This document provides an overview of Open Policy Network and open educational resources (OER). It discusses how OER can help accommodate the growing number of students in higher education in a more affordable way by allowing resources to be freely reused and customized. OER are teaching and learning materials that can be freely used, modified, and shared. The document outlines the cost savings and benefits of OER compared to traditional copyrighted materials and argues that publicly funded educational resources should be openly licensed to maximize return on investment and access.
Virtual session done for the Lambda Moodle Users Community. Chad Leaman from Lambda did the last half of the presentation which was a live demo of how to import an ePub book into Moodle.
This talk looked at the possible obstacles to using social web services in a cultural heritage institutional environment. Possible solutions were suggested for a number of potential obstacles.
Virtual session done for the Lambda Moodle Users Community. Chad Leaman from Lambda did the last half of the presentation which was a live demo of how to import an ePub book into Moodle.
This talk looked at the possible obstacles to using social web services in a cultural heritage institutional environment. Possible solutions were suggested for a number of potential obstacles.
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
Shanna Hollich, Collections Management Librarian, Wilson College, Chambersburg, PA (FTE: 1,030)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
Slides for talk on "Metrics for the Social Web" given by BriaN Kelly UKON at the DevCSI workshop on Open Data and the Institutional Web held at the University of Reading on 25 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/devcsi-201107/
Welcome: Metrics and Social Web Services: Quantitative Evidence for their Use...lisbk
Rehearsal (with audio) of the Welcome slides used by Brian Kelly, UKOLN in a workshop on "Metrics and Social Web Services: Quantitative Evidence for their Use & Impact" held at the Open University on 11 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/eim-2011-07/
Slides for a talk on "What Can We Learn From Amplified Events?" given by Brian Kelly, UKOLN at the University of Girona on 2 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/seminars/girona-2010/
Webinar Series: Public engagement, education and outreach for CCS. Part 3: Ca...Global CCS Institute
The third webinar in the public engagement, education and outreach for CCS Series digged deeper, perhaps multiple kilometres deeper, to explore successful methods for engaging the public on the often misunderstood topic of carbon (CO2) storage.
Forget bad experiences of high school geology, we kick-started our 2017 webinar program with three ‘rock stars’ of CO2 storage communication – Dr Linda Stalker, Science Director of Australia’s National Geosequestration Laboratory, Lori Gauvreau, Communication and Engagement Specialist for Schlumberger Carbon Services, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre who all joined Kirsty Anderson, the Institute’s Senior Advisor on Public Engagement, to discuss the challenges of communicating about CO2 storage. They shared tips, tools and some creative solutions for getting people engaged with this topic.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for carbon capture and storage. This third webinar was less focused on research and more on the real project problems and best practice solutions. It is a must for anyone interested in science communication/education and keen to access resources and ideas to make their own communications more engaging.
Webinar series: Public engagement, education and outreach for carbon capture ...Global CCS Institute
The public engagement, education and outreach for CCS Webinar Series kicked off this September with a stellar opportunity to join three international public engagement experts, as they reflected on the key research findings and lessons learned from over 10 years of social research and project engagement experience.
World-renowned social researcher and IEAGHG Social Research Network Chair Peta Ashworth started the discussion by setting out her key lessons learned, and what future challenges and opportunities she perceives for public engagement with CCS.
An expert panel made up of Sarah Wade, Environmental Regulation and Policy Consultant and Coordinator of the Outreach Working Group for the US Department of Energy Regional Carbon Sequestration Partnership Initiative, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre and Director of Communications for the IEAGHG Weyburn-Midale CO2 Monitoring and Storage Project, then discussed these conclusions and their own experiences of engaging the public, before opening the Webinar up to questions from the audience.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS.
This first Webinar combined elements of social research with real world application and discussion, showcasing important learnings, and concluding with links to further publications and resources for those wishing to learn more.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...Global CCS Institute
The second webinar in the public engagement, education and outreach for CCS Series took a more in-depth look at CCS education, specifically the creation and delivery of CCS education programs within developing countries.
Education has long been recognised as a critical component in understanding how science, society, and adaptation influence thinking about issues impacting our climate. As an emerging technology with an important role to play in shaping our low carbon energy future, CCS plays a role in our teaching around these topics in both developed and developing countries.
In this webinar, geochemist and renowned CCS education professional Sallie Greenberg, PhD, was joined by the Stakeholder Engagement Team from the South African Centre for Carbon Capture & Storage (SACCCS) to discuss the key learnings and experiences highlighted in, CCS education in developing countries a recent guidance paper for the Global CCS Institute.
Drawing on learning from existing CCS education initiatives and good practice from the wider education literature, Dr Greenberg highlighted areas of universal approach while facing particular challenges when working in the context of a developing country. Ms Polly Modiko, the Head of Stakeholder Engagement at SACCCS, then introduced the comprehensive program of education and outreach activities that the SACCCS team have been developing to support exploration of opportunities for an onshore Pilot CO2 Storage Project (PCSP) in South Africa.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS. This second Webinar combined elements of education research with real world application and discussion, showcasing important learnings, and concluding with links to further education resources for those wishing to learn more.
Brian Kelly and Marieke Guy, UKOLN gave the welcoming talk at the IWMW 2010 event held at the University of Sheffield on 12-14 July 2010.
See http://iwmw.ukoln.ac.uk/iwmw2010/talks/welcome/
This is the slide set for the OER & Open Licensing component of the monthly Copyright & Licensing Training provided by Stephanie (Charlie) Farley and Eugen Stoica at The University of Edinburgh.
Copyright and licensing training is an important way to build confidence, awareness, and staff skills, enabling the provision of teaching, research and information services in compliance with the law and open educational practices.
Stephanie (Charlie) Farley is the Open Educational Resources (OER) Advisor for Educational Design and Engagement. She provides the OER service and the Open.Ed website.
This one hour information session aims to provide teaching staff at The University of Edinburgh with the information and tools to use copyright and licensed materials in teaching while adhering to licenses and copyright protections.
The session covers:
– Closed vs. Open teaching spaces
– Licenses in Higher Educations
– Subscriptions, databases, and services
– Open Educational Resources
– Attribution of materials in online teaching environments
– Searching for materials
Qatar University Technology Enabled Learning and OpennessPaul_Stacey
Presentation given to Qatar University Technology Enabled Learning Implementation Committee and Curriculum Stakeholders (Programs Coordinators, Curriculum Committee Members, etc.). Doha October 29, 2014.
Welcome to the Metrics and Social Web Services workshoplisbk
Welcome slides to be used by Brian Kelly, UKOLN in a workshop on "Metrics and Social Web Services: Quantitative Evidence for their Use & Impact" to be held at the Open University on 11 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/eim-2011-07/
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
Shanna Hollich, Collections Management Librarian, Wilson College, Chambersburg, PA (FTE: 1,030)
Big Talk From Small Libraries 2019
February 22, 2019
http://nlcblogs.nebraska.gov/bigtalk
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
Slides for talk on "Metrics for the Social Web" given by BriaN Kelly UKON at the DevCSI workshop on Open Data and the Institutional Web held at the University of Reading on 25 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/devcsi-201107/
Welcome: Metrics and Social Web Services: Quantitative Evidence for their Use...lisbk
Rehearsal (with audio) of the Welcome slides used by Brian Kelly, UKOLN in a workshop on "Metrics and Social Web Services: Quantitative Evidence for their Use & Impact" held at the Open University on 11 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/eim-2011-07/
Slides for a talk on "What Can We Learn From Amplified Events?" given by Brian Kelly, UKOLN at the University of Girona on 2 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/seminars/girona-2010/
Webinar Series: Public engagement, education and outreach for CCS. Part 3: Ca...Global CCS Institute
The third webinar in the public engagement, education and outreach for CCS Series digged deeper, perhaps multiple kilometres deeper, to explore successful methods for engaging the public on the often misunderstood topic of carbon (CO2) storage.
Forget bad experiences of high school geology, we kick-started our 2017 webinar program with three ‘rock stars’ of CO2 storage communication – Dr Linda Stalker, Science Director of Australia’s National Geosequestration Laboratory, Lori Gauvreau, Communication and Engagement Specialist for Schlumberger Carbon Services, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre who all joined Kirsty Anderson, the Institute’s Senior Advisor on Public Engagement, to discuss the challenges of communicating about CO2 storage. They shared tips, tools and some creative solutions for getting people engaged with this topic.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for carbon capture and storage. This third webinar was less focused on research and more on the real project problems and best practice solutions. It is a must for anyone interested in science communication/education and keen to access resources and ideas to make their own communications more engaging.
Webinar series: Public engagement, education and outreach for carbon capture ...Global CCS Institute
The public engagement, education and outreach for CCS Webinar Series kicked off this September with a stellar opportunity to join three international public engagement experts, as they reflected on the key research findings and lessons learned from over 10 years of social research and project engagement experience.
World-renowned social researcher and IEAGHG Social Research Network Chair Peta Ashworth started the discussion by setting out her key lessons learned, and what future challenges and opportunities she perceives for public engagement with CCS.
An expert panel made up of Sarah Wade, Environmental Regulation and Policy Consultant and Coordinator of the Outreach Working Group for the US Department of Energy Regional Carbon Sequestration Partnership Initiative, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre and Director of Communications for the IEAGHG Weyburn-Midale CO2 Monitoring and Storage Project, then discussed these conclusions and their own experiences of engaging the public, before opening the Webinar up to questions from the audience.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS.
This first Webinar combined elements of social research with real world application and discussion, showcasing important learnings, and concluding with links to further publications and resources for those wishing to learn more.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...Global CCS Institute
The second webinar in the public engagement, education and outreach for CCS Series took a more in-depth look at CCS education, specifically the creation and delivery of CCS education programs within developing countries.
Education has long been recognised as a critical component in understanding how science, society, and adaptation influence thinking about issues impacting our climate. As an emerging technology with an important role to play in shaping our low carbon energy future, CCS plays a role in our teaching around these topics in both developed and developing countries.
In this webinar, geochemist and renowned CCS education professional Sallie Greenberg, PhD, was joined by the Stakeholder Engagement Team from the South African Centre for Carbon Capture & Storage (SACCCS) to discuss the key learnings and experiences highlighted in, CCS education in developing countries a recent guidance paper for the Global CCS Institute.
Drawing on learning from existing CCS education initiatives and good practice from the wider education literature, Dr Greenberg highlighted areas of universal approach while facing particular challenges when working in the context of a developing country. Ms Polly Modiko, the Head of Stakeholder Engagement at SACCCS, then introduced the comprehensive program of education and outreach activities that the SACCCS team have been developing to support exploration of opportunities for an onshore Pilot CO2 Storage Project (PCSP) in South Africa.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS. This second Webinar combined elements of education research with real world application and discussion, showcasing important learnings, and concluding with links to further education resources for those wishing to learn more.
Brian Kelly and Marieke Guy, UKOLN gave the welcoming talk at the IWMW 2010 event held at the University of Sheffield on 12-14 July 2010.
See http://iwmw.ukoln.ac.uk/iwmw2010/talks/welcome/
This is the slide set for the OER & Open Licensing component of the monthly Copyright & Licensing Training provided by Stephanie (Charlie) Farley and Eugen Stoica at The University of Edinburgh.
Copyright and licensing training is an important way to build confidence, awareness, and staff skills, enabling the provision of teaching, research and information services in compliance with the law and open educational practices.
Stephanie (Charlie) Farley is the Open Educational Resources (OER) Advisor for Educational Design and Engagement. She provides the OER service and the Open.Ed website.
This one hour information session aims to provide teaching staff at The University of Edinburgh with the information and tools to use copyright and licensed materials in teaching while adhering to licenses and copyright protections.
The session covers:
– Closed vs. Open teaching spaces
– Licenses in Higher Educations
– Subscriptions, databases, and services
– Open Educational Resources
– Attribution of materials in online teaching environments
– Searching for materials
Qatar University Technology Enabled Learning and OpennessPaul_Stacey
Presentation given to Qatar University Technology Enabled Learning Implementation Committee and Curriculum Stakeholders (Programs Coordinators, Curriculum Committee Members, etc.). Doha October 29, 2014.
Welcome to the Metrics and Social Web Services workshoplisbk
Welcome slides to be used by Brian Kelly, UKOLN in a workshop on "Metrics and Social Web Services: Quantitative Evidence for their Use & Impact" to be held at the Open University on 11 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/eim-2011-07/
Open Education: The Business & Policy Case for OERIWMW
SLides for a talk on "Open Education: The Business & Policy Case for OER" given by Cable Green at the IWMW 2013 event held at the University of Bath on 26-28 June 2013.
OER and the Economies of Sale - CAMEX 2014Charles Key
Higher education is experiencing a "crisis of cost." Open Educational Resources are positioned to be an important part of the solution. This presentation contains seven reasons that OER are here to stay and challenges campus stores to embrace the opportunity and drive OER adoptions.
Latest developments in open source educational materials including open textbooks. Special talk given to Douglas College Faculty of Science and Technology at their 2012 Christmas Luncheon.
Presentation given to staff at the Bill & Melinda Gates Foundation 10-Feb-2014 on the work and services OPEN partners (Creative Commons, Washington SBCTC, CAST, Stanford, and Carnegie Mellon University) are providing to TAACCCT grantees. Presentation featured two partner TAACCCT grantees - National STEM Consortium and MoHealthWINS.
http://net.educause.edu/eliweb119 (recording here too - though I'm not sure if Educause requires you be an ELI member to see it - I think it will be open - hope so :)
Join Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, as they moderate this webinar with Cable Green, PhD, Director of Global Learning, Creative Commons. Cable Green, Director of Global Learning @ Creative Commons, will discuss how, if we are smart, we will use today's technical and legal tools to build and share high quality, affordable educational resources with everyone who wants to learn. The combined forces of digital content, the Internet and the effect of Moore's law push the cost of storing, replicating and distributing educational materials, once created, to near zero. Open licensing allows this content to be reused, revised, remixed and redistributed so others may localize, customize, translate, and (most important) collect and share open data on the effectiveness of the educational resources to continuously improve their quality. Cable will also discuss how open policies, once adopted, make sustainability a non-issue and ensure publicly funded educational resources are open educational resources.
Similar to Open Policy Network: Seeking Community Input (20)
Open Education + UN Sustainable Development GoalsCable Green
http://sched.co/AF02
The world’s nations have adopted the 2030 Agenda for Sustainable Development and committed to 17 Sustainable Development Goals (SDGs). SDG4 is about “Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This session will explore how and why the global open education community can work with their national governments to mainstream Open Educational Resources (OER) in support of achieving SDG4.
K12 OER Collaborative for 2015 Open Education Week
Attribution to:
Jennifer Wolfe, The Learning Accelerator
Layla Bonnot, Council of Chief State School Officers
Karl Nelson, Washington Office of Superintendent of Public Instruction
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. CC BY Children Reading Pratham Books and Akshara By Ryan Lobo http://www.flickr.com/photos/prathambooks/3291
4. “Nearly one-third of the world’s
population (29.3%) is under
15. Today there are 158 million
people enrolled in tertiary
education1. Projections
suggest that that participation
will peak at 263 million2 in
2025. Accommodating the
additional 105 million students
would require more than four
major universities (30,000
students) to open every week
for the next fifteen years. By: COL
1 ISCED levels 5 & 6 UNESCO Institute of Statistics figures
http://www.col.org/SiteCollectio
2 British Council and IDP Australia projections s/JohnDaniel_2008_3x5.jpg
5. CC BY-NC-ND Dreaming Girls Head By: Elfleda http://www.flickr.com/photos/carolinespics/1531
21. OER are
teaching, learning, and
research materials in any
medium that reside in the
public domain or have been
released under an open
license that permits their free
use and re-purposing by
27. BY SA: By Harvey Barrison http://www.flickr.com/photos/hbarrison/6920142558/
28. Cost of “Copy”
For one 250 page book:
• Copy by hand - $1,000
• Copy by print on demand - $4.90
• Copy by computer - $0.00084
CC BY: David Wiley, BYU
29. Cost of “Distribute”
For one 250 page book:
• Distribute by mail - $5.20
• $0 with print-on-demand (2000+ copies)
• Distribute by internet - $0.00072
CC BY: David Wiley, BYU
30. Copy and Distribute are “Free”
This changes everything
CC BY: David Wiley, BYU
31. Movies, TV Shows, Songs, and
Textbooks
Movies and TV Shows:
• Amazon Prime – $6.59/month
($79/year) for access to 10,000 movies
and TV shows
• Netflix – $7.99/month for access to
20,000 movies and TV shows
• Hulu Plus – $7.99/month for access to
45,000 movies and TV shows
CC BY: David Wiley: http://opencontent.org/blog/archives/2348
32. Movies, TV Shows, Songs, and
Textbooks
Music:
• Spotify – $9.99/month for access to 15
million songs
• Rhapsody – $14.99/month for access
to 14 million songs
CC BY: David Wiley: http://opencontent.org/blog/archives/2348
33. CC BY ND / Delta Initiative / http://tinyurl.com/bw3ztnt
34. When the Marginal Cost of Sharing is $0…
- educators have an ethical obligation to share
- governments need to get maximum ROI by
requiring publicly funded resources be openly
licensed resources
- governments and educators need openly
licensed content: (a) so you can revise & remix
(b) buying and maintaining is cheaper than
leasing (w/time bombs)
36. Partner with Legislators
who care about:
(a) efficient use of national /
state tax dollars;
(b) saving students money;
increasing access to publicly
funded research and data;
(c) increasing access to
40. English Composition I
• 55,000+ enrollments / year
• x $175 textbook
•= $9.6+ Million every year
41. English Composition I
• 55,000+ enrollments / year
• x $175 textbook
•= $9.6+ Million every year
42.
43. Does it make any sense WA State and
K-12 Districts together spend
$130M/year
on textbooks and the results are:
• Books are (on average) 7-10 years out of
date
• Paper only / no digital versions.
• Students can’t write / highlight in books
• Students can’t keep books at end of
year
• All rights reserved… teachers can’t
46. U.S. House Appropriations Committee draft FY2012
Labor, Health and Human Services funding bill
SEC. 124. None of the funds made available by this Act
for the Department of Labor may be used to develop
new courses, modules, learning materials, or projects in
carrying out education or career job training grant
programs unless the Secretary of Labor certifies,
after a comprehensive market-based analysis, that
such courses, modules, learning materials, or projects
are not otherwise available for purchase or licensing
in the marketplace or under development for
students who require them to participate in such
education or career job training grant programs.
http://appropriations.house.gov/UploadedFiles/FY_2012_Final_LHHSE.pdf
47. U.S. House Appropriations Committee draft FY2012
Labor, Health and Human Services funding bill
SEC. 124. None of the funds made available by this Act
for the Department of Labor may be used to develop
new courses, modules, learning materials, or projects in
carrying out education or career job training grant
programs unless the Secretary of Labor certifies,
after a comprehensive market-based analysis, that
such courses, modules, learning materials, or projects
are not otherwise available for purchase or licensing
in the marketplace or under development for
students who require them to participate in such
education or career job training grant programs.
http://appropriations.house.gov/UploadedFiles/FY_2012_Final_LHHSE.pdf
48. H.R. 3699
"No Federal agency may adopt,
implement, maintain, continue, or
otherwise engage in any policy, program,
or other activity that -- (1) causes,
permits, or authorizes network
dissemination of any private-sector
research work without the prior consent of
the publisher of such work; or (2) requires
that any actual or prospective author, or
the employer of such an actual or
prospective author, assent to network
49. H.R. 3699
"No Federal agency may
adopt, implement, maintain, continue, or
otherwise engage in any
policy, program, or other activity that -- (1)
causes, permits, or authorizes network
dissemination of any private-sector
research work without the prior consent of
the publisher of such work; or (2) requires
that any actual or prospective author, or
the employer of such an actual or
prospective author, assent to network
50. But even better, the bill sponsor
said:
• "As the costs of publishing continue to be
driven down by new technology, we will
continue to see a growth in open access
publishers.
• This new and innovative model appears to
be the wave of the future. The transition
must be collaborative, and must respect
copyright law and the principles of open
access.
• The American people deserve to have
access to research for which they have
http://maloney.house.gov/press-release/issa-maloney-statement-research-works-act
51. Public
“The American
people deserve to
have access to
research for which
they have paid.”
http://maloney.house.gov/press-release/issa-maloney-statement-research-works-act
52. 046: Rule #2: See Rule #1 By: William Couch
CC BY-NC-ND http://www.flickr.com/photos/wcouch/226861055
53. CC BY
By Michael Gwyther-Jones
http://www.flickr.com/photos/12587661@N06/
7906811250/
54. Only ONE thing Matters:
• Efficient use of public funds to
increase student success and
access to quality educational
materials.
• Everything else (including all
existing business models) is
secondary.
As of this week, our friend BasselKhartabil has been in prison in Syria for one year with no charges brought against him. Bassel is a long-time CC volunteer and leader of the CC program in Syria.Bassel’s imprisonment is a reminder that we’re not only working toward a freer Internet; we’re fighting for a freer world.This week, community members are holding gatherings and demonstrations all over the world in honor of Bassel. Find out more at freebassel.org.
Big idea – why are we talking about this?Education / Research Dream is simple: Everyone in the world can attain all the education they desire. It will require we share the educational resources we produce and that we spend our limited public resources wisely.WA K-12 is a common core state – opportunity to share.
And the world needs this dream to come true … and quickly… if we are to meet the global demand for higher / tertiary education.Sir John Daniel, President & DEO of the Commonwealth of Learning notes:What do you think the odds are the world will buildfour major universities (30,000 students) to open every week for the next fifteen years?
This isn’t just my dream. Many have this Dream In 2006, Cathy Casserly and Mike Smith (@ Hewlett Foundation) wrote: “At the heart of the movement towards Open Educational Resources is the simple and powerful idea that the world’s knowledge is a public good and that technology in general and the Worldwide Web in particular provide an opportunity for everyone to share, use, and reuse it.”------------------(Smith, M.S. and Casserly, C.M. 2006. The promise of Open Educational Resources. Change, Vol. 38, No. 5, pp. 8-17)
within the jurisdiction, public and legal lead volunteers help to make the licenses work in their individual countries’ legal systemwe have 72 active affiliate teams with several more in process
Open license is key.Free as in free beer and free as in freedom
We have to help policy leaders understand the affordances of digital things… and how digital courses, textbooks, data, research, science… can be non-rivalrous resources IF educational resources are openly licensed.
But we have a Policy ProblemMost policy makers don’t understand 21st century technical and legal tools and how they collectively enable “the learning machine”. Understanding the opportunity afforded by wielding these tools is key to even understanding that the dream is possible. Without this understanding, policy makers can only make decisions within existing frameworks, within existing business models.Tools:Internetaffordances of digital things: storage, distribution, copieshardware costs downbandwidth speed up mobility upOpen content licensing is 10+ years oldMass willingness to share Taken together these tools collectively enable affordable, high quality, continuously improving, openly licensed educational resources.Case in point: http://utahopentextbooks.org/2011/08/26/the-5-textbook/ : $5.35 textbook (including shipping) – ask David Wiley and CK-12David Wiley’s recent open K-12 textbook study in Utah found– NSD: Simply substituting open textbooks for proprietary textbooks does not impact learning outcomes.http://utahopentextbooks.org/2011/10/12/efficacy-data-are-inMoreover, we are already moving from a print based to a digital based environment. In the digital environment, the technology enables a range of reuses that were not possible in the print based world. Thus, it becomes the copyright license terms of use, and technological protection measures, that hobble the teacher, student, and school district from making the fullest use of the materials. Why should school districts pay for digital materials accompanied by such restrictive terms of use and technological formats?
Clearly, the Internet has empowered us to copy and share with an efficiency never before known or imagined. However, long before the Internet was invented, copyright law began regulating the very activities the Internet makes essentially free (copying and distributing).Consequently, the Internet was born at a severe disadvantage, as preexisting laws discouraged people from realizing the full potential of the network.
The current market is failing because existing publishers are not offering what we’re asking for. We would welcome it if they chose to compete to provide what the new environment demands.
Global GDP comes in at just about $58.3T – World Bank Data (2009)If countries spend roughly 5% of GPD on education = $58.3T x 5% = US $2.9T / year If we can move to a simple open public policy, hundreds of billions of dollars of educational resources will be available under an open license and will be freely available to the public that paid for them.National / state / provincial governments and education systems all play a critical role in setting policies that drive education investments, and have an interest in ensuring that public funding in education make a meaningful, cost-effective contribution to socio-economic development.Given this role, these policy-making entities are ideally positioned to encourage or mandate recipients of public funding to produce educational resources under an open license.
What about something small – local? Do open policies make sense on a smaller scale?Even one open textbook for a top 100 course makes sense.But WA should (a) ask if anyone else has already done this and openly licensed it (e.g., CK12), (b) alert other states / countries that it is going to make this investment and share.
Utah: 75k open science textbook in Utah this fall (science is about 25% of all secondary students statewide)10-20k math adoptions likelyWA is part of Achieve OER InstituteMany other states are interested in OER and the Common Core.
Challenge: Existing Structures are Difficult to Change Most educational content business models built on gatekeeping and locking up resources (to make them rivalrous) are challenged by these trends that allow digital resources to be non-rivalrous. Existing business models are starting to fight, and they have money and lobbyists.
The US House Appropriations Committee released a draft fiscal year 2012 funding bill. Included in this bill is the following provision, which would appear to strip the ability of the DOL to support any further OER investments:Really? No one is allowed to build anything with public funds, with our tax dollars, “…unless the Secretary of Labor certifies, after a comprehensive market-based analysis, that such courses, modules, learning materials, or projects are not otherwise available for purchase or licensing in the marketplace or under development…"?Really?If the American people want to get maximum benefit from their precious public investments, the US Congress would rewrite the budget language to:"SEC. 124. None of the funds made available by this Act for the Department of Labor may be used to purchase proprietary, non-openly licensed new courses, modules, learning materials, or projects in carrying out education or career job training grant programs unless the Secretary of Labor certifies, after a comprehensive Open Educational Resources analysis, that such courses, modules, learning materials, or projects are not otherwise available under an open license that allows free reuse for students who require them to participate in such education or career job training grant programs."Let’s get to the crux of the issue. This is not about duplicating publisher works - this is about we, the tax payers, getting free and legal access to what we paid for... and our students, tax paying citizens, having access to high quality, affordable, openly licensed learning materials.The Department of Labor (DOL) has put forth a simple, rational public policy: Taxpayer-funded educational resources should be open educational resources. Information that is designed, developed and distributed through the generosity of public tax dollars should be accessible to the public that paid for it. If the publishers wish to debate, it will be on this point.What publishers and industry trade associations would do well to recognize is the CC BY license does not restrict commercialization of the open content produced by the DOL grantees. To be clear, the commercial publishers can take ALL of the content created in this DOL grant, modify it, make it better, add value, and sell it. The consumer (states, colleges, students) will then have a choice: (a) use the free openly licensed version(s) or (b) purchase the commercial for-a-fee version. If the commercial content / services are worth paying for, people will pay. If not, they won’t. Releasing information created with public funds should be a public right – not viewed as a disadvantage to commercial interests.How can you tell me I can’t have access to what I paid for – that’s crazy.
Essentially, the bill seeks to prohibit federal agencies from conditioning their grants to require that articles reporting on publicly funded research be made accessible to the public online. Translation and Comments:"If public tax money is used to fund research, that research becomes "private research" once a publisher "adds value" to it by managing the peer review.”Comment: Researchers do the peer review for the publisher for free, just as researchers give their papers to the publisher for free, together with the exclusive right to sell subscriptions to it, on-paper and online, seeking and receiving no fee or royalty in return.
Essentially, the bill seeks to prohibit federal agencies from conditioning their grants to require that articles reporting on publicly funded research be made accessible to the public online. Translation and Comments:"If public tax money is used to fund research, that research becomes "private research" once a publisher "adds value" to it by managing the peer review.”Comment: Researchers do the peer review for the publisher for free, just as researchers give their papers to the publisher for free, together with the exclusive right to sell subscriptions to it, on-paper and online, seeking and receiving no fee or royalty in return.
If we are to fight this nonsense, Open Policy strategy must follow NEW RULES. Disruptive Innovation Lessons (Clayton Christensen): Never attack existing business models head-on – incumbents typically win because you are playing by their rules rather play by new rules that “the trends” afford – KEY point to remind policy makers – I’ve found this is NOT obvious to people.e.g., Open Course Library – we changed the rules - $30 cap – want to play? We will do this with or without you… would rather partner, but don’t oppose us – we have all the best arguments and the public is on our side.And as Professor Eben Moglen reminds us: when we openly license our work, and leverage the Internet as a free distribution channel, we put the creator / the author, and not the distributor, in control of human knowledge.We make things and we give them away. Here we made this, would you like it? Take some it's freehttp://www.youtube.com/watch?v=tN00_v7gpbo&feature=youtu.be&t=6m45s----------------(1) Choose the most open license (e.g., public domain, CC BY) possible to (a) increase the degrees of freedom for downstream use, (b) increase interperability among licenses = more re-mix opportunities, and (c) reduce concern from existing for-profit businesses.
We have to think bigger and make smarter decisions collectively. Winston Churchill said: “If you have knowledge, let others light their candles with it.”This is the opportunity of our time – we can share, for the marginal cost of 0, give up nothing, and share knowledge with the world. We ought be straight, honest, expose the amount and flow of the $$$, make the open policy argument, and force the opposition to make their best arguments – and be ready to counter quickly.The open community is passionate and powerful if called to action for an important cause. Don’t work alone – share new policies with each otherWe all need to try to implement open policies where we can – some policies will take quicker than others due to local opportunities and challenges.We need to help one another pass open policies (testify, meetings, webinars)we can revise and remix others’ policies and legislationWhat can WE (the global Open community) do to help Governments, Foundations, States / Provinces, Systems, Institutions to adopt open policies?PresentationsInsert open policy into strategic plans – system efficiency plans – education reform plans – government efficiency plans, etc. Every opportunity!Share what their peers have done – no one wants to be left behindProvide draft open policy language, translated, customized for local needs.
Most important, take Policy makers back to first principles…