The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
The document discusses principles of international partnerships. It begins by introducing Susan Buck Sutton, who will discuss the changing landscape of international partnerships and new partnership strategies. Specifically, she will outline the global context for partnerships, the US approach, and possibilities for US-Central Asia partnerships. International partnerships are growing for universities as a way to internationalize, prepare students, attract international students, and pursue cutting-edge research through global collaboration. The US has seen significant growth in international partnerships in recent decades, though many US partnerships have traditionally focused on student exchanges and development projects. US universities are now taking more strategic approaches to partnerships.
This report summarizes the results of a survey and interviews with 36 Canadian faculties of education regarding their incorporation of Education for Sustainable Development (ESD) into pre-service teacher education programs. The key findings are: 1) Most faculties are making preliminary efforts to integrate ESD principles, though few have fully implemented ESD-specific courses or revamped all courses; 2) ESD is often bundled within existing courses rather than standalone; 3) Positive use of ESD-aligned pedagogical approaches by both faculty and students; 4) Variations exist in other ESD dimensions like applicant criteria and faculty recognition/rewards; 5) Most have some ESD research but limited dedicated funding; 6) Universities have
This document summarizes research on school reform strategies aimed at increasing graduation rates and student performance among low-income students. It describes how New York City closed underperforming large high schools and replaced them with new small schools and charters designed around principles of effective schools. These reforms led to dramatic improvements, with graduation rates rising from 35% to over 75% on average. Examples of high-performing charter networks, such as Green Dot and North Star Academies, showed how school designs emphasizing accountability, high expectations, and extended learning time can help close achievement gaps.
This document discusses international comparative surveys (ICS) of education systems. ICS projects aim to provide comparable data on education across countries to encourage reflection and improvement. They are used to gauge national education systems and identify best practices. However, some argue ICS have led countries to adopt standardized testing and corporate management models through the global education reform movement. While ICS increase awareness of other systems, they may also disrupt efforts to develop education that cultivates creativity and well-being.
Helping students navigate an interconnected world — What to expect from PISA ...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes. The results of this assessment – PISA 2018 Volume VI – will be launched on 22 October.
Want to get a head start on what this latest Volume is all about? Andreas Schleicher, OECD Director for Education and Skills, unveils the main themes addressed in Volume VI and what to expect from the data.
This document provides information on 6 parallel workshops being held on July 17th from 11:00 to 12:30 as part of Series B.
1. The first workshop will discuss lessons learned from an OECD study on how higher education institutions contribute to regional development, focusing on rapidly developing economies and city regions.
2. The second workshop will analyze how existing or new institutional governance structures and management practices respond to accountability and risk management requirements in the context of increased institutional autonomy.
3. The third workshop will introduce the newly launched UNESCO-World Bank Initiative for Quality Assurance Capacity and allow participants to discuss its objectives and achievements.
4. The fourth workshop will examine key characteristics of universities
This document summarizes discussions around measuring and monitoring progress on the Sustainable Development Goals (SDGs) for education, including indicators related to teachers. It describes the proposed levels for monitoring - national, global, thematic, and regional. For education goal 4, there are proposed global and thematic indicators, with 11 global indicators and over 40 thematic indicators, including 7 related to teachers. Challenges in collecting reliable national data on teachers are also outlined. The document discusses the separate but complementary roles of the UNESCO Institute for Statistics and the Global Education Monitoring Report in monitoring and reporting on SDG education targets. It concludes with next steps around mapping data, developing standards and tools, and improving national capacity for data collection
SITE 2018 - Virtual Schools in the US: Case Studies of Policy, Performance an...Michael Barbour
Barbour, M. K., Miron, G., & Huerta, L. (2018, March). Virtual schools in the US: Case studies of policy, performance and research evidence. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
The document discusses principles of international partnerships. It begins by introducing Susan Buck Sutton, who will discuss the changing landscape of international partnerships and new partnership strategies. Specifically, she will outline the global context for partnerships, the US approach, and possibilities for US-Central Asia partnerships. International partnerships are growing for universities as a way to internationalize, prepare students, attract international students, and pursue cutting-edge research through global collaboration. The US has seen significant growth in international partnerships in recent decades, though many US partnerships have traditionally focused on student exchanges and development projects. US universities are now taking more strategic approaches to partnerships.
This report summarizes the results of a survey and interviews with 36 Canadian faculties of education regarding their incorporation of Education for Sustainable Development (ESD) into pre-service teacher education programs. The key findings are: 1) Most faculties are making preliminary efforts to integrate ESD principles, though few have fully implemented ESD-specific courses or revamped all courses; 2) ESD is often bundled within existing courses rather than standalone; 3) Positive use of ESD-aligned pedagogical approaches by both faculty and students; 4) Variations exist in other ESD dimensions like applicant criteria and faculty recognition/rewards; 5) Most have some ESD research but limited dedicated funding; 6) Universities have
This document summarizes research on school reform strategies aimed at increasing graduation rates and student performance among low-income students. It describes how New York City closed underperforming large high schools and replaced them with new small schools and charters designed around principles of effective schools. These reforms led to dramatic improvements, with graduation rates rising from 35% to over 75% on average. Examples of high-performing charter networks, such as Green Dot and North Star Academies, showed how school designs emphasizing accountability, high expectations, and extended learning time can help close achievement gaps.
This document discusses international comparative surveys (ICS) of education systems. ICS projects aim to provide comparable data on education across countries to encourage reflection and improvement. They are used to gauge national education systems and identify best practices. However, some argue ICS have led countries to adopt standardized testing and corporate management models through the global education reform movement. While ICS increase awareness of other systems, they may also disrupt efforts to develop education that cultivates creativity and well-being.
Helping students navigate an interconnected world — What to expect from PISA ...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes. The results of this assessment – PISA 2018 Volume VI – will be launched on 22 October.
Want to get a head start on what this latest Volume is all about? Andreas Schleicher, OECD Director for Education and Skills, unveils the main themes addressed in Volume VI and what to expect from the data.
This document provides information on 6 parallel workshops being held on July 17th from 11:00 to 12:30 as part of Series B.
1. The first workshop will discuss lessons learned from an OECD study on how higher education institutions contribute to regional development, focusing on rapidly developing economies and city regions.
2. The second workshop will analyze how existing or new institutional governance structures and management practices respond to accountability and risk management requirements in the context of increased institutional autonomy.
3. The third workshop will introduce the newly launched UNESCO-World Bank Initiative for Quality Assurance Capacity and allow participants to discuss its objectives and achievements.
4. The fourth workshop will examine key characteristics of universities
This document summarizes discussions around measuring and monitoring progress on the Sustainable Development Goals (SDGs) for education, including indicators related to teachers. It describes the proposed levels for monitoring - national, global, thematic, and regional. For education goal 4, there are proposed global and thematic indicators, with 11 global indicators and over 40 thematic indicators, including 7 related to teachers. Challenges in collecting reliable national data on teachers are also outlined. The document discusses the separate but complementary roles of the UNESCO Institute for Statistics and the Global Education Monitoring Report in monitoring and reporting on SDG education targets. It concludes with next steps around mapping data, developing standards and tools, and improving national capacity for data collection
SITE 2018 - Virtual Schools in the US: Case Studies of Policy, Performance an...Michael Barbour
Barbour, M. K., Miron, G., & Huerta, L. (2018, March). Virtual schools in the US: Case studies of policy, performance and research evidence. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
League of Women Voters Lansing Area (2021) - What Does the Research Tell Us? ...Michael Barbour
Barbour, M. K. (2021, February). What does the research tell us? How should research shape policy? [Online Presentation]. League of Women Voters Lansing Area.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
The DALVision Academic Innovation initiative is designed to support and encourage the expertise and ideas of faculty members and program staff in curricular and program development. It is led by the Academic Innovation program of the Office of the VP Academic supported by the expert knowledge in the Centre for Learning and Teaching.
The first set of grants from this initiative is supporting projects designed to implement and evaluate new methods in course delivery, curriculum design and management and other elements of the academic experience.
This document summarizes a presentation about an edited book titled "Democratizing Higher Education: International Comparative Perspectives". The book examines trends in higher education systems around the world, focusing on political, social, economic, and technological forces. It explores how higher education can provide access, affordability, participation and lifelong learning for all. Key findings discussed are increasing globalization and internationalization of higher education, rising demand for higher education across societies, and growing diversity in student populations and institution types. Core questions addressed are how to make higher education available to all, provide lifelong learning opportunities, and prepare students for a globalized world.
The document discusses the importance of quality in education and what is required to improve it. It argues that countries should evaluate their education systems based on the best performing systems globally rather than just their own national standards. It also stresses the importance of developing the types of skills that benefit individuals and societies economically and socially. The document examines data on education spending, graduation rates, and student performance in order to identify best practices for improving education quality and outcomes.
The UA Indigenous Strategy is a sector-wide strategy developed in 2017 by Universities Australia (UA) in collaboration with NATSIHEC to increase Aboriginal and Torres Strait Islander participation and success in higher education. The strategy sets targets to maintain growth in Indigenous enrolments above non-Indigenous rates and achieve equal completion rates by 2028. It commits universities to priority areas like Indigenous research and culture, and accountability through annual reporting. Initial results found most universities included Indigenous priorities in plans but few had research strategies, and cultural training and community ties are developing.
PTDEA 2016 - Digital Natives, Net Generation, Generation Me…What Do We Really...Michael Barbour
Barbour, M. K. (2016, October). Digital natives, net generation, generation me… What do we really know about today’s students and how they learn? A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Edmonton, AB.
The Financing Policies for Inclusive Education Systems (FPIES) is an Agency project which systematically examines different approaches to educational financing and aims to identify effective funding policy tools that work towards reducing disparities in education. For more information visit the project web area https://www.european-agency.org/projects/financing-policies-inclusive-education-systems
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then discusses key terms related to inclusion like access, widening participation, and lifelong learning. The rest of the document outlines the challenges of inclusion, institutional responses like strategic plans and student support services, approaches to inclusive pedagogy, and examples of good practices like considering diverse learner needs and styles.
Project on alternatives_in_education-goodlad-tyler-nea-1981-76pgs-gov-eduRareBooksnRecords
The Project on Alternatives in Education (PAE) aims to conduct comprehensive research on alternative schools in the United States to determine which alternative programs work best for which students and in relation to which educational values. Building on lessons from prior innovations like the Eight-Year Study, PAE will examine promising alternative programs through in-depth, multi-perspective research over four years. The research will employ various quantitative and qualitative methods to answer the central question of which alternatives serve which students best and in relation to what values. It also aims to involve alternative school staff, students, and participants in the research and establish a national network for information exchange. The goal is educational reform by providing clearer evidence of what works for different learners and legitim
The document discusses developing a long-term strategic vision for student equity in higher education in Australia through 2030. It outlines efforts to obtain stakeholder input into the vision, including workshops, roundtables, and an open discussion paper. Over 330 participants have contributed ideas so far. Key themes that have emerged include taking a holistic approach to equity that spans different education sectors, integrating concepts of student and institutional success, and ensuring accountability through evaluation and indicators. Developing the vision will require considering changes to policy, practice, and data collection across the education system.
This document summarizes research on diversifying the teaching profession by recruiting and retaining more teachers of color. It finds that while the percentage of teachers of color has grown in recent decades, the teaching force remains less diverse than the student population. Teachers of color also have higher turnover rates than white teachers. The document identifies barriers that disproportionately impact teachers of color, such as the costs of teacher preparation, inadequate support for new teachers, and challenging teaching conditions. It then highlights promising practices for overcoming these barriers, including programs that reduce financial barriers, improve teacher preparation, create strong hiring and induction supports, and enhance school leadership to improve retention of teachers of color.
The ReFlexus program at the University of Wisconsin-Madison aims to refocus the college experience around flexibility, self-discovery, and career application. It proposes restructuring the current major system into spheres of interest to allow more cross-disciplinary learning. Students would choose a double major and focuses within their interests rather than being restricted to individual departments. This more flexible model is intended to produce well-rounded, self-directed graduates prepared for an evolving world. It also better aligns with the Wisconsin Idea of applying knowledge to benefit society.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
This document provides an agenda for the OERC Fall 2014 Conference on using data to inform policy, practice, and teacher success. The conference included panels on preparing effective teachers, bridging opportunity gaps, and national staffing needs in education. It also featured a keynote on the economic value of teacher quality and breakout sessions. The goal of the conference was to discuss how to improve teacher preparation programs and support, recruit high-quality teachers, and address challenges in underserved areas through collaboration between education institutions and districts.
Inclusive Innovation for Admission to Higher Education by Nicolas Jonas (OECD)EduSkills OECD
This presentation was given by Nicolas Jonas of the OECD at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
This document provides an overview of library resources and services for students at UIC. It discusses citation management tools like RefWorks, accessing library resources and databases off-campus, obtaining full-text articles through interlibrary loan, and setting up course reserves. Contact and research guide information is provided for getting help from librarians on topics like citation management, remote access to library resources, and setting up course reserves.
Community based education cooperative system--living communityA. M. Mayes
This document outlines a proposed community based education cooperative system in Hawaii to support offender reintegration. It describes living communities as connected, cooperative, culturally rich, resilient, restorative, socially just and sustainable. The system would establish localized cooperatives across Hawaii, implemented and delivered in communities, with oversight from a nonprofit. It would pool resources to optimize offender restoration and community involvement in public safety. The system leverages resources from federal, state, local and private organizations to provide education, employment, health and social services through different levels of administration.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
League of Women Voters Lansing Area (2021) - What Does the Research Tell Us? ...Michael Barbour
Barbour, M. K. (2021, February). What does the research tell us? How should research shape policy? [Online Presentation]. League of Women Voters Lansing Area.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
The DALVision Academic Innovation initiative is designed to support and encourage the expertise and ideas of faculty members and program staff in curricular and program development. It is led by the Academic Innovation program of the Office of the VP Academic supported by the expert knowledge in the Centre for Learning and Teaching.
The first set of grants from this initiative is supporting projects designed to implement and evaluate new methods in course delivery, curriculum design and management and other elements of the academic experience.
This document summarizes a presentation about an edited book titled "Democratizing Higher Education: International Comparative Perspectives". The book examines trends in higher education systems around the world, focusing on political, social, economic, and technological forces. It explores how higher education can provide access, affordability, participation and lifelong learning for all. Key findings discussed are increasing globalization and internationalization of higher education, rising demand for higher education across societies, and growing diversity in student populations and institution types. Core questions addressed are how to make higher education available to all, provide lifelong learning opportunities, and prepare students for a globalized world.
The document discusses the importance of quality in education and what is required to improve it. It argues that countries should evaluate their education systems based on the best performing systems globally rather than just their own national standards. It also stresses the importance of developing the types of skills that benefit individuals and societies economically and socially. The document examines data on education spending, graduation rates, and student performance in order to identify best practices for improving education quality and outcomes.
The UA Indigenous Strategy is a sector-wide strategy developed in 2017 by Universities Australia (UA) in collaboration with NATSIHEC to increase Aboriginal and Torres Strait Islander participation and success in higher education. The strategy sets targets to maintain growth in Indigenous enrolments above non-Indigenous rates and achieve equal completion rates by 2028. It commits universities to priority areas like Indigenous research and culture, and accountability through annual reporting. Initial results found most universities included Indigenous priorities in plans but few had research strategies, and cultural training and community ties are developing.
PTDEA 2016 - Digital Natives, Net Generation, Generation Me…What Do We Really...Michael Barbour
Barbour, M. K. (2016, October). Digital natives, net generation, generation me… What do we really know about today’s students and how they learn? A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Edmonton, AB.
The Financing Policies for Inclusive Education Systems (FPIES) is an Agency project which systematically examines different approaches to educational financing and aims to identify effective funding policy tools that work towards reducing disparities in education. For more information visit the project web area https://www.european-agency.org/projects/financing-policies-inclusive-education-systems
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then discusses key terms related to inclusion like access, widening participation, and lifelong learning. The rest of the document outlines the challenges of inclusion, institutional responses like strategic plans and student support services, approaches to inclusive pedagogy, and examples of good practices like considering diverse learner needs and styles.
Project on alternatives_in_education-goodlad-tyler-nea-1981-76pgs-gov-eduRareBooksnRecords
The Project on Alternatives in Education (PAE) aims to conduct comprehensive research on alternative schools in the United States to determine which alternative programs work best for which students and in relation to which educational values. Building on lessons from prior innovations like the Eight-Year Study, PAE will examine promising alternative programs through in-depth, multi-perspective research over four years. The research will employ various quantitative and qualitative methods to answer the central question of which alternatives serve which students best and in relation to what values. It also aims to involve alternative school staff, students, and participants in the research and establish a national network for information exchange. The goal is educational reform by providing clearer evidence of what works for different learners and legitim
The document discusses developing a long-term strategic vision for student equity in higher education in Australia through 2030. It outlines efforts to obtain stakeholder input into the vision, including workshops, roundtables, and an open discussion paper. Over 330 participants have contributed ideas so far. Key themes that have emerged include taking a holistic approach to equity that spans different education sectors, integrating concepts of student and institutional success, and ensuring accountability through evaluation and indicators. Developing the vision will require considering changes to policy, practice, and data collection across the education system.
This document summarizes research on diversifying the teaching profession by recruiting and retaining more teachers of color. It finds that while the percentage of teachers of color has grown in recent decades, the teaching force remains less diverse than the student population. Teachers of color also have higher turnover rates than white teachers. The document identifies barriers that disproportionately impact teachers of color, such as the costs of teacher preparation, inadequate support for new teachers, and challenging teaching conditions. It then highlights promising practices for overcoming these barriers, including programs that reduce financial barriers, improve teacher preparation, create strong hiring and induction supports, and enhance school leadership to improve retention of teachers of color.
The ReFlexus program at the University of Wisconsin-Madison aims to refocus the college experience around flexibility, self-discovery, and career application. It proposes restructuring the current major system into spheres of interest to allow more cross-disciplinary learning. Students would choose a double major and focuses within their interests rather than being restricted to individual departments. This more flexible model is intended to produce well-rounded, self-directed graduates prepared for an evolving world. It also better aligns with the Wisconsin Idea of applying knowledge to benefit society.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
This document provides an agenda for the OERC Fall 2014 Conference on using data to inform policy, practice, and teacher success. The conference included panels on preparing effective teachers, bridging opportunity gaps, and national staffing needs in education. It also featured a keynote on the economic value of teacher quality and breakout sessions. The goal of the conference was to discuss how to improve teacher preparation programs and support, recruit high-quality teachers, and address challenges in underserved areas through collaboration between education institutions and districts.
Inclusive Innovation for Admission to Higher Education by Nicolas Jonas (OECD)EduSkills OECD
This presentation was given by Nicolas Jonas of the OECD at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
This document provides an overview of library resources and services for students at UIC. It discusses citation management tools like RefWorks, accessing library resources and databases off-campus, obtaining full-text articles through interlibrary loan, and setting up course reserves. Contact and research guide information is provided for getting help from librarians on topics like citation management, remote access to library resources, and setting up course reserves.
Community based education cooperative system--living communityA. M. Mayes
This document outlines a proposed community based education cooperative system in Hawaii to support offender reintegration. It describes living communities as connected, cooperative, culturally rich, resilient, restorative, socially just and sustainable. The system would establish localized cooperatives across Hawaii, implemented and delivered in communities, with oversight from a nonprofit. It would pool resources to optimize offender restoration and community involvement in public safety. The system leverages resources from federal, state, local and private organizations to provide education, employment, health and social services through different levels of administration.
México es un país megadiverso con una gran variedad de ecosistemas, flora y fauna. Desafortunadamente, la riqueza natural de México ha sido mal aprovechada y abusada por acciones que sólo buscan beneficio propio sin considerar el impacto a largo plazo, lo que ha dado como resultado el deterioro paulatino del medio ambiente. Es necesario que la población tome conciencia de las consecuencias de sus acciones y realice los cambios necesarios para aprovechar de manera sustentable los recursos naturales.
Este documento discute los desafíos de lograr la igualdad en la escuela secundaria argentina actual. Señala que aunque la escuela ha logrado una mayor inclusión, esta sigue siendo precaria con altas tasas de abandono. Algunos docentes ven a los estudiantes como "abandonados" y "sin esperanzas", reflejando un determinismo sobre su capacidad de aprendizaje. Sin embargo, la autora argumenta que la escuela debe repensar su concepción de igualdad para establecer mayores expectativas sobre los estudiantes y
This document summarizes an AHS 101 library session on evidence-based practice research. It discusses defining a research question using PICO, searching the library catalog and databases like PubMed to find relevant studies, and evaluating the literature. The session provided an example research question on the effectiveness of resistance training versus knee braces for reducing pain in female volleyball players with patellar tendinopathy. It reviewed searching PubMed using controlled vocabulary and Boolean operators and organizing citations using a citation manager.
La cinemática estudia el movimiento de los cuerpos sin considerar las causas, creando y calculando movimientos deseados. Existen varios tipos de movimiento como rotación pura, traslación pura, helicoidal y espacial. Los mecanismos y máquinas transmiten movimiento de forma predeterminada. Las cadenas cinemáticas constan de eslabones y juntas que conectan elementos. Algunos mecanismos comunes incluyen manivela-biela, manivela-biela-manivela y manivela de Watts.
This document discusses different types of information sources, including books, journals, newspapers, reference material, dictionaries, and encyclopedias. Books provide in-depth coverage of subjects but can become outdated, while journals contain peer-reviewed articles on specific topics or research areas. Newspapers are published regularly and cover international, national, and local news and events. Reference materials, dictionaries, and encyclopedias provide definitions, facts, and overviews on various topics.
This document discusses the prevention of venous thromboembolism (VTE) in hospitalized patients. It notes that while prevention is not necessary for all patients, those at high risk include patients undergoing surgery, those with cancer or trauma, patients in the ICU or with spinal cord injuries. Studies show medical patients have a 10-20% risk of DVT, while risks are higher, 40-80%, for other groups like trauma or arthroplasty patients. Meta-analyses found anticoagulants reduced PE, fatal PE, symptomatic DVT and overall VTE compared to placebo, without increasing major bleeding risk. For stroke patients, benefits were smaller due to many asymptomatic VTE cases, so number needed to treat was higher
1. This 57-year-old male patient presented with numbness in both lower limbs for 18 months. Physical exam found reduced vibration and joint position sensation in both legs.
2. Blood tests found hemoglobin of 14.2 g/dL, MCV of 96 fl, and vitamin B12 level of 205 pg/mL. However, methylmalonic acid and homocysteine levels were significantly elevated at 3600 nmol/L and 49.1 μmol/L, respectively.
3. The abnormally high levels of methylmalonic acid and homocysteine, which are markers of vitamin B12 deficiency, suggest that vitamin B12 deficiency is a possible cause of the patient's numbness
La inflamación es la respuesta del cuerpo a una lesión o infección. Consiste en la acumulación de células inmunitarias y los mediadores químicos en los tejidos afectados, la dilatación de los vasos sanguíneos, y los síntomas como dolor, enrojecimiento y hinchazón. La inflamación aguda dura poco tiempo y busca eliminar la causa y preparar el tejido para la curación, mientras que la inflamación crónica dura más tiempo y puede causar daño.
The document outlines physical, cognitive, emotional, and social milestones from infancy through toddlerhood, including the development of reflexes in infancy and the achievement of walking and language skills in babyhood. It also discusses types of birth including normal, breech, and c-section births. Parenting styles such as authoritarian, authoritative, permissive, and uninvolved are defined in the context of toddler development.
Este documento introduce los conceptos fundamentales de la patología. Explica que la patología estudia los cambios estructurales, bioquímicos y funcionales que ocurren en las células, tejidos y órganos como resultado de la enfermedad. Se divide en patología general, que estudia las reacciones celulares frente a estímulos anormales, y patología sistémica, que estudia procesos patológicos específicos de órganos y sistemas. Describe los cuatro aspectos del proceso patológ
This white paper discusses the importance of conducting thorough due diligence on cloud computing providers to evaluate their security capabilities. It outlines four key areas that should be examined: 1) verifying the provider's infrastructure and standardized equipment; 2) checking for important security certifications; 3) assessing the due diligence conducted by the provider themselves; and 4) validating the provider's data protection and security measures. Conducting proper due diligence is essential to ensure a cloud provider can adequately protect a customer's data and systems.
The document summarizes a presentation given by Cheryl Hodgkinson-Williams to DFID, UK on April 16, 2015 about the ROER4D project. The ROER4D project researched the adoption and impact of open educational resources (OER) in developing countries over three years with funding from IDRC, OSF, and DFID. It included 18 research projects across 7 clusters investigating OER adoption in South America, Sub-Saharan Africa, and Asia, as well as impact studies. The presentation outlines the project objectives, research approach, and plans for disseminating findings to inform education policy and practice.
Research on Open Educational Resources for Development (ROER4D) Project in th...ROER4D
Research on Open Educational Resources
for Development (ROER4D) Project in the
Global South. Judith Pete & Cheryl Hodgkinson-Williams
E-Learning Africa, Kampala, UgandaMay 28-30 2014
Understanding "Openness" in Research on Open Educational Resources: Deliberat...ROER4D
Understanding "Openness" in Research on Open Educational Resources: Deliberations of the ROER4D Project
Presentation for eLearning Africa, 10th International Conference on ICT for Development, Education & Training, Addis Ababa, Ethiopia, 20-22 May 2015
Open research ambitions, successes and recommendations: The ROER4D storyROER4D
The presentation discusses the Research on Open Educational Resources for Development (ROER4D) project. It provides an overview of ROER4D's open research ambitions, successes, challenges, and recommendations. The project aimed to build knowledge about OER use in developing countries through open research practices like sharing research documents, data and findings. Successes included capacity building, publishing an open access edited volume, and curating research outputs. Challenges involved wording in consent forms and de-identifying data. Recommendations focused on planning for open research practices from the start.
Open Education for a Multicultural World:
A report from the Research on Open Educational Resources for Development (ROER4D) project
in the Global South
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
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The document summarizes the Research on Open Educational Resources for Development (ROER4D) project. ROER4D is a 3-year research project funded by International Development Research Centre, Open Society Foundations, and UK Department for International Development. The project involves 18 research studies across 7 clusters investigating OER adoption and impact in South America, Sub-Saharan Africa, and Asia.
Asia is transforming rapidly into a middle-income region with a knowledge-based economy. This presents both challenges and opportunities for collaboration in education development and open educational resources (OER). Key challenges include widening inequality, demographic trends like population aging, and the need to improve skills and lifelong learning. However, Asia also has advantages like a history with open and distance education and leading cross-border collaboration. There are opportunities to shift the focus of OER from content development to utilization, and for collaboration at different levels and sectors depending on dynamics. The evolving political economy of education in Asia transforming Asia could also present opportunities for expanded OER collaboration.
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Researching Open Educational Resources and Open Pedagogical Practices: The ROER4D Project
1. Cheryl Hodgkinson-Williams
University of Cape Town
MEd EdTech Seminar
26 Feb 2016
Researching Open Educational Resources and Open
Pedagogical Practices: The ROER4D Project
3. Key challenges facing education in South Africa
#Feesmustfall protests in
Nov 2015 & Feb 2016 in
South Africa
• Cost
• Relevance
4. Key challenges facing education in Africa
Unemployed youth in
Nigeria
*
http://africajournalismtheworld.com/2014/06/19/nigeria-unemployed-youths-feel-government-programmes-favour-those-with-political-links/
5. Rising numbers of students in
the education sector and limited
places in HE
Education institutions under
political & financial pressure
Expensive, limited in number,
often outdated textbooks are
not entirely relevant to the
context
Employability of graduates
Reduction of educational
funding by governments
Key challenges facing education in developing countries
http://www.unesco.org/iiep/virtualuniversity/forumsfiche.php?queryforumspages_id=23 x
6. OER as a response to some educational challenges
facing education in developing countries
http://www.elearning-africa.com/eLA_Newsportal/finding-the-sweet-spot-open-educational-resources-in-the-developing-world/
7. Open educational resources
(OER) are teaching, learning,
and research resources that
reside in the public domain or
have been released under an
intellectual property license
that permits their free use and
re-purposing by others (e.g.
Creative Commons) (adapted
from Smith & Casserly 2006:
8).
Free videos
Any learner or
teacher
What are OER? Free lecture
notes
8. Open textbooks as a type of OER
http://www.educationdive.com/news/open-textbooks-become-popular-source-of-affordable-content/414274/
9. Hodgkinson-Williams & Gray (2009:110) & Hodgkinson-Williams (2014)
Copy
Customise (e.g. translate, add local content)
Combine (e.g. select and mix content)
Contribute (e.g. share locally & with the world)
OER: Degrees of openness
15. Located 276 articles about OER in the Global South so far in our ROER4D Bibliography
Busy comparing this to OER Bibliography (978 entries) provided to us by John Hilton III
15
http://tinyurl.com/ROER4D-Bibliography
Most OER research taking place in Global North
17. ROER4D Funding
International Development Research
Centre (IDRC)
Open Society Foundations (OSF)
UK Department for International
Development (DFID)
3 year project (27 Aug 2013 - 27 Aug
2016 with an extension to Feb 2017)
Grant 1 - IDRC CAD 2 million & OSF
Grant 2 - DFID CAD 500,000
3 Regions
South America
Sub-Saharan Africa
Central, South & South-East Asia
18 research projects in 7 clusters
86 researchers & associates
26 countries
16 time zones
IDRC
OSF DFID
18. In what ways, and under what circumstances, can the adoption of
OER impact upon the increasing demand for accessible, relevant,
high-quality, and affordable education in the Global South?
Research on Open Educational Resources for Development (ROER4D)
19. In what ways, and under what circumstances, can the adoption of
OER impact upon the increasing demand for accessible, relevant,
high-quality, and affordable education in the Global South?
Research on Open Educational Resources for Development (ROER4D)
ADOPTION STUDIES
1. In what ways, and under what
circumstances are OER being
adopted in the Global South?
20. In what ways, and under what circumstances, can the adoption of
OER impact upon the increasing demand for accessible, relevant,
high-quality, and affordable education in the Global South?
Research on Open Educational Resources for Development (ROER4D)
IMPACT STUDIES
2. In what ways, and under what
circumstances can OER adoption impact
upon the increasing demand for accessible,
relevant, high-quality, and affordable
education in the Global South?
ADOPTION STUDIES
1. In what ways, and under what
circumstances are OER being
adopted in the Global South?
21. ROER4D
Network hub
OER Desktop
overview (1) Survey of OER
adoption by
academics & students
(1)
Academics’
adoption of OER
(2)
Teacher educators’
adoption of OER (3)
OER adoption in
one country (1)
OER impact
studies (7+1)
Baseline educational
expenditure (2)
Overview of ROER4D’s 7 Project Clusters
23. ROER4D 7 projects, 14 countries in Africa
1. Ethiopia
2. Ghana
3. Kenya
4. Madagascar
5. Mauritius
6. Mozambique
7. Rwanda
8. Senegal
9. Somalia
10.South Africa
11.Tanzania
12.Uganda
13.Zambia
14.Zimbabwe
24. ROER4D Research sites and participants in Africa
SP1
• Desktop Review – Ghana, Kenya, South Africa
SP2
• Cross regional survey of student and educator OER
adoption– 12 institutions HE in Ghana, Kenya, South Africa
SP4
• Case study or academics’ adoption of OER – South Africa
SP10.1
• Impact study of educators’ practices in TESSA project
SP10.3
• Impact study on MOOC development on academics’
pedagogical practices – South Africa
SP11
• Baseline study of government spending on educational
resources – South Africa, Kenya
25. 25
Original specific objectives:
Build an empirical knowledge base
on the use and impact of OER
focusing on post-secondary
education
Develop the capacity of OER
researchers
Build a network of OER scholars
Communicate research to inform
education policy and practice
Adapted specific objectives:
Build an empirical knowledge base on
the use and impact of OER in
education
Develop the research capacity of OER
researchers
Build a network of OER scholars
Communicate research to inform
education policy and practice
Develop a strategic approach
towards the curation and
dissemination of research
documents and data collected in the
project
Implicit objective: Undertake research on OER as ‘openly’ as possible
ROER4D Specific Objectives
26. Original main research question
In what ways, and under what
circumstances can the adoption of
OER address the increasing demand
for accessible, relevant, high-quality
and affordable post-secondary
education in the Global South?
Adapted main research question
In what ways, and under what
circumstances, can the adoption of
OER impact upon the increasing
demand for accessible, relevant,
high-quality, and affordable education
in the Global South?
26
INFLUENCING FACTORS: structural, cultural, agential
OER PRACTICES: OER awareness, access, creation, 5 Rs (reuse,
revision, remixing, redistribution, retention), non-use
IMPACT INDICATORS: accessible materials, affordable & high-quality
materials, learner performance, teacher practice
ROER4D Main research question
27. INFLUENCING FACTORS
(See Archer)
Structural:
Infrastructure
Policy
Repositories
...
Cultural
Compliance
culture
Management
styles
...
Agential
Awareness
Will / volition
…
27
OER & OER PRACTICES
(Innovation) (See Wiley,
Beetham, Hodgkinson-
Williams)
OER as the
object/product
Cost
OER as a
practice/process by
EDUCATORS &
STUDENTS
Location
Creation
Reuse (as is)
Revision
Remixing
Retaining
Redistribution
IMPACT INDICATORS
(of aspect of educational
problems/
development
imperatives) (See
Mulder)
Learner
Performance
Satisfaction
...
Teacher
Learning materials
Cost
Learning
processes
Educational
system
Societal context
ROER4D Relationships being investigated
CHALLENGES – Access to HE, Cost of materials & Quality of materials and teaching
28. What
challenges are
prompting …
Whom … to
adopt OER (or
not)
In what ways
...
Under what
circumstance
s ...
Is this having
an impact
upon …
• Inequality of
access
• Cost of
materials
• Contextual
relevance of
teaching and
learning
materials
• Variable
quality of
teaching
Teachers/
educators/ tutors/
lecturers /
academics with
varying:
• Age
• Gender
• Qualifications
• Experience
• Type of
education
• Personal
knowledge &
skills
• Personal
motivation
Adopting OER by:
• Locating
• Creating
• Reusing
• Revising
• Remixing
• Retaining
• Redistributing
• Relevance of
content
• Policy
influence
• Infrastructural
issues
• Institutional
support
• Facility
provisioning
• Legal issues
• Quality
assurance
issues
• Socio-cultural
norms
• Learning
materials
themselves
• Affordability
• Quality of
content -
Localised
• Learner
performance
• Engagemen
t
• Marks
• Satisfaction
• Teacher
practice
• Flexibility
Teasing out relationships between …
29. Understanding OER terms
Open Educational Resources
Open
Content
Learning
Objects
Open
Courseware
Open
source
content
Etc.
Recursos
Educacionais Abertos
Ressources
éducatives
libres
31. Identifying pedagogical practices in OER adoption
Awareness of OER as a concept as well as finding OER
Deliberately creating OER to share with others
Merely reusing OER as is (i.e. copying)
Revising OER (e.g. customising by translating, adding
examples, resequencing materials)
Remixing OER (i.e. combining materials from more than one
source)
Retaining OER (i.e. keeping legal copies of materials)
Redistributing OER (i.e. sharing with others openly)
32. Uncovering slower OER adoption than expected
Relevance of OER for various contexts
Policy influence - national, institutional and departmental
Infrastructural issues - hardware, software,
connectivity Institutional support - incentives, recognition,
rewards, technical support
Facility provisioning - uninterrupted power supply
Familiarity with intellectual property mechanisms including
Creative Commons
Quality assurance issues – accuracy, currency
Socio-cultural norms - creation of own materials,
unwillingness to use others’ materials
33. Establishing who is adopting OER or not
Age
Gender
Qualifications
Experience
Type of educational environment - campus-based
university, distance university
Personal knowledge and skills
Personal motivation - time, priorities
Etc.
36. ROER4D Open Magna Carta
Make open …
… if it adds value
… if it is ethical
… if it is legal
… by default
http://en.wikipedia.org/wiki/Magna_Carta#mediaviewer/File:Magna_Carta_(1297_version_with_seal,_owned_by_David_M_Rubenstein).png
On public display in
the West Rotunda
Gallery of the National
Archives Building in
Washington, D.C
38. References
Hodgkinson-Williams, C. & Gray, E. (2009). Degrees of openness: The emergence of open educational
resources at the University of Cape Town. International Journal of Education and Development using
Information and Communication Technology, 5(5), 101-116. Available online:
https://open.uct.ac.za/handle/11427/8860 [Last Accessed 23 January 2015].
Hodgkinson-Williams, C. A. (2014). Degrees of Ease: Adoption of OER, OpenTextbooks and MOOCs in the
Global South. Keynote address at the OER Asia Symposium 2014. Available online:
https://open.uct.ac.za/handle/11427/1188 [Last accessed 3 March 2015]
Smith M. & Casserly C. (2006) The Promise of Open Educational Resources. Available online:
http://learn.creativecommons.org/wp-content/uploads/2008/03/changearticle.pdf [Last accessed 4 March
2014]
40. Acknowledgments & Attribution
This work is licensed under a Creative Commons Attribution
4.0 International License.
Written by Cheryl Hodgkinson-Williams,
Henry Trotter, Tess Cartmill, Sukaina Walji,
Sarah Goodier & Thomas King
Contact:
cheryl.hodgkinson-williams@uct.ac.za
Graphics by Rondine Carstens
rondine.carstens@uct.ac.za, Cheryl
Hodgkinson-Williams & Henry Trotter
henry.trotter@uct.ac.za
In terms of degrees of openness – CC gives us a space to operate between all rights reserved and the public domain.
Here we demonstrate how the licenses an be combined for example non commercial AND no derivatives
Note that as you apply more restrictive clauses the material becomes more difficult for others to use.
Also note that certain media formats are easier to adapt, such as wiki and xml formats which are easily edited (built upon) and translated between applications