The document discusses the open educational resources (OER) movement and its implications. It provides background information on OER, defining them as digitized materials that are freely available for educators, students, and self-learners to use and reuse. It notes several major OER initiatives including Wikieducators, the Free Textbook Movement, and Connexions. It also discusses who is involved in OER globally, including universities in the US, China, Japan, and France that have opened up hundreds of courses. The document analyzes data from MIT's OpenCourseWare initiative showing that OER users are broadly international and use the resources for a variety of educational purposes. It concludes by reviewing the most commonly used Creative Commons
UNESCO OER Way Forward @ eLearning Africa 2008Catriona Savage
"A Way Forward for Open Educational Resources: deliberations of an international community." Presentation given by Catriona Savage (UNESCO) at the MERLOT Africa Network's First Pan-African Forum on OER and OA, eLearning Africa, Accra, Ghana on 28 May 2008.
Using Open Educational Resources in the Basic Composition ClassroomAnne Arendt
Using Open Educational Resources (OER) and OpenCourseWare (OCW) and other Web 2.0 Technologies in the Basic Composition Classroom
Note: Go to http://works.bepress.com/anne_arendt/4/ to get the detailed report with all the proper citations and additional information.
Open Educational Resources. Building a Culture of SharingKOED
Prezentacja Susan D'Antoni (UNESCO) z konferencji "Otwarta edukacja w Polsce", zorganizowanej 23 kwietnia 2009 roku w Sejmie RP przez Koalicję Otwartej Edukacji (KOED).
UNESCO OER Way Forward @ eLearning Africa 2008Catriona Savage
"A Way Forward for Open Educational Resources: deliberations of an international community." Presentation given by Catriona Savage (UNESCO) at the MERLOT Africa Network's First Pan-African Forum on OER and OA, eLearning Africa, Accra, Ghana on 28 May 2008.
Using Open Educational Resources in the Basic Composition ClassroomAnne Arendt
Using Open Educational Resources (OER) and OpenCourseWare (OCW) and other Web 2.0 Technologies in the Basic Composition Classroom
Note: Go to http://works.bepress.com/anne_arendt/4/ to get the detailed report with all the proper citations and additional information.
Open Educational Resources. Building a Culture of SharingKOED
Prezentacja Susan D'Antoni (UNESCO) z konferencji "Otwarta edukacja w Polsce", zorganizowanej 23 kwietnia 2009 roku w Sejmie RP przez Koalicję Otwartej Edukacji (KOED).
This presentation provides you basic outline of why student choose Germany over other countries.
Topics included:
1. Top reasons to study in Germany
2. Intakes in Germany
3. Universities in Germany
4. Mackwins Education role & services for Germany
This presentation draws from the experiences of the Research in Open Educational Resources for Development (ROER4D) project in discussing how open textbooks can address the demands for curriculum transformation and decolonialisation in South African higher education.
Uncovering what enables and constrains 'open practices' in the Global South: ...ROER4D
Uncovering what enables and constrains 'open practices' in the Global South: Reflections from the ROER4D Project. Keynote for the AVU Conference 1-3 July 2015 by Cheryl Hodgkinson-Williams
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
CONFERENCE SUMMARY
Association for Development of Teaching, Education and Learning (ADTEL)
11th International Conference on Teaching, Education and Learning (ICTEL)
19-20 September 2016, Imperial College London, South Kensington Campus | London SW7 2AZ
Moocs in the news: The real story behind the Irish storyEamon Costello
This paper describes a case study of how MOOCs have been reported through the Irish media. A brief description of previous research on the portrayal of MOOCs in the international media is outlined and the unique Irish story is then presented framed around a number of overarching research questions: Who is telling the MOOC story and why? What story is being told? How is the story being told? Whose story is not being told? Specifically the study investigates how the MOOC phenomenon has been portrayed in Irish newspapers. A brief description of the research design is given before reporting key findings, which include a number of interesting developments in the Irish context. In telling the Irish story the paper contributes to the wider debate over the long-term future of open and online learning in the higher education landscape. The key lesson arising from the research is that the MOOC movement is not on an independent trajectory, as it needs to be understood as part of social practice.
The Middle East e-Learning Association (MEEA) is an independent, non-political, non-profit association dedicated to growing the understanding, practice and knowledge transfer of e-learning in the region. With its members joining from various countries of the MENA and neighboring region representing the various sectors of e-learning (corporate, government and educational organizations),
This presentation provides you basic outline of why student choose Germany over other countries.
Topics included:
1. Top reasons to study in Germany
2. Intakes in Germany
3. Universities in Germany
4. Mackwins Education role & services for Germany
This presentation draws from the experiences of the Research in Open Educational Resources for Development (ROER4D) project in discussing how open textbooks can address the demands for curriculum transformation and decolonialisation in South African higher education.
Uncovering what enables and constrains 'open practices' in the Global South: ...ROER4D
Uncovering what enables and constrains 'open practices' in the Global South: Reflections from the ROER4D Project. Keynote for the AVU Conference 1-3 July 2015 by Cheryl Hodgkinson-Williams
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
CONFERENCE SUMMARY
Association for Development of Teaching, Education and Learning (ADTEL)
11th International Conference on Teaching, Education and Learning (ICTEL)
19-20 September 2016, Imperial College London, South Kensington Campus | London SW7 2AZ
Moocs in the news: The real story behind the Irish storyEamon Costello
This paper describes a case study of how MOOCs have been reported through the Irish media. A brief description of previous research on the portrayal of MOOCs in the international media is outlined and the unique Irish story is then presented framed around a number of overarching research questions: Who is telling the MOOC story and why? What story is being told? How is the story being told? Whose story is not being told? Specifically the study investigates how the MOOC phenomenon has been portrayed in Irish newspapers. A brief description of the research design is given before reporting key findings, which include a number of interesting developments in the Irish context. In telling the Irish story the paper contributes to the wider debate over the long-term future of open and online learning in the higher education landscape. The key lesson arising from the research is that the MOOC movement is not on an independent trajectory, as it needs to be understood as part of social practice.
The Middle East e-Learning Association (MEEA) is an independent, non-political, non-profit association dedicated to growing the understanding, practice and knowledge transfer of e-learning in the region. With its members joining from various countries of the MENA and neighboring region representing the various sectors of e-learning (corporate, government and educational organizations),
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge.”
-The William and Flora Hewlett Foundation
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
Presentation about how Open Education Consortium advances openness in education around the world. Presentation was made at OER: Impact and Outcomes Conference, 8-9 December 2014, Paris, France (http://www.college-etudesmondiales.org/fr/content/conf-open-educational-resources-impact-outcomes)
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
The Sixth “Smart Education” Webinar centered on the domain of Open Educational Resources (OER). In this presentation the Case Study of Using Open Education Resources (OER) in Northern African Universities was presented
The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.
Make the difference - at the UNESCO IITE Conference 2014icdeslides
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Open Educational Resources (OERs) and Educational ProvidersRamesh C. Sharma
Open Educational Resources are being promoted by governmental, non-governmental, inter-governmental and private business houses. There are different funding mechanisms for developing OERs. Due to restricted or limited funding provisions currently, we need to have a look at alternatives. Educational providers need to examine ways to meet the challenge of numbers, costs, quality etc. MOOCs are getting popular in extending the outreach of education.
The Chinese National Top Level Courses Project - using Open Educational Resou...Stian Håklev
Presentation as part of the CIDE seminar series, OISE, University of Toronto, 23/3//2010. Audio available here: http://www.archive.org/details/TheChineseNationalTopLevelCoursesProject-UsingOpenEducational
Policy perspectives on Open Educational Resourcesicdeslides
Policy perspectives on Open Educational Resources:
The world has got a new educational policy – a global shift. The Incheon Declaration. The Qingdao Declaration. Two major Global Challenges for Higher Education towards 2030: average education and economic growth, enrolment in higher education. Drivers for Opening up for Knowledge: Open, Technology, Costs, Demographics and Learners.
Policy for Less used Languages - a policy brief for governments.
What about Norden?
End
Towards the connected and collaborative educational landscapeicdeslides
At the International Association of Universities, IAU, International Conference 29 October 2015, a session discussed e-learning and cross-border higher education. This presentation gives and global overview of the development, trends, driving forces and gives examples of major changes pointing towards the connected and collaborative educational landscape. However, direction and action is needed so sound policies are to be decided and implemented to harvest the benefits from quality online, open and flexible higher education.
Presentation at OGP Regional Meeting 2016, May 5/6, Cape Town South Africa: Open Education and opportunities for sustainable education in Africa, advocating of and for the inclusion of Open Education and OER in African regional National Action Plans (NAPs) which are being developed within member nations, geared to meet global Sustainable Development Goals.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
‘Openness’ and ‘Open Education’ in the Global Digital Economy: An Emerging Paradigm of Social Production
Introduction
2. The Emerging Open Education Paradigm
3. The History of ‘Openness’ in Education: From the Open Classroom to OCW
4. Bergson, Popper, Soros and the Open Society
The New Paradigm of Social Production
Conclusions
Educación Movil y TICS Para El Desarrollo (ICT4D) - Proyecto PilotoAlfonso Sintjago
Esta presentación explica un proyecto piloto en la República Dominicana donde 6 dispositivos móviles, cada uno con 12.5 gigabytes de información educativa abierta (REA) fueron entregados a varios administradores para crear Entornos Personalizados De Aprendizaje. Los participantes fueron parte de un curso de 16 semanas en los cuales crearon recursos y utilizaron los dispositivos en formas innovativas. Una de las metas del proyecto era ver como podemos utilizar los dispositivos móviles inteligentes de bajo costo mas eficientemente. Los dispositivos utilizados costaron solo $60 por persona mas $15 por SD card.
Mobile Phones and Development - Preliminary Results - Pilot Project (Dominica...Alfonso Sintjago
Following the distribution of $50 android devices with 12.5 GB of educational resources (most OER) in an SD card, this presentation highlights some of the initial results and hopes to start a conversation about ways in which we can more effectively use mobile devices in developing settings.
Augmented Reality and Education - Infographic (Leapfrog Initiatives)Alfonso Sintjago
Augmented reality (AR) technology is the result of using convergence technology to greatly expand our functional reality, i.e. that which is in our expanded environment, that we know about, and that we are able to act on. The technologies making this possible include, smartphones, GPS, phone cameras, always-on and always-available data networks, etc. A crude, but widespread, example of AR technology is Google Maps. Google Maps makes it possible for us to know about places of interest that are in our environment, or an environment relevant to us, far beyond that which our biological senses can reveal. Other examples include the services provided by apps such as Layars and Wikitude that provide detailed data on objects that we experience, Google’s recently released AR game, Ingress, among many other projects. AR is likely to be one of the most transformative technological developments that we will see over the next decade because it radically changes the world that we live in, how we perceive that world, and how we interact with it and other individuals in it. With affordable HUD displays (ex. Google Glass) this technology will take on a whole other dimension.
Robotics and Education - Infographic (Leapfrog Initiatives)Alfonso Sintjago
Robotics have reached a level of sophistication that it is wholly reasonable to start seeing them in a range of environments where they will interact with humans. The classroom is no exception. In fact, remote controlled robots have already been introduced in classrooms in South Korea and Japan. In South Korea robots are used in primary school classrooms to teach English (Learn more about EngKey). Some of these educational robots are remote controlled by teachers operating out of the Philippine Islands. In Japan, there are known instances where teachers have used remote controlled robots to teach courses in classrooms far away from where they live (E.g. Hiroshi Ishiguro). There are a range of tasks that robots can take over in classrooms, ranging from classroom management to engaging students. With the development of other related technologies, such as artificial intelligence, robots can conceivably even become involved in instruction itself.
Mobile Apps For Evaluators (Top App Categories for Evaluators in Android and ...Alfonso Sintjago
Ignite Session - AEA 2013
Mobile Apps For Evaluations
Top App Categories for Evaluators in Android and iOS
A YouTube Video of the presentation can be found at the end.
This presentation was created as Prezi to share with the Minnesota state legislation and for a grant application in social justice and collaborative leadership
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Thesis Statement for students diagnonsed withADHD.ppt
2011 - OER Movement and its Implications for Local Knowledges
1. The OER Movement and its Implications for Local Knowledges Case Study of the Dominican Republic and their development and use of OER Presentation of Prelim Abstract Some Background Information on OER Alfonso Sintjago – April 15
2. CIES – ICT4D SIG THE FUTURE OF COMPARATIVE AND INTERNATIONAL EDUCATION IN A GLOBALISED WORLD - DAVID N. WILSON “In my 1994 CIES presidential address I posed another “perplexing question” about “when comparative and international education will achieve recognition as something more than an ‘amorphous’ field” (Wilson 1994: 485).I believe that the answer is that globalisation has given comparative and international education increased recognition, and that ICTs have provided the communications tools to reach wider audiences. I urge all comparative and international educators to use this recognition wisely by doing their utmost to communicate effectively the results of the academic and field-based research and insights to policy-makers, educational reformers and practitioners”
3.
4. Broader Academia “My view is that in the open-access movement, we are seeing the early emergence of a meta-university—a transcendent, accessible, empowering, dynamic, communally constructed framework of open materials and platforms on which much of higher education worldwide can be constructed or enhanced.” – Charles Vest 2006
5. What are OER? “open educational resources are digitisedmaterials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research” Term was first coined at a UNESCO meeting – 2002 OECD - the concept of “open educational resources” is both broad and vague.
8. Who is Involved? (OECD 2006) Over 3000 open access courses from over 300 universities. In the United States 1 700 courses by university-based projects at MIT alone. Rice University, Carnegie Mellon University, among others have opened their courses. In China 750 courses - 222 universities - China Open Resources for Education (CORE) consortium. In Japan more than 400 courses - the Japanese OCW Consortium - members have grown from 7 to 19 2005-2006. In France - 800 educational resources - 100 teaching units -11 member universities of the ParisTechOCW.
9. Major OER Initiatives (2011) Wikieducators.org Free Textbook Movement Connexions Consortium OpenCourseWare Consortium Community Colleges Consortium for Open Education Resources UNESCO Support for the OERU Initiative
10. Who Uses MIT OCW and OER? (2005) OCW is accessed by a broadly international population of educators and learners. • 61% of OCW traffic is non-US; East Asia-22%, Western Europe- 15%, South Asia-6%, Latin America-5%, other regions-13% • 49% of visitors are self learners, 32% students, 16% educators The OCW site is being successfully used by educators, students and self learners for wide range of purposes. • Educator uses: planning a course (26%), preparing to teach a class (22%), enhancing personal knowledge (19%) • Student uses: complementing a course (38%), enhancing personal knowledge (34%), planning course of study (16%) • Self learner uses: enhancing personal knowledge (56%), keeping current in field (16%), planning future study (14%) • 41% are completely successful; 51% are somewhat successful Source: MIT OpenCourseWare Evaluation – 2005
11.
12. Creative Commons Licenses (OECD 2006) As of June 2006, the use of the different license options had the following distribution: Attribution (BY) is used by 96.6% of all licensors. Non-commercial option (NC) 67.5%. Share Alike (SA) 45.4%. No derivatives (ND) 24.3%.
Editor's Notes
former President of the Comparative and InternationalEducation Society of Canada (CIESC), of the Comparative and InternationalEducation Society of the US (CIES), as well as of the World Council ofComparative Education Societies (WCCES)