"Data Science" panel intro slides at Digital Research 2013, St Anne's, Oxford, September 2013 hosted by e-Research South and Oxford e-Research Centre - see http://digital-research.oerc.ox.ac.uk/
Dr. Mary Ann Harlan, assistant professor at the San Jose State University School of Information, shares her research on youth information practices. Dr. Harlan teaches master's-level courses in the iSchool's Master of Library and Information Science and Teacher Librarian programs.
Presentation on software for learning to technology teachers in secondary schools at the Digital Techologies Symposium, Auckland, New Zealand, on 20 November 2008. I discussed young people's use of software outside school and how we can adopt these practices and technologies in the classroom, with special reference to web 2.0 or social software, and the website http://softwareforlearning.tki.org.nz
"Data Science" panel intro slides at Digital Research 2013, St Anne's, Oxford, September 2013 hosted by e-Research South and Oxford e-Research Centre - see http://digital-research.oerc.ox.ac.uk/
Dr. Mary Ann Harlan, assistant professor at the San Jose State University School of Information, shares her research on youth information practices. Dr. Harlan teaches master's-level courses in the iSchool's Master of Library and Information Science and Teacher Librarian programs.
Presentation on software for learning to technology teachers in secondary schools at the Digital Techologies Symposium, Auckland, New Zealand, on 20 November 2008. I discussed young people's use of software outside school and how we can adopt these practices and technologies in the classroom, with special reference to web 2.0 or social software, and the website http://softwareforlearning.tki.org.nz
Presentation to teachers at the ULearn08 conference in Christchurch, October 2008. I discussed young people's use of technology outside school and how we can adopt these technologies and practices in the classroom, with particular reference to key competencies and web 2.0 or social software. The presentation includes examples of student work using software found on the website http://softwareforlearning.tki.org.nz.
Lilac 2012 Essential information skills for researchers: A collaborative proj...Chris Bark
This presentation gives an overview of a project involving four institutions: Loughborough, Nottingham, De Montfort and Coventry Universities to create an open source repurposable information skills tutorial appropriate for early career researchers. It covers the rationale for undertaking the project, the proposed content, the research conducted and methodologies used which informed the design and final content of the online module.
The module that has been developed is called: Dissemination of your research and includes the following units:
Journals and journal articles
Other forms of publishing
Journal bibliometrics
Author bibliometrics
Networking
The presentation then moves on to look at in some depth the benefits of working in a consortium but also the challenges the group faced as a result of working as a collaboration.
Presentation to teachers at the ULearn08 conference in Christchurch, October 2008. I discussed young people's use of technology outside school and how we can adopt these technologies and practices in the classroom, with particular reference to key competencies and web 2.0 or social software. The presentation includes examples of student work using software found on the website http://softwareforlearning.tki.org.nz.
Lilac 2012 Essential information skills for researchers: A collaborative proj...Chris Bark
This presentation gives an overview of a project involving four institutions: Loughborough, Nottingham, De Montfort and Coventry Universities to create an open source repurposable information skills tutorial appropriate for early career researchers. It covers the rationale for undertaking the project, the proposed content, the research conducted and methodologies used which informed the design and final content of the online module.
The module that has been developed is called: Dissemination of your research and includes the following units:
Journals and journal articles
Other forms of publishing
Journal bibliometrics
Author bibliometrics
Networking
The presentation then moves on to look at in some depth the benefits of working in a consortium but also the challenges the group faced as a result of working as a collaboration.
Taking lessons from Agile Programming/eXtreme Programming into how we do research. From deliverables and meetings to sprints and scrums.
Based on version presented at Open University CALRG conference 11 June 2013.
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My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/emoji
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
This presentation is based on work within OLnet (http://olnet.org) to consider ways in which Open Educational Resources (OER) can have impact in education. It looks at the ways in which the field has developed and the current Key Challenges (http://ci.olnet.org) as well as future trends. Three potential impact areas for OER are picked out as the power for change, viral learning, and the evidence hunt around OER.
Presentation by Patrick McAndrew for SCORE event on Learning from Research (http://www.open.ac.uk/score).
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A summary of the thoughts and directions for the work on researching Open Educational Resources after one year of the Hewlett Foundation supported work on OLnet - The Open Learning network.
Original content CC-BY. Some images CC-BY-NC
Citizen-led perspectives: bridging the gapErinma Ochu
Talk to inform Austrian perspectives on bridging the gap between science and society presented at the Alpbach Forum 2014 working group session: http://bit.ly/1pEm00I
Featuring best practice principles and examples from UK citizen science projects
Cook & Santos. Using Hybrid Social Learning Networks in Work Place Learning and Plans to Roll-Out in HE. Institute for Learning Innovation and Development (ILIaD) Inaugural Conference, 3 November 2014, University of Southampton.
Degrees of social inclusion: Perspectives from the ROER4D projectROER4D
Degrees of social inclusion: Perspectives from the ROER4D project
Cheryl Hodgkinson-Williams & Henry Trotter
2nd World OER Congress, 19 September 2017, Slovenia
Our presentation at OERcamp Global 2021 with Christian Stracke and Ramesh Sharma on A Global Study of Macro, Meso, and Micro Aspects of Open Education due to COVID-19
Presentation at OER Camp Global 2021. A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19: Christian M Stracke & Ramesh Sharma & Ebba Ossiannilsson. 由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The Open University has organised the way it works on Open Educational projects around different elements. These are shared in a description of the OER Hub.
Presented at Open Education 2012 #opened12 by Gary Elliott-Cirigottis 18 October 2012.
Presentation by Patrina Law, Gary Elliott-Cirigottis and Patrick McAndrew.
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This document is the proposal for the TRACKOER project that is supported by the JISC Open Educational Resources Rapid Innovation programme (OERRI). In TRACKOER we are developing potential solutions to how to keep track of content in the open. We are looking both at ways to follow content as it moves from one server to another and then gets reused, and at how to capture other changes that people may make with cut and paste editing. The rationale for the project is to understand whether content gets reused but it also offers a model that could help track other activity around shared content. More about the project progress is available via http://track.olnet.org/ and the project blog at http://cloudworks.ac.uk/tag/view/TrackOER .
Open Education Week presentation as part of session organised by Gabi Witthaus for her SCORE fellowship:
http://toucansproject.wordpress.com/2012/03/07/rich-sharing/
Matching presentation from Martin Weller: http://www.slideshare.net/mweller/standing-up-for-little-oer
And Sandra Wills presentation: http://www.slideshare.net/Sandrawills/oeru-sandra
cC-BY: PAtrick McAndrew
Open Educational Resources: Gathering the evidence for Impact Patrick McAndrew
Presentation on the OLnet evidence hub and approaches to finding and sharing evidence of the impact of OER. This version first presented at the ICDE 24th conference in Bali 4 October 2011.
Related links:
Cloudworks: http://cloudworks.ac.uk/cloud/view/5800
YouTube: http://www.youtube.com/watch?v=Oo3xPyoiwYg
Conference: http://www.ut.ac.id/icde2011/
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Patrick McAndrew, Elpida Makriyannis, Cathy Casserly & Tim Vollmer (2012), Mapping the OER Landscape. Presentation at OCWC Global 5th May 2012, Cambridge MA, USA.
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Presentation on Open Educational Practices and the focus areas of OLnet (slides first presented at IITE Conference St Petersburg 16 November 2010 by Patrick McAndrew). CC-BY
Video embedded version on Vimeo at: http://www.vimeo.com/17498110
Open Educational Resources - experiences from Great Britain and Internationally. First presented to a Swedish audience in Stockholm February 2010 by Patrick McAndrew.
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Presentation about the traps that projects can fall into, especially when working with educational technology. Understanding the risks and taking a reflective and open approach can help address these risks.
Patrick McAndrew
Version used at OLnet workshop 17/12/2009
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By: John Seely Brown
Presented: OpenLearn2007 30-31 October 2007
More: http://kn.open.ac.uk/public/document.cfm?docid=10605
Video/audio: http://stadium.open.ac.uk/stadia/preview.php?whichevent=1063&s=31
From boot camp to holiday camp? Some issues around openness, Web 2.0 and lear...Patrick McAndrew
By: Andrew Ravenscroft and Patrick McAndrew
Presented: OpenLearn2007 30-31 October 2007
More at: http://kn.open.ac.uk/public/document.cfm?docid=10470
Creative Commons Attribution: CC-BY
A Strategic Approach: GenAI in EducationPeter 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.
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!
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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
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.
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
OLnet: Open Learning network in 3 slides
1. OLnet: Open Learning network Patrick McAndrew, Simon Buckingham Shum, Gráinne Conole, Eileen Scanlon, Ann Jones, Doug Clow, Chris Pegler, Canan Blake, Freda Wolfenden Tina Wilson, Elpida Makriyannis, Natalie Eggleston, Karen Cropper, Rob Farrow, Giota Alevizou, Andreia Santos, Anna de Liddo, Michelle Bachler Kasia Kozinska, Pauline Ngimwa, Nick Freear, Liam Green-Hughes Janet Dyson, Sara Crowe, Patrina Law, Gary Elliott-Cirigottis Candace Thille, Renee Fisher, John Rinderle, Jim Greeno, Jim Greeno 2009-2012. $3m ($2.010m at OpenU). Partnership with Carnegie Mellon and Hewlett Foundation. Supporting Research, Fellowships and Infrastructure http://www.flickr.com/photos/bartelomeus/4184705426/
2. Outcomes & findings 24 Fellowships Research projects and ORO Publications UNESCO survey of non-English OER Data from China teaching excellence Barriers to OCW in Turkey Trackable resources from Canada Auto analysis software from Xerox New models of use in Brazil Understanding African infrastructure Models for social uptake for US Approaches to mapping the OER world Learning design and patterns for OER 19378 Rethinking openness 25819 Understanding what teachers want 24118 How users participate 22288 Studying the ways groups learn 23392 Directions for education 21894 Collective intelligence models 23352 Infrastructure Cohere ci.olnet.org olnet.org Cloudworks OERoploy Claims Garden