The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
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.
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.
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.
The Liberal Arts Online
Distance education and hybrid courses continue to attract more and more students, and many educators fear that a focus on the practical and professional in these offerings excludes the liberal arts.
On Thursday, March 17 at 2 p.m. Eastern, Inside Higher Ed presents The Liberal Arts Online, an audio conference featuring Rebecca Davis of the National Institute for Technology in Liberal Education. She will discuss the best existing models for offering such courses online, the latest technology, how to gain faculty support, and much more.
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
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
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.
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).
OER and OCW Use in the Basic CompositonAnne Arendt
Open Educational Resources, including OpenCourseWare, have an increasing role in education today. It also can play a role in our basic composition classrooms. This is a document given at a presentation for the TYCA-West Conference 2009.
Official report can be found at http://works.bepress.com/anne_arendt/4/
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
The Sixth “Smart Education” Webinar centered on the domain of Open Educational Resources (OER). In this presentation the Case Study of Using Open Education Resources (OER) in Northern African Universities was presented
Digital Academic Content and the Future of Libraries: International Cooperati...UBC Library
International Library Cooperation Symposium presentation May 14, 2010 in Tokyo, Japan.
Presentation by Ingrid Parent, President elect of IFLA, and University Librarian at the University of British Columbia
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.
The Liberal Arts Online
Distance education and hybrid courses continue to attract more and more students, and many educators fear that a focus on the practical and professional in these offerings excludes the liberal arts.
On Thursday, March 17 at 2 p.m. Eastern, Inside Higher Ed presents The Liberal Arts Online, an audio conference featuring Rebecca Davis of the National Institute for Technology in Liberal Education. She will discuss the best existing models for offering such courses online, the latest technology, how to gain faculty support, and much more.
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
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
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.
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).
OER and OCW Use in the Basic CompositonAnne Arendt
Open Educational Resources, including OpenCourseWare, have an increasing role in education today. It also can play a role in our basic composition classrooms. This is a document given at a presentation for the TYCA-West Conference 2009.
Official report can be found at http://works.bepress.com/anne_arendt/4/
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
The Sixth “Smart Education” Webinar centered on the domain of Open Educational Resources (OER). In this presentation the Case Study of Using Open Education Resources (OER) in Northern African Universities was presented
Digital Academic Content and the Future of Libraries: International Cooperati...UBC Library
International Library Cooperation Symposium presentation May 14, 2010 in Tokyo, Japan.
Presentation by Ingrid Parent, President elect of IFLA, and University Librarian at the University of British Columbia
Open Educational Resources and Repositories: Discussion Breakout SessionSarah Currier
These slides accompanied a breakout discussion session on open educational resources and repositories at the 2009 Intrallect Conference, 25-26 March 2009.
IFLA ARL Satellite conference 2023: Shadow Information Technology in the adve...IFLAAcademicandResea
IFLA ARL Satellite conference 2023: Inclusiveness through Openness
Presentation on Regional Impact Studies: “Shadow Information Technology in the advent of Open Educational Resources” by Siphamandla Mncube (SA), University of South Africa. Session chair – Theodore Westervelt, Library of Congress.
Satellite conference held at Erasmus University, Rotterdam, The Netherlands, 18 - 19 August 2023.
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)
Presented by Antonella Poce, Maria Rosaria Re, and Francesco Agrusti (Roma Tre University, Italy), Gonçalo Cruz and Caroline Dominguez (University of Trás-os-Montes e Alto Douro, Portugal) during the 1st European Summit for Critical Thinking Education
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Open Educational Resources: Experiences of use in a Latin-American context
1. Vladimir Burgos
Educational Innovation Liaison Officer at the Center for
Innovation in Technology and Education in Tecnológico de
Monterrey (ITESM).
Project manager of OCW Tecnológico de Monterrey
& temoa.info (Knowledge Hub OER Index)
Marisol Ramírez
Full time Professor at the Graduate School of Education (EGE),
and Principal of the Research Group of Investigation of Innovation
in Technology and education in Tecnológico de Monterrey
(ITESM)
Attribution-NonCommercial-NoDerivs
http://creativecommons.org/licenses/by-nc-nd/3.0/
Open ED 2010
Proceedings. Barcelona, España
http://openedconference.org/2010/
2.
3. "We are in the midst of a literacy revolution
the likes of which we haven't seen since
Greek civilization"
Andrea A. Lunsford: Clive Thompson on the New Literacy
WIRED Magazine: 17:09 (TECH BIZ: PEOPLE))
4. • Aware of the advances in technology worldwide and the
massive and exponential growth of information that is
published each day on the Internet, the way we see the
world has changed, this also has a significant impact on
education, both in the way of learning as in the way of
teaching.
5. • Economic inequality exists within and between countries
and the gap continues widen.
• The emergency of the knowledge era has redefined the
basis for economic activity as well as the societal role of
universities.
• There is a danger that some nations and communities
within them will be left behind as knowledge becomes
the pre-eminent economic driver.
6. ACRL (2000). Information Literacy Competency Standards for Higher Education, ACRL Standards
Committee, January 18, 2000. Retrieved at
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
--------------
Library image by Raysonho [Public domain], from Wikimedia Commons:
http://upload.wikimedia.org/wikipedia/commons/3/3b/SteacieLibrary.jpg
Computer keyboard image by User Gflores on en.wikipedia [Public domain], via Wikimedia Commons:
http://upload.wikimedia.org/wikipedia/commons/f/fc/Computer_keyboard.gif
Information literacy needed
According the American Library Association,
“Information is available through libraries,
community resources, special interest
organizations, media, and the Internet--and
increasingly, information comes to individuals in
unfiltered formats, raising questions about its
authenticity, validity, and reliability” (ACRL,
2000).
7. • In a global digital ecosystem, knowledge flows freely
regardless of frontiers or boundaries. We need to
overcome the basic requirements for its use through
information and communication technologies and
communicate the legal frameworks to foster knowledge
transference.
• There is need of a greater awareness about the terms of
use of the OER and of its existence.
Earth image from NASA: Great Zoom out of
Orlando, FL: Epcot Spaceship Earth
8. “OER are teaching, learning and research resources
that reside in the public domain or have been released
under an intellectual property license that permits their
free use or re-purposing by others. Open educational
resources include full courses, course materials, modules,
textbooks, streaming videos, tests, software, and any other
tools, materials or techniques used to support access to
knowledge“
Report to The William and Flora Hewlett Foundation
Atkins, D; Brown, J; Hammond, A (2007). Report to The William and Flora Hewlett Foundation (February
2007); pp.4, http://www.hewlett.org/oer
Smith, Marshall S.; Casserly, Catherine M. (2006). The Promise of Open Educational Resources; Change:
The Magazine of Higher Learning; Sep-Oct 2006; 38(5); p. 8 (EJ772126)
12. • Resources are public and inclusive (full content)
• Free (no charges or fees)
• Permanent publication (lifelong)
• Without subscriptions or further obligations for users
• Resources in the public domain or released under an
intellectual property license (we evaluate a formal
declaration of intellectual property and respect to
authorship of the resources; for example Creative
Commons (CC) licenses or customized licenses).
13. The Academic Community has suggested 20,481 resources to the
catalog and 12,512 has been approved through a lifecycle assurance
process considering educational and technical information criteria:
1. Information sources are audited by librarians and the resources are
suggested by the community.
2. Peer reviewing process is a dynamic activity
done by the community.
3. Information consistency is validated by a
cataloging process by librarians.
March 2, 2010
15. Knowledge Areas
Hierarchical Interface to LC
Classification” (HILCC), from
Columbia University
Arts,
Architecture &
Applied Arts
Business &
Economics
Engineering &
Applied
Sciences
General
Health
Sciences
History &
Archaeology
Journalism &
Communications
Languages &
Literatures
Law, Politics &
Government
Music, Dance,
Drama & Film
Philosophy &
Religion
Sciences
Social
Sciences Columbia HILCC: A Hierarchical Interface to LC Classification, Columbia University
Libraries Digital Program. Retrieved from
http://www.columbia.edu/cu/libraries/inside/projects/metadata/classify/
16. With the purpose to ease the task to learners and
educators the discoverability process of OER (search and
adoption)
OER Metadata Learning Object Metadata
20. Index subjects
Create new
content:
• Course
• Topic
• Activity
Examples of playlists:
1. OER as textbook alternatives
(anthologies of resources)
2. OER as reusable resource
3. OER as learner generated/
modified content
21. Legal terms of
use
Subscribe to RSS
feeds
Share with friends
and colleagues
through social
networks
Course:
Introduction to Physics- Mechanics
http://www.temoa.info/node/38310
Topics
22. Syllabus (Educational context)
• Learning objectives
• Subject general
• Basic information
• Teacher information
• Institutional information
Instructional metadata
• Basic information
• OER from several content
providers
• Authorship
• Educational level
• Student information
• Lecture hours
• Teacher information
• Instructor's academic profile
• Recommended academic
experience
• Evaluation policy
• Institutional information
• Course type
• Type of academic term
• Course identifier
Bibliographic references for OER
24. The community may review and
rate the course
The “board” represents a [Topic]
The “student” represents an
[Activity]
The “World” represents an
[OER]
27. Selection of
knowledge areas to
enrich courses
Selected
courses
Availability of
resources
OER
Alignment
Professor OER
Instructional
Design
Sharing experiences of use of the OER
Course Design
21
3
Adoption and use of OER
Search, Selection and
Index of resources
In example:
• Management
• Computer science
i.e: OCWC
Selection of
OER sources
29. www.lulu.com
As a result, students documented 30 cases through a methodological research
process on the subject of adoption of the OER in learning activities, in several
knowledge disciplines and educational levels.
30. • Enrich the classification and indexation
catalog of OER for basic and
elementary education level for the Latin
American educators
• To support process improvement and distance education, professional
development of teaching
• Contribute in reducing educational gap, and to foster more equal access to
educational resources.
31. Research Team (CUDI-CONACYT)
11 professors, 5 teachers, 8 researchers
6 institutions of higher education
150 teachers in 20 schools involved in basic education in a
research pilot
• Using OER in K12 programs for learning and teaching in the
classroom
• Improving teaching abilities in technology competencies, information
literacy and didactic techniques .
32. Some results:
• Design of one diagnosis instrument to identify the competence on digital literacy for
the participants in the project.
• Design of one training workshop on how to identify, evaluate and classify Open
Educational Resources (all six participant institutions collaborated on the design and
teaching delivery).
• Creation and production of one workshop and course materials, such as: digital
resources, formats, handbooks, handouts, and video tape recording.
• Defining criteria for identification and evaluation of the website sources of OER.
• Develop of six research projects within the main project, using different
methodological approaches.
• Design of four workshops to train K-12 teachers on how to select, document, use and
adopt OER within class.
– Total of OER documented = 291
– Total of OER used and adopted = 101.
• Four articles published in Journals
33. • Generate a collection of open educational resources
(OER) for mobile learning, on the topic of educational
research and research training to be available in a portal
(web site) for free use, reuse and distribution with
educational purposes.
34. Research Team (CUDI-CONACYT)
22 professors, 7 researchers
7 institutions of higher education
The expected results for the month of December 2010 are a collection
of at least 30 OER for mobile access, seven sub-projects published in
journals and conferences, as well as the training of undergraduate and
postgraduate research assistants and a workshop to produce digital
content according the criteria of OER.
35. • As a group, we decided to integrate several working
teams to reach the best potential of valuable source of
knowledge generation and learning through the creation
of a Community of Practice (CoP) for each research
project.
36. • Some access barriers were identified for the use of Open
Educational Resources (OER) in México
– The need for a better technological infrastructure (lack of internet
access, projectors and computers to display and use the
educational resources),
– Awareness of legal issues (access of the resources in terms of
licensing),
– Relevance about the content of the materials available on the
Internet (resources mainly from other countries making difficult to
adopt them in the local context),
– Lack of resources in Spanish (language issues),
– Digital literacy gap in K-12 schools and lack of awareness in the
institutional level (lack of information in managerial levels).
37. • For project of Mobile OER for the training of educational
researchers, the group as experienced several
institutional challenges:
– Legal issues (lack of awareness of the legal terms and the process of
licensing the academic work); the group preferred the use of Creative
Commons (CC) licenses.
– The decision of use international standards of metadata such as Dublin
Core (DCMI) to describe and classify the resources produced in the
institutional repository.
– The planning, production and publishing processes according the OER
criteria in a digital content repository (included the lifecycle process of
the workflow, the definition of user roles, as well as the governing
business rules of the institutional repository).
– The decision to use open platforms for storing and publishing the
educational resources, such as DSpace; see
http://catedra.ruv.itesm.mx/
We learned that to foster effective project learning in the group of participants through several institutions, it’s necessary to encourage collaboration and exchange of meanings and experiences .