"Open Solutions to a National Crisis: The Impact of OER on teacher education in India" was presented by Leigh-Anne Perryman at OpenEd 2013, Utah, USA during November 2013.
ICT in education: transformation, not substitution (update 06-22-14)Esko Lius
This document discusses issues related to developing effective ICT (information and communications technology) policies in education. It emphasizes that ICT should transform learning rather than just substitute old tools. It also notes that ICT policies must address multiple facets, including teacher competencies, learning materials, equipment, and motivation of students and teachers, as well as links to other national policies. The document recommends sources for developing criteria for ICT in education pilot programs and policies.
Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
The research aims to study whether a bottom-up collaborative approach where teachers and educators jointly create educational resources embedded within a learning community can support effective open educational resource (OER) models in India. As part of this, teachers in Karnataka, India are trained to use open source software and authoring tools to create educational resources. They also participate in subject-specific online communities with over 15,000 members to share ideas, experiences, and resources. A survey found that while internet access is still limited, teachers are increasingly using online resources and communities to meet their learning needs.
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
Keynote title: 'Challenges. Your mission if you choose to accept it is...'
Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is...
SLAQ Conference 2012 (3-5 July 2012)
Theme: Northern Escape - Connect, Create, Challenge
Venue: Pullman Reef Casino, Cairns, Queensland, Australia
Conference program themes:
* Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators;
* Create: information literacy, Web 2.0 technologies, interactive classrooms;
* Challenge:leadership, management, professional development, copyright, digital schools.
The document discusses internet resources for natural sciences. It notes that the internet provides a wealth of knowledge and information across all fields, including the natural sciences. It states that internet use in schools is being promoted to improve access and integrate online resources into curriculums. Some key internet resources mentioned include websites that provide materials for subjects like biology, chemistry, physics, and environmental science to support both student and teacher needs.
Preschool Teachers Training Institute - Explore PSTTIPSTTI
The document discusses empowering women through education. It argues that educating women has positive impacts not just for individual women but for their families and society as a whole. The Poor Status of Women in India is reflected in poor health, low education levels, high mortality rates, and violence against women. Investing in women's education can help address these disparities and is key to social and economic progress. The PSTTI institute aims to promote women's literacy and empowerment through various educational programs and strategies like building self-confidence, encouraging entrepreneurship, and ensuring placements. It provides details of its advanced diploma programs in Montessori education and nursery education.
This document summarizes a presentation on the role of libraries and information centers in human resource development in the Hyderabad Karnataka region of India. It discusses how libraries can help develop human resources by providing access to information, conducting user programs, and collecting regional materials. The status of human resource development is low in the region due to its backward nature, so libraries need to improve collections, services, and facilities to attract more users and help develop literacy and skills to boost human resources in the region.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
ICT in education: transformation, not substitution (update 06-22-14)Esko Lius
This document discusses issues related to developing effective ICT (information and communications technology) policies in education. It emphasizes that ICT should transform learning rather than just substitute old tools. It also notes that ICT policies must address multiple facets, including teacher competencies, learning materials, equipment, and motivation of students and teachers, as well as links to other national policies. The document recommends sources for developing criteria for ICT in education pilot programs and policies.
Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
The research aims to study whether a bottom-up collaborative approach where teachers and educators jointly create educational resources embedded within a learning community can support effective open educational resource (OER) models in India. As part of this, teachers in Karnataka, India are trained to use open source software and authoring tools to create educational resources. They also participate in subject-specific online communities with over 15,000 members to share ideas, experiences, and resources. A survey found that while internet access is still limited, teachers are increasingly using online resources and communities to meet their learning needs.
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
Keynote title: 'Challenges. Your mission if you choose to accept it is...'
Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is...
SLAQ Conference 2012 (3-5 July 2012)
Theme: Northern Escape - Connect, Create, Challenge
Venue: Pullman Reef Casino, Cairns, Queensland, Australia
Conference program themes:
* Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators;
* Create: information literacy, Web 2.0 technologies, interactive classrooms;
* Challenge:leadership, management, professional development, copyright, digital schools.
The document discusses internet resources for natural sciences. It notes that the internet provides a wealth of knowledge and information across all fields, including the natural sciences. It states that internet use in schools is being promoted to improve access and integrate online resources into curriculums. Some key internet resources mentioned include websites that provide materials for subjects like biology, chemistry, physics, and environmental science to support both student and teacher needs.
Preschool Teachers Training Institute - Explore PSTTIPSTTI
The document discusses empowering women through education. It argues that educating women has positive impacts not just for individual women but for their families and society as a whole. The Poor Status of Women in India is reflected in poor health, low education levels, high mortality rates, and violence against women. Investing in women's education can help address these disparities and is key to social and economic progress. The PSTTI institute aims to promote women's literacy and empowerment through various educational programs and strategies like building self-confidence, encouraging entrepreneurship, and ensuring placements. It provides details of its advanced diploma programs in Montessori education and nursery education.
This document summarizes a presentation on the role of libraries and information centers in human resource development in the Hyderabad Karnataka region of India. It discusses how libraries can help develop human resources by providing access to information, conducting user programs, and collecting regional materials. The status of human resource development is low in the region due to its backward nature, so libraries need to improve collections, services, and facilities to attract more users and help develop literacy and skills to boost human resources in the region.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
Open solutions to a national crisis: The impact of OER on teacher education i...Leigh-Anne Perryman
1) Teacher education in India faces challenges including insufficient teacher supply and training, as well as poor learning outcomes, which some attribute to a "national crisis".
2) Open educational resources (OER) show potential to help train new and existing teachers by providing open access to curricula and pedagogical practices. However, barriers include lack of technology, skills, and attitudes toward using information communication technologies for professional development.
3) For OER to be effective in India, resources must be localized, technology and skills developed, and communities of practice built to foster sharing, autonomy, and peer support among educators.
This document presents a comparative study on pre-service and in-service teacher trainees' utilization of open educational resources (OERs) at ICFAI University in Tripura, India. It introduces OERs and discusses national policy initiatives and initiatives in India promoting OERs. The study aims to analyze OER utilization among teacher trainees, explore OER developments in India, and study the impact of OERs on teacher trainees' teaching and learning. A survey found in-service teacher trainees had significantly higher OER utilization than pre-service trainees. The document concludes by suggesting areas for further analysis to improve OER awareness and use in India.
This document provides information about three initiatives that aim to enrich learning through information and communication technology (ICT): the National Repository of Open Educational Resources (NROER), DIKSHA, and the New Teacher Project (TNTP). NROER is a digital repository of open educational resources developed by NCERT and CIET. It aims to provide quality educational resources for all subjects and grades. DIKSHA is a national teacher platform that provides e-learning resources, training courses, and tools for teachers and students. TNTP is a non-profit organization in the US focused on ensuring poor and minority students have access to effective teachers through recruitment, training and evaluation programs.
E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E ...Shailendra Kumar
This document discusses elearning in library and information science based on a PhD from University of Delhi. It provides operational definitions of key terms like elearning and elearning resources. It outlines the objectives and design of the study, which aims to explore the use of elearning in LIS departments in India and design a prototype elearning model. The document also reviews relevant literature on topics like learning management systems, elearning tools and content development.
A selection of slides from Chisnallwood's teacher only day (Feb 1st 2011) that you may want to go over again. Sorry, movies have been removed for file size issues.
Nick
Mrs. Akhila Prabhakaran presented on reimagining education. She discussed how the current education system needs change to become more learner-centric and adaptive. She highlighted issues like lack of quality teachers and faculty, lack of employable skills in students, and absence of updated curriculum aligned to global standards based on surveys. She proposed building an education ecosystem that focuses on learner-centered approaches, uses technology to enable collaboration, understands social contexts of learning, improves teacher development, and leads to broader outcomes beyond standardized testing. She envisioned self-organizing learning centers that are integrated with communities and businesses to continuously improve based on evolving needs.
The role of new media in knowledge generationAnubhuti yadav
The document discusses the role of new media in knowledge generation through community participation. It outlines how new media can be used as a pedagogical tool to make education more efficient by promoting collaboration, creation of contextualized resources, and addressing challenges in the Indian education system like reach and access. It describes the Government's initiatives in promoting ICT in education as well as the open educational resources (OER) movement in India. The National Repository of Open Educational Resources (NROER) is highlighted as a platform that connects knowledge and people by making a variety of open resources available and involving the community in content creation.
"Roles and Functions of Educational Technology in the 21st Century Education" Jennelyn Tambayag
The document outlines 10 important functions of educational technology in 21st century education: 1) improving teaching methods, 2) analyzing the teaching-learning process, 3) improving learning outcomes, 4) enhancing educational goals, 5) training teachers, 6) developing curricula, 7) developing teaching-learning materials, 8) utilizing teaching-learning strategies, 9) developing audio-visual aids, and 10) helping with overall improvement and meeting community needs. Educational technology aims to optimize the educational system and prepare students for success in today's world.
Roles and functions of educational technology in the 21st century learnersmiguela111
1. The document discusses the role of education in preparing students for the 21st century. It emphasizes using technology comprehensively to develop 21st century skills, support innovative teaching, and create robust education systems.
2. Key aspects of 21st century education include student-centered learning, collaboration, embracing student interests in technology, and ensuring lessons have real-world impact.
3. The role of teachers is to help students apply skills in their lives outside of school and utilize technology to meet student needs and interests through instruction and applications.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
Presentation, International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
This document provides information about professional development resources available through the International Society for Technology in Education (ISTE). It summarizes details about ISTE's annual conference including sessions on creating digital escape rooms and blended learning lessons. It also lists references used in the document about the use of technology in education.
ICT in the Teaching Learning Process in Higher Education- Dr J D Singhjd singh
ICT plays an important role in higher education. It provides new opportunities for teaching and learning by making information easily accessible. Some key ways ICT impacts education include enabling e-learning, blended learning approaches, use of interactive whiteboards, mobile learning, and flipped classroom models. However, integrating technology also presents challenges around access, quality, infrastructure, faculty capacity, and financing. Overall, ICT has the potential to enhance learning when used appropriately in the teaching process.
Educators increasingly use social media for informal professional learning. A study examined why educators participate in online professional networks and how their participation differs based on role, experience, and age. Key findings include: Educators are motivated by community, convenience, and improving practice. Younger classroom teachers found traditional PD less helpful than administrators. Participation decreased with age while value of PD increased. Recommendations support validating informal learning, differentiated self-directed PD, and encouraging PLNs to reduce isolation and increase integration.
Access for all: Using mobile and open education to secure success in underserved settings.
The TESS-India project (Teacher Education through School Support in India), led by the Open University UK, funded by UK Aid and in partnership with the Indian Government, addresses the urgent need to improve the quantity and quality of teacher education in India. Movement in teachers’ classroom practice towards a more learner centred participatory pedagogy is recognised as being critical to improving students’ learning in schools across the country. In realising this aim over 1000 open educational resources (OER), accompanied by 55 supporting videos, have been collaboratively produced and localised across seven states and in six languages.
Growing innovation capital through science penetration in indiaAmit Chauhan
The document discusses the need to promote science education and foster a spirit of inquiry among students in India. It notes that the current education system focuses too heavily on rote learning and does not encourage critical thinking. As a result, many students do not pursue technical careers. It proposes establishing science centers in each district to make science more accessible and interesting to students. The centers would provide hands-on learning, science readings, debates and competitions to inspire students and quench their thirst for knowledge. This would help develop India's "innovation capital" and create a more efficient society and economy. It requests help establishing an initial science center in Anjar taluka, Gujarat.
Open access and educational resources: Sustainability in digital eraSudesh Sood
This document discusses open access and open educational resources (OER) and their importance and sustainability in digital education. It defines OER as digitized materials that can be freely used, shared, and adapted for teaching, learning, and research. The document outlines some open access initiatives in India and discusses issues around copyright and intellectual property as well as funding models to ensure sustainability of OER programs. If implemented fully, OER are expected to improve access to quality education across India, accelerate intellectual development, and increase the student population by reducing costs. Overall, the document argues for the importance of open access and sharing of educational resources to improve teaching and learning.
Slides from the second Twitter 101 workshop held during Open Access week 2017 at The Open University (UK). The workshop was conducted by members of the OER Hub team (Beck Pitt and Rob Farrow) on 24 October 2017
This document outlines an open education week event that will cover topics related to open research. It will include introductions, exploring openness, the research cycle, benefits and risks of open research, and how open participants want to be in their own work. Participants will discuss increasing visibility, open access, intellectual property issues, and five reasons to be more open in research. The goal is to help researchers reflect on incorporating open principles and practices in their own work.
More Related Content
Similar to Open Solutions to a National Crisis: The Impact of OER on teacher education in India
Open solutions to a national crisis: The impact of OER on teacher education i...Leigh-Anne Perryman
1) Teacher education in India faces challenges including insufficient teacher supply and training, as well as poor learning outcomes, which some attribute to a "national crisis".
2) Open educational resources (OER) show potential to help train new and existing teachers by providing open access to curricula and pedagogical practices. However, barriers include lack of technology, skills, and attitudes toward using information communication technologies for professional development.
3) For OER to be effective in India, resources must be localized, technology and skills developed, and communities of practice built to foster sharing, autonomy, and peer support among educators.
This document presents a comparative study on pre-service and in-service teacher trainees' utilization of open educational resources (OERs) at ICFAI University in Tripura, India. It introduces OERs and discusses national policy initiatives and initiatives in India promoting OERs. The study aims to analyze OER utilization among teacher trainees, explore OER developments in India, and study the impact of OERs on teacher trainees' teaching and learning. A survey found in-service teacher trainees had significantly higher OER utilization than pre-service trainees. The document concludes by suggesting areas for further analysis to improve OER awareness and use in India.
This document provides information about three initiatives that aim to enrich learning through information and communication technology (ICT): the National Repository of Open Educational Resources (NROER), DIKSHA, and the New Teacher Project (TNTP). NROER is a digital repository of open educational resources developed by NCERT and CIET. It aims to provide quality educational resources for all subjects and grades. DIKSHA is a national teacher platform that provides e-learning resources, training courses, and tools for teachers and students. TNTP is a non-profit organization in the US focused on ensuring poor and minority students have access to effective teachers through recruitment, training and evaluation programs.
E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E ...Shailendra Kumar
This document discusses elearning in library and information science based on a PhD from University of Delhi. It provides operational definitions of key terms like elearning and elearning resources. It outlines the objectives and design of the study, which aims to explore the use of elearning in LIS departments in India and design a prototype elearning model. The document also reviews relevant literature on topics like learning management systems, elearning tools and content development.
A selection of slides from Chisnallwood's teacher only day (Feb 1st 2011) that you may want to go over again. Sorry, movies have been removed for file size issues.
Nick
Mrs. Akhila Prabhakaran presented on reimagining education. She discussed how the current education system needs change to become more learner-centric and adaptive. She highlighted issues like lack of quality teachers and faculty, lack of employable skills in students, and absence of updated curriculum aligned to global standards based on surveys. She proposed building an education ecosystem that focuses on learner-centered approaches, uses technology to enable collaboration, understands social contexts of learning, improves teacher development, and leads to broader outcomes beyond standardized testing. She envisioned self-organizing learning centers that are integrated with communities and businesses to continuously improve based on evolving needs.
The role of new media in knowledge generationAnubhuti yadav
The document discusses the role of new media in knowledge generation through community participation. It outlines how new media can be used as a pedagogical tool to make education more efficient by promoting collaboration, creation of contextualized resources, and addressing challenges in the Indian education system like reach and access. It describes the Government's initiatives in promoting ICT in education as well as the open educational resources (OER) movement in India. The National Repository of Open Educational Resources (NROER) is highlighted as a platform that connects knowledge and people by making a variety of open resources available and involving the community in content creation.
"Roles and Functions of Educational Technology in the 21st Century Education" Jennelyn Tambayag
The document outlines 10 important functions of educational technology in 21st century education: 1) improving teaching methods, 2) analyzing the teaching-learning process, 3) improving learning outcomes, 4) enhancing educational goals, 5) training teachers, 6) developing curricula, 7) developing teaching-learning materials, 8) utilizing teaching-learning strategies, 9) developing audio-visual aids, and 10) helping with overall improvement and meeting community needs. Educational technology aims to optimize the educational system and prepare students for success in today's world.
Roles and functions of educational technology in the 21st century learnersmiguela111
1. The document discusses the role of education in preparing students for the 21st century. It emphasizes using technology comprehensively to develop 21st century skills, support innovative teaching, and create robust education systems.
2. Key aspects of 21st century education include student-centered learning, collaboration, embracing student interests in technology, and ensuring lessons have real-world impact.
3. The role of teachers is to help students apply skills in their lives outside of school and utilize technology to meet student needs and interests through instruction and applications.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
Presentation, International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
This document provides information about professional development resources available through the International Society for Technology in Education (ISTE). It summarizes details about ISTE's annual conference including sessions on creating digital escape rooms and blended learning lessons. It also lists references used in the document about the use of technology in education.
ICT in the Teaching Learning Process in Higher Education- Dr J D Singhjd singh
ICT plays an important role in higher education. It provides new opportunities for teaching and learning by making information easily accessible. Some key ways ICT impacts education include enabling e-learning, blended learning approaches, use of interactive whiteboards, mobile learning, and flipped classroom models. However, integrating technology also presents challenges around access, quality, infrastructure, faculty capacity, and financing. Overall, ICT has the potential to enhance learning when used appropriately in the teaching process.
Educators increasingly use social media for informal professional learning. A study examined why educators participate in online professional networks and how their participation differs based on role, experience, and age. Key findings include: Educators are motivated by community, convenience, and improving practice. Younger classroom teachers found traditional PD less helpful than administrators. Participation decreased with age while value of PD increased. Recommendations support validating informal learning, differentiated self-directed PD, and encouraging PLNs to reduce isolation and increase integration.
Access for all: Using mobile and open education to secure success in underserved settings.
The TESS-India project (Teacher Education through School Support in India), led by the Open University UK, funded by UK Aid and in partnership with the Indian Government, addresses the urgent need to improve the quantity and quality of teacher education in India. Movement in teachers’ classroom practice towards a more learner centred participatory pedagogy is recognised as being critical to improving students’ learning in schools across the country. In realising this aim over 1000 open educational resources (OER), accompanied by 55 supporting videos, have been collaboratively produced and localised across seven states and in six languages.
Growing innovation capital through science penetration in indiaAmit Chauhan
The document discusses the need to promote science education and foster a spirit of inquiry among students in India. It notes that the current education system focuses too heavily on rote learning and does not encourage critical thinking. As a result, many students do not pursue technical careers. It proposes establishing science centers in each district to make science more accessible and interesting to students. The centers would provide hands-on learning, science readings, debates and competitions to inspire students and quench their thirst for knowledge. This would help develop India's "innovation capital" and create a more efficient society and economy. It requests help establishing an initial science center in Anjar taluka, Gujarat.
Open access and educational resources: Sustainability in digital eraSudesh Sood
This document discusses open access and open educational resources (OER) and their importance and sustainability in digital education. It defines OER as digitized materials that can be freely used, shared, and adapted for teaching, learning, and research. The document outlines some open access initiatives in India and discusses issues around copyright and intellectual property as well as funding models to ensure sustainability of OER programs. If implemented fully, OER are expected to improve access to quality education across India, accelerate intellectual development, and increase the student population by reducing costs. Overall, the document argues for the importance of open access and sharing of educational resources to improve teaching and learning.
Similar to Open Solutions to a National Crisis: The Impact of OER on teacher education in India (20)
Slides from the second Twitter 101 workshop held during Open Access week 2017 at The Open University (UK). The workshop was conducted by members of the OER Hub team (Beck Pitt and Rob Farrow) on 24 October 2017
This document outlines an open education week event that will cover topics related to open research. It will include introductions, exploring openness, the research cycle, benefits and risks of open research, and how open participants want to be in their own work. Participants will discuss increasing visibility, open access, intellectual property issues, and five reasons to be more open in research. The goal is to help researchers reflect on incorporating open principles and practices in their own work.
Researching Open Education: A Systematic Review of GO-GN Theses OER Hub
This document summarizes a systematic review of theses from researchers in the Global OER Graduate Network (GO-GN). The GO-GN aims to raise the profile of open education research and support PhD students conducting research in this area. The review analyzed 50 theses from 14 countries across 10 categories related to open education, including project case studies, technical specifications, OER as a subject, policy, practitioners, developing nations, MOOCs, pedagogy, and open data/practice/access. The goal was to better understand the emerging field of open education research.
The Open Education Research Hub has established itself as a leader in open education research since 2012 through building knowledge networks, conducting and disseminating research, and innovating with open approaches. Some of its accomplishments include developing the OER World Map and Survey Data Explorer, publishing reports on OER evidence and data, and winning awards such as the ACE Open Research Award in 2014. It aims to strengthen the global OER community through connecting researchers and practitioners.
Global OER Graduate Network: Raising the Profile of Research into Open EducationOER Hub
The document discusses the Global OER Graduate Network, which supports 45 PhD researchers from 14 countries researching open education. The network aims to raise the profile of open education research, support PhD students, and develop openness in the research process. It also discusses open research and defines it as conducting and sharing research such as proposals, literature reviews, and findings publicly to allow others to access and build upon.
Teacher perceptions and use of open educational resourcesOER Hub
This document summarizes a study on teacher perceptions and use of open educational resources (OER). The study received 7,700 responses from K-12 educators in 175 countries. It found that most teacher respondents have adapted OER to fit their needs and use OER to get new ideas, prepare lessons, and supplement existing coursework. Teachers reported that using OER allows them to better accommodate diverse learners, broaden their teaching methods, and reflect more on teaching. They also perceive positive impacts of OER on student independence, satisfaction, and interest in subjects. However, teachers face challenges in finding high-quality resources suited to their subjects and having time to search for resources.
The document summarizes the results of the Open Research Agenda consultation exercise conducted in 2016. The consultation aimed to better understand research priorities in open education by gathering input from practitioners through an online survey and discussions at various conferences. Key findings included that the most important identified research areas were assessment, awareness/perceptions, and business models. Respondents represented various roles but most identified as educators. The results informed discussions at the Open Education 2016 conference on setting future research directions and identifying potential collaborations in open education research.
OERRH Data Report 2013-2015: Informal LearnersOER Hub
In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
The document summarizes research findings from the OER Research Hub about open educational resources (OER). It finds that OER can improve student performance and satisfaction, help at-risk learners complete their studies, and bring financial benefits to students and institutions by lowering costs. Educators reported using OER leads them to reflect more on their teaching practices and adapt materials to better meet learner needs. Informal learners often use OER to try out university-level content before enrolling in formal courses or to learn at no cost. The research was based on surveys, interviews, and focus groups with over 7,000 respondents from around the world.
From Theory to Practice: Can Openness Improve the Quality of OER Research?OER Hub
"From Theory to Practice..." was presented by Beck Pitt at OER15, Cardiff, Wales during April 2015.
This presentation was developed from the slide deck presented at CALRG 2014 at The Open University (UK) during Summer 2014 and the slide deck presented at OpenEd 2014 in Washington DC during November 2014.
Building Understanding of Open Education: An Overview of the Impact of OER on...OER Hub
Open educational resources (OER) can have positive impacts on teaching and learning according to a study by de los Arcos et al. The study surveyed over 7,000 educators and learners from 182 countries and found that OER can improve student performance and satisfaction, help at-risk learners complete their studies, and lead educators to reflect more on their teaching practices. The study also found that 79.8% of educators adapt OER to better suit their needs and accommodate diverse learners. OER also allow both students and institutions to save money on textbooks and materials.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
What difference does openness make to ethics? This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
'Eyes that Survey the World': the latest data snapshot from OER Research HubOER Hub
The document summarizes key findings from a large survey conducted by the OER Research Hub. The survey collected responses from over 6,000 people across 180 countries on their use of open educational resources (OER). Key findings include that OER were found to improve student performance and satisfaction, support informal learners in transitioning to formal education, and help institutions save money by reducing textbook costs. Educators reported that working with OER led them to reflect more on their teaching practices and adapt resources to better suit their needs.
From theory to practice: can openness improve the quality of OER research?OER Hub
This document summarizes the work of the OER Research Hub project, which aims to build the most comprehensive picture of open educational resource (OER) impact through open collaboration. The project uses open methodologies like open licensing, open data, and open dissemination. It has several hypotheses about how OER may impact areas like student performance, access, and institutional policies. The project promotes open collaboration through activities like sprints, open licensing of research materials, and an open online course about open research. Both benefits and challenges of the open approach are discussed.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Open Solutions to a National Crisis: The Impact of OER on teacher education in India
1. Open solutions ttoo aa ‘‘nnaattiioonnaall ccrriissiiss’’::
TThhee iimmppaacctt ooff OOEERR oonn tteeaacchheerr--
eedduuccaattiioonn iinn IInnddiiaa
Dr Leigh-Anne Perryman, OER Research Hub, Open University, UK
@laperryman leigh.a.perryman@open.ac.uk #oerrhub
oerresearchhub.org
4. TTeeaacchheerr eedduuccaattiioonn iinn IInnddiiaa
• An insufficient supply of teachers ++
• Limited capacity for teacher training ++
• Disparities in pupil-teacher ratios ++
• Large numbers of unqualified teachers ++
• Inadequate continuing professional
development…
== inadequate access to education and poor
standards of learning for those already in
the education system
oerresearchhub.org
5. Teacher education in India Photo credit: Leigh-Anne Perryman CC-BY
2013: 9999%% of Bachelor of Education (BEd) graduates failed to pass the Central
Teacher Eligibility Test (CTET) - mandatory for becoming a teacher in any central
government school… Many were already elementary school teachers.
oerresearchhub.org
AArree OOEERR
tthhee
aannsswweerr??
6. oerresearchhub.org
OOEERR iinn IInnddiiaa
http://nroer.in/home/
http://oscar.iitb.ac.in/oscarHome.do
2008: ‘national e-content and
curriculum initiative’ to
stimulate the creation,
adaptation and utilization of
OER by Indian institutions, in
addition to leveraging
globally-produced OER.
http://knowledgecommission.
gov.in
7. • Creating OER for training new & existing teachers
• Leadership development units + teacher
development units
• Delivered in 7 states & 4 languages
• Face-to-face, then web, CD/DVD, SD
• Engages school leaders, teacher educators and
state administrators in understanding/applying
effective management strategies, such as school
self-review
• Engage teachers in learner-centered, activity
based pedagogy
• www.TESS-India.edu.in
oerresearchhub.org
9. TThhee ppootteennttiiaall ffoorr OOEERR iinn
IInnddiiaa’’ss tteeaacchheerr eedduuccaattiioonn
ssyysstteemm “Teacher-educators need
exposure to good practices
from here and abroad, but in
most instances they don’t get
it. If they were connected,
and used the Internet and
OER...they would have a
direct link with the rest of the
world and with new ideas
and ways of teaching.”
oerresearchhub.org
10. OOEERR ccoouulldd……
• Contribute to ICT-focused
professional development for
teachers and teacher-educators;
• Broaden the range of the
curriculum;
• Allow teachers to make
lessons more engaging for
hard-to-retain pupils;
• Encourage teachers and
teacher-educators to reflect on
their practice in the light of
information about pedagogies
that are different from their
own habitual approach. BBuutt…
oerresearchhub.org
Photo credit: Leigh-Anne Perryman CC-BY
11. BBaarrrriieerrss ttoo OOEERR uussee iinn
IInnddiiaann tteeaacchheerr eedduuccaattiioonn
1) Lack of ICT equipment and skills
oerresearchhub.org
Photo credits:
Leigh-Anne Perryman
CC-BY
“We are very limited in the
computers and resources
we have available. The
faculty have very limited
ICT capabilities too and
have many professional
development needs for ICT
training. The Lecturers
here are very well qualified,
many with PhDs, but I don’t
think many of them are
using the Internet.”
12. Lack of ICT equipment and skills
oerresearchhub.org
Photo credits:
Leigh-Anne Perryman
CC-BY
“There is a great
need for CPD in using
OER. Almost half the
teacher-educators
here are not using
email, despite
persuasion...Basic
capacity building is
highly required
allowing teacher-educators
to choose
and evaluate OER
according to their
needs and the needs
of their students, to
reuse and adapt, and
to feel ownership.”
13. BBaarrrriieerrss ttoo OOEERR uussee
‘A change of attitude towards ICT is needed’
oerresearchhub.org
“Some of the teachers have
the ICT skills but don’t use
them for professional
development. They need to
look beyond Facebook and
email and social
networking...before we can
realise the potential of OER
here and elsewhere.”
Photo credit:
Leigh-Anne Perryman CC-BY
15. BBaarrrriieerrss ttoo OOEERR uussee
A deficit view of India’s teachers
oerresearchhub.org
Photo credit: Leigh-Anne Perryman CC-BY
16. EEmmppoowweerrmmeenntt && mmoottiivvaattiioonn
tthhrroouugghh ccoommmmuunniittiieess ooff pprraaccttiiccee
“Building a culture of sharing’ is a
key challenge as sharing is not
embedded in Indian society…OER
are more likely to work in India if
we focus on developing
communities of practice within the
education sector, especially
amongst teacher-educators in the
DIETs, as the basis for resource-generation,
oerresearchhub.org
ICT skills-development
and other forms of CPD.”
Sanjaya Mishra, CEMCA
http://www.cemca.org.in
17. http://rmsa.karnatakaeducation.org.in
• Pilot: 2011 – 2012
• 800+ high schools with government-provided ICT
facilities
• 14 districts of Karnataka
• ‘Enhanced cascade’ model: state level workshops
developed 240 Maths, Science & Social Science high
school teachers as ‘resource persons’
• Subsequently trained 2,000 teachers/ 800 schools,
using DIET ICT labs. Workshops: ICT skills, the use of
public educational software tools and discussions about
educational policy and digital pedagogy.
• Complemented by mailing groups + web portal through
which teachers discussed their discipline in addition to
creating and sharing OER.
• STF project is now being extended to cover additional
disciplines and schools.
oerresearchhub.org
18. http://bangalore.karnatakaeducation.org.in
• More intensive
• 20 primary schools
• Working with all teachers in those schools
on ICT skills development, the creation of
OER and the integration of ICT into the
classroom.
• 2010 - 2011 IT for Change implemented
online learning communities for teachers in
these schools - opportunity to network
with/support each other, to share resources,
and to critically engage with education policy
and practice.
oerresearchhub.org
19. TTaakkee hhoommee mmeessssaaggee……
• OER can help in training new and existing
teachers and teacher-educators in India
BUT, there’s a need for:
• ICT equipment
• ICT skills development
• Change of attitude to ICT use for work
purposes
• Resources localized in language and content
• A communities of practice approach that
gives teachers autonomy and access to peer
support and reputation management
oerresearchhub.org