2015 03 19 (EDUCON2015) eMadrid UPM Towards a Learning Analytics Approach for...eMadrid network
2015 03 19 (EDUCON2015) eMadrid UPM Towards a Learning Analytics Approach for Supporting discovery and reuse of OER. An approach based on Social Networks Analysis and Linked Open Data
Learning Analytics: Trends and Issues of the Empirical Research of the Years ...Ralf Klamma
This document summarizes the findings of a study analyzing empirical learning analytics research from 2011-2014. The study found that most research examined log data from university students to visualize learning trajectories and predict success or failure. However, some innovative studies looked at informal learning communities, video/audio data, automated assessment, and error diagnosis. The document recommends that future learning analytics research incorporate more educational and psychological theories for a deeper understanding of the issues.
The document discusses the implementation of a new Managed Learning Environment (MLE) system called Fronter across schools in Hillingdon and London. It provides background on the UK government's targets for personal learning spaces and integrated management systems in schools. Fronter was chosen as the preferred MLE platform as it offers 90 integrated tools in one solution and has been used successfully by over 4 million users worldwide, including the National College for School Leadership. The benefits of a single MLE system include seamless pupil transfers between schools and easier parent access to student information. Plans for rolling out Fronter include three implementation models and live demonstrations of its use in different school contexts.
This document proposes a pairwise reputation mechanism (PWRM) to rank learning resources in MOOCs. It discusses challenges with existing reputation mechanisms, like lack of accuracy with numerical ratings. The PWRM gathers opinions by having users compare resources in pairs, rather than rate them individually. It formalizes a MOOC model with users, resources, who uploaded/used each resource. The PWRM aims to build rankings of resources within a MOOC by aggregating users' pairwise opinions into a live representation. It concludes clustering resources by type or metadata could aid the selection process.
The Open Training Platform (OTP) provides open access to training materials and resources for local communities and development stakeholders. It contains over 1846 training resources across 281 categories to support adult literacy, teacher training, and self-learning. Resources are available in various formats like PDF, HTML, and podcasts. The platform aims to foster local development through capacity building and sharing of educational resources.
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
2015 03 19 (EDUCON2015) eMadrid UC3M Reports from eMadrid Network about Blend...eMadrid network
This document summarizes a special session at the eMadrid Network about blended learning. The eMadrid Network is a collaboration between 6 universities in Madrid focused on educational technologies. The session included 6 presentations on topics related to mixing online and face-to-face learning approaches, using programming and games in English and MOOC courses, and developing learning analytics and reputation systems for online educational resources.
2015 03 19 (EDUCON2015) eMadrid UPM Towards a Learning Analytics Approach for...eMadrid network
2015 03 19 (EDUCON2015) eMadrid UPM Towards a Learning Analytics Approach for Supporting discovery and reuse of OER. An approach based on Social Networks Analysis and Linked Open Data
Learning Analytics: Trends and Issues of the Empirical Research of the Years ...Ralf Klamma
This document summarizes the findings of a study analyzing empirical learning analytics research from 2011-2014. The study found that most research examined log data from university students to visualize learning trajectories and predict success or failure. However, some innovative studies looked at informal learning communities, video/audio data, automated assessment, and error diagnosis. The document recommends that future learning analytics research incorporate more educational and psychological theories for a deeper understanding of the issues.
The document discusses the implementation of a new Managed Learning Environment (MLE) system called Fronter across schools in Hillingdon and London. It provides background on the UK government's targets for personal learning spaces and integrated management systems in schools. Fronter was chosen as the preferred MLE platform as it offers 90 integrated tools in one solution and has been used successfully by over 4 million users worldwide, including the National College for School Leadership. The benefits of a single MLE system include seamless pupil transfers between schools and easier parent access to student information. Plans for rolling out Fronter include three implementation models and live demonstrations of its use in different school contexts.
This document proposes a pairwise reputation mechanism (PWRM) to rank learning resources in MOOCs. It discusses challenges with existing reputation mechanisms, like lack of accuracy with numerical ratings. The PWRM gathers opinions by having users compare resources in pairs, rather than rate them individually. It formalizes a MOOC model with users, resources, who uploaded/used each resource. The PWRM aims to build rankings of resources within a MOOC by aggregating users' pairwise opinions into a live representation. It concludes clustering resources by type or metadata could aid the selection process.
The Open Training Platform (OTP) provides open access to training materials and resources for local communities and development stakeholders. It contains over 1846 training resources across 281 categories to support adult literacy, teacher training, and self-learning. Resources are available in various formats like PDF, HTML, and podcasts. The platform aims to foster local development through capacity building and sharing of educational resources.
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
2015 03 19 (EDUCON2015) eMadrid UC3M Reports from eMadrid Network about Blend...eMadrid network
This document summarizes a special session at the eMadrid Network about blended learning. The eMadrid Network is a collaboration between 6 universities in Madrid focused on educational technologies. The session included 6 presentations on topics related to mixing online and face-to-face learning approaches, using programming and games in English and MOOC courses, and developing learning analytics and reputation systems for online educational resources.
This talk was provided by Nancy Kopans of ITHAKA during the NISO webinar, What Can I Do with This? Making It Easy for Scholars & Researchers to Utilize Content, held on January 11, 2017.
Education in Estonia: PISA and Digital TurnMart Laanpere
Estonia has seen improvements in PISA test scores and has invested heavily in educational technology. The "Tiger Leap" program beginning in the 1990s brought computers and internet access to Estonian schools and helped drive a digital transformation. However, measuring the impact of technology on learning outcomes has proven difficult. Estonia is now pursuing a "digital turn" with a national strategy emphasizing 1:1 computing models, digital learning resources, and developing teachers' digital competencies. The goal is a digital learning ecosystem that supports learning anywhere through mobile devices.
This document summarizes a presentation on learning analytics in MOOCs given at a data science and social research conference. It defines key terms like learning analytics and discusses challenges like the interdisciplinary nature of the field and its current state of infancy. It also examines how learning analytics can help with issues in MOOCs like effectiveness, business models, technology/pedagogy, and more. The EMMA project framework for learning analytics in MOOCs is presented, including its use of dashboards, the XAPI standard, and clustering/network analysis of learner data. Conclusions discuss pedagogical neutrality and future work.
Observing the use of e-textbooks in the classroom: towards “Offline” Learning...Mart Laanpere
This document discusses the LEARNMIX project which aims to develop a next-generation eTextbook platform. It seeks a balanced solution for publishers, teachers, and students. The vision is for eTextbooks to become an output of learning rather than just an input, incorporating professionally produced content as well as content created by teachers and students. The document also examines approaches for observing eTextbook use both online through analytics and offline through lesson observation, noting limitations and the potential of the TinCan API to provide a common framework.
This document discusses the development of an Electronic Performance Support System (EPSS) to support blended learning design in higher education. It describes a collaboration between several European universities aimed at analyzing existing blended learning models and research through case studies. The goals are to develop new blended learning models and an online community/support system for sharing ideas and best practices. An overview is provided of the participatory design process used to develop the EPSS, including creating user scenarios, conceptual models, user stories, and prototypes.
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.
The document discusses blended learning and personal learning environments. It defines blended learning as combining different delivery modes, teaching models, technologies, and learning styles. It also discusses the concepts of managed learning environments, ecological constructivist learning environments, and personal learning environments (PLEs). PLEs allow for knowledge construction through authentic contexts, collaboration, and a focus on designing learning environments that balance these three components.
The document discusses the iCamp project which aims to create an integrated distributed virtual learning environment (VLE) for European higher education using interoperable open-source systems and tools. The project seeks to develop a portfolio of these e-learning building blocks and integrate them, validate the system through trials, and provide a web-based tool called iCampFolio to help users select the appropriate tools. It focuses on scaffolding self-directed learning and cross-cultural collaboration for learners aged 25+ across Europe.
Presentation material for International stakeholders related to e-learning and digital textbook in September, 2013.
- Memory of 2011 and 2013 in IMS LIA
- Smart on ICT Open Forum at Seoul from 2011-2012
- Standardization effort from Korea
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
A virtual learning environment (VLE) is a system designed to support teaching and learning through computers and the internet. It allows teachers to present course materials, track student performance, and facilitate communication through tools like email and discussions. A VLE typically includes features like course syllabi, materials, assessments, and different access for teachers and students. It aims to provide a consistent interface for all course components and resources through linking capabilities. VLEs are increasingly popular in education as they can save instructor time, provide students with internet-based resources, and integrate distance and campus-based learning.
The European Data Science Academy: Bridging the Data Science Skills GapAlexander Mikroyannidis
As a global society, we are producing data at an incredible rate, fuelled by the increasing ubiquity of the Web, and stoked by social media, sensors, and mobile devices. However, as the amount of produced data continues to increase, so does the demand for practitioners who have the necessary skills to manage and manipulate this data. The European Data Science Academy (EDSA) is looking to bridge the data science skills gap by developing multimodal open courseware tailored to the real needs of data practitioners. The EDSA courseware is implemented as a combination of living learning materials and activities (eBook, online courses, webinars, face-to-face training), produced via a rigorous process and validated by the data science community through continuous feedback.
Presentation at COL / UNESCO Europe Regional Consultation on OER, February 23-34 in Valetta, Malta (http://rcoer.col.org/europe.html).
Thank you to Cable Green for providing his presentation on Open Licenses, for reuse.
The document outlines resources and tools available on the LabSpace open education platform, including three main areas for publishing open educational content and conducting projects. It describes various open learning tools on the Moodle-based platform like forums, wikis, and videoconferencing. Specific tools highlighted include FlashMeeting for videoconferencing, FlashVlog for online video diaries, Compendium for visual mapping of information, and Cohere for experimental knowledge mapping. Hands-on activities are suggested for users to register and create new content in the IndieSpace area of the LabSpace platform.
Hoe gebruiken leerkrachten hun ELO?
Cindy De Smet onderzoekt binnen haar doctoraat het gebruik van de Elektronische Leeromgeving (ELO).
In een eerste luik zocht ze een antwoord op de volgende 2 vragen: 1) op welke manier gebruiken leerkrachten de ELO, 2) welke factoren zorgen ervoor dat leerkrachten een ELO gebruiken. Op basis van vragenlijstonderzoek bevroeg ze 505 leerkrachten secundair onderwijs. De resultaten leverden niet alleen antwoorden op de vooropgestelde vragen, maar ook praktische inzichten voor leerkrachten en directies.
Het onderzoek werd gepubliceerd in Computers & Education.
Download deze paper via:
http://hogent.academia.edu/CindyDeSmet
Introduction on MOOCs, their European dimension and ECO project EADTU
Presentation by Darco Jansen (EADTU) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Presentation at the FORGE workshop collocated with the World Engineering Education Forum (WEEF), the International Conference on Interactive Collaborative Learning (ICL) and the International Conference on Engineering Pedagogy (IGIP) in Florence, Italy on September 20th, 2015.
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...eMadrid network
This document proposes two approaches for collaborative learning in MOOCs: a Social Media Learning System that supports social interaction around multimedia learning objects, and a Teaching Assistant System that extends an LMS to support collaborative learning scenarios and assessment. Both approaches aim to address the need for a flexible pedagogical model in MOOCs based on high interaction and self-motivation through collaborative learning. The approaches are discussed and evaluated in terms of design, monitoring, and assessment of collaborative learning processes in large-scale online courses.
This talk was provided by Nancy Kopans of ITHAKA during the NISO webinar, What Can I Do with This? Making It Easy for Scholars & Researchers to Utilize Content, held on January 11, 2017.
Education in Estonia: PISA and Digital TurnMart Laanpere
Estonia has seen improvements in PISA test scores and has invested heavily in educational technology. The "Tiger Leap" program beginning in the 1990s brought computers and internet access to Estonian schools and helped drive a digital transformation. However, measuring the impact of technology on learning outcomes has proven difficult. Estonia is now pursuing a "digital turn" with a national strategy emphasizing 1:1 computing models, digital learning resources, and developing teachers' digital competencies. The goal is a digital learning ecosystem that supports learning anywhere through mobile devices.
This document summarizes a presentation on learning analytics in MOOCs given at a data science and social research conference. It defines key terms like learning analytics and discusses challenges like the interdisciplinary nature of the field and its current state of infancy. It also examines how learning analytics can help with issues in MOOCs like effectiveness, business models, technology/pedagogy, and more. The EMMA project framework for learning analytics in MOOCs is presented, including its use of dashboards, the XAPI standard, and clustering/network analysis of learner data. Conclusions discuss pedagogical neutrality and future work.
Observing the use of e-textbooks in the classroom: towards “Offline” Learning...Mart Laanpere
This document discusses the LEARNMIX project which aims to develop a next-generation eTextbook platform. It seeks a balanced solution for publishers, teachers, and students. The vision is for eTextbooks to become an output of learning rather than just an input, incorporating professionally produced content as well as content created by teachers and students. The document also examines approaches for observing eTextbook use both online through analytics and offline through lesson observation, noting limitations and the potential of the TinCan API to provide a common framework.
This document discusses the development of an Electronic Performance Support System (EPSS) to support blended learning design in higher education. It describes a collaboration between several European universities aimed at analyzing existing blended learning models and research through case studies. The goals are to develop new blended learning models and an online community/support system for sharing ideas and best practices. An overview is provided of the participatory design process used to develop the EPSS, including creating user scenarios, conceptual models, user stories, and prototypes.
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.
The document discusses blended learning and personal learning environments. It defines blended learning as combining different delivery modes, teaching models, technologies, and learning styles. It also discusses the concepts of managed learning environments, ecological constructivist learning environments, and personal learning environments (PLEs). PLEs allow for knowledge construction through authentic contexts, collaboration, and a focus on designing learning environments that balance these three components.
The document discusses the iCamp project which aims to create an integrated distributed virtual learning environment (VLE) for European higher education using interoperable open-source systems and tools. The project seeks to develop a portfolio of these e-learning building blocks and integrate them, validate the system through trials, and provide a web-based tool called iCampFolio to help users select the appropriate tools. It focuses on scaffolding self-directed learning and cross-cultural collaboration for learners aged 25+ across Europe.
Presentation material for International stakeholders related to e-learning and digital textbook in September, 2013.
- Memory of 2011 and 2013 in IMS LIA
- Smart on ICT Open Forum at Seoul from 2011-2012
- Standardization effort from Korea
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
A virtual learning environment (VLE) is a system designed to support teaching and learning through computers and the internet. It allows teachers to present course materials, track student performance, and facilitate communication through tools like email and discussions. A VLE typically includes features like course syllabi, materials, assessments, and different access for teachers and students. It aims to provide a consistent interface for all course components and resources through linking capabilities. VLEs are increasingly popular in education as they can save instructor time, provide students with internet-based resources, and integrate distance and campus-based learning.
The European Data Science Academy: Bridging the Data Science Skills GapAlexander Mikroyannidis
As a global society, we are producing data at an incredible rate, fuelled by the increasing ubiquity of the Web, and stoked by social media, sensors, and mobile devices. However, as the amount of produced data continues to increase, so does the demand for practitioners who have the necessary skills to manage and manipulate this data. The European Data Science Academy (EDSA) is looking to bridge the data science skills gap by developing multimodal open courseware tailored to the real needs of data practitioners. The EDSA courseware is implemented as a combination of living learning materials and activities (eBook, online courses, webinars, face-to-face training), produced via a rigorous process and validated by the data science community through continuous feedback.
Presentation at COL / UNESCO Europe Regional Consultation on OER, February 23-34 in Valetta, Malta (http://rcoer.col.org/europe.html).
Thank you to Cable Green for providing his presentation on Open Licenses, for reuse.
The document outlines resources and tools available on the LabSpace open education platform, including three main areas for publishing open educational content and conducting projects. It describes various open learning tools on the Moodle-based platform like forums, wikis, and videoconferencing. Specific tools highlighted include FlashMeeting for videoconferencing, FlashVlog for online video diaries, Compendium for visual mapping of information, and Cohere for experimental knowledge mapping. Hands-on activities are suggested for users to register and create new content in the IndieSpace area of the LabSpace platform.
Hoe gebruiken leerkrachten hun ELO?
Cindy De Smet onderzoekt binnen haar doctoraat het gebruik van de Elektronische Leeromgeving (ELO).
In een eerste luik zocht ze een antwoord op de volgende 2 vragen: 1) op welke manier gebruiken leerkrachten de ELO, 2) welke factoren zorgen ervoor dat leerkrachten een ELO gebruiken. Op basis van vragenlijstonderzoek bevroeg ze 505 leerkrachten secundair onderwijs. De resultaten leverden niet alleen antwoorden op de vooropgestelde vragen, maar ook praktische inzichten voor leerkrachten en directies.
Het onderzoek werd gepubliceerd in Computers & Education.
Download deze paper via:
http://hogent.academia.edu/CindyDeSmet
Introduction on MOOCs, their European dimension and ECO project EADTU
Presentation by Darco Jansen (EADTU) in the context of ECO webinar on Sustainable business models for MOOCs: the need for cross-institutional cooperation, 28 September 2016
Presentation at the FORGE workshop collocated with the World Engineering Education Forum (WEEF), the International Conference on Interactive Collaborative Learning (ICL) and the International Conference on Engineering Pedagogy (IGIP) in Florence, Italy on September 20th, 2015.
2014 04 03 (educon2014) emadrid uam towards a collaborative pedagogical model...eMadrid network
This document proposes two approaches for collaborative learning in MOOCs: a Social Media Learning System that supports social interaction around multimedia learning objects, and a Teaching Assistant System that extends an LMS to support collaborative learning scenarios and assessment. Both approaches aim to address the need for a flexible pedagogical model in MOOCs based on high interaction and self-motivation through collaborative learning. The approaches are discussed and evaluated in terms of design, monitoring, and assessment of collaborative learning processes in large-scale online courses.
The document describes Serendipity, a platform for discovering and visualizing open educational resource (OER) data from open courseware repositories. It discusses two services supported by the platform: (1) Serendipity, a faceted search engine that allows users to explore OER data through refining searches using different metadata facets, and (2) Serendipity Maps, a data visualization service that displays OER data geographically on maps. The goal of Serendipity is to improve the discovery, exploration, and use of the large amount of OER data available by leveraging linked open data and semantic web technologies.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
Openness in Education: Some Reflections on MOOCs, OERs and ODLCEMCA
This document discusses openness in education through open and distance learning (ODL), open educational resources (OER), and massive open online courses (MOOCs). It defines key concepts like open content and open licensing. It explores how printing, external examinations, and the Open University increased access to education. It outlines that OER are freely available teaching materials that can be reused and adapted. MOOCs aim to provide free online courses to large numbers of students worldwide. The document considers implications for ODL institutions, including developing OER policies and focusing on learning over materials. It concludes that open education can provide flexible, asynchronous learning using open resources and assessments.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
- The document summarizes the findings of a feasibility study on developing an open educational resource (OER) infrastructure across educational sectors in Germany.
- It identifies the need for a federated network of reference systems rather than a single central repository, to overcome the fragmented landscape of existing repositories and enable cross-sectoral sharing of OERs.
- Key recommendations include establishing a Metadata Exchange Service to facilitate exchange between referatories and sectors, and coordinating stakeholders to develop common standards and ensure an open informational ecosystem.
The document discusses requirements for a federated cross-sectoral infrastructure for open educational resources (OER) in Germany. It conducted interviews and workshops with stakeholders from different educational sectors. It determined that a central repository would not work due to fragmented existing repositories. Instead, it recommends a network of reference systems connected by a metadata exchange service to increase visibility, findability, and quality of OER across educational sectors. This network would include coordination of stakeholders, documentation of standards, and involvement of the OER community.
The document provides an overview of open educational resources (OER). It discusses the history of OER, including early initiatives like Project Gutenberg and MIT OpenCourseWare. It defines OER according to organizations like UNESCO and the William and Flora Hewlett Foundation. The document outlines the principles of OER, including being freely available, adaptable, and openly licensed. It discusses advantages like lower costs, improved access, and customization possibilities. Potential weaknesses include issues with quality control, sustainability, and reliance on internet access.
Serendipity is a faceted search engine that allows users to explore open educational resources through guided navigation and refinement of searches based on facets. It provides access to over 8000 OpenCourseWare items through dynamic filtering by facets such as creator, language, license, tags, and knowledge area. The document describes various features of Serendipity including faceted exploration, points of interest mapping, open data publishing, and data visualization capabilities to enhance discovery and understanding of open educational resources and contexts.
Higher Education in the Open Source EcosystemDeborah Bryant
This document discusses higher education's involvement in open source software in various ways:
- It provides examples of universities teaching open source software development and administration through formal courses, projects, and mentorship programs. This includes Oregon State University's Open Source Lab and academic programs.
- It also discusses academic research on topics related to open source communities and how some of this research translates to practices that benefit diversity and inclusion.
- Finally, it mentions additional resources for open source education including volunteer organizations like OpenHatch that help match students with open source projects and communities.
Presented by Antonella Poce, Maria Rosaria Re, and Francesco Agrusti (Roma Tre University, Italy), Gonçalo Cruz and Caroline Dominguez (University of Trás-os-Montes e Alto Douro, Portugal) during the 1st European Summit for Critical Thinking Education
Going open: the teachers’ perspective on openness in education LangOER
This project was financed by the European Commission to enhance teaching and learning of less used languages through open educational resources. It involved several partners across Europe. The project activities included producing a report on OERs in less taught languages, developing training materials and courses for teachers, and creating OERs. The document then discusses key concepts in openness including definitions, criteria, attitudes, barriers and drivers. It also summarizes desktop research conducted on Polish OERs and an online survey of 32 Polish teachers which investigated their attitudes towards sharing and adapting educational resources. The implications highlighted were to promote flexible manipulation of resources, raise awareness of licensing, and focus on task design in teacher training.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
1. Open Educational Resources (OER) refer to digitized materials that are freely available online for use and reuse for teaching, learning, and research. OER can help make education more accessible and affordable.
2. OER allow educators to reuse, remix, revise, and redistribute educational content. They provide opportunities for collaboration between educators and learners. OER can benefit individuals by providing free learning materials, as well as educators by allowing them to create new materials efficiently.
3. For educational institutions, OER can help widen access to education, lower costs, and facilitate collaboration. They also provide opportunities for governments to showcase their education systems and develop culturally relevant resources. Overall, OER aim to
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
The document discusses open education and its importance. It defines open education as resources, tools and practices that employ open sharing to improve educational access and effectiveness worldwide. Open education eliminates barriers to knowledge like costs and allows people globally to access and share knowledge. The document highlights how open sharing is a basic characteristic of education and how open education can connect learners and allow customization of educational materials.
Similar to #OCWCGlobal Research in Open Education (20)
This document discusses finding openly licensed educational materials and provides examples of websites to search for such content. It encourages participants in a workshop on open education to conduct a practical activity where they find 3 examples of Creative Commons licensed works on a topic from sources like Flickr, YouTube, SlideShare and open courseware repositories. They are asked to identify the license terms, how the materials can be used, and any limitations. Websites searched include Creative Commons search, YouTube, Flickr searching for "Ljubljana", SlideShare and the OpenCourseWare Consortium course search.
This document provides instructions for licensing and sharing various types of educational content online under Creative Commons licenses. It includes step-by-step guides for selecting a Creative Commons license and uploading videos to YouTube, photos to Flickr, and presentations to Slideshare. Login credentials are provided for accounts on Gmail, YouTube, Flickr and Slideshare to allow users to complete hands-on activities during the workshop.
This document provides an overview of an upcoming workshop on open education. The workshop will (1) provide examples of open education projects, (2) cover copyright and licensing, and (3) help participants develop open education strategies for their institutions. It will be facilitated by representatives from various universities and organizations. The document defines open education and related terms like open educational resources, open courseware, open textbooks, and open access. Open educational resources are teaching materials that use open licenses to allow free use and modification.
This document discusses OpenCourseWare in Europe and its potential for virtual mobility. It notes that while Europe has many traditional universities, it is lagging in open education due to conservative attitudes and budget cuts. The project aims to facilitate virtual mobility across Europe by creating preconditions for a strong OCW framework through closer cooperation between institutions, sharing materials, and potentially joint degrees. It outlines phases of research, workshops, and reports to establish a European branch of the OpenCourseWare Consortium by the end of 2013.
Introduction to OpenCourseWare Europe for the workshop "Guidelines for the Use of OpenCourseWare for Virtual Mobility" at Online Educa Berlin Conference on 28th of November 2012 by Willem van Valkenburg
This document summarizes Creative Commons and how it provides a standardized way for creators to grant copyright permissions to their creative works through flexible licensing options. It explains the four main license conditions creators can choose from (Attribution, ShareAlike, NonCommercial, NoDerivatives) and the CC0 public domain dedication. It provides examples of how works can be properly marked up with machine-readable Creative Commons metadata and licenses. Over 550 million items are licensed under Creative Commons, covering various topics and media types.
This document summarizes Dr. Cable Green's presentation on the obviousness of open policy. Some key points include:
- Nearly one third of the world's population is under 15 years old and enrollment in tertiary education is projected to increase significantly in coming years, requiring many new universities to open.
- Open educational resources (OER) are teaching, learning and research materials that reside in the public domain or are released with an open license allowing free use and repurposing. There are many existing OER initiatives and repositories.
- Resources that are non-rivalrous, like digital content, can be copied and distributed at essentially no cost online, unlike physical goods. This changes traditional models and pricing.
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
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Getting started with Open Education:
Everything you need to know to begin open
education projects at your institution
Research in Open Education
Edmundo Tovar
edmundo.tovar@upm.es
OpenCourseWare in the European HE context
opencourseware.eu
with the support of the Lifelong Learning
Programme of the European Union
1
LJUBLJANA, SLOVENIA
23 - 25 April 2014
2. Quality as the challenge
Four dimensions:
1. Teaching and Learning Processes
2.Information and Material Content
3. Presentation, Product and Format
4. System, Technical and Technology
4. • To improve the accesibility, discoverability ,
share, use and reuse of OER and educational
data through emergent web technologies.
• Vision: OER shared and accesible to all and open
data linked
Mission of our research group:
GICAC UPM-UTPL
6. Heterogeneity leads to
problems of interoperability
and accessibility of open
content among institutions
and within them.
The lack of interoperability shows some
disadvantages in the discovery, reuse, re-mix and
adaptation of OER.
#sophia
7. Educational content
Open licenses
data in machine format
OPEN: "A piece of knowledge is open if you are free to use, reuse, and redistribute it” http://www.opendefinition.org/okd
OER semantic
based on LinkedData approach
+
+
@nopiedra2012
8. Figure: Overview of conceptual map about
general structure of OCW
LOCWD Vocabulary Modeling
Common data available from
OCW websites are: title,
knowledge area, open
educational materials, open
licenses, repositories, higher
education institutions, content
creators, fields of knowledge,
learning guides, licenses,
accessibility conformance, and
others
9. Guided navigation Previews
of Results
Refine search
Add keywords
With Serendipity
Explore OCW in an
integrated and
incremental
manner, from any of
the repositories of
institutions that
publish
OpenCourseWare.
10. Facets
Share this OCW
Inspect current OCW
Refine your search
Access the full description of the courses as published by the home institution, along with complimentary information such as
language, license, author, country, geographic location of the institution and other semantically related information available via the
Web.
Propose change
13. Serendipity POIs use icons to represent different categories of POI on a map
graphically. A point of interest, or POI, is a OER specific point location that someone
may find useful or interesting.
14. Serendipity POIs - Open data contains valuable information that will drive insights,
innovations, and discoveries, but it can be difficult to access and digest. Using data
visualization, we’re simplify the complexity and drive a deeper understanding of the
open educational context.
18. Current researches
• A recommender system using social relationships and
SNA, to improve the finding and reuse of news OER
• A framework for discovery and recommendation of open
educational resources by self-learners
• Integrating OER in MOOC context using Linked Data
technologies
• A framework for promoting the quality associated to the
lifecyle of OER.
19. Thanks!
Partners
• Delft University of Technology
• Universidad Politécnica Madrid
• Universitat de Barcelona
• Katholieke Universiteit Leuven
• Université de Lyon, VetAgro Sup
• OpenCourseWare Consortium
• Creative Commons
opencourseware.eu
with the support of the Lifelong Learning
Programme of the European Union
19
www.opencourseware.eu