Framing quality indicators for multilingual repositories of Open Educational ...LangOER
Presented at: EFQUEL Innovation Forum and International LINQ Conference, 9 May, Crete
By Sylvi Vigmo, Linda Bradley, Anne-Christin Tannhäuser, Katerina Zourou
Framing quality indicators for multilingual repositories of Open Educational ...LangOER
Presented at: EFQUEL Innovation Forum and International LINQ Conference, 9 May, Crete
By Sylvi Vigmo, Linda Bradley, Anne-Christin Tannhäuser, Katerina Zourou
ODS paper presentation at the 3rd International Conference on e Learning, Bel...opendiscoveryspace
ODS paper presentation at the 3rd International Conference on eLearning, Belgrade 2012. The main contents were the implementation and validation approach in Austria. Audience: researchers, educational stakeholders.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
Bridging language acquision and language policyLangOER
Presentation by Sylvi Vigmo at the Centre for Languages and Literature, Lund University, 17-18 June, 2015
Open Educational Resources (OER) for Less Used Languages – Calling for Policy Collaboration
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Closing plenary - John Wilkin and David MaguireJisc
Infrastructure for US research and scholarship
Speaker: John Wilkin, dean of libraries and university librarian at the University of Illinois, previous executive director, HathiTrust.
Efficient infrastructure for UK research
Speaker: David Maguire, vice-chancellor of the University of Greenwich and chair of Jisc.
Jisc and CNI conference, 6 July 2016
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
ODS paper presentation at the 3rd International Conference on e Learning, Bel...opendiscoveryspace
ODS paper presentation at the 3rd International Conference on eLearning, Belgrade 2012. The main contents were the implementation and validation approach in Austria. Audience: researchers, educational stakeholders.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
Bridging language acquision and language policyLangOER
Presentation by Sylvi Vigmo at the Centre for Languages and Literature, Lund University, 17-18 June, 2015
Open Educational Resources (OER) for Less Used Languages – Calling for Policy Collaboration
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Closing plenary - John Wilkin and David MaguireJisc
Infrastructure for US research and scholarship
Speaker: John Wilkin, dean of libraries and university librarian at the University of Illinois, previous executive director, HathiTrust.
Efficient infrastructure for UK research
Speaker: David Maguire, vice-chancellor of the University of Greenwich and chair of Jisc.
Jisc and CNI conference, 6 July 2016
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
UK and US positions on open access – Steven Hill, HEFCE and Sarah Thomas, Harvard University
University of California and university digital library costing models – MacKenzie Smith, UC Davis
Total cost of ownership and flipped OA – Liam Earney, Jisc
Jisc and CNI conference, 6 July 2016
Digital scholarship and identifiers - Geoffrey Bilder, CrossReff
Share update – Elliott Shore, Association of Research Libraries
Jisc Monitor update – Neil Jacobs, Jisc
Infrastructure and services to track research activity – Daniel Hook, Digital Science
Jisc and CNI conference, 6 July 2016
Alek Tarkowski - Building a National Open Educational Resources Policy; Examp...Metamorphosis
Dr. Alek Tarkowski's presentation on the International Conference e-Society.mk 2012, held annually in Skopje, Macedonia, entitled "Open Education for an Open Society – Let’s Share the Knowledge!"
Incentives for sharing research data – Veerle Van den Eynden, UK Data Service
Incentives to innovate – Joe Marshall, NCUB
Incentives in university collaboration - Tim Lance, NYSERNET
Giving researchers credit for their data – Neil Jefferies, The Bodleian Digital Library Systems and Services (BDLSS)
Jisc and CNI conference, 6 July 2016
eLU 2015 Mallinson - Moving from Literacy to FluencyBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s HE academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision. In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for OdeL provision.
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
Implementing the new competence development model for schools: University Ne...EduSkills OECD
Norway has started to implement a new competence development model that sets out to develop teacher professionalism with in-service
professional development. With this new policy, the Government of Norway aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvement at the local level. This decentralised approach would respond to local context and the diversity of needs between Norwegian schools.
The OECD supports countries in bridging the gap between policy design and effective implementation. The university network workshop aims to further discuss and refine the implementation strategy of the new competence development model for schools. To this end, the OECD team is presenting the conclusions of the initial OECD policy assessment (“Improving school quality in Norway”), and organising discussions on the concept of quality for professional development within the new model, and the associated indicators to monitor both the implementation process and the anchoring in local practices of the new model.
Presentation on the Minnesota Learning Commons that promotes online learning, resources and support. Created by the partnership of the Minnesota Department of Education, Minnesota State Colleges and Universities and University of Minnesota. Web site: www.MnLearningCommons.org
Similar to Reform of the Danish public school (20)
The problem of using Open Educational Resources in the Lithuanian language as...LangOER
The aim of the presentation was to reveal the importance of Open Educational Resources in the Lithuanian Language for the development of teachers’ competences and for the quality of teaching/learning material, by providing a possibility to disseminate innovations and to develop creativity and consistency, as well as to share teaching resources.
OER: insights into a multilingual landscapeLangOER
Talk on OER in a multilingual Landscape was given by Marit Bijlsma (Fryske Akademy), at the international conference Bilingualism in Education, which took place at Bangor University, North Wales, on 10-12th June 2016.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. 27-10-2016
Page 1
Reform of the Danish
public school
Clarification and simplification of the curriculum
Update - 2016
Niklas Grønlund Lind & Bettina Lundgaard
EdReNe seminar, Bruselles
September 26 2016
2. 27-10-2016
Page 2
Reform of the Danish public school K0-K9
- an improvement of standards – the intention
Three main areas
1. A longer and varied school day with more and improved teaching
and learning.
2. An enhanced professional development of teachers, pedagogical
staff and school principals.
3. Few and clear objectives and simplification of rules and
regulations.
3. Government strategy on IT in K0-K9
This is what we wanted to achieve:
1. More and better digital learning resources
2. Better use of IT and digital learning resources
3. Knowledge on IT-based teaching and documentation of the effects of the
use of IT – spreading best practice
4. Sufficient and efficient IT-infrastructure and equipment
4. Goal-oriented teaching and learning
The reform provide a better framework for working with action-
/goaloriented teaching and learning:
• Clarification and simplification of the curriculum
• An improved digitised support of the student plan
• The ‘new’ educational portal initiativ
5. A longer and varied school day with more and
improved teaching and learning - results
All 97 municipalities experience a good or fairly good development with
developing a more motivating and varied school day.
The municipalities works in different ways developing the school day
84 cases is facilitated across the schools by the municipality
71 municipalities include digital resources and/or the new educational portal in
the work
62 municipalities has rethought the basic structure of the school day
27-10-2016
Report from the Danish municipalities (KL) - Developing a motivating and varied school day Page 5
6. A longer and varied school day with more and
improved teaching and learning - results
The main part of the municipalities:
experience that digital support for Student learning are progressing
Facilitate discussions across schools regarding the development of it-supported
learning processes which are based on clear goals and evaluation and feedback.
64% municipalities are participating in – or organize themselves, developing
projects regarding content and organization of tasks.
Main focus for the municipalities regarding learning platforms are the support of
clear goals in the learning process and new work and collaboration areas.
90% of the municipalities has started to implement a learning platform
27-10-2016
Report from the Danish municipalities (KL) - Developing a motivating and varied school day Page 6
7. 27-10-2016
Side 7
Standards:
DK-LOM: Describe metadata for a learning resource
DK-Cartridge: Describe how to exchange data between
learning platforms and learning resources
DK-LTI: Describe how to exchange results between
learning platforms and learning resources
Initiatives 2015-2016
How to do:
Better sharing of
digital learning
resources
8. Next step
K0-K9
Standard test, in cooperation with schools and suppliers
Continue developing standards regarding:
Content - learning resources
Evaluating learning resources
The work process of learning resources loan
The student plans – learning goal progress – “taxonomy”
Developing the use - and capacity building of learning platforms
K10-K12
New reforms is to be implemented regarding updating the curriculum and the
it-systems supporting these, developing standards and research regarding
innovative use of IT.
27-10-2016
Page 8