This document discusses repositories for open educational resources (OER). It covers:
1) The JISC CETIS organization provides technical support to the UKOER program through participating in standards bodies and sharing experiences using technologies.
2) The UKOER program is a collaboration between JISC and the Higher Education Academy funded by HEFCE to support OER projects.
3) The document outlines several technical considerations for OER repositories including metadata, integration with other systems, workflows, packaging standards, and dissemination of content.
Key needs and areas of improvement in trainingPedro Príncipe
Key needs and areas of improvement in training: building on existing work – EOSC symposium 2019. Presentation at the Workshop on training in EOSC - The Hague, 26-28 February 2020.
Transforming repositories: from repository managers to institutional data man...JISC KeepIt project
The last decade has seen support for digital preservation transformed. There are now a multitude of organisations, training courses, and software development tools to help guide managers of digital data towards preservation decisions and solutions. But how well do these approaches understand the needs and requirements of users? This presentation was given at ECA 2010, a conference for digital archiving professionals. But not everyone can be a digital archiving specialist. At a time of exploding volumes of digital content, especially on the Web, many non-specialists need help in preserving digital content. The presentation looks at the applicability and practicality of all this support for one class of user, digital repositories, and in particular institutional repositories (IRs) and their managers. We report on a course on digital preservation tools, designed by repository managers as part of the JISC KeepIt project. Positive feedback from the evaluations of this course have show that the emergence of the tools used in this course is a great story for digital preservation.
An introduction to the Scottish Archive Network, including its benefits, issues and lessons learnt. Part of the "Electric Connections 2008: Collaborating on Content" conference.
Interoperability issues between learning object repositories and metadata har...Ricard de la Vega
In this paper we describe an open learning object repository on Statistics based on DSpace which contains true learning objects, that is, exercises, equations, data sets, etc. This repository is part of a large project intended to promote the use of learning object repositories as part of the learning process in virtual learning environments. This involves the creation of a new user interface that provides users with additional services such as resource rating, commenting and so. Both aspects make traditional metadata schemes such as Dublin Core to be inadequate, as there are resources with no title or author, for instance, as those fields are not used by learners to browse and search for learning resources in the repository. Therefore, exporting OAI-PMH compliant records using OAI-DC is not possible, thus limiting the visibility of the learning objects in the repository outside the institution. We propose an architecture based on ontologies and the use of extended metadata records for both storing and refactoring such descriptions.
Print2Screen Mobile App: Embedding Multimedia in Printed ODL Course MaterialsIshan Abeywardena, Ph.D.
The world is rapidly moving towards a digital culture where teaching and learning is migrated to cyberspace from a conventional brick and mortar classroom. Given that eLearning and mobile learning are attractive propositions for countries with robust technological infrastructure, the global south is still struggling to mainstream digital methods of delivering education due to various technological and financial inhibitors. This has spelled a potential slow death for printed material in developing countries where the medium is predominantly used for delivering education in schools, conventional universities, vocational training institutions and open universities. However, with the rise of OER and multimedia such as YouTube videos, many of these academic institutions are becoming mindful of the richness they bring into the teaching and learning process. Given that multimedia resources cannot be directly integrated into printed material, the only available alternative is to print hyperlinks which teachers and learners can manually type into a web browser. This method becomes ridiculously ineffective as the length of the URL increases. To address this limitation with a special focus on print based ODL course materials, the Commonwealth Educational Media Centre for Asia (CEMCA), which is a regional center of the Commonwealth of Learning (COL), developed an innovative solution to seamlessly integrate multimedia into printed material using Quick Response Codes (QR codes) or 2D barcodes and an Android mobile application named “Print2Screen”. This paper highlights the rationale behind Print2Screen, the development process, how the solution is implemented in a real world scenario and the benefits it will bring to the ODL community especially in rural and developing parts of the world where stable access to technology is still a costly commodity.
This is a keynote address delivered at the Committee for Vice Chancellors and Directors (CVCD) conference 2015 in Colombo, Sri Lanka. The presentation covers the evolution of Distance Education (DE) from correspondence to modern day online; redefining the “D” in DE to “Digital”; flipping the classroom to teach digital natives in a connected world; using MOOC to increase flexibility and access to Higher Education in Sri Lanka; how to use OER with MOOC; and the OERu model to maximize equity in a country desperate to create a knowledge society.
Key needs and areas of improvement in trainingPedro Príncipe
Key needs and areas of improvement in training: building on existing work – EOSC symposium 2019. Presentation at the Workshop on training in EOSC - The Hague, 26-28 February 2020.
Transforming repositories: from repository managers to institutional data man...JISC KeepIt project
The last decade has seen support for digital preservation transformed. There are now a multitude of organisations, training courses, and software development tools to help guide managers of digital data towards preservation decisions and solutions. But how well do these approaches understand the needs and requirements of users? This presentation was given at ECA 2010, a conference for digital archiving professionals. But not everyone can be a digital archiving specialist. At a time of exploding volumes of digital content, especially on the Web, many non-specialists need help in preserving digital content. The presentation looks at the applicability and practicality of all this support for one class of user, digital repositories, and in particular institutional repositories (IRs) and their managers. We report on a course on digital preservation tools, designed by repository managers as part of the JISC KeepIt project. Positive feedback from the evaluations of this course have show that the emergence of the tools used in this course is a great story for digital preservation.
An introduction to the Scottish Archive Network, including its benefits, issues and lessons learnt. Part of the "Electric Connections 2008: Collaborating on Content" conference.
Interoperability issues between learning object repositories and metadata har...Ricard de la Vega
In this paper we describe an open learning object repository on Statistics based on DSpace which contains true learning objects, that is, exercises, equations, data sets, etc. This repository is part of a large project intended to promote the use of learning object repositories as part of the learning process in virtual learning environments. This involves the creation of a new user interface that provides users with additional services such as resource rating, commenting and so. Both aspects make traditional metadata schemes such as Dublin Core to be inadequate, as there are resources with no title or author, for instance, as those fields are not used by learners to browse and search for learning resources in the repository. Therefore, exporting OAI-PMH compliant records using OAI-DC is not possible, thus limiting the visibility of the learning objects in the repository outside the institution. We propose an architecture based on ontologies and the use of extended metadata records for both storing and refactoring such descriptions.
Print2Screen Mobile App: Embedding Multimedia in Printed ODL Course MaterialsIshan Abeywardena, Ph.D.
The world is rapidly moving towards a digital culture where teaching and learning is migrated to cyberspace from a conventional brick and mortar classroom. Given that eLearning and mobile learning are attractive propositions for countries with robust technological infrastructure, the global south is still struggling to mainstream digital methods of delivering education due to various technological and financial inhibitors. This has spelled a potential slow death for printed material in developing countries where the medium is predominantly used for delivering education in schools, conventional universities, vocational training institutions and open universities. However, with the rise of OER and multimedia such as YouTube videos, many of these academic institutions are becoming mindful of the richness they bring into the teaching and learning process. Given that multimedia resources cannot be directly integrated into printed material, the only available alternative is to print hyperlinks which teachers and learners can manually type into a web browser. This method becomes ridiculously ineffective as the length of the URL increases. To address this limitation with a special focus on print based ODL course materials, the Commonwealth Educational Media Centre for Asia (CEMCA), which is a regional center of the Commonwealth of Learning (COL), developed an innovative solution to seamlessly integrate multimedia into printed material using Quick Response Codes (QR codes) or 2D barcodes and an Android mobile application named “Print2Screen”. This paper highlights the rationale behind Print2Screen, the development process, how the solution is implemented in a real world scenario and the benefits it will bring to the ODL community especially in rural and developing parts of the world where stable access to technology is still a costly commodity.
This is a keynote address delivered at the Committee for Vice Chancellors and Directors (CVCD) conference 2015 in Colombo, Sri Lanka. The presentation covers the evolution of Distance Education (DE) from correspondence to modern day online; redefining the “D” in DE to “Digital”; flipping the classroom to teach digital natives in a connected world; using MOOC to increase flexibility and access to Higher Education in Sri Lanka; how to use OER with MOOC; and the OERu model to maximize equity in a country desperate to create a knowledge society.
National Online Distance Education Service (NODES) - Proposed Action Plan 2015Ishan Abeywardena, Ph.D.
This is a proposed action plan for the National Online Distance Education Service (NODES) under the new management at the Open University of Sri Lanka. The proposed plan highlights several ICT projects of National scale which can be implemented using the NODES infrastructure.
This presentation discusses how to deliver a flipped classroom lecture and looks at how this ‘ideal’ concept could be practically implemented in a University setting.
This is a guest lecture on the road map of how to move from OER to an Open Culture delivered to the 2016 PhD batch of Allama Iqbal Open University (AIOU), Pakistan
This is a Guest Lecture delivered to PhD Scholars at the Allama Iqbal Open University (AIOU), Pakistan on 7th October 2015. The presentation explores the current global trends in Open Educational Resources (OER). The specific topics covered include a brief introduction to OER; defining the “O” in OER; how licensing works with the new Creative Commons 4.0 International licensing scheme; defining the usefulness of an OER for a particular teaching and learning purpose through the “Desirability” framework; and identifying the objectives of large scale OER projects through the “Focus Triangle”.
This presentation looks at how to methodically search for OER using the concept of Desirability. The slides highlights how the Relevance, Openness and Accessibility aspects of OER are used to locate material which are useful in course development.
This guest lecture focuses on providing a quick introduction on OER to PhD students in the education stream at Allama Iqbal Open University (AIOU). The topics covered are (i) What are OER?; (ii) What are useful OER?; (iii) OER Search; (iv) Useful OER sources; and (v) OER vs. MOOC.
.
Discusses the faboodle application which acts as the bridge between moodle learning managements system and facebook. faboodle allows students to interact on moodle 1.8 LMS through facebook. The presentation also discusses the rationale for using facebook over moodle LMS.
The International Academic Relations Division at The Open University of Sri Lanka was established in October of 2013. At that point, the University had recognized the importance of establishing collaborative relationships to increase its international standing, build its global profile, increase the recognition of its academic offerings and conduct high impact research. This vision also aligns with the Government of Sri Lanka’s position for strengthening the education sector of the country through international collaboration. One of the latest initiatives by the IRD is the “Distinguished Lecture Series” which is designed to foster rich academic discourse among Sri Lankan academics. The lecture series further intends to build capacities among Sri Lankan academics in good academic practices; technology-assisted teaching; sound research methodologies; and high impact publications.
Slides from training session on metadata and aggregation organised for JISC's UK Open Education Resources programme. Session led by Phil Barker and myself.
Master copy: http://www.slideshare.net/philb/metadata-and-content-aggregation-for-ukoer
Metadata and Content Aggregation for UKOERPhil Barker
Basis of webinar for HE Academy/JISC OER programme. Aims:
Make sure the projects know about CETIS and our role in the UKOER programme.
Make sure the projects are familiar with the programme level technical & metadata requirements.
Get projects to think about their own metadata and technical requirements.
Discuss the relationship of the third of these to the first two.
Between 2009 and 2012 the Higher Education Funding Council for England (HEFCE) funded a series of programmes to encourage higher education institutions in the UK to release existing educational content as Open Educational Resources (OER) and to embed open practices in the institution. The HEFCE funded UK OER Programmes were run and managed by the JISC and the Higher Education Academy. Over the course of three years about £15M (€17,5M) was invested on projects that investigated the release and collection of OERs by individuals, institutions and subject communities. The Cetis “OER Technology Support Project” provided support for technical innovation across this programme.
In this conference paper we will present our reflections on the technical approaches taken, issues raised and the lessons learnt from the Programmes and the Support Project. The issues covered include resource management, resource description, licensing and attribution, search engine optimisation and discoverability, tracking OERs, and paradata (activity data about learning resources). Technical solutions discussed will include the use of social sharing platforms such as flickr and WordPress for resource dissemination; metadata embedded in HTML documents as RDFa, microdata and using the schema.org ontology; and sharing metadata and paradata using the Learning Registry (a network of schema-free data stores). As well as describing the achievements of the programme, we will also discuss the difficulties encountered and identify areas where further work is required.
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
One Standard to rule them all?: Descriptive Choices for Open Education, OCWC2010 Hanoi, May 5-7 2010
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1 1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker
JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011
Presented by Peter Burnhill, Director of EDINA, Beyond Books: What STM & Social Science publishing should learn from each other, London. Conference programme. 22 April 2010.
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
A presentation by Dr Jane Secker, DELILA Project Manager, London School of Economics. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011. Presentation slides and more details can be seen at www.cde.london.ac.uk.
Approaches to supporting Open Educational Resource projectsR. John Robertson
Approaches to supporting Open Educational Resource projects, OCWC2010 Hanoi, May 5-7 2010.
R. John Robertson1, Sheila MacNeill1, Phil Barker2, Lorna Campbell1 and Li Yuan3
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University, 3Institute for Cybernetic Education, University of Bolton
Slides for talk on Addressing The Limitations Of Open Standards given at Museums & the Web 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/mw-2007/talk-standards/
Reflecting evidence and integration: highlighting a spectrum of ePortfolio us...R. John Robertson
"Reflecting evidence and integration: highlighting a spectrum of ePortfolio use at UW" R. John Robertson, ePortfolio and Online Learning Support, UW-Oshkosh and Saundra Solum, Instructional Technology Coordinator, UW-La Crosse. LTDC West
April 25th 2013
One Session Wonder presentation to kick off a discussion of Digital Humanities in courses. [version 1, it needs revision, and more examples/ interactivity]
Reference copy of some thoughts about engaging students in online learning, slides for a professional development workshop. first time talking about this so there's lots in these that I would now adapt/ develop further
Presentation given at Seattle Pacific University during 2011 Global Symposium : Educational Innovations and Reform in Countries around the World.
Presenting some of the way openness (in particular open education) can act as an institutional catalyst for innovation and reform
Is Open Education between the Cathedral and the Bazaar?: m?: the promise and pitfalls of borrowing models and metaphors for the OER community. R. John Robertson and Lorna Campbell , Phil Barker, and Li Yuan JISC CETIS
Presentation at OER 11, Manchester, May 11th 2011
Librarians and Open Educational Resources: a match made in...R. John Robertson
Learn to Share to Learn,A joint conference from the South Western Regional Library Service and the JISC Regional Support Centre South West.Taunton Rugby Club March 23rd 2011
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Repositories for OER R. John Robertson Ripple and Triton project workshop, OUCS, Oxford December 16th 2010 This work is licenced under a Creative Commons Licence.
3. JISC CETIS JISC CETIS is one of JISC’s Innovation Support Centres (ISC), supporting the sector through: participating in standards bodies, providing community forums for sharing experiences in using particular technologies and standards providing specific support for JISC funded development programmes such as the UKOER programme.
4. UKOER Programme The Open Educational Resources Programme is a collaboration between the JISC and the Higher Education Academy. The Higher Education Funding Council for England (HEFCE) provided £5.7 million of funding for a pilot programme and a further £5milllion for phase 2. CETIS provides technical advice and support to the programme through interaction with projects and technical synthesis.
10. organisational issues how will OER integrate with other repositories/ collections? Workflows: who is part of the deposit process? Workflow tasks identifying content for OERs clearing rights creating metadata- who? labelling content? What technical changes/ types of changes can you make to your platform? when do you need other tools/processes?
11. Metadata issues Metadata What do you need? At what granularity? What do others want? Rss Oai-pmh Oai-ore Packaging standards Complex objects/ content packages
12. Programme requirements Programme tag Project tag Title Author / owner / contributor Date URL . Licence information Language information Subject classifications Additional Tags . Comments Descriptions http://blogs.cetis.ac.uk/lmc/2010/12/03/oer-2-technical-requirements/
13. UKOER specific issues Repository as storage platform – how will you disseminate content? How will you share? With users With discovery services Coming up: a list of places to put stuff What’s in your feed? What’s in your endpoint? Upload to JorumOpen – what’s your approach? Cover pages?
14. technical issues Granularity - what are you storing? Courses<-> Images Are you sharing a mix? Or standardise level and disaggregate/ aggregate? identifiers? Stable URLs Content Players & preview functionality
15. technical issues Repositories may be great for storing and managing but disseminating? Can you use them as tools to push your content (or information about your content) elsewhere? – Peter talking about this next Upload – do you want to put your primate photos on flickr as well? Social environments / tools/ features? ‘Paradata’ – how do you find track, store, disseminate qualitative and quantitative feedback? Tracking – Ben talking about this later 15
http://wiki.cetis.ac.uk/Educational_Content_OERhttp://jisc.cetis.ac.uk//topic/oerContact detailsrobert.robertson at strath.ac.ukLmc at strath.ac.ukPhilb at icbl.hw.ac.uk