The Open University of Israel (OUI) joined the open courseware movement in 2008 by making 145 of its courses freely available online. This includes ebooks, audio books, video lectures, and other learning materials. With over 45,000 registered students, the OUI is Israel's largest academic institution and aims to provide open access to knowledge for learners around the world. Analysis of usage data shows that learners spend more time with the open materials than educators. The OUI will continue adding more resources and integrating collaborative Web 2.0 tools to improve the open courseware and measure its impact on book sales and student enrollment.
The document provides a summary of key information about water in 3 sentences:
Water is the most abundant substance on Earth, covering over 70% of the planet's surface. It can exist in three states - solid, liquid, and gas - and the document outlines the physical processes by which water transitions between these states, such as evaporation, boiling, melting and freezing. The document also lists some physical properties of water, how it is used as a source of hydroelectric energy, and a call not to pollute water supplies.
This document discusses Dr. Dusti Howell's work on open educational resources (OER) initiatives at Emporia State University in Kansas. It lists four topics related to OER and academic success, including million dollar rookie mistakes, how Dr. Wiley makes sense of OER, Dr. Wiley's game of learning, and protecting kids from the negative effects of technology. The document provides contact information for Dr. Howell to learn more about her OER work.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
The document discusses three Western provinces in an unnamed country. It mentions that the Open Educational Resources (OER) initiative aims to improve access to education in these three provinces. However, it provides little other context or details about the provinces, OER initiative, or how it will improve access to education.
The eMundus project aims to strengthen cooperation among higher education institutions from Europe, Brazil, Mexico, Russia, Indonesia, Canada and New Zealand by exploring how open approaches like open educational resources, MOOCs and virtual mobility can support long-term academic partnerships. The project partners include universities and organizations from the involved regions. The vision is for open education to help establish international partnerships focused on cooperation and experience sharing rather than a market-oriented approach. Activities include mapping tools and approaches through the eMundus Atlas and sharing successes and lessons through the eMundus Exploratorium to transform teachers and leaders. Contributions are invited from other stakeholders.
The objective of MediaMixer is to set up and sustain a community of video producers, hosters, and redistributors who will be supported in the adoption of semantic multimedia technology in their systems and workflows to build a European market for media fragment re-purposing and re-selling. Networking with the community will ensure that research results and technology development truly meets the industry requirements and reflects real world use cases. Demonstrators in media production, news reporting and e-learning will highlight the technology value, with a wider impact achieved through the support of media industry experts and associations to present these results to their members. A number of events will be organised to network the industry members with the research experts of MediaMixer and facilitate technology transfer (by information days and training), and an online portal will drive the geographically distributed community and act as a central access point to tools, materials, use cases, demos and presentations.
The document summarizes a presentation about Jorum, a UK national repository for sharing learning and teaching materials. It discusses how Jorum has been reshaped to support open educational resources and open courseware by adopting the DSpace platform and adding features like Creative Commons licensing, content packaging support, and metadata registration via RSS feeds. The goal is for Jorum to be a place where open content from UK projects can be stored, managed, and made available worldwide.
The document provides a summary of key information about water in 3 sentences:
Water is the most abundant substance on Earth, covering over 70% of the planet's surface. It can exist in three states - solid, liquid, and gas - and the document outlines the physical processes by which water transitions between these states, such as evaporation, boiling, melting and freezing. The document also lists some physical properties of water, how it is used as a source of hydroelectric energy, and a call not to pollute water supplies.
This document discusses Dr. Dusti Howell's work on open educational resources (OER) initiatives at Emporia State University in Kansas. It lists four topics related to OER and academic success, including million dollar rookie mistakes, how Dr. Wiley makes sense of OER, Dr. Wiley's game of learning, and protecting kids from the negative effects of technology. The document provides contact information for Dr. Howell to learn more about her OER work.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
The document discusses three Western provinces in an unnamed country. It mentions that the Open Educational Resources (OER) initiative aims to improve access to education in these three provinces. However, it provides little other context or details about the provinces, OER initiative, or how it will improve access to education.
The eMundus project aims to strengthen cooperation among higher education institutions from Europe, Brazil, Mexico, Russia, Indonesia, Canada and New Zealand by exploring how open approaches like open educational resources, MOOCs and virtual mobility can support long-term academic partnerships. The project partners include universities and organizations from the involved regions. The vision is for open education to help establish international partnerships focused on cooperation and experience sharing rather than a market-oriented approach. Activities include mapping tools and approaches through the eMundus Atlas and sharing successes and lessons through the eMundus Exploratorium to transform teachers and leaders. Contributions are invited from other stakeholders.
The objective of MediaMixer is to set up and sustain a community of video producers, hosters, and redistributors who will be supported in the adoption of semantic multimedia technology in their systems and workflows to build a European market for media fragment re-purposing and re-selling. Networking with the community will ensure that research results and technology development truly meets the industry requirements and reflects real world use cases. Demonstrators in media production, news reporting and e-learning will highlight the technology value, with a wider impact achieved through the support of media industry experts and associations to present these results to their members. A number of events will be organised to network the industry members with the research experts of MediaMixer and facilitate technology transfer (by information days and training), and an online portal will drive the geographically distributed community and act as a central access point to tools, materials, use cases, demos and presentations.
The document summarizes a presentation about Jorum, a UK national repository for sharing learning and teaching materials. It discusses how Jorum has been reshaped to support open educational resources and open courseware by adopting the DSpace platform and adding features like Creative Commons licensing, content packaging support, and metadata registration via RSS feeds. The goal is for Jorum to be a place where open content from UK projects can be stored, managed, and made available worldwide.
The document presents the results of a case study on the availability and access of electronic resources at Assam University Library in Silchar, India. It finds that the library provides a variety of e-resources including over 5000 online journals through UGC-Infonet and 971 journals through DELCON. A survey of 150 students, researchers and teachers found that most prefer electronic resources for their convenience. While e-resources are widely used, users face issues like poor internet connectivity, inability to read from screens, and lack of ICT knowledge and training. The study recommends enhancing infrastructure to better utilize available electronic resources.
Evaluating Improvements of the Public Library in Reading Environment and Faci...皓仁 柯
Realizing the importance of the environment and facilities in the public library, the Ministry of Education passed a four-year project entitled “Upgrading the Reading Environment and Facilities in the Public Library”("the Project", hereafter) in 2009 with the goal of providing a comfortable reading and life-learning environment to the public by improving the environment of the public library and combining it with the resources of the surrounding areas. This paper aims at evaluating the practical outcomes of the Project for the years 2009 and 2010 in terms of the execution of these libraries, and library patrons’ degree of satisfaction with library services and facilities.
The study is both a qualitative and quantitative investigation of the 77 libraries included in the Project for the years 2009 and 2010, by which time the upgrading of the reading environment and facilities had been completed. Among the 77 libraries, 76 directors (and librarians) of the 77 libraries were interviewed; library patrons who had been using the 77 libraries both before and after the improvements took part in a survey during the period between August 10 and October 7, 2011; a total of 5,369 samples were collected and validated.
The following conclusions are drawn from the analysis of the interviews and the collected samples:
1. Library patrons were more satisfied with five aspects of the public library, including library personnel, service, the collection, the facilities, and the environment, after the improvements than before.
2. Both of the frequency of visiting the library per library patron and the duration per visit to the library increased significantly.
3. Concerning improvements made to the public library, patrons were more satisfied with the following three areas than others: the children’s reading area, the restrooms, and the study area.
4. practical effects of the improvement project, mainly on the repairs to the exterior, the entrance, and the children’s reading area, matched the needs of library patrons.
5. “Improvement of the reading environment” elicited positive comments after the “Upgrading the Reading Environment and the Facilities in the Public Library” project was implemented.
6. After the improvement of the reading environment and the facilities, the library made appropriate changes to its “service policy” and “administration and patron services”.
Student Learning with Reusable Learning Objectsdgatenby
Reusable learning objects (RLOs) are self-contained, web-based units that can be reused for teaching content. This document discusses how the University of Massachusetts Dartmouth is using RLOs to provide students anytime access to course content and assessments to improve information literacy skills. Library staff and instructional designers have collaborated to develop several tutorial RLOs on topics such as primary vs. secondary sources and citation skills. Student surveys found that the majority of students found the RLOs useful and that their research assignments improved as a result. However, developing high-quality RLOs is a time-intensive process and faculty need guidance on integrating them effectively.
The document summarizes findings from a 2011 program evaluation of MIT's OpenCourseWare site. It found that access and use of OCW materials continues to grow significantly, with over 127 million visits and materials being accessed offline in high volumes. Educators, students, and self-learners are successfully using OCW for a wide range of educational purposes. Surveys found very high levels of satisfaction with the breadth, depth, quality and currency of OCW content among users. OCW is having a positive impact on teaching and learning globally.
Strategic collection management through statistical analysisNASIG
Libraries collect and use many different types of statistics, but effectively managing them is a challenging opportunity for libraries to understand statistical trends through analysis. Stephanie H. Wical and Hans Kishel surveyed and interviewed Wisconsin academic libraries in order to understand what statistics these libraries currently collect. What tools and measures do Wisconsin academic libraries use and for what purpose? What do these libraries consider best practices? New tools have been developed that help manage statistics but questions remain. How do we compare statistics across vendors? What measures are libraries using and why? Have Wisconsin academic libraries discovered effective ways to manipulate and present their data? How do libraries value and prioritize uses of statistics that they collect? Is it possible to analyze statistics to paint a compelling picture to justify collection development decisions or planning? Lastly, how can we begin to assess how successfully we use statistics for various purposes? This presentation explores these questions as well as several case studies that highlight examples of real libraries and how they manage statistics. It is our hope that this talk will help engage library staff in a discussion about how to most effectively manage library resources.
Presented by Stephanie H. Wical on behalf of Stephanie H. Wical and Hans Kishel.
Info skills @ UEL is an online resource developed by the University of East London (UEL) library to guide undergraduates through researching their first assignment. It focuses on identifying, finding, evaluating information and referencing. The resource was created to be easy to navigate, accessible 24/7, and relevant to students' assignments. It uses multimedia like videos and voices of students. Evaluations found students found the sections on identifying, finding, and evaluating information most useful and would recommend the site to friends. Usage statistics show high and consistent use around assignment times.
Presentation of Anka Mulder for the Open Education Event in Delft on March 7th 2012. More information about the event: http://opencourseware.eu/OpenEducationEvent2012
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
The document discusses challenges facing higher education and the potential for disruption from open education models. It argues that while open educational resources can help reduce costs, they also enable alternative models of education to emerge based around free content and new forms of recognition outside traditional degrees. The document advocates for a future where universities provide credentials based on demonstrated competencies rather than time spent in classes, and where learning from open resources and professional experience can be formally recognized.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
This document discusses co-designing using inclusive design practices. It defines disability as a mismatch between learner needs and the educational environment rather than a personal trait. Accessibility is the ability of the learning environment to adjust to all learners through flexible design. Co-design is described as collaborative, responsive, and iterative rather than a fixed process. An example of personalized interfaces and tools for authoring inclusive content are demonstrated. The benefits of considering edge cases and supporting a diversity of learners are discussed.
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
This document provides an introduction to open educational resources (OER) presented by Robert Schuwer, a lector at Fontys University of Applied Sciences. It defines OER as digital learning materials that are freely available under open licenses allowing users five rights: reuse, rework, remix, redistribute, and retain. It outlines the benefits of OER including personalized learning and cost savings. It also discusses challenges to introducing OER such as findability, quality assurance, and developing sustainable business models. The presentation concludes with contact information for Robert Schuwer.
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Este documento describe una arquitectura de aprendizaje abierto que permite la creación y compartición de contenido educativo entre estudiantes y educadores. La arquitectura integra recursos de aprendizaje modulares y herramientas de colaboración para apoyar modelos participativos y comunitarios de aprendizaje.
The document presents the results of a case study on the availability and access of electronic resources at Assam University Library in Silchar, India. It finds that the library provides a variety of e-resources including over 5000 online journals through UGC-Infonet and 971 journals through DELCON. A survey of 150 students, researchers and teachers found that most prefer electronic resources for their convenience. While e-resources are widely used, users face issues like poor internet connectivity, inability to read from screens, and lack of ICT knowledge and training. The study recommends enhancing infrastructure to better utilize available electronic resources.
Evaluating Improvements of the Public Library in Reading Environment and Faci...皓仁 柯
Realizing the importance of the environment and facilities in the public library, the Ministry of Education passed a four-year project entitled “Upgrading the Reading Environment and Facilities in the Public Library”("the Project", hereafter) in 2009 with the goal of providing a comfortable reading and life-learning environment to the public by improving the environment of the public library and combining it with the resources of the surrounding areas. This paper aims at evaluating the practical outcomes of the Project for the years 2009 and 2010 in terms of the execution of these libraries, and library patrons’ degree of satisfaction with library services and facilities.
The study is both a qualitative and quantitative investigation of the 77 libraries included in the Project for the years 2009 and 2010, by which time the upgrading of the reading environment and facilities had been completed. Among the 77 libraries, 76 directors (and librarians) of the 77 libraries were interviewed; library patrons who had been using the 77 libraries both before and after the improvements took part in a survey during the period between August 10 and October 7, 2011; a total of 5,369 samples were collected and validated.
The following conclusions are drawn from the analysis of the interviews and the collected samples:
1. Library patrons were more satisfied with five aspects of the public library, including library personnel, service, the collection, the facilities, and the environment, after the improvements than before.
2. Both of the frequency of visiting the library per library patron and the duration per visit to the library increased significantly.
3. Concerning improvements made to the public library, patrons were more satisfied with the following three areas than others: the children’s reading area, the restrooms, and the study area.
4. practical effects of the improvement project, mainly on the repairs to the exterior, the entrance, and the children’s reading area, matched the needs of library patrons.
5. “Improvement of the reading environment” elicited positive comments after the “Upgrading the Reading Environment and the Facilities in the Public Library” project was implemented.
6. After the improvement of the reading environment and the facilities, the library made appropriate changes to its “service policy” and “administration and patron services”.
Student Learning with Reusable Learning Objectsdgatenby
Reusable learning objects (RLOs) are self-contained, web-based units that can be reused for teaching content. This document discusses how the University of Massachusetts Dartmouth is using RLOs to provide students anytime access to course content and assessments to improve information literacy skills. Library staff and instructional designers have collaborated to develop several tutorial RLOs on topics such as primary vs. secondary sources and citation skills. Student surveys found that the majority of students found the RLOs useful and that their research assignments improved as a result. However, developing high-quality RLOs is a time-intensive process and faculty need guidance on integrating them effectively.
The document summarizes findings from a 2011 program evaluation of MIT's OpenCourseWare site. It found that access and use of OCW materials continues to grow significantly, with over 127 million visits and materials being accessed offline in high volumes. Educators, students, and self-learners are successfully using OCW for a wide range of educational purposes. Surveys found very high levels of satisfaction with the breadth, depth, quality and currency of OCW content among users. OCW is having a positive impact on teaching and learning globally.
Strategic collection management through statistical analysisNASIG
Libraries collect and use many different types of statistics, but effectively managing them is a challenging opportunity for libraries to understand statistical trends through analysis. Stephanie H. Wical and Hans Kishel surveyed and interviewed Wisconsin academic libraries in order to understand what statistics these libraries currently collect. What tools and measures do Wisconsin academic libraries use and for what purpose? What do these libraries consider best practices? New tools have been developed that help manage statistics but questions remain. How do we compare statistics across vendors? What measures are libraries using and why? Have Wisconsin academic libraries discovered effective ways to manipulate and present their data? How do libraries value and prioritize uses of statistics that they collect? Is it possible to analyze statistics to paint a compelling picture to justify collection development decisions or planning? Lastly, how can we begin to assess how successfully we use statistics for various purposes? This presentation explores these questions as well as several case studies that highlight examples of real libraries and how they manage statistics. It is our hope that this talk will help engage library staff in a discussion about how to most effectively manage library resources.
Presented by Stephanie H. Wical on behalf of Stephanie H. Wical and Hans Kishel.
Info skills @ UEL is an online resource developed by the University of East London (UEL) library to guide undergraduates through researching their first assignment. It focuses on identifying, finding, evaluating information and referencing. The resource was created to be easy to navigate, accessible 24/7, and relevant to students' assignments. It uses multimedia like videos and voices of students. Evaluations found students found the sections on identifying, finding, and evaluating information most useful and would recommend the site to friends. Usage statistics show high and consistent use around assignment times.
Presentation of Anka Mulder for the Open Education Event in Delft on March 7th 2012. More information about the event: http://opencourseware.eu/OpenEducationEvent2012
Similar to OCW at the Open University of Israel (7)
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
The document discusses challenges facing higher education and the potential for disruption from open education models. It argues that while open educational resources can help reduce costs, they also enable alternative models of education to emerge based around free content and new forms of recognition outside traditional degrees. The document advocates for a future where universities provide credentials based on demonstrated competencies rather than time spent in classes, and where learning from open resources and professional experience can be formally recognized.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
This document discusses co-designing using inclusive design practices. It defines disability as a mismatch between learner needs and the educational environment rather than a personal trait. Accessibility is the ability of the learning environment to adjust to all learners through flexible design. Co-design is described as collaborative, responsive, and iterative rather than a fixed process. An example of personalized interfaces and tools for authoring inclusive content are demonstrated. The benefits of considering edge cases and supporting a diversity of learners are discussed.
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
This document provides an introduction to open educational resources (OER) presented by Robert Schuwer, a lector at Fontys University of Applied Sciences. It defines OER as digital learning materials that are freely available under open licenses allowing users five rights: reuse, rework, remix, redistribute, and retain. It outlines the benefits of OER including personalized learning and cost savings. It also discusses challenges to introducing OER such as findability, quality assurance, and developing sustainable business models. The presentation concludes with contact information for Robert Schuwer.
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Este documento describe una arquitectura de aprendizaje abierto que permite la creación y compartición de contenido educativo entre estudiantes y educadores. La arquitectura integra recursos de aprendizaje modulares y herramientas de colaboración para apoyar modelos participativos y comunitarios de aprendizaje.
Adala Atieno is affiliated with the African Virtual University in Nairobi, Kenya. The document provides the name and affiliation of an individual based in Nairobi, Kenya working with the African Virtual University.
This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.
This document summarizes research on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. It describes analyzing existing materials, designing new online resources covering translation theories and strategies using instructional design models. Evaluation found the new resources helped students understand concepts and learn independently, though some technical terms required more support. The research concludes that traditional printed materials should be supplemented with online resources to create new open and distance learning environments for students.
This document discusses open intellectual property rights and licensing for open educational resources (OER) repositories in Latin America. It reports on two studies in Brazil that found licensing for OER is often unclear or confusing, with many users unsure of what they can and cannot do with resources. The document advocates creating better technical guidance and alignment across initiative levels to support a middle ground approach and clarify licensing for OER.
The document discusses the Open Library at Athabasca University, which supports open access and open educational resources. It provides an overview of the open library concept, how it promotes information literacy and benefits the academy. It also describes how the site was developed with a flexible structure and extensive tagging, and the current database that feeds open content back to the library site, such as open access, free, and hybrid materials.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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2. The Open University of Israel (OUI)
• Established 1974, based on the OU-UK model
• Open admission, Distance learning (ODL)
• 45,000 Registered students in Israel & abroad (largest)
• ~ 600 Courses, Undergraduate and Masters (no PhD)
• 2,500 Graduates each year (2007) / Small faculty (70)
• Heavy reliance on Educational Technology (Hebrew based LMS)
• Largest academic publisher in Israel (prints 1 M copies annually)
3. The OUI in the global OCW movement
In May 2008 the OUI joined the OCW movement and the OCW
consortium.
Our vision is to enable people with a thirst for knowledge to access OUI
books and learning materials from anywhere in the world
4.
5. Textbooks in electronic format
• Free access to Hebrew books ,some in Russian and Arabic.
• Open University books are especially designed for independent study.
Free Audio books:
• Free Audio books in MP3 format (free for download or as streaming media)
• Users can listen to them through the Internet or download on mobile players.
• Audio books were narrated by professional narrators and recorded at the OUI's
audio studios.
6.
7. Book selection criteria
Books were selected by an academic steering committee:
• General interest to the public at large
• Balance between fields of knowledge
• Introductory / Compulsory courses in other universities
• New and updated
• In Final Edition
• Original (not translated)
• Minimal IPR issues
8. A major issue: IPR
• All published books are cleared for print version.
• Books written by OU faculty but contain copy-righted material
necessitated re-acquisition of rights for the digital version
• 14 e-books are under Creative Commons copy right license
DRM Digital Rights Management:
We protect our own IPR by not allowing downloading or printing of
the total book.
The audio books are free for download.
9.
10. Online study materials
145 OCW courses (25% of all OUI)
~6500 learning objects
• Recorded Video lectures Video lectures
• Interactive exercises
• Multiple-choice questions Some of the books include
• Recommended links video lectures by the authors
• Presentations or experts in the field, filmed
at the OUI video studios.
• Glossaries
• Interactive multimedia materials
• Lesson plans
and more
11. Instructors choose
& mark content on
their web course
Process of opening
Academic Learning Objects from
review
OUI LMS to OCW website
linguistic
editing
Instructors
Graphic improve
design content
copyright
Approval
Open to OCW website
12. Users and Usage
• User characteristics based on user registration data
• User survey to understand use of preferences, visitors‘
satisfaction and preferred content
• User behavior on website monitored by Google Analytics
• Faculty survey to understand motivation or objections in
opening up their courses
13. User characteristics
User Distribution by
User Distribution by Age Gender
User Profile:
22-34 Male Student
female
37%
35-44 22-34
male
15% 49%
63%
Self
learners
37% Learners
41%
Educators
23%
14. User characteristics
OUI MIT
43.00% 42% 41%
36.50%
22.50%
9.00%
6%
Other Self learners Educators Learner
15. Users’ feedback
Most frequent activities on OCW
website, N=1497
81.10% e-books
78.50% other OER's
32.60% video lectures
18.20% audio-books
6.70% purchase a book
The sales of print books of the titles that were offered
free on-line are being closely monitored
16. OER versus eBook
Number of visits Avg. Time on Site
25,000 0:00
21:36
20,000 19:12
16:48
15,000 14:24
12:00
10,000 9:36
7:12
5,000 4:48
2:24
- 0:00
Jan-09
Mar-09
Jun-09
Jan-10
Oct-08
Oct-09
Nov-08
Apr-09
May-09
Nov-09
Aug-09
Feb-09
Jul-09
Sep-09
Dec-08
Dec-09
Visits Oer Visits eBook Avg. Time - Oer Avg. Time -eBook
17. Number of visits as a function of learner type
100%
90% Rate of
37.3 80% frequency of
52.6 70%
visits is higher
60%
6+ visits
50% among learners
2-5 visits 40% than educators
49 55
1 visit 30%
20%
10%
0%
Learners Self Learners Educators
The largest percentage of visitors (46.1%) who find Pe'er useful to them
are among the “Learners," which is significantly greater than among
“Educators" (32.6%) who find the site useful to them.
18. Impacts of OCW on OUI
• Opening the existing learning materials has forced updates, quality
control, clearing copyright issues and careful monitoring of the academic
level
• Greater involvement of senior faculty and the university’s management in
the quality-control of on-line materials
• Usage patterns and traffic are being monitored for correlations with
numbers of new students in specific courses whose books are offered for free
19. Next Phase
• Constant addition of books and learning
materials
• Portable electronic books (Kindle)
• Integration of collaborative Web 2.0 tools to
grade the content, add remarks and give
feedback , to lay the ground work for sharing
between users and faculty
• Research:
• Faculty survey to understand motivation or
objections in opening up their courses
• The impact on sales of our books
• The impact on student registration