Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker
JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011
This document summarizes the key lessons learned from the UKOER program, which aimed to encourage the creation and use of open educational resources (OER) in UK higher education. The three main lessons are: 1) OER were embraced by a wide range of stakeholders but partnerships may impact openness; 2) Not all OER are truly open and accessible; and 3) Sustaining a culture of openness faces challenges without ongoing support. The document also reflects on tensions between community approaches and openness, and how to maintain momentum around OER into the future.
The document summarizes a collaborative project between several UK universities to develop online, open-access modules on essential information skills for researchers. A group surveyed researchers and found a need for reusable, online tutorials. They created a pilot module on disseminating research using the Xerte authoring tool. An evaluation of the pilot module will help edit and improve the content before full dissemination. The collaborative approach provided benefits like increased skills, ideas, and potential contacts, though different expectations and deadlines posed challenges.
This document outlines an agenda for a workshop on finding and evaluating Open Educational Resources (OER). The workshop consists of three parts:
1) A 20-minute presentation on how to find relevant OER and criteria for evaluating OER.
2) A 40-minute hands-on activity where participants use OER search engines to find resources and evaluate them using a provided checklist.
3) A 30-minute debate where participants share their evaluations and how easy it would be to adapt the OER for their own teaching and learning.
This document discusses developing a learning analytics strategy for a higher education institution (HEI). It provides an overview of key considerations in developing a strategy, including identifying goals and stakeholders, addressing privacy and ethics, selecting tools and platforms, collecting and analyzing data, and using insights to improve teaching and learning. The strategy discussed aims to help institutions gain a better understanding of the learner experience and identify areas for improvement through a responsible and ethical use of learning analytics.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
This document summarizes the key lessons learned from the UKOER program, which aimed to encourage the creation and use of open educational resources (OER) in UK higher education. The three main lessons are: 1) OER were embraced by a wide range of stakeholders but partnerships may impact openness; 2) Not all OER are truly open and accessible; and 3) Sustaining a culture of openness faces challenges without ongoing support. The document also reflects on tensions between community approaches and openness, and how to maintain momentum around OER into the future.
The document summarizes a collaborative project between several UK universities to develop online, open-access modules on essential information skills for researchers. A group surveyed researchers and found a need for reusable, online tutorials. They created a pilot module on disseminating research using the Xerte authoring tool. An evaluation of the pilot module will help edit and improve the content before full dissemination. The collaborative approach provided benefits like increased skills, ideas, and potential contacts, though different expectations and deadlines posed challenges.
This document outlines an agenda for a workshop on finding and evaluating Open Educational Resources (OER). The workshop consists of three parts:
1) A 20-minute presentation on how to find relevant OER and criteria for evaluating OER.
2) A 40-minute hands-on activity where participants use OER search engines to find resources and evaluate them using a provided checklist.
3) A 30-minute debate where participants share their evaluations and how easy it would be to adapt the OER for their own teaching and learning.
This document discusses developing a learning analytics strategy for a higher education institution (HEI). It provides an overview of key considerations in developing a strategy, including identifying goals and stakeholders, addressing privacy and ethics, selecting tools and platforms, collecting and analyzing data, and using insights to improve teaching and learning. The strategy discussed aims to help institutions gain a better understanding of the learner experience and identify areas for improvement through a responsible and ethical use of learning analytics.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
Dublin Core Application Profile for Scholarly Works (ePrints)Julie Allinson
The document summarizes the Dublin Core Application Profile for Scholarly Works (ePrints) which provides a richer metadata profile for describing scholarly works in repositories. It outlines the functional requirements, entity-relationship model based on FRBR, and application profile with properties and vocabularies to capture metadata for scholarly works and related entities like expressions, manifestations, and copies. Next steps include developing an XML schema and gaining community acceptance and adoption of the application profile.
TAACCCT Proposal Support from MIT and Lumen LearningLumen Learning
Round 3 TAACCCT grants were announced in April 2013, providing federal funding to educational institutions - primarily community colleges - for innovative projects aimed at workforce development for individuals whose jobs have shifted overseas. To complement the resources community colleges bring to the table, MIT and Lumen Learning are collaborating to further support TAACCCT grant proposals by providing applied domain expertise in technology-enabled learning, open education, and workforce development in growing, high-skill industries: advance manufacturing, energy, entrepreneurship, life sciences, and STEM fields. This presentation provides an overview of the types of support and expertise MIT and Lumen Learning can offer as collaborative support for educational institutions seeking Round 3 TAACCCT grants.
Presentation to Quebec VPAs at BCI (Montreal) May 4 2018eCampusOntario
Presentation about the eCampusOntario structure and activities for Vice-Presidents Academic from Quebec universities, at BCI in Montreal on May 4, 2018.
1. The document summarizes the findings of a study on the choices made by 29 UK pilot projects in describing and sharing open educational resources.
2. The projects used a diverse range of existing technologies, including eLearning platforms, repositories, and web 2.0 applications, to manage and share resources.
3. The descriptive standards and packaging formats used were often embedded within the chosen systems rather than selected independently.
The document discusses the Open Policy Network (OPN), which aims to foster the creation and adoption of open policies that advance the public good. The OPN does this by supporting advocates, organizations, and policymakers. It connects policy opportunities with those who can provide assistance. The OPN has 49 institutional members and is funded in part by the Hewlett Foundation. It operates based on four key tenets: that publicly funded resources should be openly licensed, resources funded by foundations should be openly licensed, the default should be open policies via funding requirements, and content should use CC BY licensing while data uses CC0.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
Librarians and Open Educational Resources: a match made in...R. John Robertson
Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011
Exploring co-design - Jisc's new approach to innovationJisc
Jisc has developed a new approach to innovation called co-design. This approach involves Jisc customers and stakeholders much more closely in every stage of the innovation process from deciding which issues and opportunities to address to managing projects and ensuring institutions benefit from outputs. Jisc piloted this approach during 2013 and this session will reflect on the pilot and the projects that were included. From 2014 onwards, all Jisc innovation work will be managed using co-design. This session will allow delegates to explore the co-design approach and help shape the themes that we will focus on this year.
Black and Ethnic Minority materials for the Instituteatomicjeep
This is the presentation used on 21/03/06 for our initial meeting. It briefly introduces the project aims, The Learning Exchange, he different RLO types and includes some suggestions on RLOs.
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
The document discusses policy implications of open educational resources (OER) in Norway. It notes a lack of reuse of digital learning resources due to contextualization, lack of ICT skills, and insufficient sharing culture. A new strategy for digital learning resources will address interoperability, intellectual property rights, and use in higher and adult education. Key policy implications include developing a framework for OERs across sectors; strengthening infrastructure, standards, funding and the evidence base; and incentivizing pedagogical innovation and a sharing culture in higher education.
Information Literacy in an Open content world: developing guidance for academ...linzii
Presentation with Alison Mackenzie at LILAC 2011. Discusses the results and trends from two academic staff surveys at Edge Hill University looking at academic staff awareness, use and expectations of open educational resources. Building upon the open content literacy framework by mapping it onto the SCONUL 7 Pillars model of Information Literacy - looking at IL through a ‘lens’ of open content creation. Asks What is the role of librarians in the developing OER/open content agenda? How confident do librarians feel about supporting academics in locating, reusing or remixing content? and How useful are literacy models in supporting understanding and decision-making of colleagues wishing to explore, create, reuse or repurpose open digital teaching and learning content
Approaches to supporting Open Educational Resource projectsR. John Robertson
Approaches to supporting Open Educational Resource projects, OCWC2010 Hanoi, May 5-7 2010.
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
Strand 3: Angela Holzer, German Research Foundation, DFGOAbooks
The document discusses the Deutsche Forschungsgemeinschaft (DFG), which is Germany's main funding organization for scientific research. It outlines the structure and roles of the DFG's various bodies, including the Senate, Executive Committee, Joint Committee, and Review Boards. It also describes several of the DFG's existing funding programs that support open access publishing, such as project-related publication expenses, publication grants, and Open Access Publication Funds. Finally, it calls for proposals for a new open access monographs program to clarify costs, business models, and requirements around quality, licensing, usage statistics, and long-term availability.
One Session Wonder presentation to kick off a discussion of Digital Humanities in courses. [version 1, it needs revision, and more examples/ interactivity]
LTDC. Do or not do. Supporting ePortfolio adoption in a yearR. John Robertson
This document summarizes the challenges and strategies for implementing program-level ePortfolios for first-year students at UW Oshkosh. The university plans to enroll 1800 first-year students in the fall of 2013 for its new general education program. Key challenges include the large scale of implementing ePortfolios across 250 courses and 200+ instructors, defining the purpose of the ePortfolios, developing the process, and addressing technological issues. The ePortfolio specialist is addressing these through a pilot program, professional development workshops, and reference resources while learning from mistakes. Continuous engagement of instructors and the campus community will be critical to the success of the ePortfolio initiative.
Dublin Core Application Profile for Scholarly Works (ePrints)Julie Allinson
The document summarizes the Dublin Core Application Profile for Scholarly Works (ePrints) which provides a richer metadata profile for describing scholarly works in repositories. It outlines the functional requirements, entity-relationship model based on FRBR, and application profile with properties and vocabularies to capture metadata for scholarly works and related entities like expressions, manifestations, and copies. Next steps include developing an XML schema and gaining community acceptance and adoption of the application profile.
TAACCCT Proposal Support from MIT and Lumen LearningLumen Learning
Round 3 TAACCCT grants were announced in April 2013, providing federal funding to educational institutions - primarily community colleges - for innovative projects aimed at workforce development for individuals whose jobs have shifted overseas. To complement the resources community colleges bring to the table, MIT and Lumen Learning are collaborating to further support TAACCCT grant proposals by providing applied domain expertise in technology-enabled learning, open education, and workforce development in growing, high-skill industries: advance manufacturing, energy, entrepreneurship, life sciences, and STEM fields. This presentation provides an overview of the types of support and expertise MIT and Lumen Learning can offer as collaborative support for educational institutions seeking Round 3 TAACCCT grants.
Presentation to Quebec VPAs at BCI (Montreal) May 4 2018eCampusOntario
Presentation about the eCampusOntario structure and activities for Vice-Presidents Academic from Quebec universities, at BCI in Montreal on May 4, 2018.
1. The document summarizes the findings of a study on the choices made by 29 UK pilot projects in describing and sharing open educational resources.
2. The projects used a diverse range of existing technologies, including eLearning platforms, repositories, and web 2.0 applications, to manage and share resources.
3. The descriptive standards and packaging formats used were often embedded within the chosen systems rather than selected independently.
The document discusses the Open Policy Network (OPN), which aims to foster the creation and adoption of open policies that advance the public good. The OPN does this by supporting advocates, organizations, and policymakers. It connects policy opportunities with those who can provide assistance. The OPN has 49 institutional members and is funded in part by the Hewlett Foundation. It operates based on four key tenets: that publicly funded resources should be openly licensed, resources funded by foundations should be openly licensed, the default should be open policies via funding requirements, and content should use CC BY licensing while data uses CC0.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
Librarians and Open Educational Resources: a match made in...R. John Robertson
Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011
Exploring co-design - Jisc's new approach to innovationJisc
Jisc has developed a new approach to innovation called co-design. This approach involves Jisc customers and stakeholders much more closely in every stage of the innovation process from deciding which issues and opportunities to address to managing projects and ensuring institutions benefit from outputs. Jisc piloted this approach during 2013 and this session will reflect on the pilot and the projects that were included. From 2014 onwards, all Jisc innovation work will be managed using co-design. This session will allow delegates to explore the co-design approach and help shape the themes that we will focus on this year.
Black and Ethnic Minority materials for the Instituteatomicjeep
This is the presentation used on 21/03/06 for our initial meeting. It briefly introduces the project aims, The Learning Exchange, he different RLO types and includes some suggestions on RLOs.
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
The document discusses policy implications of open educational resources (OER) in Norway. It notes a lack of reuse of digital learning resources due to contextualization, lack of ICT skills, and insufficient sharing culture. A new strategy for digital learning resources will address interoperability, intellectual property rights, and use in higher and adult education. Key policy implications include developing a framework for OERs across sectors; strengthening infrastructure, standards, funding and the evidence base; and incentivizing pedagogical innovation and a sharing culture in higher education.
Information Literacy in an Open content world: developing guidance for academ...linzii
Presentation with Alison Mackenzie at LILAC 2011. Discusses the results and trends from two academic staff surveys at Edge Hill University looking at academic staff awareness, use and expectations of open educational resources. Building upon the open content literacy framework by mapping it onto the SCONUL 7 Pillars model of Information Literacy - looking at IL through a ‘lens’ of open content creation. Asks What is the role of librarians in the developing OER/open content agenda? How confident do librarians feel about supporting academics in locating, reusing or remixing content? and How useful are literacy models in supporting understanding and decision-making of colleagues wishing to explore, create, reuse or repurpose open digital teaching and learning content
Approaches to supporting Open Educational Resource projectsR. John Robertson
Approaches to supporting Open Educational Resource projects, OCWC2010 Hanoi, May 5-7 2010.
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
Strand 3: Angela Holzer, German Research Foundation, DFGOAbooks
The document discusses the Deutsche Forschungsgemeinschaft (DFG), which is Germany's main funding organization for scientific research. It outlines the structure and roles of the DFG's various bodies, including the Senate, Executive Committee, Joint Committee, and Review Boards. It also describes several of the DFG's existing funding programs that support open access publishing, such as project-related publication expenses, publication grants, and Open Access Publication Funds. Finally, it calls for proposals for a new open access monographs program to clarify costs, business models, and requirements around quality, licensing, usage statistics, and long-term availability.
One Session Wonder presentation to kick off a discussion of Digital Humanities in courses. [version 1, it needs revision, and more examples/ interactivity]
LTDC. Do or not do. Supporting ePortfolio adoption in a yearR. John Robertson
This document summarizes the challenges and strategies for implementing program-level ePortfolios for first-year students at UW Oshkosh. The university plans to enroll 1800 first-year students in the fall of 2013 for its new general education program. Key challenges include the large scale of implementing ePortfolios across 250 courses and 200+ instructors, defining the purpose of the ePortfolios, developing the process, and addressing technological issues. The ePortfolio specialist is addressing these through a pilot program, professional development workshops, and reference resources while learning from mistakes. Continuous engagement of instructors and the campus community will be critical to the success of the ePortfolio initiative.
Reflecting evidence and integration: highlighting a spectrum of ePortfolio us...R. John Robertson
"Reflecting evidence and integration: highlighting a spectrum of ePortfolio use at UW" R. John Robertson, ePortfolio and Online Learning Support, UW-Oshkosh and Saundra Solum, Instructional Technology Coordinator, UW-La Crosse. LTDC West
April 25th 2013
Presentation given at Seattle Pacific University during 2011 Global Symposium : Educational Innovations and Reform in Countries around the World.
Presenting some of the way openness (in particular open education) can act as an institutional catalyst for innovation and reform
The document discusses the use of various social media technologies in education such as Twitter, Facebook, blogs, and bookmarking tools and how they can be used to facilitate communication, sharing of resources, and building online communities while also addressing potential issues around privacy, expectations of responses, and the transitory nature of some platforms. It provides examples of how tools like Twitter can be used to engage students inside and outside the classroom and encourages educators to think about how to integrate social media into their teaching in a way that enhances learning.
Reference copy of some thoughts about engaging students in online learning, slides for a professional development workshop. first time talking about this so there's lots in these that I would now adapt/ develop further
This document discusses finding, evaluating, and adapting open textbooks for courses. It begins with an introduction to open textbooks and their benefits, such as low or no cost, the ability to customize and update content, and more control over materials. The document then provides tips for finding open textbooks through online repositories and search engines. It also offers criteria for evaluating textbooks, such as accuracy, reputation, accessibility, and fit for purpose. Finally, it explores how to adapt open textbooks for courses, including addressing licensing, formatting, and enhancing open etextbooks with additional content.
LTDC: Professional networks, gin, and pretty pictures: social media communiti...R. John Robertson
This document discusses using social media for professional development and continuing education. It examines various social media tools like Twitter, blogs, and bookmarking tools and how they can facilitate online professional communities and conversations. It encourages individuals to find others in their field on these platforms, engage in conference discussions with hashtags, and extend professional debates and conversations online. However, it also warns that what is shared publicly online loses control and privacy, so to thoughtfully consider how to bring the personal while respecting others.
This document outlines important principles of instructional design, including aligning learning objectives with assessment, taking an incremental approach, prioritizing clarity, recognizing differences between online and offline learning environments, considering more than just the learning management system, seeing design as an opportunity, using reflection, and incorporating threshold concepts and disciplinary knowledge. It also notes that instructional design is a toolbox and not a "magic wand" that can solve every problem or meet every need, and that technology should be secondary to the educational content.
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
1. The document summarizes findings from a UK program that funded 29 pilot projects exploring open educational resources (OERs).
2. The projects used diverse technologies to manage and share OERs, including eLearning platforms, repositories, and web 2.0 applications.
3. While many standards and formats were used, the choices often reflected the standards embedded in the systems selected by each project.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
Slides for talk on Addressing The Limitations Of Open Standards given at Museums & the Web 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/mw-2007/talk-standards/
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
One Standard to rule them all?: Descriptive Choices for Open Education, OCWC2010 Hanoi, May 5-7 2010
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1 1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
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.
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
C-SAP e-learning forum: Overview of Open Educational Resources projectCSAPSubjectCentre
The document summarizes the C-SAP Open Educational Resources project which funded 14 subject projects to develop and release open educational content. It discusses the rationale for open educational resources including encouraging sharing between institutions and universal sharing of materials. It describes the subject strands funded, challenges of sharing educational content, and a proposed toolkit and mapping process to contextualize modules and expose implicit pedagogical design for reuse.
This document provides a summary of a keynote presentation about redefining openness and a vision for open practices. The summary includes:
1) It discusses a vision for openness that focuses on open practices around the creation, use and management of open educational resources (OER) to improve quality and innovation in education.
2) It presents a model called the "OEP quality cube" which abstracts different dimensions of open educational practices along with their context and maturity.
3) It argues that embracing open practices has the potential to transform education and lead to improvements in social inclusion, quality and innovation.
Impact and Opportunity of OER - A DOL TAACCCT Case StudyPaul_Stacey
The document discusses opportunities for open educational resources (OER) through the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants from the Department of Labor. It notes that TAACCCT grants totaling $2 billion over 4 years aim to prepare workers for high-skill jobs and require all materials be openly licensed. This represents the largest OER initiative. Services are described to help grantees meet requirements around licensing, accessibility, online learning, and using data for continuous improvement. Examples of consortium projects and an OER course development process are also provided.
The document discusses considerations for starting an OpenCourseWare (OCW) project at an institution. It covers structuring an OCW team, choosing technologies, developing curriculum and content, managing intellectual property, and assessing the project. Sample OCW structures are provided from institutions like Notre Dame, Michigan State, and MIT. Key factors addressed include institutional culture and resources, stakeholder buy-in, intellectual property policies, and evaluating the project's impact and communicating results.
The document summarizes the DELILA project which aimed to provide open educational resources (OERs) to support embedding digital and information literacy into teacher training courses. The project involved converting existing teaching materials into OERs and customizing repositories at partner institutions to host the resources. Key challenges included addressing intellectual property rights and keeping materials up to date. Lessons learned included the need to consider OER aspects like licensing earlier in the resource creation process.
Improving usage and impact of digitised resourcesJisc
This document discusses improving usage and impact of digitized resources based on findings from JISC projects. Some key points include:
1) Close user engagement is important when developing resources through methods like user panels and usability testing.
2) Designs that allow serendipitous discovery and flexible uses can increase impact. Resources should be discoverable on libraries, Google, and other trusted platforms.
3) Clear identifiers, citations styles, and stable URLs help resources be used in teaching and research over the long term.
Improving usage and impact of digitised resourcesAlastair Dunning
A presentation from the JISC Programme Meeting for its Content Programme for 2011 http://www.jisc.ac.uk/whatwedo/programmes/digitisation/econtent11.aspx
OSCELOT is an open source community that develops educational tools and resources through collaboration. It has grown from a mailing list to over 100 projects with thousands of downloads. The community offers benefits like reducing costs through shared development and providing technical support. Getting involved can range from using existing tools to contributing code, documentation, or other support for projects.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...BCcampus
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
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
OERs in Courseware Design and DevelopmentM I Santally
The document discusses the development of an open online course on research methods at the University of Mauritius using open educational resources (OER). It describes the course development process which included searching for and curating relevant OER, contextualizing and adding value to the content, and publishing the course on Moodle. It reflects on challenges faced in incorporating copyrighted and variously licensed materials and ensuring quality and sustainability of the open courseware approach.
Pass the baton: How to run a faster racePaul Seiler
This document discusses the development of reusable and portable educational content in New Zealand schools. It outlines efforts to break dependencies between content and learning management systems by developing content that can be easily shared and reused across different platforms. A conceptual model was created based on workflow analysis. Wikis were identified as a way to enable authoring, sharing and ensuring interoperability of content. Three work streams were proposed to cover these areas as well as interoperability with multiple learning environments. Challenges around policies, politics and perceptions of open educational resources were also discussed.
University Studies: embedding High Impact Practices and ePortfolios at UW Osh...R. John Robertson
The University of Wisconsin Oshkosh is launching a new General Education program called the University Studies Program. As part of this reform, they will implement High Impact Practices like learning communities for all first-year students. Students will also create an ePortfolio to showcase their work from across classes and make connections between courses. This presentation outlines the plans, questions, and challenges around implementing program-level ePortfolios on a large scale, such as helping faculty understand the pedagogical approach and ensuring students have support for reflection.
This document provides an overview of ePortfolios and how to use the Desire2Learn (D2L) ePortfolio tool at the University of Wisconsin Oshkosh. It defines what an ePortfolio is, explains that UWO uses ePortfolios for assessment, employment, and learning management, and provides examples of other ePortfolio platforms. It then guides the reader through creating and populating their own ePortfolio on D2L, including adding content, links, pages, and collections, as well as designing a presentation.
This document discusses using ePortfolios to support student learning and reflection at the University of Wisconsin Oshkosh. It outlines both "lite" and "full" approaches to incorporating ePortfolios in courses and programs. The lite approach has students upload a key assignment and reflection to their ePortfolio to demonstrate how the course relates to program outcomes. The full approach also uses ePortfolios within the course. The document provides examples of ePortfolios and discusses supporting reflection, progression of learning, and relating work to broader outcomes through the ePortfolio process.
The document discusses UW Oshkosh's adoption of ePortfolios through a pilot program. It provides context on the types of ePortfolios being explored (learning, professional assessment), outlines two emerging models of participation (lite and full), and discusses some of the emerging questions around using the learning management system (D2L), selecting meaningful artifacts and reflections, training and support needs, and assessing student work and learning outcomes. The presentation aims to inform others at the institution about the issues, challenges, and collaborative efforts around implementing ePortfolios.
Is Open Education between the Cathedral and the Bazaar?: m?: the promise and pitfalls of borrowing models and metaphors for the OER community. R. John Robertson and Lorna Campbell , Phil Barker, and Li Yuan JISC CETIS
Presentation at OER 11, Manchester, May 11th 2011
This document discusses different approaches to aggregating open educational resources (OERs). It begins by defining OERs and describing where to find them, such as in repositories, web 2.0 sites, blogs, open virtual learning environments, and content management systems. It then examines various technical approaches to aggregating OERs, including manual indexing, shared tags, Google Custom Search Engines, using application programming interfaces, harvesting via the Open Archives Initiative Protocol for Metadata Harvesting, and aggregating RSS and Atom feeds. It concludes by reflecting on current practices and trends in OER aggregation.
Finding and using OERs - an introduction. Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011
The paper trail:steps towards a reference model for the metadata ecologyR. John Robertson
The paper trail: steps towards a reference model for the metadata ecology, presentation at ~CoLIS5 workshop. Presentation with Jane Barton. http://mwi.cdlr.strath.ac.uk/Colisworkshop.htm
Archiving- from June 2005.
please note this presentation is currently all rights reserved until i contact the other author.
This document discusses repositories for open educational resources (OER). It covers:
1) The JISC CETIS organization provides technical support to the UKOER program through participating in standards bodies and sharing experiences using technologies.
2) The UKOER program is a collaboration between JISC and the Higher Education Academy funded by HEFCE to support OER projects.
3) The document outlines several technical considerations for OER repositories including metadata, integration with other systems, workflows, packaging standards, and dissemination of content.
semi final version of presentation for opened2010; currently lacking decent alt text for graphs and clear licensing in the ppt - posted as backup; will update version after the event
Approaches to supporting Open Educational Resource projectsR. John Robertson
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
This paper examines CETIS experience of supporting a nationwide programme to release Open Educational Resources (the JISC Higher Education Academy UKOER Pilot Programme ). We consider how our model of support could inform others and be adapted to encourage sustainable technical support networks for Open Course Ware initiatives. As a national initiative involving universities throughout the UK, the UKOER programme involved a diverse range of OER providers, including individual educators, discipline-based consortia and institutions. Given this diversity it was recognised from the outset that no single technical solution would fit all projects, and therefore no specific tools, descriptive standards, exchange or dissemination mechanisms were mandated (apart from a requirement that the resources produced be represented in a national repository of learning materials ). In supporting this programme we have had to address diverse approaches and communities and it is likely that any similar pan-institutional initiative for supporting the release of OERs would face similar challenges.
Our approach to programme support has sought to move from the detail of specific support issues towards underlying support principles; thereby anticipating other issues and promoting good practice.
Our method has been: to provoke conversation through technical presentations and discussion opportunities at meetings or through blog posts; to investigate the technical choices made by individual projects through technical review conversations and record summary details of these conversations publicly online through an interface supporting searching and browsing; and to respond to issues arising from these calls or from project blogs.
In considering how this approach could be used more widely we will look at the challenges of working openly, the organisational overhead of this approach, its adaptability, and the role we think it has played in supporting the management and dissemination of OERs for this programme.
What do academic libraries have to do with open educational resourcesR. John Robertson
This paper (preprint for Open Ed 2010) will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries.
This document discusses technical requirements and support for the UKOER program. It outlines descriptive metadata fields that should be included, recommended file formats, and requirements for depositing content in repositories like JorumOpen. Projects should use RSS to share metadata and consider tracking content usage. CETIS will provide blogs, documentation, events and publications to support UKOER and help synthesize lessons across projects.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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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1. Developing patterns in technical approaches for Open Educational Resources R. John Robertson (1) and Lorna Campbell (1), & Phil Barker (2) JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011 1 Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2 Institute for Computer Based Learning, Heriot-Watt University This work is licensed under a Creative Commons Licence. Individual Images in this presentation may have different licences .
2. overview Some Context Big and Little OER Global Patterns UKOER Patterns Possible Trends
8. Other OER work in the UK and globally as well as other related technical developments4
9. Is there a sustainable and consistently successful technical approach to sharing OER? Option A Yes, use your (institutional) repository and /or VLE Option B Yes, use your (personal) blog
10. Big and Little OER In the wider OER community there are two distinct approaches to sharing open content for education. Weller characterises these as Big and Little OER (http://nogoodreason.typepad.co.uk/no_good_reason/2009/12/the-politics-of-oer.html)
11. Big and Little OER Big OER Institutional effort Often polished and high quality High reputation Technical approach likely to use centrally managed system; favours CMS/VLE/Repository Little OER Individual effort Often ‘as is’ or ‘work in progress’ Personal and word of mouth reputation Technical approach likely to use tools to hand which author can use; likely blogs, wikis, slideshare
12. Global patterns – ‘Big’ Emergence of ‘support’ communities and beginning of consideration of accreditation (e.g. OpenStudy for OpenCourseWare; parts of P2PU; OERU) Approach is web scale hosted communities creating or supporting given courses
13. Global patterns – ‘Big’ Federal US Government Initiatives around open content Focus on sharing of content to meet workforce needs Interest in usage data – Learning Registry work to aggregate and share data to support discovery services Point of interest: as yet unknown how particular discovery services deal with packaged content
14. Global patterns – ‘Big’ OpenTextBooks US and wider interest in ‘tangible’ OER Services like Flatworldknowledge (semi-commercial model) offering online adapt your own book tools But some initiatives such as opencourselibrary taking a very flexible technical approach
15. Global Patterns ‘Little’ Use of blogs, YouTube, and other platforms to share resources and make tools Professional networks OL Daily OSS Open Attribute
16. Global Patterns ‘Little’ Open Courses like: Ds106 and other MOOCs Using existing tools # and blogs Innovative outputs, process, and forms of feedback and assessment. Infrastructure not innovative
17. Middle OER? Initiatives like UKOER model of institutional support to allow individuals to release OER using institutional tools model of Institutional release of OER using 3rd party tools
20. Provisional differences in UKOER 1 &2 Talking about tech issues less (Strand A+B) More concentration of platform and standards choices Many projects less concerned with tech choices – using whatever is to hand In particular increased use of institutionally supported systems Slight shift towards wordpress, drupal, rss Lower use of externally hosted web 2.0 platforms Less content creation (in scope of call) Less focus on file format Much less use of QTI Outside of collections strand very little technical development Collection projects tending to build destination sites Development in collections stand largely around existing platforms not form scratch
21. Observations from OER hackday & bids What people worked on: Wordpress widgets 2 different Bookmarking tools Google CSE based course catalogue A windows install packager for OERbit (drupal based OER production tool) Extracting paradata (attention metadata) from mediawiki Data visualisations Patterns Mostly built in existing tools and platforms Lots of ideas that we didn’t have time to work on Mini-projects Open process 2 bids funded a focus on users online tools – bookmarking and citation
22. Provisional Trends Beginning to see more examples of online and distributed educational or edu support opportunities outside of institutions or alongside course offerings Web scale Destination more than ‘sharing’
23. Provisional Trends OER release projects rightly focusing on content rather than dissemination mechanisms Accreditation is the coming challenge – work on badges and eportfolios likely to be of growing interest
24.
25. Sustainability Funded projects Tech innovation not sustainable as such but : funded to prove possible lower cost alternatives... funded to embed or demonstrate infrastructure working with existing tools potentially taps into existing community Self running projects Small scale voluntary efforts to address specific tasks can be very effective Open Attribute working with existing tools can utilise existing community