map of Open Educational
Initiatives:
Can the global OER community
design and build it together?
Susan D’Antoni
25. Rationale for an OER World Map
• A decade of growth of OER initiatives worldwide
• Potential value of an OER World Map
– Make visible the geographic spread of OER initiatives
– Trace life cycles of initiatives over time
– Identify a global roster of OER experts
– Enable partnerships and collaboration
• A tool and resource
– Awareness raising beyond the OER community
– Communication/advocacy with policy and decision makers
– Inclusive community-building
26. Discussion in the international OER
community
• Consensus
– Keep it simple = feasible and sustainable
– Use Free and Open Source Software and
international standards
– Build the map collaboratively with light central
promotion, coordination – and local data
collection and quality checking
– Avoid duplication of information and link in
existing data
27. An open Request for Proposals
• One approach under consideration for
implementation
– Start with a small focussed project to launch the
mapping of the global OER landscape of
institutional initiatives
– Then build upon the infrastructure and database
developed in a global collaborative effort
29. OpenupEd MOOCs
• Launched April 25
• Press release EADTU/European Commission
• First pan-European initiative
• 11 partners with 12 languages
• 60 courses (20 – 200 study hours)
• Variety of subjects (cultural heritage to e-skills)
• 9 EADTU members plan to become a partner
• Open to partners from other continents
30. OpenupEd MOOCs: Common Features
• Openness to learners
• Digital openness
• Learner-centred approach
• Independent learning
• Media-supported interaction
• Recognition options
• Quality focus
• Spectrum of diversity
32. Contacts
• Fred Mulder: fred.mulder@ou.nl
• Rory McGreal: rory@athabascau.ca
• Tel Amiel: tamiel@unicamp.br
• Wayne Mackintosh: mackintosh.wayne@gmail.com
• Susan D’Antoni: susandantoni@gmail.com
• Jos Rikers: go-gn@ou.nl
Thank you for your attention
Images by Monique Vossen @ OUNL