This document discusses open education and the business case for open educational resources (OER). It notes the rising demand for higher education globally and the high costs of textbooks that negatively impact students. OER offer free and openly licensed educational materials that can help address these issues. The document outlines several benefits of OER, including their ability to be customized, translated, and distributed at low cost. It provides examples of large OER projects and discusses how open policies can maximize returns on public investments in research and education.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
Webinar Series: Public engagement, education and outreach for CCS. Part 3: Ca...Global CCS Institute
The third webinar in the public engagement, education and outreach for CCS Series digged deeper, perhaps multiple kilometres deeper, to explore successful methods for engaging the public on the often misunderstood topic of carbon (CO2) storage.
Forget bad experiences of high school geology, we kick-started our 2017 webinar program with three ‘rock stars’ of CO2 storage communication – Dr Linda Stalker, Science Director of Australia’s National Geosequestration Laboratory, Lori Gauvreau, Communication and Engagement Specialist for Schlumberger Carbon Services, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre who all joined Kirsty Anderson, the Institute’s Senior Advisor on Public Engagement, to discuss the challenges of communicating about CO2 storage. They shared tips, tools and some creative solutions for getting people engaged with this topic.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for carbon capture and storage. This third webinar was less focused on research and more on the real project problems and best practice solutions. It is a must for anyone interested in science communication/education and keen to access resources and ideas to make their own communications more engaging.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
Webinar Series: Public engagement, education and outreach for CCS. Part 3: Ca...Global CCS Institute
The third webinar in the public engagement, education and outreach for CCS Series digged deeper, perhaps multiple kilometres deeper, to explore successful methods for engaging the public on the often misunderstood topic of carbon (CO2) storage.
Forget bad experiences of high school geology, we kick-started our 2017 webinar program with three ‘rock stars’ of CO2 storage communication – Dr Linda Stalker, Science Director of Australia’s National Geosequestration Laboratory, Lori Gauvreau, Communication and Engagement Specialist for Schlumberger Carbon Services, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre who all joined Kirsty Anderson, the Institute’s Senior Advisor on Public Engagement, to discuss the challenges of communicating about CO2 storage. They shared tips, tools and some creative solutions for getting people engaged with this topic.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for carbon capture and storage. This third webinar was less focused on research and more on the real project problems and best practice solutions. It is a must for anyone interested in science communication/education and keen to access resources and ideas to make their own communications more engaging.
Training to Marketing and Communications members of MICHR and Medical research at the University of Michigan. Topics covered: how we share today, shared interests between African Health OER Network/Open.Michigan and MICHR, how to use Creative Commons licenses and upload content to SlideShare.
Webinar series: Public engagement, education and outreach for carbon capture ...Global CCS Institute
The public engagement, education and outreach for CCS Webinar Series kicked off this September with a stellar opportunity to join three international public engagement experts, as they reflected on the key research findings and lessons learned from over 10 years of social research and project engagement experience.
World-renowned social researcher and IEAGHG Social Research Network Chair Peta Ashworth started the discussion by setting out her key lessons learned, and what future challenges and opportunities she perceives for public engagement with CCS.
An expert panel made up of Sarah Wade, Environmental Regulation and Policy Consultant and Coordinator of the Outreach Working Group for the US Department of Energy Regional Carbon Sequestration Partnership Initiative, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre and Director of Communications for the IEAGHG Weyburn-Midale CO2 Monitoring and Storage Project, then discussed these conclusions and their own experiences of engaging the public, before opening the Webinar up to questions from the audience.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS.
This first Webinar combined elements of social research with real world application and discussion, showcasing important learnings, and concluding with links to further publications and resources for those wishing to learn more.
Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...Global CCS Institute
The second webinar in the public engagement, education and outreach for CCS Series took a more in-depth look at CCS education, specifically the creation and delivery of CCS education programs within developing countries.
Education has long been recognised as a critical component in understanding how science, society, and adaptation influence thinking about issues impacting our climate. As an emerging technology with an important role to play in shaping our low carbon energy future, CCS plays a role in our teaching around these topics in both developed and developing countries.
In this webinar, geochemist and renowned CCS education professional Sallie Greenberg, PhD, was joined by the Stakeholder Engagement Team from the South African Centre for Carbon Capture & Storage (SACCCS) to discuss the key learnings and experiences highlighted in, CCS education in developing countries a recent guidance paper for the Global CCS Institute.
Drawing on learning from existing CCS education initiatives and good practice from the wider education literature, Dr Greenberg highlighted areas of universal approach while facing particular challenges when working in the context of a developing country. Ms Polly Modiko, the Head of Stakeholder Engagement at SACCCS, then introduced the comprehensive program of education and outreach activities that the SACCCS team have been developing to support exploration of opportunities for an onshore Pilot CO2 Storage Project (PCSP) in South Africa.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS. This second Webinar combined elements of education research with real world application and discussion, showcasing important learnings, and concluding with links to further education resources for those wishing to learn more.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
This talk looked at the possible obstacles to using social web services in a cultural heritage institutional environment. Possible solutions were suggested for a number of potential obstacles.
Slides for a talk on "Embedding & Sustaining University 2.0 " given be Brian Kelly, UKOLN at the University 2.0 conference in Santander on 8 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/conferences/uimp-2010/
This is the set of presentations given at OER11, May 2011, Manchester Conference Centre in a symposium entitled 'Stars and Fast Cars: walking the red carpet of good practice'
Slides for talk on "Metrics for the Social Web" given by BriaN Kelly UKON at the DevCSI workshop on Open Data and the Institutional Web held at the University of Reading on 25 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/devcsi-201107/
Web 2.0 - Educational perspectives and usesAntonia Yiu
This session explores the use of Web 2.0 technologies: blogs, wikis, social repositories, bookmarking, social networking, RSS feeds and podcasting to support teaching and learning in higher education. Examples of good practices in using Web 2.0 from HKU and other institutions will be reviewed. The session will discuss how Web 2.0 tools can effectively be applied in teaching and learning at HKU.
Fostering Open Policy on Your Campus and BeyondUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Wed, Nov 13, noon Pacific, 3:00 pm EST for a webinar on fosteringCome In, We're Open open policies on your campus and beyond. OER leaders from Tacoma Community College, Maricopa Community College District, and Creative Commons will share their strategies for successfully growing open educational policies and practices.
Paul Stacey, Associate Director of Global Learning, Creative Commons leads efforts to encourage use and development of openly licensed learning materials to expand access to education worldwide. Prior to Creative Commons, Paul lead the Online Program Development Fund at BCcampus in British Columbia awarding millions of grant dollars to open and collaborative educational projects in Canada and the U.S. for nearly a decade.
Quill West, OER Project Director Tacoma Community College, WA holds the first OER position created by students at her college. Quill creates awareness and encourages faculty adoption of OER through curation of open educational resources and faculty mentoring. The project has saved students $360,000 in just over a year.
Lisa Young, Instructional Design Faculty at Scottsdale Community College, Maricopa Community College District AZ is co-chair of the OER Steering Committee to create and sustain OER throughout the district. Lisa has been teaching for twenty years and used “open” materials before they were referred to as such. Lisa will discuss some of the grass roots efforts that have been scaling up in a strategic fashion within the Maricopa Community Colleges.
James Glapa-Grossklag, President CCCOER Advisory, Dean at College of the Canyons will lead the panel discussion and share how innovative OER projects lead by College of the Canyons’ faculty are supported through open polices.
Slides for a talk on "What Can We Learn From Amplified Events?" given by Brian Kelly, UKOLN at the University of Girona on 2 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/seminars/girona-2010/
This one hour information session aims to provide teaching staff at The University of Edinburgh with the information and tools to use copyright and licensed materials in teaching while adhering to licenses and copyright protections.
The session covers:
– Closed vs. Open teaching spaces
– Licenses in Higher Educations
– Subscriptions, databases, and services
– Open Educational Resources
– Attribution of materials in online teaching environments
– Searching for materials
Training to Marketing and Communications members of MICHR and Medical research at the University of Michigan. Topics covered: how we share today, shared interests between African Health OER Network/Open.Michigan and MICHR, how to use Creative Commons licenses and upload content to SlideShare.
Webinar series: Public engagement, education and outreach for carbon capture ...Global CCS Institute
The public engagement, education and outreach for CCS Webinar Series kicked off this September with a stellar opportunity to join three international public engagement experts, as they reflected on the key research findings and lessons learned from over 10 years of social research and project engagement experience.
World-renowned social researcher and IEAGHG Social Research Network Chair Peta Ashworth started the discussion by setting out her key lessons learned, and what future challenges and opportunities she perceives for public engagement with CCS.
An expert panel made up of Sarah Wade, Environmental Regulation and Policy Consultant and Coordinator of the Outreach Working Group for the US Department of Energy Regional Carbon Sequestration Partnership Initiative, and Norm Sacuta, Communication Manager at the Petroleum Technology Research Centre and Director of Communications for the IEAGHG Weyburn-Midale CO2 Monitoring and Storage Project, then discussed these conclusions and their own experiences of engaging the public, before opening the Webinar up to questions from the audience.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS.
This first Webinar combined elements of social research with real world application and discussion, showcasing important learnings, and concluding with links to further publications and resources for those wishing to learn more.
Webinar Series: Public engagement, education and outreach for CCS. Part 2: CC...Global CCS Institute
The second webinar in the public engagement, education and outreach for CCS Series took a more in-depth look at CCS education, specifically the creation and delivery of CCS education programs within developing countries.
Education has long been recognised as a critical component in understanding how science, society, and adaptation influence thinking about issues impacting our climate. As an emerging technology with an important role to play in shaping our low carbon energy future, CCS plays a role in our teaching around these topics in both developed and developing countries.
In this webinar, geochemist and renowned CCS education professional Sallie Greenberg, PhD, was joined by the Stakeholder Engagement Team from the South African Centre for Carbon Capture & Storage (SACCCS) to discuss the key learnings and experiences highlighted in, CCS education in developing countries a recent guidance paper for the Global CCS Institute.
Drawing on learning from existing CCS education initiatives and good practice from the wider education literature, Dr Greenberg highlighted areas of universal approach while facing particular challenges when working in the context of a developing country. Ms Polly Modiko, the Head of Stakeholder Engagement at SACCCS, then introduced the comprehensive program of education and outreach activities that the SACCCS team have been developing to support exploration of opportunities for an onshore Pilot CO2 Storage Project (PCSP) in South Africa.
This entire Webinar Series has been designed to hear directly from the experts and project practitioners researching and delivering public engagement, education and outreach best practice for CCS. This second Webinar combined elements of education research with real world application and discussion, showcasing important learnings, and concluding with links to further education resources for those wishing to learn more.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
This talk looked at the possible obstacles to using social web services in a cultural heritage institutional environment. Possible solutions were suggested for a number of potential obstacles.
Slides for a talk on "Embedding & Sustaining University 2.0 " given be Brian Kelly, UKOLN at the University 2.0 conference in Santander on 8 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/conferences/uimp-2010/
This is the set of presentations given at OER11, May 2011, Manchester Conference Centre in a symposium entitled 'Stars and Fast Cars: walking the red carpet of good practice'
Slides for talk on "Metrics for the Social Web" given by BriaN Kelly UKON at the DevCSI workshop on Open Data and the Institutional Web held at the University of Reading on 25 July 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/devcsi-201107/
Web 2.0 - Educational perspectives and usesAntonia Yiu
This session explores the use of Web 2.0 technologies: blogs, wikis, social repositories, bookmarking, social networking, RSS feeds and podcasting to support teaching and learning in higher education. Examples of good practices in using Web 2.0 from HKU and other institutions will be reviewed. The session will discuss how Web 2.0 tools can effectively be applied in teaching and learning at HKU.
Fostering Open Policy on Your Campus and BeyondUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Wed, Nov 13, noon Pacific, 3:00 pm EST for a webinar on fosteringCome In, We're Open open policies on your campus and beyond. OER leaders from Tacoma Community College, Maricopa Community College District, and Creative Commons will share their strategies for successfully growing open educational policies and practices.
Paul Stacey, Associate Director of Global Learning, Creative Commons leads efforts to encourage use and development of openly licensed learning materials to expand access to education worldwide. Prior to Creative Commons, Paul lead the Online Program Development Fund at BCcampus in British Columbia awarding millions of grant dollars to open and collaborative educational projects in Canada and the U.S. for nearly a decade.
Quill West, OER Project Director Tacoma Community College, WA holds the first OER position created by students at her college. Quill creates awareness and encourages faculty adoption of OER through curation of open educational resources and faculty mentoring. The project has saved students $360,000 in just over a year.
Lisa Young, Instructional Design Faculty at Scottsdale Community College, Maricopa Community College District AZ is co-chair of the OER Steering Committee to create and sustain OER throughout the district. Lisa has been teaching for twenty years and used “open” materials before they were referred to as such. Lisa will discuss some of the grass roots efforts that have been scaling up in a strategic fashion within the Maricopa Community Colleges.
James Glapa-Grossklag, President CCCOER Advisory, Dean at College of the Canyons will lead the panel discussion and share how innovative OER projects lead by College of the Canyons’ faculty are supported through open polices.
Slides for a talk on "What Can We Learn From Amplified Events?" given by Brian Kelly, UKOLN at the University of Girona on 2 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/seminars/girona-2010/
This one hour information session aims to provide teaching staff at The University of Edinburgh with the information and tools to use copyright and licensed materials in teaching while adhering to licenses and copyright protections.
The session covers:
– Closed vs. Open teaching spaces
– Licenses in Higher Educations
– Subscriptions, databases, and services
– Open Educational Resources
– Attribution of materials in online teaching environments
– Searching for materials
Open Education: The Business & Policy Case for OERIWMW
SLides for a talk on "Open Education: The Business & Policy Case for OER" given by Cable Green at the IWMW 2013 event held at the University of Bath on 26-28 June 2013.
Latest developments in open source educational materials including open textbooks. Special talk given to Douglas College Faculty of Science and Technology at their 2012 Christmas Luncheon.
Introduction to Open Educational Resources - V2Donna Gaudet
Introduction to Open Educational Resources including the rationale, data on textbook use and price increases, creative commons licensing, case study at Maricopa Community Colleges, and guidelines for OER implementation
Qatar University Technology Enabled Learning and OpennessPaul_Stacey
Presentation given to Qatar University Technology Enabled Learning Implementation Committee and Curriculum Stakeholders (Programs Coordinators, Curriculum Committee Members, etc.). Doha October 29, 2014.
http://net.educause.edu/eliweb119 (recording here too - though I'm not sure if Educause requires you be an ELI member to see it - I think it will be open - hope so :)
Join Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, as they moderate this webinar with Cable Green, PhD, Director of Global Learning, Creative Commons. Cable Green, Director of Global Learning @ Creative Commons, will discuss how, if we are smart, we will use today's technical and legal tools to build and share high quality, affordable educational resources with everyone who wants to learn. The combined forces of digital content, the Internet and the effect of Moore's law push the cost of storing, replicating and distributing educational materials, once created, to near zero. Open licensing allows this content to be reused, revised, remixed and redistributed so others may localize, customize, translate, and (most important) collect and share open data on the effectiveness of the educational resources to continuously improve their quality. Cable will also discuss how open policies, once adopted, make sustainability a non-issue and ensure publicly funded educational resources are open educational resources.
OER and the Economies of Sale - CAMEX 2014Charles Key
Higher education is experiencing a "crisis of cost." Open Educational Resources are positioned to be an important part of the solution. This presentation contains seven reasons that OER are here to stay and challenges campus stores to embrace the opportunity and drive OER adoptions.
Open Education + UN Sustainable Development GoalsCable Green
http://sched.co/AF02
The world’s nations have adopted the 2030 Agenda for Sustainable Development and committed to 17 Sustainable Development Goals (SDGs). SDG4 is about “Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This session will explore how and why the global open education community can work with their national governments to mainstream Open Educational Resources (OER) in support of achieving SDG4.
K12 OER Collaborative for 2015 Open Education Week
Attribution to:
Jennifer Wolfe, The Learning Accelerator
Layla Bonnot, Council of Chief State School Officers
Karl Nelson, Washington Office of Superintendent of Public Instruction
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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”.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
15. “Nearly one-third of the world’s
population (29.3%) is under
15. Today there are 158 million
people enrolled in tertiary
education1. Projections
suggest that that participation
will peak at 263 million2 in
2025. Accommodating the
additional 105 million students
would require more than four
major universities (30,000
students) to open every week
for the next fifteen years.1 ISCED levels 5 & 6 UNESCO Institute of Statistics figures
2 British Council and IDP Australia projections
By: COL
http://www.col.org/SiteCollectio
s/JohnDaniel_2008_3x5.jpg
20. Cost of “Copy”
For one 250 page book:
• Copy by hand - $1,000
• Copy by print on demand - $4.90
• Copy by computer - $0.00084
CC BY: David Wiley, BYU
21. Cost of “Distribute”
For one 250 page book:
• Distribute by mail - $5.20
• $0 with print-on-demand (2000+ copies)
• Distribute by internet - $0.00072
CC BY: David Wiley, BYU
22. Copy and Distribute (and storage)
are “Free”
This changes everything
CC BY: David Wiley, BYU
23. Movies, TV Shows, Songs, and
Textbooks
Movies and TV Shows:
• Amazon Prime – $6.59/month
($79/year) for access to 10,000 movies
and TV shows
• Netflix – $7.99/month for access to
20,000 movies and TV shows
• Hulu Plus – $7.99/month for access to
45,000 movies and TV shows
CC BY: David Wiley: http://opencontent.org/blog/archives/2348
24. Movies, TV Shows, Songs, and
Textbooks
Music:
• Spotify – $9.99/month for access to 15
million songs
• Rhapsody – $14.99/month for access
to 14 million songs
CC BY: David Wiley: http://opencontent.org/blog/archives/2348
25. CC BY ND / Delta Initiative / http://tinyurl.com/bw3ztnt
48. OER are
teaching, learning, and
research materials in any
medium that reside in the
public domain or have been
released under an open
license that permits their free
use and re-purposing by
52. 5 Challenges of OER (for this afternoon):
(1) Faculty Doesn't Know what To Do with OER
(2) Not Everyone Trusts Free Resources
(3) Expectations Around OER Quality are High
(4) Institutional Processes Aren't Always Flexible
(5) No Effective Discovery and Assessment OER
Tool
http://campustechnology.com/Articles/2013/04/24/5-Hurdles-to-OER-
54. There is a direct relationship between
textbook costs and student success
60%+ do not purchase textbooks
at some point due to cost
35% take fewer courses due
to textbook cost
31% choose not to register for
a course due to textbook cost
23% regularly go without
textbooks due to cost
14% have dropped a
course due to textbook cost
10% have withdrawn from a
course due to textbook cost
Source: 2012 student survey
by Florida Virtual Campus
www.projectkaleidoscope.org
55. The Vision
100% of students have
100% free, digital access to all materials on day
1
Drive student success by
designing, adopting, measuring and
improving OER-based courses
www.projectkaleidoscope.org
56.
57.
58. Received funding to provide faculty
development on your campus:
- The impacts of high textbook
costs
- Open textbooks as a solution
- Stipends for faculty reviews of
open textbooks
What can you do?
The Open Textbook Initiative
University of Minnesota
For more information: http://z.umn.edu/opentextbooks
60. • We must get rid of our “not invented
here” attitude regarding others’ content
–move to: "proudly borrowed from there"
• Content is not a strategic advantage
• Nor can we (or our students) afford it
WA Community Colleges:
61. English Composition I
• 60,000+ enrollments / year
• x $175 textbook
• = $10.5 Million every year
62. English Composition I
• 55,000+ enrollments / year
• x $175 textbook
• = $9.6+ Million every year
64. Does it make any sense WA State and
K-12 Districts together spend
$130M/year
on textbooks and the results are:
• Books are (on average) 7-10 years out of
date
• Paper only / no digital versions.
• Students can’t write / highlight in books
• Students can’t keep books at end of
year
• All rights reserved… teachers can’t
72. Current research funding cycle does not maximize
dissemination, economic efficiency, social impact
Government RFPs
announced, resear
ch grants awarded
Scientific research
conducted and
papers written
Articles
submitted to
journals and
peer review
occurs
Acceptance in
journals; authors
transfer copyright
to publishers
Articles published
in mainly closed
access journals
Libraries subscribe
or public pays per
article fee to view
on publisher's
website
Public granted little
or no reuse rights
beyond access to
read articles
Slow scientific
progress, poor
return on public
investment
73. Optimized research funding cycle maximizes
public access, economic efficiency, social impact
Government RFPs
announced, open
license
requirements
included, research
grants awarded
Scientific research
conducted and
papers written
Acceptance in
journals; public
access policy
ensures deposit in
open repository
Articles published
in traditional
journals under
embargo
Public can
download articles
from open access
repository
Public granted full
reuse rights under
open licenses
Accelerated
scientific
progress, optimal
return on public
investment
Articles
submitted to
journals and
peer review
occurs
74. When the Marginal Cost of Sharing is $0…
- educators have an ethical obligation to share
- governments need to get maximum ROI by
requiring publicly funded resources be openly
licensed resources
- governments and educators need openly
licensed content: (a) so you can revise & remix
(b) buying and maintaining is cheaper than
leasing (w/time bombs)
75. White House issues directive supporting
public access to publicly funded research
82. U.S. House Appropriations Committee draft FY2012
Labor, Health and Human Services funding bill
SEC. 124. None of the funds made available by this Act
for the Department of Labor may be used to develop
new courses, modules, learning materials, or projects in
carrying out education or career job training grant
programs unless the Secretary of Labor certifies,
after a comprehensive market-based analysis, that
such courses, modules, learning materials, or projects
are not otherwise available for purchase or licensing
in the marketplace or under development for
students who require them to participate in such
education or career job training grant programs.
http://appropriations.house.gov/UploadedFiles/FY_2012_Final_LHHSE.pdf
83. U.S. House Appropriations Committee draft FY2012
Labor, Health and Human Services funding bill
SEC. 124. None of the funds made available by this Act
for the Department of Labor may be used to develop
new courses, modules, learning materials, or projects in
carrying out education or career job training grant
programs unless the Secretary of Labor
certifies, after a comprehensive market-based
analysis, that such courses, modules, learning
materials, or projects are not otherwise available for
purchase or licensing in the marketplace or under
development for students who require them to
participate in such education or career job training grant
programs.
http://appropriations.house.gov/UploadedFiles/FY_2012_Final_LHHSE.pdf
84. CC BY-NC-ND
046: Rule #2: See Rule #1 By: William Couch
http://www.flickr.com/photos/wcouch/226861055
86. • Efficient use of public funds to
increase student success and
access to quality educational
materials.
• Everything else (including all
existing business models) is
secondary.
Only ONE thing Matters:
87. Faculty: My asks of you:
(1) Before you order your textbook(s
for next semester… please look
at Open Textbooks (e.g., OpenStax)
and other OER.
(2) What OER can you reuse, revise
remix from others?
88. College Leadership: My ask of you:
• Add OER / OA to strategic plans
• Open Policy on discretionary gran
• Support faculty: time/money
• Make this a OSU-wide conversati
• Make heroes out of open leaders
• Track & report cost savings, KPIs
• CC licenses on Coursera MOOCs
89. Join me later today:
2:30-3:15pm
Scarlet + Gray Room (220)
Demos, how to find, modify, mark,
create, and use others’ OER.
95. Credits
● Open Policy Network slides – from Tim Vollmer @ Creative Commons
● Big idea Icon - from the Noun Project, Public Domain
● Blueprint Icon - by Dimitry Sokolov, from The Noun Project - CC BY
● Check List Icon - by fabrice dubuy, from The Noun Project - CC BY
● Hackathon - by Iconathon 2012 - CC0
● Question Icon - by Rémy Médard, from The Noun Project - CC BY
Editor's Notes
Note – RIP through slides!
Ohio State is an important part of my life.My wife and I went to OSU … me trying to figure out how learning with technology in publicaffected learning in the School of Communication ……..Lesley in Veterinary medicine.We married.
Then this happened.
Which led to this.
Lesley and I didn’t have family in Ohio.The McCains – Thom and Jan - took us in.Thom was my advisor .. my mentor…. a professor in the Ohio State School of Communication. This, BTW, is the proper way to hold new babies.
This is not.
And so Nate, our first son, grew up at the McCain’s home.There was gardening, music and plenty of sweets.
I am here today because of this man: Dr. Thom McCain.My job description at Creative Commons is to ensure everyone on the planethas access to a high quality affordable education.I wrote that … because Thom told me I had a responsibility as an educator. He told me my job was to critique and share knowledge, to push boundaries and to never accept the status quo.He told me I have a responsibility to leverage the tools of our time … to help others.Thom called his graduate students “Young Turks” … and he saddled us with the responsibility to change the world for the better.Thom is here with us today – Thom please stand up and take a bow.Thank you, Thom.
This is what Thom taught me…
Education / Research Dream is simple: Everyone in the world can attain all the education they desire. It will require we share the educational resources we produce and that we spend our limited public resources wisely.
And the world needs this dream to come true … and quickly… if we are to meet the global demand for higher / tertiary education.Sir John Daniel, Former President & CEO of the Commonwealth of Learning notes:What do you think the odds are the world will buildfour major universities (30,000 students) to open every week for the next fifteen years?
StoreCopyDistribute
Clearly, the Internet has empowered us to copy and share with an efficiency never before known or imagined. However, long before the Internet was invented, copyright law began regulating the very activities the Internet makes essentially free (copying and distributing).Consequently, the Internet was born at a severe disadvantage, as preexisting laws discouraged people from realizing the full potential of the network.
In 2007, there was a meeting in Cape Town, South Africa.We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge.
Sharing educational resources is a global movement.In 2002 UNESCOparticipants expressed “their wish to develop together a universal educational resource available for the whole of humanity”10 years later = 195 nations – debated and signed the Paris OER Declaration – moving the World’s nations toward open policies and support for OER.
within the jurisdiction, public and legal lead volunteers help to make the licenses work in their individual countries’ legal systemwe have 75 active affiliate teams with several more in process
CC is the law catching up with the way the internet actually works.
Open license is key.Free as in free beer and free as in freedom
Open license is key.Free as in free beer and free as in freedom
What about something small – local? Do open policies make sense on a smaller scale?Even one open textbook for a top 100 course makes sense.But WA should (a) ask if anyone else has already done this and openly licensed it (e.g., CK12), (b) alert other states / countries that it is going to make this investment and share.
BROWSER CC BY exampleOhio State is also working on publically available, free sharing of information. U.OSU is a wordpress-based platform that allows OSU community members to share ideas. Remember Free vs. Openhttps://u.osu.edu/hackingthethesis/ Recommendation: follow Gabe’s lead: Hacking the Thesis by Gabe Tippery is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
2000 sites created in first 4 months, more than 3300 sites now.
Free and affordable digital content created by the Ohio State community at digitalbookstore.osu.eduFree: http://digitalbookstore.osu.edu/book/plan-opportunity-regional-sustainability-plan-mississippi-gulf-coastFree is good. Open is better. Explain why.
Joe taught me about the importance of Open Access.
The current market is failing because existing publishers are not offering what we’re asking for. We would welcome it if they chose to compete to provide what the new environment demands.
White House Public Access PolicyEffortto return scholarly publishing to its original purpose: to spread knowledge and allow that knowledge to be built upon.policy introduced Feb 22, 2013allowable embargo 12 months19 federal agenciesagencies must coordinate and have plans in place by Aug 22, 2013John Holdren, Director of the Office of Science and Technology Policy, “has directed Federal agencies with more than $100M in R&D expenditures to develop plans to make the published results of federally funded research freely available to the public within one year of publication and requiring researchers to better account for and manage the digital data resulting from federally funded scientific research.”---------------Open Access FASTRlegislation introduced Feb 14, 2013public access to publicly funded research after allowable 6 month embargofederal agencies with extramural research over $100M/yearState levelCaliforniapassed Assembly, now debated in Senate12 month embargoIllinoisNew YorkOERnew U.S. GAO report shows textbooks becoming increasingly expensive (textbook costs to students at higher education institutions are rising 6% per year on average, and have risen 82% over the last decade). Openly licensed textbooks can be a piece of the solution. California Senate Bill 520 - http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140SB520This bill would establish the California Online Student Access Incentive Grant program. The bill would require the online courses supported by incentive grant funds to be placed in the California Virtual Campus. Online courses means educational materials that been released with an intellectual property license that permits their free use or repurposing by others. Open DataObama Executive Order on Open DataProject Open DataOpen licenses (aligned with Open Knowledge Definition) may be used by agencies for data outside of that in public domain under Section 105
Challenge: Existing Structures are Difficult to Change Most educational content business models built on gatekeeping and locking up resources (to make them rivalrous) are challenged by these trends that allow digital resources to be non-rivalrous. Existing business models are starting to fight, and they have money and lobbyists.
The US House Appropriations Committee released a draft fiscal year 2012 funding bill. Included in this bill is the following provision, which would appear to strip the ability of the DOL to support any further OER investments:Really? No one is allowed to build anything with public funds, with our tax dollars, “…unless the Secretary of Labor certifies, after a comprehensive market-based analysis, that such courses, modules, learning materials, or projects are not otherwise available for purchase or licensing in the marketplace or under development…"?Really?If the American people want to get maximum benefit from their precious public investments, the US Congress would rewrite the budget language to:"SEC. 124. None of the funds made available by this Act for the Department of Labor may be used to purchase proprietary, non-openly licensed new courses, modules, learning materials, or projects in carrying out education or career job training grant programs unless the Secretary of Labor certifies, after a comprehensive Open Educational Resources analysis, that such courses, modules, learning materials, or projects are not otherwise available under an open license that allows free reuse for students who require them to participate in such education or career job training grant programs."Let’s get to the crux of the issue. This is not about duplicating publisher works - this is about we, the tax payers, getting free and legal access to what we paid for... and our students, tax paying citizens, having access to high quality, affordable, openly licensed learning materials.The Department of Labor (DOL) has put forth a simple, rational public policy: Taxpayer-funded educational resources should be open educational resources. Information that is designed, developed and distributed through the generosity of public tax dollars should be accessible to the public that paid for it. If the publishers wish to debate, it will be on this point.What publishers and industry trade associations would do well to recognize is the CC BY license does not restrict commercialization of the open content produced by the DOL grantees. To be clear, the commercial publishers can take ALL of the content created in this DOL grant, modify it, make it better, add value, and sell it. The consumer (states, colleges, students) will then have a choice: (a) use the free openly licensed version(s) or (b) purchase the commercial for-a-fee version. If the commercial content / services are worth paying for, people will pay. If not, they won’t. Releasing information created with public funds should be a public right – not viewed as a disadvantage to commercial interests.How can you tell me I can’t have access to what I paid for – that’s crazy.
If we are to fight this nonsense, Open Policy strategy must follow NEW RULES. Disruptive Innovation Lessons (Clayton Christensen): Never attack existing business models head-on – incumbents typically win because you are playing by their rules rather play by new rules that “the trends” afford – KEY point to remind policy makers – I’ve found this is NOT obvious to people.e.g., Open Course Library – we changed the rules - $30 cap – want to play? We will do this with or without you… would rather partner, but don’t oppose us – we have all the best arguments and the public is on our side.And as Professor Eben Moglen reminds us: when we openly license our work, and leverage the Internet as a free distribution channel, we put the creator / the author, and not the distributor, in control of human knowledge.We make things and we give them away. Here we made this, would you like it? Take some it's freehttp://www.youtube.com/watch?v=tN00_v7gpbo&feature=youtu.be&t=6m45s----------------(1) Choose the most open license (e.g., public domain, CC BY) possible to (a) increase the degrees of freedom for downstream use, (b) increase interperability among licenses = more re-mix opportunities, and (c) reduce concern from existing for-profit businesses.
We have to think bigger and make smarter decisions collectively. Winston Churchill said: “If you have knowledge, let others light their candles with it.”This is the opportunity of our time – we can share, for the marginal cost of 0, give up nothing, and share knowledge with the world. We ought be straight, honest, expose the amount and flow of the $$$, make the open policy argument, and force the opposition to make their best arguments – and be ready to counter quickly.The open community is passionate and powerful if called to action for an important cause. Don’t work alone – share new policies with each otherWe all need to try to implement open policies where we can – some policies will take quicker than others due to local opportunities and challenges.We need to help one another pass open policies (testify, meetings, webinars)we can revise and remix others’ policies and legislationWhat can WE (the global Open community) do to help Governments, Foundations, States / Provinces, Systems, Institutions to adopt open policies?PresentationsInsert open policy into strategic plans – system efficiency plans – education reform plans – government efficiency plans, etc. Every opportunity!Share what their peers have done – no one wants to be left behindProvide draft open policy language, translated, customized for local needs.
Most important, take Policy makers back to first principles…