2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Creating OER for Teacher Education
Sook Jhee Yoon, Kean Wah Lee
Simmons GSLIS International Librarianship Panel - Adventures in VietnamLinnea Johnson, MBA
This is from an International Librarianship panel that took place March 24, 2010 at the Graduate School of Library and Information Science at Simmons College in Boston. I spoke about my time teaching at Can Tho University in Vietnam.
The study of how the Introduction of online learning to traditional distance learning system impact on students-special reference to Open University of Sri Lanka by NAlin Abeysekera
Foreign language (FL) lecturers often complain about the fact that they are expected to cover everything in the textbook, which severely limits the amount of time they can spend on communicative tasks. Furthermore some of their larger FL courses frequently had more than 200 students in the classroom. They wanted new teaching strategies that would help students to understand course material and remain engaged in class. I consider that pronounced changes are needed in FL, including a substantial reduction in the number of traditional lectures, so as it is unreasonable waste of class time. The main disadvantage of traditional lectures is their inability to promote active engagement of students. Due to this FL lectures can be boring and of low efficiency. Thus I propose a new name which is “FLOOC”.
Teaching and Learning Support Activities at Osaka UniversityHaruo Takemura
This presentation describes activities of Teaching and Learning Support Center, Osaka University. These includes faculty development, pre-faculty development, IT systems for education etc.
Simmons GSLIS International Librarianship Panel - Adventures in VietnamLinnea Johnson, MBA
This is from an International Librarianship panel that took place March 24, 2010 at the Graduate School of Library and Information Science at Simmons College in Boston. I spoke about my time teaching at Can Tho University in Vietnam.
The study of how the Introduction of online learning to traditional distance learning system impact on students-special reference to Open University of Sri Lanka by NAlin Abeysekera
Foreign language (FL) lecturers often complain about the fact that they are expected to cover everything in the textbook, which severely limits the amount of time they can spend on communicative tasks. Furthermore some of their larger FL courses frequently had more than 200 students in the classroom. They wanted new teaching strategies that would help students to understand course material and remain engaged in class. I consider that pronounced changes are needed in FL, including a substantial reduction in the number of traditional lectures, so as it is unreasonable waste of class time. The main disadvantage of traditional lectures is their inability to promote active engagement of students. Due to this FL lectures can be boring and of low efficiency. Thus I propose a new name which is “FLOOC”.
Teaching and Learning Support Activities at Osaka UniversityHaruo Takemura
This presentation describes activities of Teaching and Learning Support Center, Osaka University. These includes faculty development, pre-faculty development, IT systems for education etc.
Internationalisation and the initial teacher education curriculum’Ton Koenraad
Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
EUMIND - Europe Meets India - action of COMP@CT network/Euneos Corp. was presented in the workshop at the ESP25 conference on Friday March 11, 2011. The presenters were Ludo Mateusen Netherlands (live online) and K.D.Shijo India (live online). The live online session was moderated by Ilpo Halonen, Finland. on-site.
For Research methodology Module 3
Title: Primary and Secondary Sources
Learning Objective: Students will be able to distinguish between primary and secondary sources and will be able to use them appropriately in their research.
Creator: Jen Klaudinyi
Date of Creation: 08/09
Last Updated: 09/09
Target Audience: Early undergraduate students
Copyright: cc-by-nc-sa
Keywords: primary, secondary, sources, information literacy, tutorial, captivate
Holly, M. (1997) Keeping professional journals, Geelong: Deakin University Press (extract pp 5-9) Resources File PREST, Module A4 – Getting and analysing qualitative data
Professional Development Programme on OER-based e-learningPat Toh
Open Educational Resources have emerged as one of the most innovative teaching and learning tools as well as a cost-effective mechanism to improve the quality of educational offerings by optimising the use of available resources. While OER can be used by any student to learn on his/her own, universities (especially Open Universities) that depend on printed distance learning materials can now use the OERs to offer their courses and programmes and thereby reduce the development time of courses and programmes, and also reduce the cost of launching new programmes. However, not many institutions are in a position to actually develop OERs that can be used effectively for teaching and learning in the digital environment.
The Commonwealth Educational Media Centre for Asia (CEMCA), realising the need for professional development of teachers, has developed this professional development programme on OER-based eLearning to promote the use of OER in educational institutions.
The programme has been developed as part of the institutional capacity building for OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members of WOU and several other institutions in Asia have contributed to the development of the contents. The modules are learning outcomes of the participants in three workshops supported by CEMCA.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Concepts and Measurements
Mehwish Waheed, Kiran Kaur
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Quality Assurance Standards for e-ASEM OER Open and Distance Learning
Tae Rim Lee, Insung Jung
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
The TIPS Quality Assurance Framework for Creating Open Educational Resources: Validation
Kawachi Paul
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
Keynote: Institutional Frameworks for Quality Assurance of OER
Prof. V.S. Prasad
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 5: Quality
OER Movement: Quality Concern and Challenges
Manas Ranjan Panigrahi
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Development of OER‐based MOOCs Initiative
Sheng Hung Chung, Ean Teng Khor
#oersymposium2014 S4 P1 Sanjay Jasola and Ramesh C SharmaPat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
OER: Disruptive Innovative Solution to the Challenges of Education
M M Pant, Madhulika Kaushik, Sanjay Jasola, Ramesh C Sharma
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Peer Learning for ICT in Open and Distance Learning
Hemlata R. Chari, Ashima Deshmukh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Heutagogy and Standards-based OER
Kin Chew Lim
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
OUJ MOOC Platform: A Case Study of Japanese MOOC Platform
Tsuneo Yamada
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Designing a University Fundamental Course as an Open Courseware
Zoraini Wati Abas, Hatim Gazali, Mohammad Rinaldi
#oersymposium2014 S3K Cheryl Hodgkinson Williams Pat Toh
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 3: Content
Keynote: Degrees of ease: Adoption of OER, Open Textbooks and MOOCs in the Global South
Cheryl Hodgkinson-Williams
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
#oersymposium2014 S3 P3 Sook Jhee Yoon
1. OER Symposium 2014
CREATING OER FOR TEACHER
EDUCATION
YOON SOOK JHEE, TAN CHOON KEONG &
LEE KEAN WAH
UNIVERSITI MALAYSIA SABAH
2. OER and MOOC in Public Universities
● 4 universities (UKM, UiTM, UNIMAS, UM) offering 4
MOOC courses: Islamic and Asian Civilization Studies
(TITAS), English for International Students, IT Literacy and
Entrepreneurship Skills
● 13 universities offer at least 20 courses as OER
● UMS is one of the 13
5. Content for Teacher Education
● Content for school teachers
● Lecturers of Faculty of Education and Psychology
● 8 courses
● Undergraduate students
–TESL first year students
–2 mini projects: language games & collaborative story writing
7. Enculturation
● Creating awareness on the needs of OER
● Unlearn and relearn on content creation
● Long term benefits of OER
● Copyright
● E-learning training
13. Challenges
● Content sharing willingness
● Redesign content (F2F to Non F2F)
● Dependence on publishers' content
● Understanding of Creative Commons
● Practicality of the content
● User-friendliness of the content
14. Lesson Learned
● Understanding of OER and Creative Commons is vital.
● Peer evaluation of the content
● Language clarity, exploitability and practicality of the
content.