This document discusses potential collaborations between the Open Education Consortium (OEC) and the European Distance and E-Learning Network (EDEN) to promote openness in education. It outlines their shared missions of expanding access to education and notes that open universities have been slow to adopt open educational resources (OERs) and massive open online courses (MOOCs). Through partnerships, OEC and EDEN could connect institutions, share best practices on models and strategies for openness, and maximize the impact of their networks and alliances to help "open up Europe".
Presentation by Lisa Marie Blaschke, University of Oldenburg, Germany for the European Distance Learning Week's third day webinar on "Evolving Open Education: life beyond MOOCs" - 9 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p6ax1hqjijs/
Presentation of Lisa Marie Blaschke, Program director of the Master in Management of Technology Enhanced Learning (MTEL) at the Center for Lifelong Learning (C3L), Carl von Ossietzky University of Oldenburg, Chair of the Board of EDEN Fellows Council for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Roadmap for successful harmonisation of professional higher education in EuropeAnthony Fisher Camilleri
General Summary/Overview of the conference "Building Bridges to Professional Higher Education", held in Otočec Slovenia between 16th and 17th October 2014.
Presentation by Lisa Marie Blaschke, University of Oldenburg, Germany for the European Distance Learning Week's third day webinar on "Evolving Open Education: life beyond MOOCs" - 9 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p6ax1hqjijs/
Presentation of Lisa Marie Blaschke, Program director of the Master in Management of Technology Enhanced Learning (MTEL) at the Center for Lifelong Learning (C3L), Carl von Ossietzky University of Oldenburg, Chair of the Board of EDEN Fellows Council for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Roadmap for successful harmonisation of professional higher education in EuropeAnthony Fisher Camilleri
General Summary/Overview of the conference "Building Bridges to Professional Higher Education", held in Otočec Slovenia between 16th and 17th October 2014.
Presentation giving a brief overview of changes and trends in open education, and the quality related challenges linked to each.
Presented at :
- the 9th European Quality Assurance Forum in Barcelona
- the SEQUENT / Openup Slovenia Seminar on QA in e-learning in Ljubljana, Slovenia
- the NCFHE Seminar on e-learning in Rabat, Malta
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
The presentation analyses a database of good-practice interventions in improving access and participation in Higher Education, collected by the IDEAS project, with the intention of determining if and how technology can contribute towards improving access to, and participation in Higher Education around the world.
The presentation was delivered as part of the UNESCO/ICDE Seminar, "Online, Open and Flexible Higher Education for the Future we Want", on 9th June 2015 at UNESCO Headquarters in Paris.
Tips & tricks for your project applicationsIldiko Mazar
This presentation (delivered on 1 June 2016 in Bratislava) was tailored to the knowledge, experience and confidence of the LLLP Annual Conference audience with regards to the European Union programmes available at the time.
I brushed over or drilled deep down - as the audience demanded - into some of the fundamental issues, problems and challenges I faced and resolved over 15 years of working with EU projects.
The conference participants were not only provided with strategic advice on how to identify the right call to match their research
and development ambitions, how to assemble a solid partnership and how to translate their ideas and plans into a well elaborated application, but also how to define key performance indicators, manage time, human resources and how to tackle the financial planning of a complex multi-stakeholder project.
42 - A digital transformation in education by Olivier Crouzet (42 France)EduSkills OECD
This presentation was given by Olivier Crouzet of 42 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Presentation giving a brief overview of changes and trends in open education, and the quality related challenges linked to each.
Presented at :
- the 9th European Quality Assurance Forum in Barcelona
- the SEQUENT / Openup Slovenia Seminar on QA in e-learning in Ljubljana, Slovenia
- the NCFHE Seminar on e-learning in Rabat, Malta
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
The presentation analyses a database of good-practice interventions in improving access and participation in Higher Education, collected by the IDEAS project, with the intention of determining if and how technology can contribute towards improving access to, and participation in Higher Education around the world.
The presentation was delivered as part of the UNESCO/ICDE Seminar, "Online, Open and Flexible Higher Education for the Future we Want", on 9th June 2015 at UNESCO Headquarters in Paris.
Tips & tricks for your project applicationsIldiko Mazar
This presentation (delivered on 1 June 2016 in Bratislava) was tailored to the knowledge, experience and confidence of the LLLP Annual Conference audience with regards to the European Union programmes available at the time.
I brushed over or drilled deep down - as the audience demanded - into some of the fundamental issues, problems and challenges I faced and resolved over 15 years of working with EU projects.
The conference participants were not only provided with strategic advice on how to identify the right call to match their research
and development ambitions, how to assemble a solid partnership and how to translate their ideas and plans into a well elaborated application, but also how to define key performance indicators, manage time, human resources and how to tackle the financial planning of a complex multi-stakeholder project.
42 - A digital transformation in education by Olivier Crouzet (42 France)EduSkills OECD
This presentation was given by Olivier Crouzet of 42 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
Make the difference - at the UNESCO IITE Conference 2014icdeslides
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
Transitioning to online: Capitalizing on opportunity within chaos Lisa Marie Blaschke
We’ve made it through the emergency remote teaching phase. What next? This session will discuss some of the ways you can continue to improve on your online teaching practice as you enter the next phase of teaching online, as well as explore opportunities that can be maximized during this phase. Topics will include practical tips and guidance for engaging in this next phase of online teaching from designing your interaction with students and choosing technology to learner support and development. Examples and resources will also be shared, and ample time will be given for answering your questions about online teaching and learning.
Preparing Leaders, Managers, and Instructors for Realizing TEL in Their Organ...Lisa Marie Blaschke
As more institutions grapple with incorporating technologies into the classroom — either in blended or purely online formats — there is an ongoing need for educational programmes that provide decision-makers with the necessary skills and competencies for navigating these often new spaces. Such spaces must be manoeuvred with care and with a holistic and contextual approach, as any adoption of technology requires transformation across the organisation, from education design and delivery to administrative tasks and service and support offerings. In addition, critical success factors must be considered, such as the implementational approach used and the roles of leadership, management, and faculty. The University of South Africa (Unisa) is a remarkable example of a leading higher education institution currently in the midst of this transformation.
To support institutions such as Unisa, the University of Oldenburg offers a certificate programme that is designed to equip managers, leaders, and educators with the theory and practice necessary for integrating technology enhanced learning (TEL) within their education environments. This Certificate of Advanced Studies (CAS) in Online Teaching and Learning (OTL) focuses on the various aspects of realizing TEL in organisations, from understanding the basic principles and theories of TEL to the design of instructional environments and learner support.
This session would examine the ongoing partnership between Unisa and the University of Oldenburg in delivering the OTL certificate programme for educators and managers, as well as discuss the business model, programme content, student experiences, and foreseeable applications.
Meeting Employer Needs Through Continuous Professional Development: From Theo...Lisa Marie Blaschke
This presentation will identify industry (employer) needs of today’s graduates and how we as educators can better prepare our students for the workforce and lifelong learning.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Incorporating social media in the classroom to support self-determined (heuta...Lisa Marie Blaschke
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
Self-determined learning: Creating personal learning environments for lifelon...Lisa Marie Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
Learning for Life: Preparing Learners for the Complexities of the Workplace T...Lisa Marie Blaschke
Today s learners need to be well-prepared for the complex demands of ever-fluctuating, international business environments. To help students contend with this rapid pace of change, our institutions of higher education need to equip them with the necessary knowledge and skills to ensure their success. But how to achieve this when what we teach learners today can easily change and even be irrelevant tomorrow? Heutagogy provides meaningful, pedagogical guidance for navigating a shifting higher education landscape, as well as a rapidly evolving technological one. This keynote will discuss the barriers that have kept us from implementing heutagogy within higher education in the past and the more recent developments that are causing those barriers to slowly begin slipping away. We will also consider why it is necessary for higher education to adopt forms heutagogical practice in order to prepare students for lifelong learning and the web 2.0 and social media that help us do just that.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Survey of Techniques for Maximizing LLM Performance.pptx
Opening Up Europe: Strategy and the Added Value of Collaboration
1. Opening up Europe: Strategy and
The Added Value of Collaborations
Lisa Marie Blaschke
EDEN Vice-President, Fellow
Carl von Ossietzky Universität Oldenburg
2. 2
In general, ODL institutions have not
played a leadership role in either the OER
movement or in developing
MOOCs…Open universities have yet to
adopt and appropriate these emerging
options.
- COL President & CEO, Asha Kanwar
http://oasis.col.org/bitstream/handle/11599/2293/2016_KanwarA_VC-Roundtable-Intro-
Malaysia_Transcript.pdf?sequence=3&isAllowed=y
3. 3
Teams of learning designers,
SMES, visual designers, and
programmers to create OER; in-
house champions and
workshops Results: Increased number of
OER; increased awareness; more use
of open access publishing
(OpenLibrary and AU Press)
Goal: Lower costs and
speed up course delivery
Mission: …removal of barriers that restrict access to and success in university-level study and
to increasing equality of educational opportunity for adult learners worldwide.
Home of COL/UNESCO
Chair of OER
Benefits: More faculty
collaboration (in and out of
institution), less dependency
on commercial publishers,
more student-created OER
4. 4
Results: 700+ courses transitioned
to OER; over 10 million USD in
annual text-book cost savings
Benefits: Cost savings for
students; more learner-
centered curriculumTeam approach with
instructional designers,
library personnel, management,
faculty.
Mission: …improving the lives of adult learners; core values: Students first, accountability,
diversity, integrity, excellence, innovation and respect
Winner of OEC 2015
President’s Award
Goal: Reduce textbook costs for
over 84,000 students
5. 5
Results: Well-defined OER policy and
positioning; 1,000+ learners converted annually;
greater brand impact and increased income
First place in Open Courseware
Provider League Table
Focus on adding value across
the value chain; defining
specific KPI measurements on
conversion, brand impact,
assets, and income
Benefits: Increased access;
growing use and re-use of
media assets; new
partnerships, business and
process models; more
academic and business
research opportunities
Goal: Expand OUUK market reach and OER
production; opportunity for disruptive
innovation
7. What Else in Common?
7https://commons.wikimedia.org/wiki/File:Wikimedia_Community_Logo-Mayflower_search.svg
In general, ODL institutions have not
played a leadership role in either the
OER movement or in developing
MOOCs…Open universities have yet
to adopt and appropriate these
emerging options.
- COL President & CEO, Asha Kanwar
10. EDEN Mission
• Support endeavors to modernize education in
Europe
• Recognize excellence – EDEN Fellows and
Best Research Paper Awards
• Network and collaborate, facilitate knowledge
and practice exchange
• Improve understanding amongst professionals
in distance and e-learning
• Promote policy and practice across the whole
of Europe and beyond
• Curate, preserve, and disseminate the
European legacy of ODL expertise and
experience
10 /14www.eden-online.org
11. Members:
Institutions, Individuals, Networks
• 174 institutional members
• Over 1000 members in the
Network of Academics and
Professionals (NAP) forum
• 30 European or national
networks
• 413 institutions represented
from 51 countries within and
outside of Europe
4/14
12. Strategy: Extending the Reach
• New communication
channels for increasing
awareness
• Networks for creating new
partnerships and alliances
• Coalition of contribution
to EU programs, policies,
and projects
12
13. Added Value for OEC-EDEN
Stakeholders
13
• Connecting with other institutions,
researchers, and academics
• Providing networks and platforms
for:
– Developing policy and standards of
excellence
– Sharing best practices, strategies, and
models of openness
– Promoting success stories and
awareness
14. Paths to Opening Up Europe
• Promoting the value of openness and broadcasting
successes
• Creating platforms for dialogues around research and
practice, models and strategies – and making these
available and accessible
• Maximizing the potential of alliances/partnerships
across sectors and disciplines
14https://commons.wikimedia.org/wiki/File:2010_07_16140_5637_Tai
tung_City,_Walking_paths.JPG
Who I am, why I am here
Start by telling the stories of three institutions and three OER strategies
At the high level roundtable for vice-chancellors in March last month, the President of CEO of the Commonwealth of Learning had this to say about the role ODL instituttons have played in contributing to the openness movement.
How can ODL institutions play a leadership role?
There are models: OUUK’s OpenLearn.
Why is it an effective model? It considers where OER adds value across the value chain, uses specific metrics to measure that value, aligns with the institutions strategic goals and mission, provides incentives for participation in openness.
Needs to be more awareness of this and other models. Institutions venturing toward openness need these strategies and models before engaging in own initiatives. Need to be more dialogues about the practice, the actual how to get things done.
AU: Home of the COL UNESCO Chair of OER, introducing OER initiative on an ad-hoc basis to reduce influence of textbook publishers and in support of the ongoing awareness of OER. There is no official strategy per se, but leadership has put resources behind efforts to support the initiative.
Textbook cost savings not a central issue. Canadian copyright laws allow for extensive reuse of commercial content, so faculty see little benefit.
OER created by teams of learning designers, SMES, visual designers, and programmers
OpenLibrary to store resources and promotes open access publishing through AU Press
Benefits: more faculty collaboration (in and out of institution), less dependency on commercial publishers, more student-created OER
UMUC: Winner of the 2015 OEC President’s Award for its initiative in adopting OER in order to reduce cost burden to students (currently estimated at over $10 million in annual savings for students) but then evolving into more learner-centered curriculum.
US college students spend on average .... Annually on textbooks for their courses.
In this OER initiative, UMUC set out to reduce costs for students by eliminating textbooks from courses in its undergraduate school. In the process of doing so, realized that there was no way to simply switch out textbooks from courses and replace with OER. What happened was a rethinking of the design process and a shift in focus from teaching to learning and creating more learner-centered environments. The 10 million USD saved in textbooks was a major bonus for students.
Success of strategy is based on student satisfaction, student performance (grades and completion rates).
became a curriculum redesign effort (“curriculum transformation”) toward more learner-centered curriculum
Both of these results – textbook cost savings and more learner-centered curriculum -- are expected to help UMUC strengthen its competitive advantage.
OUUK OpenLearn: Creating new business by using OER as a channel for transitioning non-OUUK students to becoming paying students
Really LIKE what the OUUK has done: stellar model of how this can be done, based on metrics and KPIs, speaking in a language management understands. And will probably be a major key to its survival it with the recent news of the OUUK's decline student enrollments and 7 billion euro losses. Maybe.
MOOCs have spearheaded adoption of an open culture with Europe having the largest number of attendees of MOOCs. (Reference??)
Closely linked with the institutional mission of openness, the Open Media Unit’s strategy is to provide a portal to open educational resources (OpenLearn), while maximizing marketing and sales channels for increasing student registrations and enhancing awareness of the OU brand.
Focus on adding value across the value chain from inbound logistics and operations, to outbound logistics, marketing and sales, and services; defining specific KPI measurements
Specific KPIs aligned with institutional strategy and mission: conversion of informal to informal learners (1,000+ annually), brand impact (“digitally savvy”), assets, and income
In each of these institutional strategies, emerged elements of mission, sustainability, and value added
Each institution had its own context, it’s own mission, a focus on sustainability and flexibility, and considered where OER added value – all of which has contributed to the degree of openness chosen
Initiative aligned with institutional mission
Measurements of success varied
OER adds value for each but through different means
These institutions are what one might call "Pockets of excellence” and "Islands of innovation”.
What else did these institutions have in common? …
None of them had a model to follow or strategy to use as guidance … Brave new world
(Work on transition here…)
How can we support institutions who are embarking on an openness journey?
A key element of the Foundations of OER Strategy document: Awareness, that is promoting awareness of openness and OER
How do we promote awareness? Collaborations and partnerships
We need to get the silos together : the DE, the EdTech, etc.
Recently, EDEN and the OEC established a partnership with the goal of promoting open education and awareness of OE.
The partnership further cements EDEN’s commitment to the ongoing support and expansion openness across all sectors of education, including higher education and training.
EDEN Mission works well in supporting the OEC mission of promoting, supporting, and advancing openness in education.
Support endeavours to modernise education in Europe
Recognise excellence – EDEN Fellows and Best Research Paper Awards
Network and collaborate, facilitate knowledge and practice exchange
Improve understanding amongst professionals in distance and e-learning
Promote policy and practice across the whole of Europe and beyond
Curate, preserve, and disseminate the European legacy of ODL expertise and experience
EDEN’s connections help to further build awareness of OER and open education, expanding the reach and furthering the message.
New channels for information distribution:
Conference Proceedings
Policy and feasibility studies
EDEN web site, NAP Members Area, Bulletin Board, Online Social Media (Facebook, Twitter, YouTube)
Member’s Newsflash
European Journal of Open Distance and E-Learning (EURODL)
All of these platforms provide new channels for distribution and offer opportunities for future collaboration.
New networks: EDEN partnerships
Traditional and open universities, colleges
National associations and bodies
Researchers of open, flexible, distance and e-learning
School level education – the “Open Classroom” initiative
Vocational training
The corporate sector
Contribution to EU Programmes
12 ongoing and 50+ completed since 1997
Comprehensive strategic projects
Evaluation and quality development
Observatory
Networking and knowledge-base building
Supporting NAP members and exploit their professional expertise
Wide dissemination of project results and developing synergies
+Op.Grant objectives
These institutions are examples of OEC and EDEN’s “stakeholders” or customers. All three are EDEN institutional members, We need to find ways to better serve them and their needs. We do this through the means already presented, for example by providing a platform for them to share their successes (conferences, research workshops) and networks to connect with other academics and professionals.
Let’s use these platforms to further the work.
EDEN and OEC also need to look at the value chain and where we bring value to our members and member institutions. And we need to develop new models and approaches for adding value, together.
(Weak. Need to work on this more.)
Need open strategies -- open strategies (OER Hub)
Need open models
Need collaboration across organizations and across disciplines
Need continuing awareness: success stories, stuff like the COL paper on OER
Business opportunities will be seen and claimed
Need new models for partnerships – not just signing a piece of paper and showing up at each others conferences: how do we add value to the HE value chain? By providing support and stakeholder services that further promote awareness and support of, and commitment to openness.
Context = value-added
Barnosky AD, Ehrlich PR, Hadly EA. 2016. Avoiding collapse: Grand challenges for science and society to solve by 2050. Elem Sci Anth 4: 000094. doi: 10.12952/journal.elementa.000094
http://www.elementascience.org/articles/94
Most value chains focus on the course development value chain, or on the silos of the organization (a fragmented view), few focus on the entire picture and how different areas interact.
In thinking about these examples, each OER initiative has added various degrees of value to the institution along the value chain, and, in the case, of the OUUK OpenLearn used hard measurements to show the value added.
Where did OER add value for the OUUK? By using MOOCs to transition non-paying learners to enrolled OUUK students. (Numbers??)
The OUUK with its OpenLearn initiative, is in an auspicious position for becoming a leader again in ODL, in establishing a model for other ODL institutions, much as it did many years ago in the development of the open university.
UMUC is another model, recognizing the value of OER first in reducing the textbook cost burden on students, but also the opportunity to incorporate more learn-centered pedagogy. Moving to OER has also given them competitive advantage.
AU is a bit more difficult to pinpoint except that they have added value by creating more awareness for OER and have reduced their dependency on publishing companies.
The value added through these initiatives has helped contribute to their sustainability. AU and UMUC seem to be in the early stages of establishing sustainability, and the OUUK’s OpenLearn is in the process of strongly solidifying its sustainability.
In all cases
EDEN has also holds influential positions with many EU projects. These projects have led adoption of educational policy. Historically, Europe has led the move from correspondence to digital education, supported by the public sector -- policy makers and governments – from the start.
Open Professional Collaboration for Innovation (OPENProf): addresses key innovations in training of teachers and trainers, as well as adult educators: OER and open curriculum and development and licensing, open collaboration, as well as designing curriculum for diverse target groups including work-based learning
Open Discovery Space (ODS): serves as an accelerator of the sharing, adoption, usage and re-purposing of rich existing educational content. Demonstrates ways to involve school communities (nearly 4000 schools and over 10 0000 registered ODS portal users).
Policies for OER Uptake (POERUP): Carries out research to understand how governments can stimulate the uptake of OER by policy means (not just funding); contributes to implementation of lifelong learning through country reports and policy recommendations.
eLene4work: strives to help students and new entrepreneurs identify soft skills needed by the job market and fill the skill gap using MOOCs and other OERs, as well as help companies exploit digital talents of employees
D-Transform: Contributes to the modernisation of Europe’s higher education systems; goal is to implement a training program for leaders of European universities focusing on the major role played by digital technologies and OER in transforming institutions.
Learning at Home and in the Hospital (LeHo): Outlines key educational factors and best practices by students with medical conditions; explores and designs ICT-based education solutions for children in hospital, receiving home therapy, or who attend school part-time due to illness.