This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
Presentation at OpenEd14, Washington, November 19-21, 2014.
PhD research at the Open University of Lisbon, supported by GO-GN (Global OER Graduate Network).
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
Presentation at OpenEd14, Washington, November 19-21, 2014.
PhD research at the Open University of Lisbon, supported by GO-GN (Global OER Graduate Network).
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
Bridging the gap: OER for increasing access, openness and performanceRamesh C. Sharma
"Bridging the gap: OER for increasing access, openness and performance"
Presentation at University of Mumbai on 10th March,2016 during Open Education Week 2016, Organized by Department of Education, Department of Computer Science & Department of Information Technology
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Show & TEL Ethics & Technology-Enhanced Learning Robert Farrow
This presentation reviews the state of the art with respect to the use of artificial intelligence in education, reflecting on the ethical aspects and implications with particular reference to distance education.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
OER: Disruptive Innovative Solution to the Challenges of EducationRamesh C. Sharma
The education sector globally is facing a lot of challenges: the challenge of numbers, of relevance, of quality, of access, of costs and of speed. The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics. However, in addition to new systems or technologies, we need a fundamental change of perspective. A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC.
The Open Educational Resources have become an important part of educational delivery. The establishment of OER University is a milestone in that direction. There are hundreds of OER repositories to allow teachers and students to use, and adopt content. Keeping in view the significance of OERs, we organized The OER MOOC with the purpose to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. We further wanted to explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers, maybe evolve a model for a classroom of 10,000 learners. In this study, we shall elaborate on our methodology, outcomes and the impact factors The OER MOOC had on the learners.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
The iterative engagement between curation and evaluation in an open research ...SarahG_SS
Presentation at the African Virtual University (AVU) in Nairobi, Kenya in July 2015. This practice-based presentation outlines the iterative engagement between ROER4D’s curation strategy and evaluation of this project objective, and analyses how this facilitates development of the evaluation plan. Opportunities and challenges of developing and evaluating a curation strategy for such a large-scale open research project are also highlighted.
How can OER enhance the position of less used languages on a global scale?
Workshop at the OCW Consortium global conference, Ljubljana 25 April 2014
Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
The presentation discusses quality considerations and success factors of MOOCs - a critical review of current discussions and some potentials for Asian-European collaboration
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Bridging the gap: OER for increasing access, openness and performanceRamesh C. Sharma
"Bridging the gap: OER for increasing access, openness and performance"
Presentation at University of Mumbai on 10th March,2016 during Open Education Week 2016, Organized by Department of Education, Department of Computer Science & Department of Information Technology
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
Show & TEL Ethics & Technology-Enhanced Learning Robert Farrow
This presentation reviews the state of the art with respect to the use of artificial intelligence in education, reflecting on the ethical aspects and implications with particular reference to distance education.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
OER: Disruptive Innovative Solution to the Challenges of EducationRamesh C. Sharma
The education sector globally is facing a lot of challenges: the challenge of numbers, of relevance, of quality, of access, of costs and of speed. The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics. However, in addition to new systems or technologies, we need a fundamental change of perspective. A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC.
The Open Educational Resources have become an important part of educational delivery. The establishment of OER University is a milestone in that direction. There are hundreds of OER repositories to allow teachers and students to use, and adopt content. Keeping in view the significance of OERs, we organized The OER MOOC with the purpose to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. We further wanted to explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers, maybe evolve a model for a classroom of 10,000 learners. In this study, we shall elaborate on our methodology, outcomes and the impact factors The OER MOOC had on the learners.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
The iterative engagement between curation and evaluation in an open research ...SarahG_SS
Presentation at the African Virtual University (AVU) in Nairobi, Kenya in July 2015. This practice-based presentation outlines the iterative engagement between ROER4D’s curation strategy and evaluation of this project objective, and analyses how this facilitates development of the evaluation plan. Opportunities and challenges of developing and evaluating a curation strategy for such a large-scale open research project are also highlighted.
How can OER enhance the position of less used languages on a global scale?
Workshop at the OCW Consortium global conference, Ljubljana 25 April 2014
Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
The presentation discusses quality considerations and success factors of MOOCs - a critical review of current discussions and some potentials for Asian-European collaboration
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
The KnowledgePulse® software facilitates
integrated learning: Learning
steps are suggested automatically
during work breaks and can
be completed without taking up
much time or requiring a specific
learning environment. The KnowledgePulse® is available for a variety of platforms, including PCs and mobile phones.
Campamentos de Verano en: Vegafria Summer Camp, Molino de Butrera, Merindades Camp, Summer Camp La Data, Inglés y Naútica en Águilas, Colonias Náuticas en Águilas, Granja Escuela El Álamo, Discovery Camp Rialp Pirineo, Imagina Inmmersión Camp, Curso de Inglés en Irlanda,
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Open Education & Open Educational Services (long)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Long version for United Nations University meeting (Macau, 1 - 3 September 2010)
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.
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.
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.
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
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.
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.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
2. Hans Põldoja
Lecturer of educational technology
Tallinn University, Institute of Informatics
Doctoral student
Aalto University, School of Arts, Design and Architecture
hans.poldoja@tlu.ee
http://www.hanspoldoja.net
23. Why Open Educational
Resources?
For learners:
• Free access to learning resources in different schools
and universities
• Alternative to expensive textbooks
For teachers:
• Legal way to adapt existing learning resources
• Saving time
• Getting recognition for good learning resources
33. Course format
• Course blog + learner blogs
• Additional Web 2.0 and social media tools (Twitter,
SlideShare, YouTube, …)
• Open enrollment
• Open educational resources
• Assignments through blog posts
• Feedback and discussion in comments
• Summary posts by the facilitators
34. Benefits of using blogs
• Supporting learners to develop and express their ideas
• Supporting collaboration and group work
• Getting feedback from others
• Enriching the learning environment
• Promoting new educational practices
• Motivating learners
43. Väljataga, T., Põldoja, H., Laanpere, M. (2011). Open
Online Courses: Responding to Design Challenges. In H.
Ruokamo, M. Eriksson, L. Pekkala, & H. Vuojärvi (Eds.),
Proceedings of the 4th International Network-Based
Education 2011 Conference The Social Media in the Middle
of Nowhere (pp. 68-75). Rovaniemi: University of Lapland.
Proceedings of the NBE 2011
68
Open Online Courses: Responding to Design Challenges
Terje Väljataga
terje.valjataga@tlu.ee
http://terjevaljataga.eu
Hans Põldoja
hans.poldoja@tlu.ee
http://www.hanspoldoja.net
Mart Laanpere
mart.laanpere@tlu.ee
Tallinn University
Centre for Educational Technology
Narva road 25, 10120 Tallinn, Estonia
Tel: +372 6409 355, Fax: +372 6409 355
Open education and open educational resources movement as a recent trend in higher education focuses on providing free access to a
wide range of educational resources and online courses. However, such a narrow approach fails to acknowledge the transformative and
innovative opportunities openness can offer in higher education. The authors of the paper take a wider perspective to the concept of
openness in formal higher education. In addition to open technology, content and knowledge sharing openness in course design is an
important dimension to consider. Although open online course design solves many educational problems and challenges, at the same
time it also creates new ones. This paper discusses about the re-occurring course design challenges that facilitators face while designing
and running open courses. Through a multiple case study a variety of design responses to the design challenges is analyzed and
demonstrated.
Keywords: open online course model, open educational resources, pedagogical design, multiple
case study
1 Introduction
The concept of openness has multiple interpretations and dimensions in the context of higher education. Among
others, it has been used by proponents of open classroom approach in 1970-ties and by distance education
enthusiasts while establishing open universities”. The purpose was to solve a number of educational problems
and challenges, for instance, to improve access to existing study programmes and attract more (or better)
students following Huijser, Bedford, and Bull’s (2008) claim that everyone has the right to education. In
general, openness in education is attributed to a barrier-free access to education in terms of time, affordability
and admission requirements being freely available through the Internet.
A recent trend is the open educational resources (OER) movement (Atkins, Brown & Hammond, 2007), which
provides free access to a wide range of educational resources and online courses. OER and its importance has
been widely documented and demonstrated (Downes, 2007). The key tenet of open education is that “education
can be improved by making educational assets visible and accessible and by harnessing the collective wisdom
of a community of practice and reflection” (p. 2) (Iiyoshi & Kumar, 2008).
The notion of openness in education is clearly triggered by the opportunities technological development offers.
In addition to growing access to Internet, the latest evolution of digital technology and Web has fostered a new
culture of creating and sharing open content in online communities. It has been possible due to the blurred line
between producers and consumers of content allowing shifted attention from access to information toward
access to other people (Iiyoshi & Kumar, 2008). In the light of ongoing technological development, there are
educators who are exploring ways to expand the notion of openness in education beyond public sharing of
educational content. Iiyoshi & Kumar (2008) point out that with the concept of openness we might tend to grow
our collections of educational tools and resources and miss the transformative and innovative opportunities
“openness” can offer. One of the emerging practices in this direction is the open online course model.
44. Creating and sustaining
community gravity
• How to design sustainable community gravity?
• What are the mechanisms for bringing and keeping
together distributed groups?
• What are the tools and techniques that facilitate and
support the emergence of strong community gravity?
45. Monitoring participation and
content flows
• What are the possible technological solutions for both
students and facilitators to monitor participation, observe
content flows and comprehend the overall course
progress?
• How a course design can contribute to support
monitoring heterogeneous landscapes of tools and
services, student created content and their flows?
46. Designing materials and
activities
• To what extent the material and activities are pre-defined
before the course starts?
• To what extent students’ created and recommended
activities should be included into this emergent course
design?
47. Providing feedback
• What type of feedback is realistic and required in open
courses?
• Who should provide feedback and how often?
• How to increase the quality of feedback given by
facilitators and participants?
48. Why open online courses?
For participants:
• Free access to courses in different universities
• Becoming a part of the learning community
• Learning from the course design
For the institution:
• Promoting the institution
• Getting new students
56. Assessment issues in blog-
based courses
• Private grading in open learning environment
• Recognizing the learning outcomes of informal
participants
58. Composite badges
Blog posts on each of the
13 course topics
OpenEd
Overview
Badge
In-depth blog posts on 3
selected course topics
OpenEd
Researcher
Badge
(Wiley, 2013)
59. Activity-based badges
N blog posts or tweets
Activity
Badge
N received comments or
retweets
Quality
Badge
Completed milestone or
assignment
Result
Badge
(Santos, Charleer, Parra, Klerkx, Duval, & Verbert, 2013)
60. Grade-based badges
95% of points or more Gold Badge
85% of points or more
Silver
Badge
75% of points or more
Bronze
Badge
(Rughiniș & Matei, 2013)
63. Basic knowledge badges
Basic
knowledge on
learning
objects and
repositories
Basic
knowledge on
authoring tools
Basic
knowledge on
computer-
based
assessment
Basic
knowledge on
new
technologies
Basic
knowledge on
copyright of
digital
learning
resources
Basic
knowledge on
quality of
digital
learning
resources
Content
package author
Assessment test
author
e-Textbook
author
Advanced
knowledge on
learning objects
and repositories
Advanced
knowledge on
authoring tools
Advanced
knowledge on
computer-based
assessment
Advanced
knowledge on
new
technologies
Advanced
knowledge on
copyright of
digital learning
resources
Advanced
knowledge on
quality of digital
learning
resources
Blogging assignment 1 Blogging assignment 2 Blogging assignment 3 Blogging assignment 4 Blogging assignment 5
Group assignment on
developing a digital
learning resource
Blogging assignment 6 Literature review
Describing the
advantages and
disadvantages of learning
objects approach
Searching for learning
objects from learning
object repositories by
metadata and licenses
Creating simple content
packages, tests and e-
textbooks, and describing
these with metadata
Following copyright
principles for digital
learning resources
Evaluating the quality of a
learning resources using
an evaluation framework
Using one authoring tool
to create a more
comprehensive digital
learning resource
Analyzing the current
issues, research studies
and trends in one sub-
topic related to digital
learning resources
Learning outcomes
Assignments
Advanced knowledge badges
Skills badges
64. Students' perspectives on Open
Badges
• Main benefits: feeling of recognition and confirmation
about accepted assignments
• Badges would become more valuable, if they are used in
several courses, not as a one time experiment
• Students are interested in recognizing prior learning with
badges
65. Recommendations from
students
• Offer at least two levels of badges for each assignment
• Provide more choice of different badges / learning paths
• Visual aesthetics of badges is also important for learners
66.
67. Additional ideas
• Combining outcome-based badges with other types of
badges
• Student-designed and student-awarded badges for peer-
assessment
• Combing personal learning contracts and badges
69. Open Source projects in Tallinn University
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
LMS's and
lightweight
VLE's
Experiments
with weblogs
Digital
learning
ecosystems
LePress
86. References
• Wiley, D.: Assignments: Introduction to Openness in Education, https://
learn.canvas.net/courses/4/assignments
• Santos, J.L., Charleer, S., Parra, G., Klerkx, J., Duval, E., Verbert, K.:
Evaluating the Use of Open Badges in an Open Learning Environment. In:
Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds) EC-TEL 2013. LNCS,
vol. 8095, pp. 314–327. Springer, Berlin Heidelberg (2013)
• Rughiniș, R., Matei, S.: Digital Badges: Signposts and Claims of
Achievement. In: Stephanidis, S. (ed) HCI International 2013 - Posters’
Extended Abstracts, pp. 84–88. Springer, Berlin Heidelberg (2013)
• Randall, D.L., Harrison, J.B., West, R.E.: Giving Credit Where Credit Is Due:
Designing Open Badges for a Technology Integration Course. TechTrends.
57, 88–95 (2013)
87. Used images
• Jonathas Mello, Global OER logo: http://www.unesco.org/new/en/
communication-and-information/access-to-knowledge/open-educational-
resources/global-oer-logo/
• Mathieu Plourde, MOOC Poster (no border): https://www.flickr.com/photos/
mathplourde/10425003764/
• Class Hack, Open Badge Anatomy (Updated): http://classhack.com/post/
45364649211/open-badge-anatomy-updated
• Open Badges, http://openbadges.org/about/
88. This work is licensed under the Creative Commons Attribution-ShareAlike 4.0
International License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-sa/4.0/
Hans Põldoja
Lecturer
School of Digital Technologies
Tallinn University
Estonia
hans.poldoja@tlu.ee
@hanspoldoja
http://www.hanspoldoja.net
http://www.slideshare.net/hanspoldoja