The document discusses the concept of openness in academia and education. It argues that education should be about the greater good and that the internet is changing how research and teaching are conducted. It provides examples of how open sharing of educational materials online can increase their reach and impact around the world. It also discusses open educational resources (OER) and different degrees of open licensing like Creative Commons that can be applied to educational works.
UC Irvine has implemented a “hub-and-spoke” system of OCW distribution. Search engine optimization is partially accomplished through a network of websites that link back to the original OCW course hosted at UCI. In this webinar, Larry Cooperman, Director of University of California’s OpenCourseWare project will describe this architecture and some surprising results in terms of visibility. The webinar will also briefly review UCI’s model for OCW sustainability.
UC Irvine has implemented a “hub-and-spoke” system of OCW distribution. Search engine optimization is partially accomplished through a network of websites that link back to the original OCW course hosted at UCI. In this webinar, Larry Cooperman, Director of University of California’s OpenCourseWare project will describe this architecture and some surprising results in terms of visibility. The webinar will also briefly review UCI’s model for OCW sustainability.
Give Them Something to Talk About: Infusing Library 2.0 Into Your Library Ins...Buffy Hamilton
This session will provide you with strategies and real examples of how to incorporate Web 2.0 tools and resources into your library program and instruction. You’ll explore ways for promoting library resources and activities through social networks and media and also learn how to tap into the power of social and new media to create conversations about information literacy. Please visit http://theunquietlibrarian.wikispaces and click on "presentations" for the resource page to accompany this presentation and/or to contact me. Presented at Internet @ Schools West, October 26, 2009
An explanation of Creative Commons and how it can be of use to educaors. An updated version of my previous presentation http://www.slideshare.net/Jessicacoates/creative-commons-in-the-classroom-presentation
A presentation on using Creative Commons in the classroom, delivered to the Centro de Formacion de la Cooperacion Espanola in Guatemala in October 2008. This slideshow draws on the excellent "Creative Commons in our Schools" presentation by Mark Woolley: http://www.slideshare.net/markwoolley/creative-commons-in-our-schools/
This presentation is the full version of one I'm delivering several times in September 2009, and is posted here for reference. It's updated with some of our latest Mayo Clinic social media activities.
I gave this presentation at the cetis 2009 Find and Seek workshop. It discusses how we could bring the worlds of OER and linked data together to aid discovery and reuse. I discuss two initiatives Talis is doing in this area - the Talis Aspire resource list management system and the Talis Incubator fund for Open Eduction
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
365 Days of Openness: A behind the scenes look at the UCT OpenContent InitiativeMichael Paskevicius
The UCT OpenContent project recently celebrated a year of sharing online and open educational materials (OER) from the University of Cape Town. In this presentation we share some of our experiences in leading the initiative, discuss some of the significant events and achievements, and demonstrate how we are using web analytics and social media to enhance experiences for people sharing and accessing online resources.
Give Them Something to Talk About: Infusing Library 2.0 Into Your Library Ins...Buffy Hamilton
This session will provide you with strategies and real examples of how to incorporate Web 2.0 tools and resources into your library program and instruction. You’ll explore ways for promoting library resources and activities through social networks and media and also learn how to tap into the power of social and new media to create conversations about information literacy. Please visit http://theunquietlibrarian.wikispaces and click on "presentations" for the resource page to accompany this presentation and/or to contact me. Presented at Internet @ Schools West, October 26, 2009
An explanation of Creative Commons and how it can be of use to educaors. An updated version of my previous presentation http://www.slideshare.net/Jessicacoates/creative-commons-in-the-classroom-presentation
A presentation on using Creative Commons in the classroom, delivered to the Centro de Formacion de la Cooperacion Espanola in Guatemala in October 2008. This slideshow draws on the excellent "Creative Commons in our Schools" presentation by Mark Woolley: http://www.slideshare.net/markwoolley/creative-commons-in-our-schools/
This presentation is the full version of one I'm delivering several times in September 2009, and is posted here for reference. It's updated with some of our latest Mayo Clinic social media activities.
I gave this presentation at the cetis 2009 Find and Seek workshop. It discusses how we could bring the worlds of OER and linked data together to aid discovery and reuse. I discuss two initiatives Talis is doing in this area - the Talis Aspire resource list management system and the Talis Incubator fund for Open Eduction
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
365 Days of Openness: A behind the scenes look at the UCT OpenContent InitiativeMichael Paskevicius
The UCT OpenContent project recently celebrated a year of sharing online and open educational materials (OER) from the University of Cape Town. In this presentation we share some of our experiences in leading the initiative, discuss some of the significant events and achievements, and demonstrate how we are using web analytics and social media to enhance experiences for people sharing and accessing online resources.
An introduction to Open Educational Resources and Practicalities of Contributing to OER by Developing Open Educational Practice - Workshop given at the Cape Peninsula University of Technology on April 15, 2010 by Cheryl Hodgkinson-Williams & Michael Paskevicius from the University of Cape Town from the University of Cape Town.
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Analysing technology mediated learning in social context Michael Paskevicius
In this short presentation, I ground my area of research in relation to one of the seminal thinkers in education theory. Grounding my understanding of how we learn in the writings of Lev Vygotsky and the sociocultural school of thought, I will then look at how Vygotsky’s notion of tool mediation has been expanded through Activity Theory, by making explicit the social context in which tool appropriation takes place in education, the use of contradictions to expose tensions, with some examples from the literature.
Analyzing technology mediated learning in social context prepared for coursework module EDCI 614 at the University of Victoria.
Open Access Week - University of Texas at AustinGarin Fons
A talk reemphasizing the importance of participatory culture, shared culture, open practice, and open pedagogy - not simply the process of creating, searching for, and using OER.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Find, Use, Remix, and Create Open Learning MaterialsOpen.Michigan
In this workshop, members of the Open.Michigan initiative will teach
you how to find openly licensed content and show you how to remix it
to create new open educational resources (OER). Included will be an
overview of copyright law and we will discuss how this applies to the
creation and use of OER. Examples of OER use and reuse will illustrate
how these resources can have an impact on local and international
learning communities and how they have been used in specific contexts.
Participants will also get a chance to generate examples of OER and
learn how these resources can be accessed and adapted online. Please
bring your laptop and some of your own learning materials or resources
to this workshop and we will help you make it open on the spot.
Examples of OER can be found at: http://ur1.ca/2lhe9 and
http://ur1.ca/2lhei and http://ur1.ca/2lhij
Presentation given at ASTD TechKnowledge 2010. Covers open education, social media, and tools and technologies used to facilitate open education and new media.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
Presentation by Carl Blyth at "The Power of Openness: Improving Foreign Language Learning Through Open Education", held at the University of Texas at Austin and online on August 9-10, 2012.
Lets Share It - Collaborative tools and practicesSteven Parker
Improving TVET Experience - which will be held on Thursday 28 June 2007 at the Telstra Stadium
Let’s Share IT - which will be held on Friday 29 June 2007 at the Telstra Stadium
http://cshtr-cc.wikispaces.com/Main
Venturing Beyond the Walled Garden: Building Online Learning Activities Outsi...Michael Paskevicius
If we want to motivate and engage students to learn in ways that will be longer-lasting and more meaningful to them, we need to design rich learning experiences that facilitate this through flexible and adaptable activities and assignments. Learning management systems (aka walled gardens) provide teachers and learners a safe and controlled space for threaded discussions, storing grades, uploading assignments, posting content, communicating notices, and deploying some constructed assessment components like quizzes.
However, learning management environments are limited in their abilities to engage students in deep learning and meaningful educational activities. To do so, requires instructors to move beyond the walled garden into a less organized and less controlled digital world.
In this session, we will outline supportive teaching strategies and learning activities (facilitated by the digital environment) that promote higher levels of engagement for learning – and are accessible and relatively easy to implement using open practices and resources.
This learning happens outside the walled garden and requires careful consideration and attention to care for the students and the learning they will embark upon. But where to start? There are so many options, tools, apps, platforms and parameters to consider when designing a more open and flexible learning experience.
Using a collection of evidence-based principles of learning, we’ll outline how designing rich online learning experiences may be easier than you think.
Participants will be exposed to 7 key learning principles and appropriate tools to use within and outside of learning systems. We'll share some of our favourite examples of aligned assignments and activities.
We'll engage youin a discussion of other examples that might fit within the principles, gather ideas and share back with everyone. Come prepared to share your best examples of online learning outside the walled garden - learning out in the open!
https://festivaloflearning2018.sched.com/event/Ddwf/venturing-beyond-the-walled-garden-building-online-learning-activities-outside-of-the-learning-management-system-that-allow-for-flexible-adaptable-and-meaningful-learning
Open educational practices and learning design: The role of educational devel...Michael Paskevicius
While an official definition for open educational practices is still emerging, from a learning design perspective these may be considered teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. (Paskevicius, 2017). Open educational practices are teaching and learning designs that take advantages of the affordances of open educational resources, challenge students to learn more openly, engage our communities, and make our professional practice more accessible. A number of scholars have advocated for open practices: in supporting student success through increased access to educational resources (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); to support faculty engagement with educational developers in the co-creation of reusable and adaptable courseware (Conole & Weller, 2008; DeVries &Harrison, 2016); through the experimentation and reflection of the practice of teaching in the open (Veletsianos, 2013; Cronin, 2017); and in fostering learning communities across institutions (Petrides, Jimes, Middleton-Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, whose consultative work may support more open practices to address institutional goals, missions, and objectives.
Educational developers are well positioned to support change by infusing professional development with open practices at the departmental, program, and course level. Open educational practices may be situated as a lens to support these change initiatives and provide new conceptualisations of teaching and learning (Bossu, & Fountain, 2015). In this research presentation I'll present the findings from a literature review of open educational practices in the context of learning design and engage participants in thinking about how to integrate “open" into learning outcomes, teaching resources, pedagogy, and assessment.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Open pedagogy: making learning visible through live, reflective, and co-creat...Michael Paskevicius
VIU’s take on open pedagogy centres around the making of learning visible through community engagement and the design of authentic and lived learning experiences, including non-disposable assignments. This isn’t about using open textbooks or open educational resources (however it may be a side effect) but rather about making the entire learning experience live, unedited and unfolding in the moment following many of the attributes of Hegarty’s (2015) model for open pedagogy (learner generated, peer review, participatory technology, innovation and creativity, sharing, reflection, trust and a connected community). We have a number of faculty applying open pedagogy components in their classes and we’ll share some examples. We also are building a course redesign institute around this impactful learning practice. This session will explore the evolving components of open pedagogy and how it might manifest for optimal student learning. Participants will engage in a mini-version of our course redesign model and uncover the key attributes of open pedagogy. Come explore visible learning with us!
Portfolios, Blogs, and Websites: Using the VIUBlog Platform for Student Assig...Michael Paskevicius
Do you want students to share their learning more visibly with their peers?
Are you interested in creating assignments that allow students to collaborate, remix multimedia, and develop literacies for contributing to the open web?
The VIUBlogs service can be used by faculty and students to communicate with peers and/or the community, write collectively, build a portfolio, or engage in reflective writing. An increasing number of faculty are developing learning designs which integrate VIUBlogs as part of student learning activities.
In this session, we will showcase some of the possible ways which you might integrate VIUBlogs into your teaching practice and consider how doing so may make student learning more visible, collaborative, and authentic.
VIUTube: Come Learn What is New and Exciting with Streaming Video and Audio! Michael Paskevicius
We have updated VIUTube to the latest release of Kaltura and have some new tools available. Come learn about CaptureSpace, a desktop tool for creating screencasts, lecture capture, webcam recordings, and podcasts. This tool is now freely available within VIUTube and includes the ability to do simple desktop video editing, adding of titles and credits, then immediate upload to VIUTube on your account. We will also look at the new Video Quiz tool which allows you to embed quiz questions at specific points within your video. Both tools are available to both faculty and students to engage in creative video projects
The role of educational developers in supporting open educational practicesMichael Paskevicius
While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013).
Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011).
This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Students co creating course content and evaluating their own learningMichael Paskevicius
Emerging technologies offer new ways to conceptualise teaching and learning practices by inviting further opportunities for the personalisation of inquiry-driven learning, fostering student creativity, and promoting student engagement. This session will explore ways in which you might engage students in co-creating knowledge and resources, engaging students in more openly visible learning experiences for review by their peers or the community at large.
This session focuses on how to integrate open education practices in your teaching and learning practices, what it looks like, how to engage students, which integrates open educational practices.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
Telepresence Robots: Applications and Issues in Higher EducationMichael Paskevicius
Telepresence robots potentially open up access to education to people in remote geographical locations as well individuals who are unable to travel to campus due to health or social anxiety issues. This presentation explores the state of current learning environments, arguing for a multiaccess approach to designing education thereby increasing flexibility and choice to students.
ETUG2015-Mobile Technology Integration in an Applied Science Program: Forestr...Michael Paskevicius
As mobile devices continue to proliferate throughout society, the question of how higher education might take advantage of these devices for use in teaching and learning remains unclear. While many institutions now have ‘bring your own device’ (BYOD) policies, others have mandated access to mobile devices at the program or institutional level.
The purpose of this session is present the case of how our department of forestry went about implementing a tablet initiative. The tablet was a required device for both faculty and students entering the program in September 2014 with the intended goals of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage and enabling collaborative and active learning in the classroom.
In the session we will share what we have learned thus far in supporting the initiative and reflect on feedback collected from faculty and students in interviews, focus groups and observations throughout the program. At the end of the session, participants should be able to identify the challenges, issues and best practices for implementing a tablet initiative at this level.
Broad overview of the iPad and basic device management for students entering a program which requires the iPad. iPads were selected to:
- Reduce textbook purchase costs for students: students will be offered free and/or openly licensed digital textbooks access through the device.
- Mirror industry standard practices from the field: iPads are emerging as industry standard device for the collection of data in the field.
- Enable collaborative learning in the classroom: allow students to use iPads for group work in class and share projector.
Screenshots are from iOS7.
In this interactive session, Michael Paskevicius guides participants getting started with WordPress. This session is designed to get participants started on designing and creating ePortfolios.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Open Teaching in a Digital Age ‘ Openness’ as the default action of the academic? Create License Remix Share Prepared by: Michael Paskevicius & Michelle Willmers
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7. Creative Commons: Making OER Possible http://www.youtube.com/watch?v=1DKm96Ftfko
14. With inspiration from Martin Weller, Reflections on Openness, http:// www.slideshare.net/mweller/reflection -in-openness Everaldo Coelho, Crystal Project, http:// commons.wikimedia.org/wiki/Crystal_Clear , GNU Lesser General Public License Erica_Marshall, Remember Cassette Tapes?, http://www.flickr.com/photos/erica_marshall/2666112988/ CC BY-NC-SA courosa, Networked Teacher Diagram – Update, http://www.flickr.com/photos/courosa/2922421696/ CC BY-NC-SA stylianosm, Networked Teacher (Greek), http://www.flickr.com/photos/stylianosm/3706684606/ , CC BY-SA wdrexler, Networked Student, http:// www.youtube.com/watch?v =XwM4ieFOotA langwitches, Der Vernetzte Lehrer, http://www.flickr.com/photos/langwitches/3459600615/ , CC BY-NC-SA Michael Reschke, OERlogo, http:// commons.wikimedia.org/wiki/File:OERlogo.svg , Public Domain Toru Iiyoshi & M. S. Vijay Kumar, Opening Up Education, http:// mitpress.mit.edu/opening_up_education / , CC BY-NC-ND Open Indiana University , Screenshot, http:// open.iu.edu / Open MIT, Screenshot, http:// ocw.mit.edu / OER Commons, Screenshot, http:// oercommons.org / Academic Earth, Screenshot, http:// academicearth.org / Jonas De Baere, strange way of building in the City, http://www.flickr.com/photos/70312717@N00/2450028348/ , CC BY-NC NoIdentity, In Series, http://www.flickr.com/photos/22309388@N07/3714080487/ , CC BY-NC-ND langwitches, Networked Teacher, http://www.flickr.com/photos/langwitches/3458534773/ CC BY-NC-SA References: In order of Appearance
15. This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
Editor's Notes
Open Teaching in the Digital Age - How do we create, remix, license, and share Think about what do we mean by open teaching? What could it mean that openness is the default action of the academic – more about this later…
Start with the basic notion of academia - Education is a social service which leads to a greater good in society. We are helping students acquire knowledge. In the process the academic creating learning materials and tools which often do not reach beyond the classroom Tools – things like text, images, video which help students learn. As we know, the Internet is changing research and teaching practice
What has changed : The internet is creating new channels for collaboration and feedback Learning materials can be considered social objects (things we share rather than control) Sharing builds networks and thereby transforms our practice as the potential reach and impact of our work is extended My question for you is do you share a little or share a lot? We have encoutered many colleagues who are happy to share but often, just a little – Why not share completely? The traditional barrier to sharing no longer exists: Sharing doesn’t cost you anything anymore. The same is true of educational resources, to share something I simply publish it, and people will find it via search or social tools such as RSS, facebook or Twitter. Largely there are issues around interllectual property, etc but we hope to help you guide you through best practice in this area As institutions it still seems we act as if sharing was a costly, difficult exercise.
I would like to share a tale of openness – Story of the networked teacher Alec Couros had completed his pdh and decided to share his dissertation with the world by publishing it on Scribd which is a website which allows you to share documents and gather feedback – that document has been viewed nearly 28000 times Because he used an open license his work was picked up and one of his diagrams became an internet sensation! The diagram was translated to multiple languages as well as a youtube video and used around the world in various academic settings You can view more fantastic stories of openness at the included web address
The key to all this is the idea of OER Academic resources can be built upon and shared The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes - (UNESCO 2002) OER is an extension of OS and OA- The Internet itself would not have started and would not have worked, had it not been propelled by free software and collaborative code. Free software development offers important lessons. It shows that anyone can contribute to a particular project and do so constructively, however small the contribution may be. (Guedon, 2009) Some software projects do fail. But a failed project is never completely wasted because the code remains accessible and can be reused freely by another project. As a consequence, the free software model also opens the promise of variety and autonomy while preserving a satisfactory degree of coherence in projects. A commonly cited benefit of using open content is that it can reduce the growing costs of education by allowing educators to develop, select, distribute, and reuse materials quickly and easily , with less dependence on traditional publishers. Traditional content is envisioned as a commodity of sorts, well-established in a marketplace of ideas. As such, it should not be reinvented each time and should be broadly available via the Internet. The idea is that by using these already prepared materials, educators can then focus on pedagogy, context, and teaching. We all know how little time we have to do our work A key feature of open content is that it is meant to be easy to update as the body of knowledge in a given field advances; changes are entered by the community and are immediately available, similar to the way Wikipedia is kept current. As the demand for personalised learning experiences grows, educators are increasingly turning to open content to find ways of engaging their students that extend or even replace traditional course materials.
Here are a few of the more widely known university and content centric open repositories Open Indiana University – offers open scholarship, podcasts, and open course material The ever famous and premier MIT OCW Academic earth offers videos from leading universities where lectures are being recorded OER Commons – an overall directory covering most of the leading OER portals on the internet OER can be images, campus lectures, simulations, visualizations, papers, manuals - learning materials! How can we share learning materials? How is this all possible ???
Creative Commons – a self empowering license model I would like to play this video which embodies the CC philosophy
The idea of Open Licensing – why do we need it? - We are all creators of digital content Consider traditional copyright, either something was all rights reserved OR something was public domain. Often it was unclear how something could be used unless it was clearly specified I am sure we have all encountered Orphan works – Objects which are untraceable or unattached and can be difficult to use Creative commons is Copy-left - versus copy-right - a process of risk management with sharing in mind Creative commons self empowered license – which allows you to keep “some rights reserved” Using the license clauses you can let people know how they can use your work - Things to consider - Did I create this material? Whose work did I include in my works? (images, text) * Often this will include getting permission to use the material or finding a suitable replacement already using a CC license. Who do I want to share with? Famous questions Do you allow commercial uses of your work? - Yes or no Do you allow modifications of your work? - Yes, unconditionally - Yes, as long as others share alike – No We have had many people ask us HOW to get the license on a resource such as a word doc, or ppt file. I have created the following video to help walk you through that process and you will be able to access this file on our VULA site.
Iterations are about - What happens to your work once you share it? How far you want things to go and in what form? Some argue that its best to start simple and let others build on top – the Share-Alike clause will ensure that the material continues to grow- by ensuring that anyone who uses your work also shares it along. Do you want to allow copies only – this is covered by the No Derivatives clause – This may apply when sharing resources that must stay in a certain context to be useful. Medical procedures could be one example where modifications might cause problems Allow commercial use- would you allow your work to be included in a commercial work – (wikipedia actually encourages commercial use We are working on ways in which you can use web statistics to track use / access, invite collaboration and feedback through your entry on international OER directories such as oer commons, flickr, etc.
In terms of degrees of openness – CC gives us a space to operate between all rights reserved and the public domain. Here we demonstrate how the licenses an be combined for example non commercial AND no derivatives Note that as you apply more restrictive clauses the material becomes more difficult for others to use. Also note that certain media formats are easier to adapt, such as wiki and xml formats which are easily edited (built upon) and translated between applications
What we are trending towards is the idea of an open scholar. The term ‘open scholar’ has started being used to indicate a new type of academic for whom ‘openness’ is the default approach. This academic is largely online, probably keeps a blog, makes all their presentations available via something like slideshare, engages with new resources such as YouTube, shares bookmarks in delicious, belongs to social networks such as ning or twitter and publishes some of their content in open access journals. The key to all this is easy sharing and networking facilitated by open licensing and the internet. The academic can increase their reach and visibility in the process. You can see I have used the networked teacher diagram originally created by Alec Couros which has been adapted.
This slide should help you get started on accessing, appropriating, localising and creating your own open resources It is easy to begin incorporating open content into your own teaching - for example finding materials for use in a variety of formats. I have presented some of the best generic content sources I have encountered thus far. Describe resources There are far better places to find resources than simply a google search The OER movement Introduces the notion of an ordered and dynamically controlled mechanism via CC and attribution And remember that all of these repositories not only offer the content freely – they also invite you to submit content! Maybe your teaching and learning material can also become an internet sensation like Alec Couros’ Networked Teacher Diagram???
Finally I leave you with some questions for reflection and possibly discussion as time permits In what aspects of your academic life are you not open? Why? Does your institution place obstacles to openness? What would it take to convince you to be more open? What are your concerns in being an open scholar?