Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Open SUNY NDLW: Exploring Emerging Technologies for Lifelong Learning and Suc...Erin Maney
The State University of New York is currently transitioning a successful online faculty development project with a 5-year history into a MOOC that addresses the needs of ALL learners, including students, faculty, and professionals alike. This innovative professional development model enhances participant’s 21st-century skills, including communication, collaboration, critical thinking, and creativity. Established and emerging technology tools are necessary for lifelong learning and are a huge part of our lives for career and personal advancement in today’s digital age. Through the “Exploring Emerging Technologies for Lifelong Learning and Success” (#EmTechMOOC) learners gain a deep understanding of the value and implications of using established and emerging technology tools. An underlying principle of the MOOC promotes a growth mindset, a necessity to keep pace with technology change. This session provides an overview of the project’s history and a look into how the future iteration of the project will take shape.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Open SUNY NDLW: Exploring Emerging Technologies for Lifelong Learning and Suc...Erin Maney
The State University of New York is currently transitioning a successful online faculty development project with a 5-year history into a MOOC that addresses the needs of ALL learners, including students, faculty, and professionals alike. This innovative professional development model enhances participant’s 21st-century skills, including communication, collaboration, critical thinking, and creativity. Established and emerging technology tools are necessary for lifelong learning and are a huge part of our lives for career and personal advancement in today’s digital age. Through the “Exploring Emerging Technologies for Lifelong Learning and Success” (#EmTechMOOC) learners gain a deep understanding of the value and implications of using established and emerging technology tools. An underlying principle of the MOOC promotes a growth mindset, a necessity to keep pace with technology change. This session provides an overview of the project’s history and a look into how the future iteration of the project will take shape.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
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.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
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.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Terugblik Wikipedian-in-Residence en mogelijkheden met Wikipedia in de toekomstOlaf Janssen
De Koninklijke Bibliotheek en het Nationaal Archief waren de eerste Nederlandse erfgoedinstellingen die een Wikipedian-in-Residence in huis hebben gehaald. Het afgelopen jaar heeft deze huiswikipediaan (Hay Kranen) een brug gebouwd tussen de rijke collecties van beide instellingen en het hergebruik van deze content op Wikipedia. Tim de Haan (NA) en Olaf Janssen (KB) laten zien hoe het project o.a. de kennis, vaardigheden en bewustwording over ‘Wiki en erfgoed’ binnen en buiten de instellingsmuren heeft vergroot en hoe de content van beide instellingen wereldwijd breder toegankelijk en herbruikbaar is gemaakt. Aan het einde blikken ze vooruit hoe de KB en het NA ook in 2015 met Wikipedia kunnen blijven samenwerken.
Olaf Janssen is Open Data coördinator bij de Koninklijke Bibliotheek in Den Haag. Ook was hij namens de KB coördinator van het eerste Wikipedian-in-Residence project van Nederland. Hij was nauw betrokken bij de beginjaren van Europeana en was een van de oprichters van The European Library.
Tim de Haan werkt aan de digitale dienstverlening van het Nationaal Archief in Den Haag. Ook is hij namens het NA coördinator van het eerste Wikipedian-in-Residence project van Nederland. In de afgelopen jaren is hij nauw betrokken geweest bij het beschikbaar stellen van collectiedata als open data www.gahetna.nl/opendata.
This slidedeck is also available on Wikimedia Commons: http://nl.wikimedia.org/wiki/WCN_2014/Programma/Terugblik_Wikipedian-in-Residence_KB_en_NA_en_de_mogelijkheden_met_Wikipedia_in_de_toekomst
Digitizing all Dutch books, newspapers & magazines - 730 million pages in 20 ...Olaf Janssen
In the next 20 years, the Dutch national library will digitize all printed publications since 1470, some 730M pages. To realize the first milestone of this ambition, KB made deals with Google and Proquest to digitize 42M pages.
Since 2003 KB has operated its e-Depot, a system for permanent digital object storage. KB is now replacing it with a new solution to better deal with future demands, allowing improved storage of its mass digitization output.
To meet user demand for centralized access, KB is also replacing its scattered full-text online portfolio by a National Platform for Digital Publications, both a content delivery platform for its mass digitization output and a national domain aggregator for publications. From 2011 onwards, this collaborative, open and scalable platform will be expanded with more partners, content and functionalities.
The KB is also involved in setting up a Dutch cross-domain aggregator, enabling content exposure in Europeana.
Sensor Channel Analytics: measuring the impact of your offline & online campa...Stroom
Crossmedia attribution is one of the great challenges for today's marketeers. In online media we can monitor the customer customer journey, but what is the impact of TV or radio? How can you optimize your offline and online channelmix?
Sensor Channel Analytics offers you a tool to gain direct insights in the ROI of your media efforts and maximize the results of your campaigns.
Innovation in Education Tools and methods for successAndreas Meiszner
On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.
Presentation of Andreia Inamorato, European Commission, Joint Research Centre, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Presentation of "Using OERs in Teaching" MOOC, designed by Politecnico di Milano and UNIT, with the kind contribution of many experts, who shared their view with participants with video contributions.
The presentation introduces some guidelines that aim to facilitate the adoption of OER and open educational practices within adult education institutions, together with some good practices.
OER in non-English speaking countries: сhallenges and opportunities for suppo...African Virtual University
Svetlana Knyazeva holds PhD in Information and Library Science and is an Advisor for Communication and Information at the UNESCO Moscow Office. Since 2009 she has been coordinating a project on Open Educational Resources in non-English-speaking countries implemented jointly by the UNESCO Moscow Office and the UNESCO Institute for Information Technologies in Education.
The main objective of Svetlana’s OLnet Fellowship research was the facilitation of early stages of OER movement in the Commonwealth of Independent States (CIS) and ensuring sustainability of a project launched by the Moscow-based UNESCO Institute for Information Technologies in Education (UNESCO IITE).
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
Many current OER initiatives focus overwhelmingly on access and availability of Open Educational Resources (OER) and not enough on helping individuals and organizations to develop Open Educational Practices (OEP). The Open Educational Quality Ini-tiative (OPAL) is therefore proposing this guideline to improve Open Educational Practices in organizations.
In this document we are going to introduce to you to the concept of Open Educational Practices (OEP) and provide you with a guide on how to improve your practices. The guideline is designed as a maturity model which allows you to position your own or-ganization according to the degree of maturity for each of the individual dimensions we have outlined and described below. In the next section we describe the concept of open educational practices. Afterwards you are presented with three tools to assess the maturity of your organization in relation to its adoption of open educational practices.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: EFQUEL
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
Authors: Sandra Schaffert, Guntram Geser.
In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning.
Building open education capacity step by step: the Open Education Factory app...Fabio Nascimbeni
Presentation given at OEGlobal Conference 2020, presenting the state of the art of the OEF project and some ideas to develop openness capacity of university educators.
The Open Educators Factory Project: In Search for the Open EducatorFabio Nascimbeni
Presentation of the Open Educators Factory project and results, in occasion of a webinar organised by the Canadian Initiative for Distance Education Research (CIDER) on February 7, 2018.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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
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.
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.
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.
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.
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.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
OER uptake in adult education institutions
1.
2. OER uptake in adult
education institutions
10 March 2015
3. Preliminary Remarks
• The webinar is recorded and it will be available on the project
website www.oerup.eu
• Presentation of participants (participants are invited to type
their name, affiliation and country in the chat room)
4. AGENDA OF THE WEBINAR
1. Introduction of the OERup! Initiative by Ines Kreitlein, MFG, Germany
2. Definitions and tensions
3. Barriers and drivers for the use of OER in adult education (guidelines for
the group discussion) –> inputs here on the chat room
4. First results of the needs analysis and training concept
5. Group discussion:
– Barriers and drivers for the use of OER in adult education
– Further comments on the training concept
– Example of practices (open question) and training materials
6. What’s next
6. adressing adult learning professionals and the staff of adult learning
institutions - but also policy makers in the field of adult learning
to help
IDENTIFY the status quo of OER use in Adult Education Institutions (AEI)
RAISE awareness around the value of OER & OEP
CREATE and FIND good Open Educational Practices
IMPROVE OEP skills of educational professionals
SET IN MOTION a culture of Open Education
and finally SUPPORT AEI’s in developing and implementing sustainable OEPs
what we aim for
8. Our main questions
• Can you guess how many adult learning institutions fully use
OER today?
• How transformative is this?
• How will this evolve?
• What can we do to make this happen faster, better and more
inclusively?
9. Definitions
• ADULT LEARNING: Adult learning is defined as all forms of learning undertaken by adults
after having left initial education and training, however far this process may have gone (e.g.,
including tertiary education). Communication “It is never too late to learn”, European
Commission, 2006
• OPEN EDUCATIONAL PRACTICES: OEP are practices which support the (re)use and
production of OER through institutional policies, promote innovative pedagogical models,
and respect and empower learners as co-producers on their lifelong learning path. Whereas
OER focus on content and resources, OEP represents the practice in which an educational
method is employed to create an educational environment in which OER are used or created
as learning resources. Open Educational Quality Initiative (OPAL), discussion paper: “Open
educational practice - approaching a definition for a new concept”
10. Tensions
• Open versus free
• Pedagogy versus appreciation
• Altruism versus marketisation
• Community versus openness
• Mass participation versus quality
• Add-on versus embedded funding
Source: IPTS, Overview and Analysis of Practices with Open Educational Resources in Adult
Education in Europe
12. Group Discussion
BARRIERS DRIVERS
• Language issues
• Technology readiness of Adult Education
professionals
• The concept of OER is new and confusing
• Low perceived quality of OER
• Lack of OER-based business models
• Lack of cultural recognition that ‘learning’ can
take place outside formal structures
• …
• Simplicity and easy implementation of the OER
idea
• Low budgets and motivation to reuse contents
• Free (no cost) access
• Broadening and enriching the learning offer
• Enabling collaborative / international projects
Barriers and drivers for the adoption of OER in adult education
13. Training Description
The OERup! training aims at fostering the implementation of open
educational practices in adult learning. Within a blended-learning format,
educational professionals as well as the staff and management of adult
learning institution will be trained in reusing, revising, remixing, and
redistributing OER. Further, participants will engage in setting up strategies
for OEP in their professional environment.
The training provides relevant content through expert sessions in forms of
webinars. In addition, it foresees the development of initial OER practices by
the participants in one face-to-face meeting of which first steps of the
implementation process will be accompanied by online coaching sessions.
14. Expected Learning Outcomes
After having participated in the training, the learner will
know about OER & OEP and be sensitized to the benefits of open practices in adult
learning
be aware of OER initiatives and communities and be well informed about the current
status quo
be able to apply appropriate licensing to their teaching material
be familiar with didactical concepts of how to include OER/OEP into their teaching
methods
know about the requirements for an open environment that is needed to implement
OEP in a sustainable manner
be equipped with the tools (guidelines, project plan, etc.) and first ideas that help them
to model their own Open Educational Practice
have developed a strategy and alongside initiated/completed their first OEP
be connected to colleagues who are interested in OEP for future exchange on the topic
15. Training Contents
1. OER & OEP - what is it? what‘s in it for me?
• definition of the terms and the philosophy behind it
• good practices
2. Creating, using, adapting, and distributing OER
• licences (how to read them, how to use them)
• metadata (what is needed in order to make OER findable)
• accessibility (resources for different devices)
• infrastructure – OER repositories (for educational professionals as well as learners)
• quality assurance of OER
3. Implementing OEP
• integrating the learner in OEP (didactical aspects)
• policies for OEP (institutional aspects)
• OEP enriching the business concept
open culture/
community building
17. WHAT’S NEXT
• Join our OERup! Community on Google+
• Let us know your interest to held a training webinar during the OERup!
Training course for adult education professionals
• Participate in our OERup! event on June 8, 2015 in Barcelona hosted by
UOC
• Meet project partners during the EDEN Conference (9-12 June 2015,
Barcelona)
• Help us promoting the training course (or express your interest to
participate) that will take place during the period September 2015 -
February 2016
18. Thank you
www.OERup.eu
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Editor's Notes
lack of clear licensing information on many OER. Low awareness of licensing is pronounced among adult educators and lifelong learners; common practice is to use free (no cost) resources without worrying unduly about IPR.