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.
Summary of the support framework for opening up education. The full report can be found at: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/opening-education-support-framework-higher-education-institutions
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
Presentation by Andreia Inamorato Dos Santos, JRC Seville, European Commission 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/
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.
Summary of the support framework for opening up education. The full report can be found at: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/opening-education-support-framework-higher-education-institutions
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
Presentation by Andreia Inamorato Dos Santos, JRC Seville, European Commission 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/
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
Open Education Europa Tour - Malta Workshop
Connecting Education Pioneers across Europe
For more information: http://openeducationeuropa.eu/en/blogs/oee-tour-connecting-education-pioneers-across-europe
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Open Education Europa: The European Hub for Innovation in EducationOpen Education Europa
1. Open Education Europa Overview
2. Focus on Education Innovation
- European Teachers Contest
- Good Practices Section
- Community of European Education Pioneers
- Education in the Digital Era Activities
- Open Education Europa Tour (Workshop Series)
3. European OER Repositories List
Presentation at the 12th Educational Repositories Network (EdReNe) Seminar
Uno de los grandes misterios del cristianismo es la encarnación. Además de la evidente connotación que tiene el hecho que Dios se haga hombre, la importancia salvífica de la encarnación debería ser un tema que demande un amplio estudio.
Si nos enfocamos netamente en el proceso de encarnación del Dios inconmensurable en la pequeña criatura de Belén, las preguntas surgen en nuestras mentes como un torrente que necesita ser encauzado. La forma en que las naturalezas divina y humana estaban “organizadas” en Cristo requiere de agudizar los sentidos y dedicar nuestros mejores recursos intelectuales para tratar de entender este asunto, hasta la medida en la que ha sido revelado.
Una cosa es absolutamente segura, Jesús fue simultáneamente hombre (sin ventajas sobre nosotros para enfrentar la tentación) y al mismo tiempo Dios. Por otro lado, el hecho maravilloso que Cristo mantendrá nuestra naturaleza humana por la eternidad, como una garantía para la humanidad que Dios cumplirá su promesa es uno de los temas complementarios que requieren también ser estudiados. No podemos dejar de mencionar el riesgo que asumió la Divinidad al decidir, desde la eternidad, el plan de salvar al hombre… arriesgándolo todo.
En un mundo donde el sacrificio personal en beneficio de otros es cada vez menos frecuente y tampoco comprendido, presentar el sacrificio máximo que Dios hizo al colocar a su Hijo en este mundo, para que luego enfrentara la muerte vicaria, debería llenar los corazones de los hombres de eterna gratitud. Espero que este estudio pueda contribuir a ello.
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
Open Education Europa Tour - Malta Workshop
Connecting Education Pioneers across Europe
For more information: http://openeducationeuropa.eu/en/blogs/oee-tour-connecting-education-pioneers-across-europe
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Open Education Europa: The European Hub for Innovation in EducationOpen Education Europa
1. Open Education Europa Overview
2. Focus on Education Innovation
- European Teachers Contest
- Good Practices Section
- Community of European Education Pioneers
- Education in the Digital Era Activities
- Open Education Europa Tour (Workshop Series)
3. European OER Repositories List
Presentation at the 12th Educational Repositories Network (EdReNe) Seminar
Uno de los grandes misterios del cristianismo es la encarnación. Además de la evidente connotación que tiene el hecho que Dios se haga hombre, la importancia salvífica de la encarnación debería ser un tema que demande un amplio estudio.
Si nos enfocamos netamente en el proceso de encarnación del Dios inconmensurable en la pequeña criatura de Belén, las preguntas surgen en nuestras mentes como un torrente que necesita ser encauzado. La forma en que las naturalezas divina y humana estaban “organizadas” en Cristo requiere de agudizar los sentidos y dedicar nuestros mejores recursos intelectuales para tratar de entender este asunto, hasta la medida en la que ha sido revelado.
Una cosa es absolutamente segura, Jesús fue simultáneamente hombre (sin ventajas sobre nosotros para enfrentar la tentación) y al mismo tiempo Dios. Por otro lado, el hecho maravilloso que Cristo mantendrá nuestra naturaleza humana por la eternidad, como una garantía para la humanidad que Dios cumplirá su promesa es uno de los temas complementarios que requieren también ser estudiados. No podemos dejar de mencionar el riesgo que asumió la Divinidad al decidir, desde la eternidad, el plan de salvar al hombre… arriesgándolo todo.
En un mundo donde el sacrificio personal en beneficio de otros es cada vez menos frecuente y tampoco comprendido, presentar el sacrificio máximo que Dios hizo al colocar a su Hijo en este mundo, para que luego enfrentara la muerte vicaria, debería llenar los corazones de los hombres de eterna gratitud. Espero que este estudio pueda contribuir a ello.
How to say a lot with a little: The #UMOrientation Advice ProjectLenore Hume
In this case study presented at PSEWeb 2016 in St. John's, Newfoundland, University of Manitoba Web & New Media Coordinator Lenore Hume shared how one social media campaign based on 'introductions' could reach up to 800,000 followers and grow the community by 4%.
This chapter presents intermediate results from the OpenEdu study, carried out by DG JRC IPTS on behalf of DG EAC. It argues that open education goes beyond MOOCs and OER. It demonstrates this by proposing dimensions that are key for an understanding of open education and for the further development of open education by HE institutions in Europe. In addition, results from three of the main studies of OpenEdu are taken to discuss the motivations and barriers for opening up education by HE institutions (OpenCases), the uptake of open education in five European countries (OpenSurvey) and recognition and assessment practices in MOOCs (OpenCred).
URL: http://www.portlandpresspublishing.com/content/wenner-gren-international-series-volume-88
zamieszczam prezentację Dyrektora Biura Polskiej Izby Gospodarczej Przemysłu Drzewnego pana Bogdana Czemko
którą przedstawił podczas konferencji Arch/Lonza Protection w Toruniu 2015-11-03
These are the slides of an online presentation for the Open Recognition Alliance Community - Sept 27th 2017. It is a preview of my keynote at the ePIC Conference which will take place on the 26th October 2017, Bologna.
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
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.
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
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.
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.
A regional Open Education agenda for the South MediterraneanFabio Nascimbeni
Presenting the OpenMed regional Open Education agenda for the South Mediterranean region: a set of proposed actions that should guide institutions and governments alike to increase openness in their educational offer.
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.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
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.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
JRC-IPTS presentation at VISIR Seminar - 25-26 March 2014, Committee of Regio...Panagiotis Kampylis
This is the JRC-IPTS invited presentation on policy recommendations for mainstreaming ICT-enabled learning innovations at VISIR International Seminar (25-26 March, Committee of Regions, Brussels). Short description: Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This presentations focuses on recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national, and EU level to further develop and mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe. The recommendations were developed in the context of the 'Up scaling Creative Classrooms in Europe (SCALE CCR) project, carried out by JRC-IPTS on behalf of the European Commission, DG Education and Culture, based on desk research; case reports from Europe and Asia; continuous stakeholders consultations; and in-depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders. The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI: Content and Curricula; Assessment; School Staff Professional Development; Research; Organisation and Leadership; Connectedness; and Infrastructure. The number and variety of the recommendations provided depict the complexity of ICT-ELI and the systemic approach needed for their mainstreaming across Education and Training systems in Europe.
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.
EDEN - NAP Online Seminar on the 29th January 2020.
I focus on the 'beyond' showing the OPen Education Guidelines for Academics. And the DigCompEdu's Check in tool now also has an area related to open education!
Presentation at the conference: The New Student: flexible learning paths and future learning environments. Austria's Presidency Event, Vienna 21st Sept 2018
Presentation of the upcoming European Commission's JRC report on blockchain in education focusing on digital accreditation of learning. Groningen, 5th September 2017
Estes slides apresentam o Projeto OpenEdu da Comissao Europeia, o Marco Europeu de Educaçao Aberta (OpenEdu Framework) e traz dados de dois estudos: OpenCred e OpenSurvey. JRC 2016
Ciclo de conferencias organizado por la Asociación Iniciativa Sevilla Abierta (ISA), febrero 2016. Tema: educación y tecnologias para avanzar la educación en Sevilla.
Capítulo 13 do livro: Complexidade: Redes e Conexões na Produção do Conhecimento. CC BY NC ND
Coleção Agrinho, livro 2, Paraná - Brasil
http://www.agrinho.com.br/materialdoprofessor/inovacao-na-educacao-basica-e-tecnologias-educacionais-aplicando-os-4-rs-dos-recursos-educacionais-abertos
APRESENTAÇÃO SOBRE O DESENVOLVIMENTO DA EDUCAÇÃO ABERTA NO BRASIL A PARTIR DO MOVIMENTO REA, APONTANDO PARA POSSIBILIDADES PARA A EDUCAÇÃO SUPERIOR PÚBLICA E PARTICULAR
Apresentação de Andreia Inamorato dos Santos no Seminário do Projeto eMundus na USP ( 16 de maio de 2014). O vídeo da palestra pode ser assistido por meio desse link http://iptv.usp.br/portal/video?idItem=22504
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. European Commission,
Joint Research Centre
Institute for Prospective
Technological Studies (IPTS):
Research institute supporting EU
policy-making on
socio-economic, scientific and/or
technological issues
3. IPTS IS Unit work on ICT for
Learning and Skills
Yves Punie, Project Leader
Institute for Prospective Technological Studies, IPTS
4. ICT for Learning and Skills
(2005 - …)
http://essie.eun.org/
• > 80 publications freely downloadable
• Principal clients: DG EAC & DG EMPL
Policy
• 2013 COM on Opening up Education; E&T 2020;
Digital Agenda; New skills and Jobs; EU
Recommendation on Key Competences for
LLL,…
• Juncker priorities: DSM – Jobs, Growth &
Investment
What:
• ICT for modernising and innovating E&T in Europe
• 21st century skills for digital economy and society
Why:
• Evidence for more effective and relevant E&T in Europe
5. DIGITAL Transforming of E&T
DigCompOrg
DigComp
DigCompTeach
OpenEdu Competent
citizens
Competent
Teachers
Competent
Schools
Open Higher
Education
Institutions EntreComp
A coherent approach
6. Innovation and digital
transformation of E&T
Digitally-Competent Educational Organisations
(DigCompOrg)
Mainstreaming ICT-enabled innovation for
learning
(SCALE CCR)
7. Sense of Initiative and Entrepreneurship
framework (EntreComp)
Skills and competences
development
Digital Competence Framework
(DigComp)
5 competence areas 21 competences
1. Information
1.1 Browsing, searching, & filtering information
1.2 Evaluating Information
1.3 Storing and retrieving information
2. Communication
2.1 Interacting through technologies
2.2 Sharing information and content
2.3 Engaging in online citizenship
2.4 Collaborating through digital channels
2.5 Netiquette
2.6 Managing digital identity
3. Content creation
3.1 Developing content
3.2 Integrating and re-elaborating
3.3 Copyright and Licences
3.4 Programming
4. Safety
4.1 Protecting devices
4.2 Protecting data and digital identity
4.3 Protecting health
4.4 Protecting the environment
5. Problem solving
5.1 Solving technical problems
5.2 Expressing needs & identifying technological responses
5.3 Innovating, creating and solving using digital tools
5.4 Identifying digital competence gaps
8. Additional studies
2015 Ongoing
• Computational thinking
• E-Textbooks in Poland
• Learning analytics
• Policy models for digital transformation of E&T
Publisehd in 2015:
• SharedOER
• Science 2.0
Draft 2016 WP…
• Policy recommendations for opening-up in HE
• Piloting DigcompOrg
• MoocKnowledge
• Socio-economic impact of digital learning
10. JRC-IPTS project on behalf
of DG EAC | 2013-2015
Aim: To propose a framework
for opening up practices in
higher education institutions
Policy: COM 2013 Opening Up
Education
Why: To raise awareness and
provide support to higher
education institutions in the
design of strategies for opening
up education
Project main themes:
Dimensions of open education,
institutional strategies for
opening up education
OPENEDU OVERVIEW
11. OPENEDU studies
Besides the in-house research OPENEDU runs 5 studies:
Moocknowledge: a survey on MOOC learners (ongoing)
OpenCred: desk research and case studies on recognition of
non-formal learning via MOOCs (May-November 2015)
OpenSurvey: a representative survey of higher education
institutions in 5 European countries to enquire about their
openness strategies (ended Nov 2015)
OpenCases: case studies on openness in higher education
(ended Nov 2015)
BMOpen: exploring a framework for assessing & developing
business models for open education (ongoing)
13. An OE framework: rationale
The framework is being designed to support higher education
institutions in Europe to make strategic decisions on open
education. By proposing a scope for open education and presenting its
core and transversal dimensions, the framework aims to promote
transparency and to propose a common language for open
education in Europe.
14. How has it being designed?
drawing on studies' results: from previous
and current (designed-for-purpose) IPTS
research on open education
drawing on results from intensive desk
research, to include grey literature
(websites, blogs, newspapers, reports etc.)
consulting experts on the theme (1st
OpenEdu workshop in June 2014)
consulting the academic literature to check
the appearance/validity/context of the
dimensions of open education
validating it with experts: online
consultation with 60 experts across the
globe
QUESTIONS
Workshop with the
target audience:
YOU
15. What does the
framework look
like?
√ Open Education definition
• Dimensions:
• 6 core: access, content, pedagogy,
recognition, collaboration, technology,
research
• 4 transversal: strategy, leadership,
technology, quality
For each dimension of open
education, the framework brings:
√ Dimension definition
√ Rationale
√ Components
√ descriptors
√ Example
QUESTIONS
16. Why and how should I/my
institution use the
framework?
How:
√ as a foundation for developing
insight, inspire vision and see new
perspectives and develop new
ideas
√ as a tool to developing a position
√ by doing creative thinking on the
framework propositions
Why:
√ to challenge conventional wisdom
√ because it provides a guide to think
through critical questions. No framework
provides definitive answers. The
answers come through the insights
generated by the process
√ the framework as a box is limiting. But
throwing it out is also limiting. Without a
framework managers tend to overlook
important considerations or put great
effort into reinvesting well-understood
ideas. The trick is to use the framework
without getting trapped in it
QUESTIONS
17. Strategy is the creation of a unique and
valuable position, involving a different
set of activities
Michael Porter, 1996
18. "Plans are worthless. Planning is priceless."
Dwight David Eisenhower
Open Education
Strategic Planning
Template
√ accompanies the framework
√ is openly licensed so can be
adapted and distributed
√ helps to develop activities,
proposes a shared caused
√ once completed, provides a
direction and guidance about what
the institution will do and will not
do
19. Objectives of the workshop
For us:
√ to discuss and gain insight into all
the elements of the framework
√ to verify the usability and potential
of the framework
√ to promote an opportunity for
discussion and interaction among
university executives from different
EU Member States on the subject
of open education
And for you?
Please tell us your
name, position,
institution and country
and what you expect
from the workshop – no
more than 1 minute
20. OPEN EDUCATION DEFINITION
• Open education is a mode of realising education
enabled by digital technologies aiming to widen
access and participation to everyone. It offers
multiple ways of teaching and learning, building and
sharing knowledge, as well as a variety of access
routes to formal and non-formal education, bridging
them.
• (Source: OpenEdu IPTS, 2015 – work in progress)
21. Group discussion
• How is open education defined in your institution?
What is the value of an open education strategy?
• Does your institution have an open education
strategy? If so, what is it? If not, why is this so?
22. Plenary discussion
How do you think the definition presented is fit for
purpose?
• Open education is a mode of realising education enabled by
digital technologies aiming to widen access and participation to
everyone. It offers multiple ways of teaching and learning,
building and sharing knowledge, as well as a variety of access
routes to formal and non-formal education, bridging them.
23. CORE DIMENSIONS OF OPEN EDUCATION
1- ACCESS
2- CONTENT
3- PEDAGOGY
4- COLLABORATION
5- RECOGNITION
6- RESEARCH
(OpenEdu Project, 2015)
24. TRANSVERSAL DIMENSIONS OF OPEN EDUCATION
7- TECHNOLOGY
8- STRATEGY
9- QUALITY
10- LEADERSHIP
(OpenEdu Project, 2015)
26. OpenCases Study
(OpenEdu and University of Bath's team, 2015)
Manuel Souto Otero
Robin Shields
Predrag Lažetić
Andreia Inamorato dos Santos
Jonatan Castaño Muñoz
Axelle Devaux
Stephanie Oberheidt
Yves Punie
Full report to be published early 2016
Webpage: http://is.jrc.ec.europa.eu/pages/EAP/opencases.html
OpenCases catalogue of mini cases on open education in Europe:
http://bit.ly/1iCTEnk
27. Case studies on openness in higher education
Aim: To understand in detail the motivations, enablers and barriers for
higher education institutions to open up education (ends June
2015)
What: 7 case studies (University of Bath:
M. Souto-Otero, R. Shields, et al.):
Case 1- OERu (International)
Case 2- TORQUE (Switzerland)
Case 3- FUN (France Université Numeriqué) (France)
Case 4- TU DELFT (Netherlands)
Case 5- Carlos III de Madrid (Spain)
Case 6- Open AGH (Poland)
Case 7- Open University of Bavaria (Germany)
OpenCases
IPTS in-house:
Case 8- ALISON
(Ireland)
Case 9- OpenUpEd
(European)
28. ● Access & education as a public good (third mission):
• To increase mainstream adoption of open education for all institutions in the world
and make HE more financially sustainable and affordable for all learners.
"There are currently over 100 million learners who demand HE but do not have
access to it". (OERu)
• To provide free online education to all, alternative to traditional education an
bridging education and work. (ALISON, social enterprise)
• Increase and widen access to HE, wider community benefitting from OE:
"Materials that are produced with public funding should be available to the public"
TUDelft [Also for visibility and reputation building]
OpenCases
WHY?
● Institutional strategies: Increasing university visibility – Following international trend –
Logical step from previous engagement in educational technology (tech. university) –
Improve on-campus education (ETH Zurich)
● Political priority (FR): Promoting OE to improve students’ learning outcomes, increase
access to lifelong learning and promote the visibility and attractiveness of French
education and training offer (FUN)
31. WHAT IS MOOCKNOWLEDGE?
It is a large scale survey aiming to get a better
understanding of the European MOOC learners
32. MOOCs are progressively adopted by EU HEI & individuals
21.8% HEIs offering, 19% planning to offer (OpenSurvey)
Evidence-based policy on OE needs to understand better the
demand side of MOOCs
RATIONALE- WHY?
33. RATIONALE-WHY?
MOOCKnowledge aims to overcome a lack of:
• Data at a European level. Most data is US centric.
• Large scale and cross- provider data. It would allow comparisons between MOOCS
(or groups of MOOCS) and the analysis of subpopulations ( e.g. teacher training,
language learners, unemployed people, migrants). Most data come from a single
MOOC or MOOC provider.
• Long-term data. It would allow the analysis of outcomes of taking a MOOC.
34. METHODS - HOW?
Survey to MOOC learners
… from different EU MOOCs- This allows data aggregation and the building of a
large scale data set.
+
… using a standardised and multilingual questionnaire. This allows the
comparison between MOOCs or groups of MOOCs.
+
… collecting data in three moments of time: Pre-MOOC, Post-MOOC and follow-
up (after 1 year), that allows to measure long-term impact.
35. RESEARCH FOCUS - WHAT?
• Population details (pre-MOOC)
• Socio-economic and demographics
• Lifelong learning profile
• ICT and (self-directed) learning skills
• Expected outcomes and motivations for enrolling (pre-MOOC)
• Satisfaction, learning experience, completion … (post-MOOC)
• Emerging research topics
• Intention – Behaviour gap (pre vs post)
• Impact of MOOC on academic and/or job career (follow up)
36. MOOCKNOWLEDGE DATA COLLECTION FIRST PILOT
Blended
learning
HandsonICT Entrepreneurship Anxiety
Management
Business
Intelligence
Genocide TOTAL
ENROLLED 1,160 1,672 12,266 16,737 Missing 1,650
Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post
VALID
RESPONSES
29 0 173 27 317 55 715 145 349 155 156 322 1739 704
%
RESPONSES
2.5% 0% 10.3% 1.6% 2..6% 0.4% 4.3% 0.9% ---- ---- 9.4% 19.5% --- ---
EXEMPLARY RESULTS- FIRST ANALYSIS OF
PRE-QUESTIONAIRE (PILOT)
41. Employer support to Life Long Learning (LLL) activities
75%
18%
6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Encouragement Time Cost
32.09%
8.84%
59.07%
yes no Employer does not know about participation
N=1077 only workers
42. Appreciation of MOOCs by employer & Influence of certification
Mean=3.4
Mean=4.1
Mean=3.9
Mean=4.1
Mean=4.0
OVERALL MEAN=3.8
From 1 shows no appreciation at all to 7 shows very much apreciattion)
OVERALL MEAN= 4.77
From 1 has no influence at all to 8 It has very much influence
3.33
5.22 5.16
4.64
4.46
0
1
2
3
4
5
6
45. Past experience with MOOCs
11.6%
0.3%
2.7%
4.3%
8.2%
11.5%
4.9%
6.3%
7.4%
3.8%
0.6%
38.5%
32.2%
0.6%
3.5%
4.3%
8.0%
8.9%
3.2%
4.1%
5.2%
3.3%
0.6%
25.9%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
0% From 1-
10%
From 11-
20%
From 21-
30%
From 31-
40%
From 41-
50%
From 51-
60%
From 61-
70%
From 71-
80%
From 81-
90%
From 91-
99%
100%
% of completed MOOCs in the past % of completed with certificate in the past
N=1243 only those who ever enrolled in a MOOC
46. JOIN US!!!
Are you offering or planning to offer MOOCs?
We are looking for cooperation agreements
WHY?
Use of a EU common questionnaire.
Benchmarking for providers
Fast data sharing of own data with provider.
Contribution to an EU dataset (Anonymised).
Combination with local learning analytics data
47. OpenCred study
OpenEdu and University of Leicester's team
Gabi Witthaus
Andreia Inamorato dos Santos
Mark Childs
Anne-Christin Tannhäuser
Grainne Conole
Bernard Nkuyubwatsi
Yves Punie
Webpage: http://is.jrc.ec.europa.eu/pages/OpenCred/ISUNITWEBSITE-IPTS-JRC-EC.htm
Paper "An assessment-recognition matrix for analysing institutional practices in the recognition
of open learning http://bit.ly/1QRlbQK (OpenCred Phase I)
48. OpenCred
Results Phase I
1. There are varying degrees of formality of recognition
2. Factors that have the greatest impact on formality of
recognition are:
• Robustness of assessment
• Affordability of assessment for learners
• Learners’ eligibility for assessment
√ A study based on desk
research and interviews
√ Phase I completed in
11/2014. Phase II completed
in 11/2015
√ Report in the process of
being edited for publication
Paper published in the e-
Learning Papers issue 40
Outcome
A typology of institutional
practices for the Recognition
of Open Learning in Europe
50. OpenCred findings
Typical MOOC with little or no
recognition
E.g. CARNET (Croatia) MOOC on
Developing Courses in Moodle
Phase I
51. Other diamond shapes
MOOC with recognition for formally
enrolled students
e.g. University of Nicosia MOOC on
Digital Currencies
0
1
2
3
4
Formality of recognition
Affordability for learner
Robustness of
assessment
Eligibility for
assessment/recognition
0
1
2
3
4
Formality of recognition
Affordability for learner
Robustness of
assessment
Eligibility for
assessment/recognition
Freemium-model MOOC
e.g. University of Osnabrück
MOOC on Data Structures &
Algorithms
Phase I
52. OpenCred Conclusions
• Robust assessment is central to recognition
– Institutions either pass on the cost to learners or restrict
eligibility.
• To date recognition is only partial – no whole degrees yet
• Online education and assessment still seen by many as less
rigorous
• On-site exams with identity validation and real-time
supervision are seen as being most robust form of assessment
• ECTS credits are not yet a widely accepted currency for
recognition of open learning
Phase I
53. OpenCred Phase II
six elements of MOOC provision appear to be central to facilitating future recognition by other HEIs or
employers:
Identity verification of the learner
Suitable supervised assessment
Informative credentials such as (digital) certificates or online badges that acknowledge learning
Quality assurance
Award of credit points
Partnerships and collaboration with potentially “recognizing” institutions or bodies
These elements are represented in the OpenCred “traffic light model” as follows:
OpenCred, 2015
In phase II of the study
OpenCred has developed a
model with more elements:
55. Thank you for your attention!
andreia_inamorato_dos.santos@ec.europa.eu
yves.punie@ec.europa.eu
jonatan.castano-munoz@ec.europa.eu
Editor's Notes
Innovation eco-system model addressing holistic change; involving all actors
New ways of doing things & doing new things
Scalability and sustainability
16.
If you are interested, ____ you can find more about our recent research on scaling up ICT-enabled learning innovations ____ in our publications that are all available online ______
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If you didn't find your recommendation so far in the slides, _____ have a look in this report, _____ where 60 policy recommendations are discussed! ______
If it is not even there, contact us! _______ We would like to learn from you! >>>
stand on top of the box to expand the view of the horizons ahead
As a tool to developing a position ( thus establishing competitive advantage)
Show online validation wikis
Our respondents are usually workers.
Test anxiety highest perséntag of students and entepreneuship the highest of self-employed and unemployed people.
60% of Employers of MOOC learners don’t know about the participation of workers on LLL activities (including MOOCs)
1/3 supports LLL activities , but mainly encouraging them but not giving time flexiblity or covering cost of eduction
According to the respondents employers are neither enthusiastic nor critical about MOOCs or it certificates
mean!=median