"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
ERIKS Pump Services is a comprehensive and cost-effective solution to all your pump requirements, whatever the application. From abstraction, through the production process, to the final discharge, we offer a complete service to take care of every aspect.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
ERIKS Pump Services is a comprehensive and cost-effective solution to all your pump requirements, whatever the application. From abstraction, through the production process, to the final discharge, we offer a complete service to take care of every aspect.
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansBeck Pitt
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
Exploring the Impact of Open Textbooks Around the World Beck Pitt
"Exploring the Impact of Open Textbooks Around the World" was presented by Beck Pitt at the Open Textbook Summit #OTSummit in Vancouver on 28 May 2015.
Exploring the Impact of Open Textbooks Around the WorldBCcampus
by Beck Pitt , Researcher on the OER Research Hub and Opening Educational Practices in Scotland (OEPS) projects at The Open University (UK)
http://www.slideshare.net/BeckPitt/exploring-the-impact-of-open-textbooks-around-the-world
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?Beck Pitt
These slides were produced for an OER Research Hub webinar that I co-presented with Megan Beckett (Siyavula) and Daniel Williamson (OpenStax College) on 28 May 2014. The presentation discusses some of the findings of surveys that were carried out during autumn/winter 2013 and early 2014.
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
Abstract available here: http://oerresearchhub.org/news-and-events/oer-research-hub-webinar-programme/open-texts/
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
Spreading the Word! Librarians and OER (OER14, April 2014) OER Hub
In this joint presentation with Co-PILOT, Beck Pitt (OERRH researcher) explores some of the findings from the two surveys conducted autumn/winter 2013 with librarians around the world.
Spreading the Word! Librarians and OER (OER14, April 2014) Beck Pitt
OER Research Hub presentation with CoPILOT. Explores some of the findings from two surveys conducted autumn/winter 2013 with librarians around the world.
This presentation reports on findings arising from the collaborative research carried out by OER Research Hub and Community College Consortium for OER (CCCOER).
- Most of the respondents have used some sort of OER, though only around a quarter create OER
- Most report positive effects on their teaching practice as a result of OER use, particularly around peer collaboration and improved subject knowledge
- A smaller proportion (but still in excess of 40%) feel that OER use directly leads to improved reflection on pedagogical practice
- Positive effects were also identified for learners, especially around increased self-reliance, subject interest and experimentation
- There were similar numbers who thought OER wasn’t making much of a difference and a core of what might be termed ‘anti-OER’ responses
- There were mixed views about whether OER was saving institutions money, but approximately 2/3 felt that students had saved money
- Around 1/3 believe that OER is improving student attrition while around 1/2 believe it is not having an effect
- Only around half of OER creators have used open licensing
- There is a core of advocates who understand and actively promote OER; they adopt open educational practices and believe it leads to benefits
Open Access Week 2014: Open Textbook Research Overview OER Hub
This slide deck was presented by Beck Pitt at an Open University (UK) Library Services Open Access Week 2014 event on 22 October 2014.
The presentation focuses on research conducted Fall/Winter 2014 with OpenStax College.
Open Access Week 2014: Open Textbook Research Overview Beck Pitt
This slide deck was presented by Beck Pitt at an Open University (UK) Library Services Open Access Week 2014 event on 22 October 2014.
The presentation focuses on research conducted Fall/Winter 2014 with OpenStax College.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Awareness, Perspectives and Practices on the Multifaceted Educational Pedagog...Jomar Aban
This study utilized a quantitative descriptive way using a structured questionnaire to analyze the awareness, perspectives and initiatives of instructors and students to the six educational pedagogies namely: cooperative learning, inquiry-based learning, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. It was found that the College of Education is not an exception to the high awareness and practice of lecture method over the other alternative student-centered educational pedagogies even at this modern era of learning and education. Age, highest educational attainment, number of hours of seminars attended, and frequency of access to web, journals and books played a significant role in the awareness of respondents to the different educational pedagogies wherein the greater the age, the higher the educational attainment, the more number of hours of seminars attended, and the higher the frequency of access, significantly increases the awareness of the respondents. In general, faculty development improves as an instructor ages, such as his/her educational attainment, the increase in the number of hours of the seminars that he/she has attended and his/her frequency to access to the internet, journals and books.
HOW TO CITE: Aban, J. L. and Aban, J. L. (2015). Awareness, Perspectives and Practices on the Multifaceted Educational Pedagogies in Don Mariano Marcos Memorial State University, Philippines. International Council of Education for Teaching (ICET), 59th World Assembly - Challenging Disparities in Education. Naruto University of Education, Japan. June 19-21, 2015. pp 447-458.
"OER Research Hub Overview" was presented by Beck Pitt at Thompson Rivers University (TRU), Kamloops, B.C. Canada on 26 May 2015.
This presentation was developed from the slide deck created and presented by Bea de los Arcos at Open Education Global in Banff and OER15 with the addition of slides and content focused on open textbook research.
Challenges for innovation and educational change in low resourced settings: A...Beck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at EDEN2023 in Dublin, Ireland on 20 June 2023 by Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity Kenya: Repurposing OER to deliver a large-scale nationa...Beck Pitt
"Skills for Prosperity Kenya: Repurposing OER to deliver a large-scale national professional development training" was presented at OER22 on 28 April 2022 (Open in Action theme).
Abstract:
Enhancing and scaling online education as a key route to improving access to Higher Education is a priority for the Kenyan government (Kenya Vision 2030). The Open University (UK) as a part of The Skills for Prosperity, Kenya (SFPK) programme funded by Foreign Commonwealth and Development Office (FCDO) is leading a national initiative to build the capacity of higher education staff in digital education (The Institute of Educational Technology, 2021a). This initiative runs across all 37 public universities in Kenya and involves offering a large scale supported online training that aims to develop the knowledge and skills of educators, educational leaders and support staff to deliver online education.
The online training programme (The Institute of Educational Technology, 2021b) includes a course supported by webinars, expert talks, mentoring sessions and an online community of practice. Universities are also working on a range of digital education capacity building projects, based on their university’s needs. These projects offer the opportunity to put knowledge and skills into practice.
This session will explore how an existing open course has been reused and repurposed to offer professional development at a national level (The Institute of Educational Technology, 2021c). It will also explore how this OER will be reused and localised by course participants, to offer training to staff across their institution. During this presentation we will focus on sharing insights and lessons learnt from the process of reusing and localising OER. This session will be of particular interest to anyone interested in the creation and remix of OER, digital education initiatives and/or supporting colleagues within diverse contexts.
Resources and References
The Government of Kenya. (2007). Kenya Vision 2030. Available at https://vision2030.go.ke/ (last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021a). Skills for Prosperity Kenya. Available at https://iet.open.ac.uk/projects/skills-for-prosperity-kenya (last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021b). Skills for Prosperity Available at Kenya Programme. https://www.open.edu/openlearncreate/course/index.php?categoryid=499(last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021c). OU launches programme for online educators and educational leaders. Available at https://iet.open.ac.uk/research/OU-launches-programme-for-online-educators-and-educational-leaders (last accessed 09/02/2022)
More on Skills for Prosperity Kenya: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya
The OpenUpED Quality Framework in Action: How well does the “Learning to Lear...Beck Pitt
"The OpenUp Ed Quality Framework in Action: How well does the "Learning to Learn" MOOC stack up?" was presented at the BizMOOC conference "Upgrading Business Competence Globally for Today and Tomorrow" at Krakow University of Economics on 9 November 2018. See: http://bizmooc.uek.krakow.pl/?page_id=4201
Experiences and Support of Graduate Research in Open Education: Global OER Gr...Beck Pitt
"Experiences and Support of Graduate Research in Open Education: Global OER Graduate Network (GO-GN)" was presented as part of the Experiences and Support of Graduate Research in Open Education panel at #OEGlobal, Niagara Falls, USA on 12 October 2018.
This slidedeck is based on a reworked and updated version of Bea de los Arcos’s slides on GO-GN. See: https://www.slideshare.net/BdelosArcos
This handout is an overview of the impact, outcomes and recommendations of the UK Open Textbook project: http://ukopentextbooks.org @UKOpenTextbooks
It was created to accompany the OpenEd18 presentation Open Textbooks beyond the US: Results of the UK Open Textbook Project Pilot on 11 October 2018.
Open Textbooks Webinar: Teaching and Learning ConversationsBeck Pitt
This webinar was conducted by Beck Pitt for the Teaching and Learning Conversations series on Tuesday 27 March 2018 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
Open Textbooks Workshop: The Open University Beck Pitt
This workshop was conducted by Beck Pitt at The Open University (UK) on Tuesday 9 January 2018 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
Open Textbooks Workshop: University of Sunderland Beck Pitt
This workshop was conducted by Beck Pitt at the University of Sunderland on Wednesday 13 December 2017 as part of the Hewlett funded UK Open Textbooks Project.
The workshop slide deck was originally developed by David Ernst of the Open Textbook Network, see: https://www.slideshare.net/djernst
For more on the UK Open Textbooks project: http://ukopentextbooks.org
"Awareness of OER and OEP in Scotland: Survey results from the OEPS Project" was presented by Beck Pitt and Bea de los Arcos at OER16, Edinburgh, Scotland on 19 April 2016.
Reflecting on the Diverse Innovations and Impacts prompted by an OER projectBeck Pitt
"Reflecting on the Diverse Innovations and Impacts prompted by an OER project" was presented at OER16 in Edinburgh, Scotland on 20 April 2016 with Tim Coughlan.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. CC-BY 4.0 Bea de los Arcos
oerresearchhub.org
#oerrhub @OER_Hub
• 2-year open research project funded by William & Flora Hewlett Foundation
• Aiming to build the most comprehensive picture of OER impact
• Open collaboration model across different educational sectors
• Global reach but with a USA focus
• Fellowship Scheme
• Researching openness in the open
4. Keyword Hypothesis
Performance OER improve student performance/satisfaction
Openness People use OER differently from other online materials
Access OER widen participation in education
Retention OER can help at-risk learners to finish their studies
Reflection OER use leads educators to reflect on their practice
Finance OER adoption brings financial benefits for students/institutions
Indicators Informal learners use a variety of indicators when selecting OER
Support Informal learners develop their own forms of study support
Transition OER support informal learners in moving to formal study
Policy OER use encourages institutions to change their policies
Assessment Informal assessments motivate learners using OER
8. Educator Sample Overview
21.6% of our total respondents 2013- Summer 2014 (n=1382)
41.4% of educators we surveyed are from the United States (n=562)
Educators we surveyed:
• From the United States (41.4%, n=562)
• Teach full-time and face-to-face (47.6%, n=395)
• 42.5% teach K12 (n=571)
• 65.7% are F/T self-employed/employed (n=636)
• Over 80% of educators have a Bachelor degree level qualification or
higher (82.3%, n=1033)
9. 86.3% of educators surveyed told us they adapt OER to suit their own needs
(n=556)
37% of educators we surveyed told us they have created OER for study or
teaching (n=238)
Educator Overview
Top three challenges facing educators using OER:
• Finding suitable resources in my subject area
(55.5%, n=445)
• Finding resources of a suitably high quality
(53.9%, n=432)
• Knowing where to find resources (51.2%,
n=411)
Nearly 80% of
educators told us they
use OER to get new
ideas and inspiration
(79.5%, n=950)
10. Impact of OER on Teaching Practice
As a result of using OER…
• 66.2% of educators strongly agreed or agreed that they use a broader
range of teaching and learning methods
• 60.6% of instructors strongly agreed or agreed with the idea that they had
broadened their coverage of the curriculum
• 60.5% strongly agreed or agreed with the statement that they make use of
wider range of multimedia
11. Educator Overview: Cost Savings
73.8% of educators surveyed told us that they thought students saved money
by using OER (n=135)
48.4% of educators we surveyed told us they thought their institution saved
money by using OER (n=88)
“The school district can allocate the resources
to other areas rather than textbooks”
“In the long run by increased student enrollment and
persistence. Unfortunately, they also see a drop in
bookstore revenue and don’t like it”
Check out the OER Adoption Impact Explorer:
http://impact.lumenlearning.com
Textbook cost savings calculator:
http://openedgroup.org/calculator/index.html
13. OpenStax College Overview
http://openstaxcollege.org/faculty
Saved students over $30
million since June 2012
From 40 adoptions in 2012 to
1061 by 2014
1 million downloads of
OpenStax materials
Image and information from OpenStax College’s 2014 Progress Report:
http://openstaxcollege.org/news/our-textbooks-have-saved-students-30-million
CC-BY
First textbook published June 2012
12 open textbooks published to date
iBooks available in 32 countries
14. Educator Sample: OpenStax College
• 77 Respondents in total (have used/use OSC textbooks)
• 73.7% Male (n=56) and 26.3% Female (n=20)
• Over 85% of respondents live in the United States (88.2%, n=67)
• Over 55% of respondents work in a HE/University context (57.1%, n=44)
• 76.6% of respondents do F/T face-to-face teaching (n=59)
• Nearly 70% of respondents have been teaching for more than 10 years (67.1%, n=51)
90.9% of respondents told us they have adapted open educational resources to fit their
needs (n=70)
Finding resources of a sufficiently high quality was the top challenge most often faced by
educators when using OER (65.3%, n=49)
15. “In what ways, if any, has using OpenStax College textbooks
impacted on your own teaching practice?”
16. Based on your experiences as a teacher, to what extent do
you agree with the following statements?
% of educators who strongly agree or agree with the following statements:
"Use of Open Educational Resources (e.g. OpenStax College textbooks) in the
classroom...”
Allows me to better accommodate diverse learners’ needs (67.1%, n=49)
Increases learners’ satisfaction with the learning experience (66.2%, n=49)
Increases learners’ experimentation with new ways of learning (64.4%, n=47)
Increases learners’ engagement with lesson content (61.6%, n=45)
Develops learners’ increased independence and self-reliance (58.1%, n=43)
Increases learners’ interest in the subjects taught (54.1%, n=40)
Leads to improved students’ grades (50.7%, n=37)
Increases learners’ participation in class discussions (47.3%, n=35)
Increases learners’ enthusiasm for future study (47.3%, n=35)
Builds learners’ confidence (45.8%, n=33)
Increases collaboration and/or peer-support among learners (45.8%, n=33)
Leads to learners becoming interested in a wider range of subjects than before
they used OER (42.5%, n=31)
17. “In what ways, if any, has using OpenStax College
textbooks impacted on your students?”
“The resource gave them a sound
understanding of the topic and they
were able to do self-directed study
from it. The result is that seniors
have excelled in their exams.”
18. “In what ways, if any, has using OpenStax College
textbooks impacted on your students?”
“more student engagement
in lab activities and lecture
presentation”
“Students seem
somewhat more
engaged.”
19. “As a result of using OpenStax College (OSC) textbooks, are
you more or less likely to do any of the following?”
96.1% of educators who use OSC textbooks are more likely to
recommend OpenStax College textbooks to fellow educators/teachers
(n=73)
92% of respondents are more likely to make an OSC textbook the
required text for their students (n=69)
80% of respondents are more likely to discuss using OSC materials with
their institution’s administrators (n=60)
Nearly 80% of respondents who use OSC textbooks are more likely to
use other OER for teaching (79.5%, n=58)