ACSDE 2021 - Getting Us Started with K-12 Distance and Online Learning Michael Barbour
Barbour, M. K. (2021, February). Getting us started with K-12 distance and online learning [Webinar]. American Center For The Study Of Distance Education.
OER Workshop for Coastline College Summer InstituteUna Daly
The Who, What, Why, Where, and How of Finding and Adopting High Quality Open Educational Resources
Join us for an interactive workshop on finding and adopting high-quality open educational resources (OER). The cost of a college education continues to rise dramatically and the high price of textbooks has been identified by students as a major barrier to achieving their academic goals.
Hear from faculty in California and other states who have adopted OER to reduce costs for students and enhance teaching and learning. You’ll get a chance to test drive searching for open textbooks in popular OER repositories and gain an understanding of what makes an effective open educational resource. Finally, we’ll brainstorm how to encourage other stakeholders at your college to support successful OER adoptions.
Bring a laptop or tablet and be prepared for some fun teamwork!
Presenter: Una Daly, director Community College Consortium for Open Educational Resources.
Please join us for our last spring CCCOER Advisory of 2015-16. In addition to our usual updates, please join us to hear from Nicole Finkbeiner of OpenStax College who will be sharing information about the new authoring platform available free to faculty who want to customize OpenStax textbooks to adopt in their courses.
Date/Time: May 18, 11:00 am PST/2:00 pm EST
Also welcoming Northshore Community College and discussing the recent OP-ED from Pearson and reply by David Wiley on “If OER is the answer, what is the question?"
CCOTC16: OER Degree Pathways, Certificates, and CoursesUna Daly
A panel of Community College Consortium for Open Educational Resources (CCCOER) members will share how they are adopting OER for degree pathways, certificates, and courses at their colleges. CCCOER was founded in 2007 and now composes over 250 colleges in 21 states and provinces. Members collaborate online regularly at monthly webinars and advisory meetings and in-person at conferences on best practices for OER adoption. This cross-institutional sharing of open educational resources, open practices, open policies, and open research provides a powerful OER advocacy network for community colleges. New members have immediate access to online resources and a community of OER practitioners and experts who can help them launch their projects more efficiently and quickly. Meetups at regional and national conferences provide an opportunity to share and promote successful OER adoption strategies of our members with colleagues in higher education. Audience participation will be welcomed.
Our eLearning Panel will be moderated by Una Daly, CCCOER Director and our panelists include:
• James Glapa-Grossklag, Dean, Educational Technology, Learning Resources and Distance Learning
College of the Canyons
• Dana Hester, EdD, Dean, Social and Behavioral Sciences & Distance Education, Citrus College
• Elliot Jones, PhD, Music Professor and Open Textbook Author, Santa Ana College
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
ACSDE 2021 - Getting Us Started with K-12 Distance and Online Learning Michael Barbour
Barbour, M. K. (2021, February). Getting us started with K-12 distance and online learning [Webinar]. American Center For The Study Of Distance Education.
OER Workshop for Coastline College Summer InstituteUna Daly
The Who, What, Why, Where, and How of Finding and Adopting High Quality Open Educational Resources
Join us for an interactive workshop on finding and adopting high-quality open educational resources (OER). The cost of a college education continues to rise dramatically and the high price of textbooks has been identified by students as a major barrier to achieving their academic goals.
Hear from faculty in California and other states who have adopted OER to reduce costs for students and enhance teaching and learning. You’ll get a chance to test drive searching for open textbooks in popular OER repositories and gain an understanding of what makes an effective open educational resource. Finally, we’ll brainstorm how to encourage other stakeholders at your college to support successful OER adoptions.
Bring a laptop or tablet and be prepared for some fun teamwork!
Presenter: Una Daly, director Community College Consortium for Open Educational Resources.
Please join us for our last spring CCCOER Advisory of 2015-16. In addition to our usual updates, please join us to hear from Nicole Finkbeiner of OpenStax College who will be sharing information about the new authoring platform available free to faculty who want to customize OpenStax textbooks to adopt in their courses.
Date/Time: May 18, 11:00 am PST/2:00 pm EST
Also welcoming Northshore Community College and discussing the recent OP-ED from Pearson and reply by David Wiley on “If OER is the answer, what is the question?"
CCOTC16: OER Degree Pathways, Certificates, and CoursesUna Daly
A panel of Community College Consortium for Open Educational Resources (CCCOER) members will share how they are adopting OER for degree pathways, certificates, and courses at their colleges. CCCOER was founded in 2007 and now composes over 250 colleges in 21 states and provinces. Members collaborate online regularly at monthly webinars and advisory meetings and in-person at conferences on best practices for OER adoption. This cross-institutional sharing of open educational resources, open practices, open policies, and open research provides a powerful OER advocacy network for community colleges. New members have immediate access to online resources and a community of OER practitioners and experts who can help them launch their projects more efficiently and quickly. Meetups at regional and national conferences provide an opportunity to share and promote successful OER adoption strategies of our members with colleagues in higher education. Audience participation will be welcomed.
Our eLearning Panel will be moderated by Una Daly, CCCOER Director and our panelists include:
• James Glapa-Grossklag, Dean, Educational Technology, Learning Resources and Distance Learning
College of the Canyons
• Dana Hester, EdD, Dean, Social and Behavioral Sciences & Distance Education, Citrus College
• Elliot Jones, PhD, Music Professor and Open Textbook Author, Santa Ana College
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
Expanding OER Adoption in Michigan, Oregon, and CaliforniaUna Daly
Open Education Week is an ideal time to hear from our community members who are leading open education initiatives on their campuses and across their states to reduce costs for students and empower faculty to enhance learning in their classrooms. We will hear from two OER librarians and a faculty member who are successfully growing awareness and adoption of open educational resources. They will share the successes and challenges of coordinating statewide efforts and influencing their colleagues to adopt OER in their courses.
When: Tues, March 28, at 10am PT/ 1pm ET
Featured Speakers:
Regina Gong, OER Project Manager, Lansing Community College, Michigan
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Vera Kennedy, Sociology Professor, West Hills LeMoore College, California
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
An OER-based degree, sometimes referred to as a Zero-Textbook-Cost degree, is a pathway to a degree or credential with no textbook costs. Faculty have redesigned the courses in the pathway to use open educational resources (OER) instead of traditional commercial textbooks and early research shows students are succeeding as well or better than peers in traditional courses while saving up to 25% on the cost of attendance. Additional research has shown that a college may be able to increase tuition revenue through increased student persistence and success in these pathways.
With the largest OER degree grant initiative of its kind launched last year at 38 colleges in 13 U.S. states, Achieving the Dream, has undertaken research to look at the academic and financial impact to students and their institutions. Grant partners SRI, along with partner rpk GROUP, is conducting research and evaluation to identify impact and cost as well as the facilitators and barriers to successful implementation of this model. Join us to hear from the researchers about methodology, benefits and challenges for colleges, and findings from the first semester of the grant.
When: Wed, April 12 1st, 10amPST/1pmEST
Featured Speakers:
Jessica Mislevy, PhD is a senior researcher with SRI Education’s Center for Technology in Learning and one of the key researchers for the ATD OER Degree Initiative.
Rick Staisloff is the founder and a principal of rpkGROUP, a leading national consulting firm supporting colleges, universities, and other non-profits with their growth and reallocation strategies, who leads the cost analysis for institutions and students participating in the ATD OER Degree Initiative.
Enhancing Educational Outreach: Development of an Online Plagiarism TutorialUCD Library
Presentation by Jennifer Collery, Liaison Librarian at University College Dublin, Dublin, Ireland, at EdTech 2014 (The 15th Educational Technology Conference of the Irish Learning Technology Association (ILTA)), held on May 29th & 30th, 2014 at University College Dublin, Ireland.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
Increasing OER Adoptions with the Community College Consortium for OERUna Daly
During the past few years, adoptions of open textbooks at community colleges have increased. A key component in many community college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their successful strategies and tactics for creating a community of practice nationally as well as locally.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 200 member colleges in 17 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at their monthly online advisory meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through the CCCOER listserve makes it easier for new members to find and adopt the highest quality OER available in their disciplines.
Monthly webinars featuring OER leaders at community colleges, universities, and educational organizations around the world keep the community informed of new research findings, OER projects, and open policies. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues throughout higher education.
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Una Daly and James Glapa-Grossklag from the Community College Consortium for OER at the Open Education Consortium were keynote speakers for the Maryland Online OER Day held at University of Maryland University College in Largo. Over 150 faculty, staff, and administrators registered for the daylong event held on June 2, 2014.
AERA 2021 - Documenting Triage: Detailing the Response of Canadian Provinces ...Michael Barbour
Barbour, M. K., Nagle, J., & LaBonte, R. (2021, April). Documenting triage: Detailing the response of Canadian provinces and territories to emergency remote teaching. [Poster] Annual Meeting of the American Educational Research Association.
Building OER Sustainability on Your CampusUna Daly
Join us for this webinar to hear how colleges are transitioning from individual faculty OER course adoptions to entire departments and OER degree pathways. OER leaders at colleges who have reached critical mass in their implementation will share best practices for sustaining faculty engagement, student involvement, project funding, and institutional commitment to OER adoption for the enhancement of teaching and learning.
Our featured speakers are both longtime community college leaders in the OER movement at regional and district levels. They will engage each other in discussions on the themes mentioned above and invite questions from webinar attendees.
When: Wed, June 14, at 10am PT/ 1pm ET
Featured Speakers:
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources and Distance Learning, College of the Canyons, Co-Director of California’s Zero-Textbook-Cost-Degree Technical Assistance grant.
Dr. Lisa Young, Faculty Director of the Center for Teaching & Learning, Scottsdale Community College, Co-Chair of the Maricopa Millions project.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
7.13.7 Руководство пользователя Altistart 48 протокол ModbusIgor Golovin
Разъем Modbus устройства плавного пуска Altistart 48 может быть использован для выполнения следующих функций:
• конфигурирование;
• настройка;
• управление;
• контроль.
ATS48 поддерживает:
• физическую среду RS485;
• режим Modbus RTU.
Expanding OER Adoption in Michigan, Oregon, and CaliforniaUna Daly
Open Education Week is an ideal time to hear from our community members who are leading open education initiatives on their campuses and across their states to reduce costs for students and empower faculty to enhance learning in their classrooms. We will hear from two OER librarians and a faculty member who are successfully growing awareness and adoption of open educational resources. They will share the successes and challenges of coordinating statewide efforts and influencing their colleagues to adopt OER in their courses.
When: Tues, March 28, at 10am PT/ 1pm ET
Featured Speakers:
Regina Gong, OER Project Manager, Lansing Community College, Michigan
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Vera Kennedy, Sociology Professor, West Hills LeMoore College, California
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
An OER-based degree, sometimes referred to as a Zero-Textbook-Cost degree, is a pathway to a degree or credential with no textbook costs. Faculty have redesigned the courses in the pathway to use open educational resources (OER) instead of traditional commercial textbooks and early research shows students are succeeding as well or better than peers in traditional courses while saving up to 25% on the cost of attendance. Additional research has shown that a college may be able to increase tuition revenue through increased student persistence and success in these pathways.
With the largest OER degree grant initiative of its kind launched last year at 38 colleges in 13 U.S. states, Achieving the Dream, has undertaken research to look at the academic and financial impact to students and their institutions. Grant partners SRI, along with partner rpk GROUP, is conducting research and evaluation to identify impact and cost as well as the facilitators and barriers to successful implementation of this model. Join us to hear from the researchers about methodology, benefits and challenges for colleges, and findings from the first semester of the grant.
When: Wed, April 12 1st, 10amPST/1pmEST
Featured Speakers:
Jessica Mislevy, PhD is a senior researcher with SRI Education’s Center for Technology in Learning and one of the key researchers for the ATD OER Degree Initiative.
Rick Staisloff is the founder and a principal of rpkGROUP, a leading national consulting firm supporting colleges, universities, and other non-profits with their growth and reallocation strategies, who leads the cost analysis for institutions and students participating in the ATD OER Degree Initiative.
Enhancing Educational Outreach: Development of an Online Plagiarism TutorialUCD Library
Presentation by Jennifer Collery, Liaison Librarian at University College Dublin, Dublin, Ireland, at EdTech 2014 (The 15th Educational Technology Conference of the Irish Learning Technology Association (ILTA)), held on May 29th & 30th, 2014 at University College Dublin, Ireland.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
Increasing OER Adoptions with the Community College Consortium for OERUna Daly
During the past few years, adoptions of open textbooks at community colleges have increased. A key component in many community college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their successful strategies and tactics for creating a community of practice nationally as well as locally.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 200 member colleges in 17 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at their monthly online advisory meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through the CCCOER listserve makes it easier for new members to find and adopt the highest quality OER available in their disciplines.
Monthly webinars featuring OER leaders at community colleges, universities, and educational organizations around the world keep the community informed of new research findings, OER projects, and open policies. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues throughout higher education.
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Una Daly and James Glapa-Grossklag from the Community College Consortium for OER at the Open Education Consortium were keynote speakers for the Maryland Online OER Day held at University of Maryland University College in Largo. Over 150 faculty, staff, and administrators registered for the daylong event held on June 2, 2014.
AERA 2021 - Documenting Triage: Detailing the Response of Canadian Provinces ...Michael Barbour
Barbour, M. K., Nagle, J., & LaBonte, R. (2021, April). Documenting triage: Detailing the response of Canadian provinces and territories to emergency remote teaching. [Poster] Annual Meeting of the American Educational Research Association.
Building OER Sustainability on Your CampusUna Daly
Join us for this webinar to hear how colleges are transitioning from individual faculty OER course adoptions to entire departments and OER degree pathways. OER leaders at colleges who have reached critical mass in their implementation will share best practices for sustaining faculty engagement, student involvement, project funding, and institutional commitment to OER adoption for the enhancement of teaching and learning.
Our featured speakers are both longtime community college leaders in the OER movement at regional and district levels. They will engage each other in discussions on the themes mentioned above and invite questions from webinar attendees.
When: Wed, June 14, at 10am PT/ 1pm ET
Featured Speakers:
James Glapa-Grossklag, Dean, Educational Technology, Learning Resources and Distance Learning, College of the Canyons, Co-Director of California’s Zero-Textbook-Cost-Degree Technical Assistance grant.
Dr. Lisa Young, Faculty Director of the Center for Teaching & Learning, Scottsdale Community College, Co-Chair of the Maricopa Millions project.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
7.13.7 Руководство пользователя Altistart 48 протокол ModbusIgor Golovin
Разъем Modbus устройства плавного пуска Altistart 48 может быть использован для выполнения следующих функций:
• конфигурирование;
• настройка;
• управление;
• контроль.
ATS48 поддерживает:
• физическую среду RS485;
• режим Modbus RTU.
ENDOCA presentazione azienda e prodottiAlesh Trcek
PUNTOG - HEAD SHOP - VAPE SHOP - HEMP SHOP - GROW SHOP
VENDITA E ASSISTENZA ON LINE SU PRODOTTI AL CBD
www.puntog-shop.com
Mobile +39 345 889 3933
Email : info@puntog-shop.com
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Slides of the OpenMed Webinar "Open Educational Practices" delivered on December 5, 2017 by Catherine Cronin, Centre for Excellence in Learning & Teaching (CELT), National University of Ireland, Galway
Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)George Veletsianos
The ways that emerging technologies and social media are used and experienced by researchers and educators are poorly understood and inadequately researched. The goal of this study was to examine the online practices of individual scholars using ethnographic data collection and qualitative data analysis methods. In this presentation I report two findings: Academics' social media use to (a) defy and circumvent academic publishing, and (b) share intimate details of one’s life.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
Similar to Openness and praxis: Exploring the use of open educational practices for teaching in higher education (20)
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Openness and praxis: Exploring the use of open educational practices for teaching in higher education
1. pen
Choosing
Image: CC0 by Nadine Shaabana
Catherine Cronin @catherinecronin NUI Galway
#OEGlobal and #GO_GN Cape Town 8th March 2017
2. Open education is a tool
for social change.
Santos, A.I., Punie, Y., & Muñoz, J.C. (2016)
Opening up Education: A Support Framework for Higher Education Institutions
“
5. 1. In what ways do academic staff use
open educational practices (OEP)?
2. Why do/don’t academic staff use OEP?
3. What practices, values, and/or strategies are
shared by open educators, if any?
4. How do open educators and students interact in
open online spaces, and how do they enact and
negotiate their digital identities?
research questions
6. OEP
(Open Educational
Practices)
OER
(Open Educational
Resources)
Free
Open Admission
(e.g. Open Universities)
INTERPRETATIONS
of ‘OPEN’
OER-focused definitions
produce, use, reuse OER
+ Broader definitions…
Licensed for reuse
for use, adaptation &
redistribution by others
Image: CC BY-SA 2.0 Marcel Oosterwijk
7. • Open educational practices (OEP)
(Beetham, et al., 2012; Ehlers, 2011; Hodgkinson-Williams, 2009)
• Open teaching
(Couros, 2010; Couros & Hildebrandt, 2016)
• Open pedagogy
(DeRosa & Robison, 2015; Hegarty, 2015; Weller, 2014)
• Open scholarship
(Veletsianos & Kimmons, 2012b; Weller, 2011)
• Networked participatory scholarship
(Veletsianos & Kimmons, 2012a; Stewart, 2015)
• Critical (digital) pedagogy
(Farrow, 2016; Rosen & Smale, 2015; Stommel, 2014)
OEP and related concepts
8. collaborative practices that include the creation, use
and reuse of OER and pedagogical practices
employing participatory technologies and social
networks for interaction, peer-learning, knowledge
creation & sharing, and empowerment of
learners.
definition for my study
Open Educational Practices (OEP)
10. Image: CC0 photo by Saksham Gangwar
methodology
Approach: qualitative / interpretive / critical
Method: constructivist grounded theory (Charmaz, 2014)
Setting: one HEI in Ireland without open education policies/culture
Participants: 19 members of academic staff, varied by discipline,
employment status, and approach to openness
11. Not using OEP
for teaching
Using OEP
for teaching
DIGITAL
NETWORKING
PRACTICES
Main digital identity is
university-based
Not using social media (or
personal use only)
Combine university
& open identities
Using social media
personal/prof (but
not for teaching)
Well-developed open
digital identity
Using social media for
personal/professional
(including teaching)
DIGITAL
TEACHING
PRACTICES
Using VLE only
Using free resources, little
knowledge of
C or CC
Using VLE + open tools
Using & reusing OER
PERSONAL
VALUES
Strong attachment to
personal privacy
Strict boundaries
(P/P & S/T)
Valuing privacy &
openness; balance
Accepting porosity across
boundaries
increasing openness
12. • Many academic staff perceive potential risks
(for themselves & their students) in using OEP;
some perceive the benefits to outweigh the risks
• A minority of participants (8 of 19) used OEP
• 2 levels of ‘using OEP’: (i) being open, (ii) teaching openly
• 4 dimensions shared by open educators:
balancing privacy and openness
developing digital literacies (self & students)
valuing social learning
challenging traditional teaching role expectations
Findings
13. Balancing
privacy and openness
Developing
digital literacies
Valuing
social learning
Challenging traditional
teaching role expectations
inner circle
(2 dimensions)
Networked
Individuals
both circles
(4 dimensions)
Networked
Educators
4 dimensions shared by educators using OEP
14. “I don’t mind if students follow me
and if they find stuff that I’ve
written online. But I just don’t
encourage it as part of the
teaching, or their relationship
with me as their teacher.”
- participant (not using OEP)
15. “I don’t let students know I’m on
Twitter, they seem to figure it out.
It depends on what email account I
reply to them with. Depending on the
teaching or contractual situation in
any given year, sometimes the
[university] email account just
evaporates and I have to fall back
and use my own email account. My
personal email signature has my
Twitter name, my blog. The
[university] account just has the
department name.”
- participant (using OEP)
17. “There are no hard and fast rules.”
- participant (using OEP)
“I have personal rules for that.”
- participant (using OEP)
“You’re negotiating all the time.”
- participant (using OEP)
18. Balancing privacy and openness
will I share openly?
who will I share with? (context collapse)
who will I share as? (digital identity)
will I share this?
MACRO
MESO
MICRO
NANO
19. Use of OEP is...
Complex
Personal
Contextual
Continuously negotiated
21. We must rebuild institutions that value humans’
minds and lives and integrity and safety.
Audrey Watters (2017)
“
Image: CC BY-NC 2.0 carnagenyc
22. #1. Separate consideration of Individual and
Institutional openness
HEIs require open education strategies and policies that
recognise the benefits, risks, and complexities of openness
for individuals (students & staff) as well as the institution.
#2. Higher education is open education
Daily, academic staff & students negotiate how to teach and
learn in an increasingly open, networked, and participatory
culture, e.g. deciding whether/how to combine informal &
formal learning practices, identities, and networks...
“navigating the marvellous”.
Conclusions
23. Balancing
privacy and openness
Developing
digital literacies
Valuing
social learning
Challenging traditional
teaching role expectations
HE institutions should work broadly and collaboratively to
build and support academic staff capacity in 3 key areas:
1. Digital literacies/capabilities
2. Navigating tensions between
privacy & openness
3. Reflecting on our roles as
educators & researchers in
increasingly networked
participatory culture
24. Le spectre de la rose Jerome Robbins Dance Division, NYPL
To hope is to give
yourself to the future,
and that commitment
to the future
makes the present
inhabitable.
Rebecca Solnit (2004)
Hope in the Dark
“
25. Le spectre de la rose Jerome Robbins Dance Division, NYPL
Thank You!
@catherinecronin
slideshare.net/cicronin
bit.ly/cronin-oeglobal
26. Beetham, H., Falconer, I., McGill, L. & Littlejohn, A. (2012). Open Practices: Briefing Paper. Jisc.
Charmaz, K. (2014). Constructing grounded theory (2nd edition). London: Sage Publications.
Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos
(Ed.), Emerging Technologies in Distance Education. Athabasca University Press.
Couros, A. & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos, Emergence
and Innovation in Digital Learning. Athabasca University Press.
Cox, G. & Trotter, H. (2016). Institutional culture and OER policy: How structure, culture, and agency mediate
OER policy potential in South African universities. IRRODL, 17(5).
Czerniewicz, L. (2015). Confronting inequitable power dynamics of global knowledge production and
exchange. Water Wheel 14(5), 26-28.
DeRosa, R. & Robison, S. (2015, November 9). Pedagogy, technology, and the example of open educational
resources. EDUCAUSE Review.
Ehlers, U-D. (2011). Extending the territory: From open educational resources to open educational practices.
Journal of Open, Flexible and Distance Learning, 15(2).
Farrow, R. (2016). Open education and critical pedagogy. Learning, Media and Technology.
Geser, G. (2007). Open educational practices and resources: OLCOS Roadmap, 2012.
Havemann, L., Atenas, J. & Stroud, J. (2014). Breaking down barriers: Open educational practices as an
emerging academic literacy. Academic Practice & Technology conference, University of Greenwich.
Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational
Technology. (July/August).
Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of Openness: The emergence of open educational
resources at the University of Cape Town. IJEDICT, 5(5).
References (1 of 2)
27. Rosen, J. R. & Smale, M. A. (2015). Open digital pedagogy = Critical pedagogy. Hybrid Pedagogy.
Santos, A.I., Punie, Y. & Muñoz, J.C. (2016). Opening up Education: A Support Framework for Higher
Education Institutions. JRC Science For Policy Report.
Selwyn, N. & Facer, K. (2013). The politics of education and technology: Conflicts, controversies, and
connections. Basingstoke: Palgrave Macmillan.
Solnit, R. (2004). Hope in the Dark: Untold Histories, Wild Possibilities. New York: Nation Books.
Stewart, B. (2015). In abundance: Networked participatory practices as scholarship. IRRODL, 16(3).
Stommel, J. (2014, November 18). Critical digital pedagogy: a definition. Hybrid Pedagogy.
Veletsianos, G. (2010). A definition of emerging technologies for education. In G. Veletsianos (Ed.),
Emerging technologies in distance education. Edmonton: Athabasca University Press.
Veletsianos, G. & Kimmons, R. (2012a). Assumptions and challenges of open scholarship. IRRODL, 13(4).
Veletsianos, G. & Kimmons, R. (2012b). Networked participatory scholarship: Emergent techno-cultural
pressures toward open and digital scholarship in online networks. Computers & Education, 58(2).
Watters, A. (2014, November 16). From “open” to justice. Hack Education blog.
Watters, A. (2017, February 2). Ed-tech in a time of Trump. Hack Education blog.
Weller, M. (2011). The Digital Scholar: How technology is transforming scholarly practice. Basingstoke:
Bloomsbury Academic.
Weller, M. (2014). The Battle for Open: How openness won and why it doesn’t feel like victory. London:
Ubiquity Press.
Wiley, D. (2015). Reflections on open education and the path forward. Iterating toward openness blog.
References (2 of 2)
Editor's Notes
My PhD research study Whether, Why & How educators in HE choose/use OEP
I am an OE practitioner – open learning/teaching for many years – now an open researcher
We need additional empirical & critical research! … “inequality-informed practice”
We need imagination adequate to the possibilities and the risks of THIS MOMENT
I wanted to study what happens in OOS! But quickly realised that only students who had those opportunities were ones who were taught by open educators...
* Typically, educators are not asked/required to teach in OOS. It is a *choice*... (TITLE!)
It is this choice that I wanted to explore... Why/why not? What encourages/repels? What happens in OOS?
While both individual & systemic motivators are drivers of openness, I explore role of ind AGENCY re: how OEP are used in HE
CONTEXT: Much literature re: benefits of openness, some re: barriers to openness.
MY AIM: conduct an empirical study in a university setting.…using a critical approach to openness.
Broad terrain of OEP… what is happening in practice “State of the Actual”?
Important to learn from those who DO NOT use OEP!
Anything shared by open educators that might help us to support them, support students, support learning?
Student perspective (small!) re: open educators
OER: licensed for reuse: 5 Rs… (Reuse – Revise – Remix – Redistribute – Retain)
Definition of OEP is more complex… not just the artifacts/content, but the “live practices” of open education
2 broad families of definitions of OEP: OER-focused or OER plus!
open pedagogies; open learning; open scholarship; open tech
respect & empower L’s as co-producers
Open teaching – using PLNs to collaboratively explore, negotiate & develop authentic/sustainable K networks
Open pedagogy – open practices to learn, engage with world
NPS = use of participatory tech & online SNs to further scholarship
Critical Dig pedagogy – collaborative, multi-voice, diverse, beyond institution
All emergent scholarly practices that espouse a comb of open resources, open teaching, sharing & networked participation
I have found this to be a useful map both for positioning my own research, and considering other work in the Open Education domain.
WHERE DOES IT FIT?
Terrain of my research = UPPER LEFT + MID/LOWER RIGHT
Applicability of my research, hopefully = UPPER RIGHT
My PhD Study: DOES NOT assume value of openness (on IND level)! NOT a study of the practices of OPEN educators!
No clear boundary between academic staff who DO and DO NOT use OEP.
Continuum of practices and values, ranging from closed to open.
Complex picture of broad range of educators… some open, some not... some moving towards openness, some not... all thinking deeply about their Dig + Ped decisions.
Pedagogical & Practical concerns! (across the Openness spectrum)
RISKS = uncertain of ped value; S’s overuse of SM; overwhelming workloads; excessive noise in SM; context collapse
BENEFITS = S’s feeling more connected; connect course to field; S’s share work openly w/ authentic audience; become part of future prof community; co-creation of K; empowerment
ALL Open educators: “being open” i.e. visible to students, interacting & sharing beyond the VLE/email
A FEW Open educators: Teaching openly, i.e. creating learning/assessment activities in OOS (Twitter, WP, public FB, etc.)
4 dimensions…
Valuing social learning…
Challenging trad role definition:
Teachers as well as Ls; humility; commitment to democratic practices, e.g. openness not just as practice but Ethos, Way of being.
Often goes hand-in-hand with Valuing Social Learning, but not always!
Also structural reasons for challenging trad role expectations
Sometimes easy to make assumptions about WHY people do/don’t use OEP… complex & personal.
There are also…
*** Structural reasons for challenging traditional role expectations.
Each of the 4 non-trad P’s used OEP for teaching
Participants spoke about Privacy & Openness – their interpretations of these and the relationship between them – more than any other aspect of using OEP.
Academic staff make that determination based on personal values & experiences, their own digital literacies, context, awareness of current sociotech issues – but also CONTEXT (Structural & Cultural factors)
P’s described making individual decisions appropriate to their own contexts, weighing up the Benefits & Risks for themselves and their students.
MACRO – use a tool to share? (FB, Twitter, etc.)
MESO – who to share with; who not to share with
MICRO – digital identity, identity, voice
NANO – will I post, tweet, RT, tag, like, follow, friend THIS?!?!?
Helpful framework for understanding complex negotiations that P’s described when making decisions about Whether & How to use O+P tools, and Whether & How to use OEP.
Most Prof Development = MACRO level
COMPLEX – always!
PERSONAL – within institutions/system, identity = role-based | within networked publics = created & negotiated by US!
CONTEXTUAL – your positionality (race, gender, class)… where you are located (discipline & institutionally… but also geographically)
CONTINUOUSLY NEGOTIATED (i.e. the nano level) – context changes, we change… technology, social networks, norms, privacy policies, data ownership policies, our awareness of these, etc.
We MUST pay attention to the actual experiences of individual Staff & Students (Neil Selwyn – “state of the actual”)
.... not just the institution!
Lower threshold for emergent forms of OEP; Awareness & motivation for OER driven by OEP
Relation between OER and OEP is more complex than previously considered.
Sociocultural theory: “educators can shape and/or be shaped by openness” – see Veletsianos (2010)
Social realist theory: interrelations of structure, culture & agency in shaping behaviour (Archer, 2003) – see Cox & Trotter (2016)
KEY FINDING for me. I remain a supporter & advocate of OPEN EDUCATION on an institutional, cultural level – Open access to data, research, learning resources, etc.
However! Openness at an individual level is an entirely different issue to address – and the tensions being experienced by many OE advocates or early adopters is due to conflation of broader goals of openness with individual openness. Critical approach to openness, particularly on an INDIVIDUAL level, is essential.
2. To the extent that open learning is OTHER in HE, we are not helping students or staff to integrate living & learning in OPEN CULTURE with teaching and learning in HE. We must learn to NAVIGATE THE MARVELLOUS… and provide supports for students and staff to do this.
Lack of support/policy in the area of OPEN EDUCATION speaks very loudly.