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Recursos Educativos Abiertos: una OportUnidad para las universidades #openedu...@cristobalcobo
OportUnidad proyecto apoyado por la Comisión Europea (ALFA III) con el objetivo de fomentar la adopcion de practicas educativas abiertas en Latino America. http://oportunidadproject.eu
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Re-designing the next generation of multi-scale world topographic maps: a changing landscape. Presentation at ICA Neocartography/Map Design workshop, Dresden Aug 2013
Recursos Educativos Abiertos: una OportUnidad para las universidades #openedu...@cristobalcobo
OportUnidad proyecto apoyado por la Comisión Europea (ALFA III) con el objetivo de fomentar la adopcion de practicas educativas abiertas en Latino America. http://oportunidadproject.eu
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
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IEEE and IEEE Education Society - IEEE and LACCEI Manuel Castro
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Presentation by Leslie Chan at OISE: Open Access Scholarship and Teaching: Wh...Stian Håklev
Presentation given 4th of November, 2008, at Ed Commons/OISE/University of Toronto. Video with slides here: http://142.150.98.64/OISE/20081105-130810-1/rnh.htm
After several centuries of relative stability, the ways in which knowledge is created, consumed, and shared today are rapidly changing. These changes are enabled in part by networking tools and new modes of social production, and in part by the growing movement towards open access to the scholarly literature and educational resources. While innovative pedagogical and scholarly practices are flourishing as a result of open sharing and social learning, there remains serious intellectual, social, institutional and policy barriers to participation.
What then are the key challenges to scholarship in the digital age? What happens when scholars share research openly through institutional repositories, open access journals, and other social platforms such as wikis and blogs? What are the rewards of scholarship and teaching in an open access knowledge ecology? What kind of institutional support and incentives need to be put in place?
The goal of the presentation is not to prescribe answers, but to prompt debates and dialogues on how best to take full advantage of what the open access knowledge environment has to offer.
Uncovering what enables and constrains 'open practices' in the Global South: ...ROER4D
Uncovering what enables and constrains 'open practices' in the Global South: Reflections from the ROER4D Project. Keynote for the AVU Conference 1-3 July 2015 by Cheryl Hodgkinson-Williams
An Expert Survey on the Barriers and Enablers of Open Educational PracticeseLearning Papers
Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
How smart are smart classrooms? Evaluating International Evidence@cristobalcobo
There has been a considerable progress in integrating technological innovations to facilitate the learning process. This has a potentially important implications on student’s learning process as well as the role of teachers. SMART Classroom is a machine-assisted educational platform developed in Korea that allows learners to study at their own pace while teachers play a role as advisers, coaches and facilitators. Artificial intelligence allows for identification of optimal lessons based on learning algorithms and patterns of individual learning. The session will showcase an example of a framework of Korean education policies and an initiative of smart classroom, and how it has contributed to improving the learning quality and reducing the education gap in Korea.
@cristobalcobo
https://cristobalcobo.net
"¿Aprender a conectarse o conectarse para aprender?"@cristobalcobo
Conferencia Plenaria "¿Aprender a conectarse o conectarse para aprender?" . XVI Jornadas de Redes de Investigación en Docencia Universitaria y II Workshop Internacional de Innovación en Enseñanza Superior y TIC. Universidad de Alicante.
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@fundacionceibal
This presentation summarizes some of the key trends in the changing ecosystem of higher education. Rather than a particular adoption of certain technology, a novel certificate or a new business model, what we explore is how the disintermediation of education is changing the boundaries, strategies and infrastructure of universities. The complex phenomena of 'uberization' of education offer new opportunities as well a number of deep redefinitions. What is clear is learners are in charge and education institutions are invited to re-think some of their traditional strategies.
This presentation was prepared for the 8th ENQA General Assembly (European Association for Quality Assurance in Higher Education) in Sèvres, France, on 26-27 October 2017, hosted by the Centre International d’Etudes Pédagogiques (CIEP).
http://www.enqa.eu/
More information: @cristobalcobo
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Más información:
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Esta presentación ofrece una revisión de prácticas de producción científica con perspectiva internacional en innovación en investigación, destacando centros de excelencia y redes académicas relevantes que adoptan valiosas estrategias en el desarrollo de investigación desde el mundo académico.
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http://www.fundacionceibal.edu.uy/en/page/about-us
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Plot: The project implemented by Plan Ceibal in Uruguay allows primary school children between fourth and sixth grades to have three 45 minute slots per week of English: one taught by a remote teacher, model of language and in charge of introducing and explaining the linguistic content corresponding to each week through his remote presence via videoconference equipment; and two forty-five-minute slots with the classroom teacher, who following the lesson plans sent to her every week, may review, accompany and guide her students in the learning of English. Coherence between remote lessons and face to face lessons is ensured by a half hour virtual coordination between the two teachers involved in the learning process, in which concerns, learning and teaching styles are discussed (source: https://en.wikipedia.org/wiki/Ceibal_project#English_project )
* Special thanks to Ceibal en Inglés team as well as @datasociety team. By @cristobalcobo from @fundacionceibal
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fundacionceibal.edu.uy
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Monica Bulger, Data & Society Research Institute, United States
Jonathan Bright, Oxford Internet Institute, United Kingdom
Ryan den Rooijen, Oxford Internet Institute, United Kingdom
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Hacia la construcción de un perfil en 360 grados de los usuarios del @Plan_Ce...@cristobalcobo
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Más información:
http://fundacionceibal.edu.uy/
@cristobalcobo
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Más información:
http://redglobal.edu.uy
http://fundacionceibal.edu.uy
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OportUnidad - Open Educational Practices: a bottom-up approach in Latin America and Europe to develop a common Higher Education
1. http://www.flickr.com/photos/bsteele/380197909/sizes/m/in/photostream/
Open educational practices: a bottom-up
approach in Latin America and Europe to develop
a common Higher Education Area
OportUnidad
http://www.flickr.com/photos/cogdog/4909004716/ Info at: www.oportUnidadproject.eu
2. OportUnidad
PROJECT OportUnidad
PROGRAMME ALFA III - Lot 1: Joint Projects
DURATION 30 months (starting date: 1 Jan 2012)
PARTNERS 12 Partners
AIM Foster openness in Higher Education
3. Almost 600 M. in
habitants
Over 2,500 univ
ersities
7,000 HE institu
tions (1)
15 million stude
nts (2)
70 Latin Americ
countries
an Ues 10
(OCW Universia
) over 200
course
Temoa - 30,000
ER
SciELO- REDA
LYC (20 art. OER)
Monterrey Institute of Technology and Higher Education - Web of Knowledge - Science - Thomson Reuters
1.Brunner, J.J. 2007. Universidad y sociedad en América Latina. Instituto de Investigaciones en Educación. Universidad Veracruzana.
2.Cruz González, D.E., D.J.L. García Cuevas, and D.E. González Suárez. (2010). “Las universidades de América Latina y El Caribe y el avance de las sociedades a
través de la innovación y la gestión tecnológica.” Universidad y Sociedad 2(1).
4. LA Partners
Universidade Federal Fluminense (UFF, Brazil) (candidate)
Universidad Estatal a Distancia (UNED), Costa Rica
Universidad Técnica Particular de Loja (UTPL), Ecuador
Fundación Uvirtual, Bolivia
Universidad Virtual del Tecnológico de Monterrey (UVTM),
Mexico
Universidad de la Empresa, Uruguay
Universidad Inca Garcilaso de la Vega (UIGV), Peru
Universidad EAFIT, Colombia
5. EU Partners
Università degli Studi “Guglielmo Marconi” (USGM), Italy
Universitat Oberta de Catalunya (UOC), Spain
Universidade de Lisboa, Portugal
University of Oxford (UOXF), United Kingdom
6. OportUnidad
Regional Agenda
General objective:
Strengthen the EU-LA
Common Higher
Education Area, through
a bottom-up approach, by
the increasing the use of
open educational
practices and resources
(OEP & OER)
Cooperation
to contribute in the
economical and
social development
of HE 60 organisations in LA.
7. - Raise awareness
& HEI
participation in OEP
.
- Define the OER A
genda for the
re-use of OER
- Define a mid-term
strategic
roadmap (local-inst
itutional
level)
- Train teachers ho
w to use and
reuse OER (e-skills
)
- Pilot start-up open
educational
practices (transactio
nal linkage).
Specific Objectives
of OportUnidad
8. http://www.flickr.com/photos/anaelisa2/2965802560/sizes/z/in/photostream/
Compendium of EU-LA OER practices
• LA OEP awareness state-of-the-art
• Local OEP awareness baseline
• Interviews + case studies (EU+LA)
Definition of OER Agenda
Institutional roadmap
Pilot OER training course (educators)
Start-up of OEP
http://www.flickr.com/photos/fil/3151423/
10. @
Oportunidad
Partners
Fellows recruitment:
10
Nomination process (form 1)
Instrument Name Source
Online Form 1 Nomination form Each partners nominate around 10
potential fellows
11. Fellows recruitment:
Self-nomination process (form 2)
Open Everybody
60 Latin American Partners &
Fellows Universities
@
Instrument Name Source Languages
Online Form 2 Self-Nomination Open and publicly available English, Portuguese
form (requisite to participate in Spanish
OportUnidad)
12. LA State-of-the-art & Baseline
Instruments Sources Goal
Online Form 3: Completed by each partner Mapping OEP awareness and
LA State-of-the-art + some fellows impact in LA
LA-EU Case studies Conducted by OportUnidad Learning from best practices
team
Interviews with experts Conducted by OportUnidad Learning from best practices
team
Fellows Baseline Survey To be filled out by Measuring awareness within
educators of fellow each fellow
organisations
13. Guatemala (2)
Honduras (2)
Mexico (8)
Nicaragua (2)
Costa Rica (3)
Panama (1)
Colombia (7)
Ecuador (8)
Peru (1)
Bolivia
Brazil (3)
Paraguay (1)
Chile (3)
Uruguay (1)
Argentina (7)
Potential fellows *(Partners countries)
15. http://www.flickr.com/photos/ncreedplayer/6194043404/sizes/z/in/photostream/
+
http://www.flickr.com/photos/agirregabiria/3499503013/
OportUnidad
Compendium
Agenda of OER re-use
Institutional roadmap(s) EU-LA’s strategy for
Consultations
-Mid-term strategic plan: OEP in HE
(managerial
Implementation of OEP Agenda Policies/actions to level) of the LA
at local/institutional level. boost the benefit partner
of the use and re- universities
-Shaped by local, cultural and use of OER in HE.
institutional framework.
-In consultation with the managerial
level of the (60) universities.
16. Universitat Oberta de Catalunya
Stages of the on-line training course (approx. 80 hrs)
Understanding
Repurposing
Implementing
Identifying
Engaging
Creating
Defining
Aligning
http://www.flickr.com/photos/5tein/2176406692/sizes/z/in/photostream/
Start-up of OER
Participants will start-up OEP in their
universities as part of the implementation
of the institutional roadmap
Universidad Estatal a Distancia (UNED), Costa Rica
18. More information:
www.oportunidadproject.eu
Daniel Villar Onrubia, phd student
@villaronrubia
Cristobal Cobo, research fellow
@cristobalcobo
Oxford Internet Institute,
University of Oxford
This work is licensed under a Creative
Commons Attribution-NonCommercial 3.0
Unported License.
Editor's Notes
Starting from the inception phase of the project, each LA partner will involve at least 7-8 Universities from the same country and/or from neighboring countries not involved in the original consortium. A total of 60 universities (including partners and non partners) will be involved and they will provide inputs to definition of the OER Agenda. They will also be invited to decline the OER Agenda into a local institutional roadmap and to pilot the OER training course including the start-up of open educational practices. Therefore, formal partners will act as a regional hub to guarantee a geographical coverage of the action and its sustainability.
Instruments to work together
Agenda of OER re-use for university course development The Agenda includes aspects and items related to: - Pedagogical approaches for OER, including teaching and learning aspects and links to social learning, constructive learning with peers; - Technological solutions for OER, including key technologies, standards, specifications (i.e. metadata, publishing, querying) and infrastructure; - Organisational frameworks and procedures: roles of different actors in institutions to build OER, to re-use and remix OER and cost-effective procedures for OER; - Institutional business models: how do OER affect the institutional business models; - Cooperative models for OER between institutions.
In order to be able to implement on their universities their own contextualised roadmap of OEP, local teachers and educators are trained to the use of OER . The on-line training course in “Open Educational Practices and Resources” is organized in a logical sequence going from the presentation and framing of the OER movement, until the integration of OER into the faculty course proposals. The Course will be available in English, Spanish and Portuguese. The OER Course will include the understanding of the OER movement, initiatives, purposes, history, and challenges, the definition of OER, OEP and the main related initiatives OCW (Open courseware) and Universia, the aligning of OER to course requirements and pedagogical pathways, the OER search in repositories and on the Web (identification) and OER reuse, remix, rework, localizing (repurposing), the creation of OER from scratch, the OER plan for action and the OER sharing to the community. The length of the course is of 80 hours and is tailored on previous detected skills. The course resources will be integrated mostly by available OER. During the delivery of the course, selected national and international moderators will act as facilitators, in close cooperation with technical moderators. Moderators will assist participants through the elaboration of learning activities that gradually assist participants in the integration of OER into their own courses and practices.