Presentation about the way which Wikiwijs uses to give a structure to a set of digital learning materials using learning trajectories. Presented @OpenEd 2010 Barcelona
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
This document provides an overview of the learning track for degree students at a university of applied sciences. It introduces some basic concepts like flexible study paths that allow for variation and multidisciplinary study modules. Students can choose from options like international studies where they can study abroad, and cooperative learning where they study and work in groups. The learning track is designed to guide students through their individual studies using courses, modules, and degree programs across five study periods while exposing them to opportunities like innovative and international projects.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
This orientation document provides information to adjunct faculty on student support resources, faculty accommodations, and new learning directions. It outlines the office space, technology access, and facilities available to adjunct faculty. It also details initiatives to increase the use of iPads and online content in general education courses along with continuing effective course documentation. Adjunct faculty from an Army proving ground will join classes via Skype. Contact information is provided for an academic support program called The Scholars Academy located in the Old Industrial Arts building.
The Math-Bridge project aimed to address declining math skills and high dropout rates in STEM fields across the EU. It developed an online platform containing over 10,000 math learning objects in 7 languages. Evaluation of over 3,000 students across 9 universities found that the platform helped students learn, they enjoyed using it, and it was an effective e-learning tool. The Math-Bridge community continues using and expanding the platform.
Promoting OERs through Open Repositories and Social NetworksJulià Minguillón
The document discusses promoting the creation, sharing, and use of open educational resources (OERs) through open repositories and social networks. It notes that OERs are abundant but may not be reused due to issues like language, standards, and lack of editing tools. Repositories mainly function institutionally and are managed by librarians rather than being user-centered. The document advocates for repositories that integrate OERs into the learning process and are learner-centered, allowing users to find, share, comment on, rate, tag, and subscribe to resources. The goal is to turn repositories into communities of practice that continuously support learning.
Online Teacher Training in European Science Education ProjectsBrussels, Belgium
This document discusses online teacher training provided through European science education projects. It summarizes that over 30 online courses have been published on the Scientix Moodle platform, with more coming, covering topics in STEM, science and society, and ICT in education. The courses range from 2 hours to 5 months long and are offered both for students and teachers. Most courses are in English, with some localized to other European languages.
The document introduces iMooX, an Austrian MOOC platform launched by the Academy of New Media at the University of Graz. The Academy of New Media aims to motivate teachers to use new media and enhance competence development. iMooX offers massive open online courses to reach a broad audience, with over 3,700 registered users and 10 courses planned for 2014. Courses on iMooX follow an xMOOC model using videos, quizzes and forums. The platform aims to provide open educational resources and consistent design across courses while allowing for different approaches from individual lecturers. iMooX was created both as a test for developing MOOCs and business models as well as to support lifelong learning.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
This document provides an overview of the learning track for degree students at a university of applied sciences. It introduces some basic concepts like flexible study paths that allow for variation and multidisciplinary study modules. Students can choose from options like international studies where they can study abroad, and cooperative learning where they study and work in groups. The learning track is designed to guide students through their individual studies using courses, modules, and degree programs across five study periods while exposing them to opportunities like innovative and international projects.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
This orientation document provides information to adjunct faculty on student support resources, faculty accommodations, and new learning directions. It outlines the office space, technology access, and facilities available to adjunct faculty. It also details initiatives to increase the use of iPads and online content in general education courses along with continuing effective course documentation. Adjunct faculty from an Army proving ground will join classes via Skype. Contact information is provided for an academic support program called The Scholars Academy located in the Old Industrial Arts building.
The Math-Bridge project aimed to address declining math skills and high dropout rates in STEM fields across the EU. It developed an online platform containing over 10,000 math learning objects in 7 languages. Evaluation of over 3,000 students across 9 universities found that the platform helped students learn, they enjoyed using it, and it was an effective e-learning tool. The Math-Bridge community continues using and expanding the platform.
Promoting OERs through Open Repositories and Social NetworksJulià Minguillón
The document discusses promoting the creation, sharing, and use of open educational resources (OERs) through open repositories and social networks. It notes that OERs are abundant but may not be reused due to issues like language, standards, and lack of editing tools. Repositories mainly function institutionally and are managed by librarians rather than being user-centered. The document advocates for repositories that integrate OERs into the learning process and are learner-centered, allowing users to find, share, comment on, rate, tag, and subscribe to resources. The goal is to turn repositories into communities of practice that continuously support learning.
Online Teacher Training in European Science Education ProjectsBrussels, Belgium
This document discusses online teacher training provided through European science education projects. It summarizes that over 30 online courses have been published on the Scientix Moodle platform, with more coming, covering topics in STEM, science and society, and ICT in education. The courses range from 2 hours to 5 months long and are offered both for students and teachers. Most courses are in English, with some localized to other European languages.
The document introduces iMooX, an Austrian MOOC platform launched by the Academy of New Media at the University of Graz. The Academy of New Media aims to motivate teachers to use new media and enhance competence development. iMooX offers massive open online courses to reach a broad audience, with over 3,700 registered users and 10 courses planned for 2014. Courses on iMooX follow an xMOOC model using videos, quizzes and forums. The platform aims to provide open educational resources and consistent design across courses while allowing for different approaches from individual lecturers. iMooX was created both as a test for developing MOOCs and business models as well as to support lifelong learning.
This document outlines a telecollaborative project between student teachers in France and the Netherlands. The project will involve 10 groups of 3-4 student teachers, with at least one member from each country in each group. The goals of the project are to promote intercultural communication through experiential learning of telecollaborative tasks, reflect on such tasks for use in secondary English classrooms, and support ongoing professional development. Activities will include input on intercultural collaboration, small-scale learner exchanges or teacher discussions, and a final audiovisual presentation of lessons learned. A kick-off meeting on December 2nd will introduce the institutions and discuss personal learning objectives.
The Scholarship of Teaching and Learning Research Institute funded by UNCF/Mellon will be held from May 16-18 at Dillard University. The Institute aims to increase faculty interest in teaching and learning through SoTL and FLC principles, provide assistance for investigating new classroom strategies, study complex classroom problems, and increase publication submission rates at participating institutions such as HBCUs. A stipend will be provided for attendees who submit an article for publication.
Open Education 2016: Leveraging Open Educational Resources to Expand Access t...Dan Blickensderfer
Higher education is expensive, especially when including textbook costs. This presentation will explore how leveraging open educational resources (OER) and technologies can significantly reduce costs for students and increase access to higher education. Presenters from College for America will provide insight on their strategic use of OER.
College for America (CfA) is an accredited, nonprofit college dedicated to developing online, competency-based degrees specifically for its diverse population of working adults. The student experience at CfA is unique-students work at their own pace to complete workplace-relevant projects in order to demonstrate mastery of competencies. Part of CfA's challenge is to design rigorous academic programs for a total cost to students of $3,000 a year. Two of the areas that CfA targets to reduce costs for students include adopting and adapting OER and open technology. CfA students never purchase textbooks, nor do they need to purchase software-all of the learning resources and tools they need are provided. This presentation will provide an overview of CfA's approach, including a discussion of its successes and challenges. It will also present a framework that participants can use to select and apply free and open resources and tools for online education.
Topics will include:
- essential free and open-educational resources (OER) and technologies
- approaches to curating, archiving and maintaining learning resources
- essential considerations for selecting and supporting a mix of free educational tools
- selecting free desktop and web-based applications for instructors, designers and students
- using curriculum design principles that let students successfully use the technologies they already have access to.
The document summarizes findings from interviews with 55 teachers, administrators and support staff at Dutch higher education institutions regarding adoption of open sharing and reuse of educational materials. Key findings include: 1) Teachers are motivated by institutional gains, educational benefits and personal recognition; 2) Sharing practices vary significantly within and between institutions; 3) Lack of time and copyright understanding present barriers to reuse; 4) Support in the form of legal, technical and educational assistance is needed to encourage adoption. Recommendations focus on clarifying benefits, providing support and infrastructure, formulating institutional policies, and linking open practices to other initiatives.
The Open Science training hub FOSTER Plus - new resources and coursesMaria Antónia Correia
The document summarizes resources from the FOSTER Plus project to support open science training. It describes new online courses covering key open science topics available through their Open Science Toolkit. It also outlines open science training handbooks, recommendations, and materials available for those wanting to organize their own training, including presentation templates, videos, and illustrations. The project aims to build an open science training hub and welcomes others to join their trainer network.
This document provides an introduction to learning resources available to psychology students at Middlesex University. It highlights key resources such as the library search, reading lists, e-textbooks, referencing help, subject guides, and research support. Students are shown how to access these resources through the university systems like MyUniHub and library websites. Specific resources demonstrated include the personal e-textbook program Kortext, Google Scholar for finding articles, and the Citethemright and Zetoc services for referencing and staying up to date. Contact information is provided for librarians who can offer help with using the library and finding subject-specific resources.
PG Skills day Introduction to learning resources (PSY4035) - 2020 Middlesex University
This document provides an introduction to learning resources available to psychology students at Middlesex University. It outlines several key resources: the library search which allows students to search for books, articles and more; reading lists created by lecturers for each module; e-textbooks available through Kortext for each module; and referencing guides like Cite Them Right which provide help on citations and referencing in APA style. The document also highlights subject guides for different topics and databases specific to psychology. Students are advised to consult their module pages on MyUniHub for customized resources and contact librarians for any additional help or support.
This document discusses two case studies where OpenCourseWare (OCW) from Delft University of Technology supported engineering projects. In the first case, OCW provided educational materials for the Trans African Hydro Meteorological Observatory sensor design competition, resulting in seven new OCW courses and engagement from students and staff. In the second case, OCW was created for the DUT Racing project, including six new courses in topics like aerodynamics and ergonomics that fed back into teaching. Both cases aligned OCW activities with project goals and showed how OCW can expand knowledge sharing while supporting education demands.
REFLESS project top-level conference: Penny Pouliou, Multilingualism and inte...REFLESS Project
REFLESS project top-level conference in Belgrade:
"Importance of languages, translation and interpretation for the future of Serbia in European Union".
Matthew Bates, Aoife Breheny, David Brown, Andy Burton and Penny Standen
Using a blended pedagogical framework to guide the applications of games in non-formal contexts
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
The document provides resources for teacher development, including websites for English teaching materials, listening exercises, pronunciation practice, and writing resources. Several websites are listed that offer materials for K-12 English teachers, including handouts and forums for teachers to interact. Specific writing resources mentioned include guides, genres, teaching tips, and grammar information. Some websites provide PowerPoint downloads, teaching advice, academic and business writing links, and online dictionaries. Overall, the document outlines many online resources for teachers to improve skills in areas like writing, listening, pronunciation, and finding materials to supplement English language lessons.
This document discusses the instructional design of Massive Open Online Courses (MOOCs). It notes that MOOCs require a distinct instructional approach due to their open nature and heterogeneous participants. The document outlines guidelines for developing MOOCs, including 7 categories: core requirements, structure, participant requirements, assignments, media design, communication, and resources. It emphasizes consistent design, selecting topics for broad audiences, testing activities/assignments, and clarifying certification. MOOCs are seen as needing either a connectivist approach emphasizing interaction, or an extension of traditional online lectures.
Leeds City College serves over 20,000 students across multiple campuses, with many coming from deprived areas and lacking English and math qualifications. The document discusses support provided by study support officers and librarians to help students transition from further education (FE) to higher education (HE). In 2018/19, 315 FE and 244 HE students received one-on-one or group sessions on skills like plagiarism, referencing, and essay writing. While only 204 FE students progressed internally to the University Centre that year, the college aims to improve progression through an independent skills app covering areas from digital literacy to employability.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
This document discusses Open Educational Resources (OER) licensing experiences at the Open Universiteit Nederland (OUNL). It covers the selection of the Creative Commons Attribution (CC-BY) license for OER, the process of clearing copyrights for course materials, and lessons learned. The key points are: 1) OUNL owns copyrights transferred from employees and external authors, 2) a comparison found CC-BY is commonly used, and 3) registering copyrights and acquiring permissions is relatively easy but support is important to relieve the burden on authors.
Vision for pedagogy: the Up2U methodology and skillsUp2Universe
The document discusses skills needed for 21st century academic learners and the Up2U methodology for teaching those skills. It identifies critical thinking, communication, information literacy, and self-direction as key skills. The Up2U approach uses teaching models like project-based learning, flipped classroom, and experiential learning to help students improve these skills and develop digital competences. However, initial teacher training sessions in Greek schools showed that teachers lack knowledge of these skills and tools to cultivate them. The document advocates for national training programs to help teachers adopt modern methodologies that support 21st century skills through technologies like Trello, WebRTC, and CERNbox.
This document summarizes a presentation about using open educational resources (OER) to renew education in the Netherlands. It discusses VO-content, a nonprofit organization set up by Dutch schools to share OER. In its first 4 years, 30% of Dutch secondary schools participated, reducing costs and innovating. Trends include personalization using learning analytics and the growing use of mobile devices. Challenges include collecting user data on open content and implementing open standards across organizations. The presentation aims to enhance cooperation and knowledge sharing to improve quality and accessibility of educational resources.
The Open Training Platform (OTP) provides open access to training materials and resources for local communities and development stakeholders. It contains over 1846 training resources across 281 categories to support adult literacy, teacher training, and self-learning. Resources are available in various formats like PDF, HTML, and podcasts. The platform aims to foster local development through capacity building and sharing of educational resources.
The document discusses the Le@rning project, which aims to improve education through technology. It involves developing a Knowledge Sharing Platform (KSP) that is intended to be a virtual learning community and resource for students. The KSP will provide educational content, online mentoring support, and tools for collaboration between teachers and students. The goals are to expand learning opportunities, empower students, and better engage disadvantaged students through personalized learning plans and virtual support.
This document outlines a telecollaborative project between student teachers in France and the Netherlands. The project will involve 10 groups of 3-4 student teachers, with at least one member from each country in each group. The goals of the project are to promote intercultural communication through experiential learning of telecollaborative tasks, reflect on such tasks for use in secondary English classrooms, and support ongoing professional development. Activities will include input on intercultural collaboration, small-scale learner exchanges or teacher discussions, and a final audiovisual presentation of lessons learned. A kick-off meeting on December 2nd will introduce the institutions and discuss personal learning objectives.
The Scholarship of Teaching and Learning Research Institute funded by UNCF/Mellon will be held from May 16-18 at Dillard University. The Institute aims to increase faculty interest in teaching and learning through SoTL and FLC principles, provide assistance for investigating new classroom strategies, study complex classroom problems, and increase publication submission rates at participating institutions such as HBCUs. A stipend will be provided for attendees who submit an article for publication.
Open Education 2016: Leveraging Open Educational Resources to Expand Access t...Dan Blickensderfer
Higher education is expensive, especially when including textbook costs. This presentation will explore how leveraging open educational resources (OER) and technologies can significantly reduce costs for students and increase access to higher education. Presenters from College for America will provide insight on their strategic use of OER.
College for America (CfA) is an accredited, nonprofit college dedicated to developing online, competency-based degrees specifically for its diverse population of working adults. The student experience at CfA is unique-students work at their own pace to complete workplace-relevant projects in order to demonstrate mastery of competencies. Part of CfA's challenge is to design rigorous academic programs for a total cost to students of $3,000 a year. Two of the areas that CfA targets to reduce costs for students include adopting and adapting OER and open technology. CfA students never purchase textbooks, nor do they need to purchase software-all of the learning resources and tools they need are provided. This presentation will provide an overview of CfA's approach, including a discussion of its successes and challenges. It will also present a framework that participants can use to select and apply free and open resources and tools for online education.
Topics will include:
- essential free and open-educational resources (OER) and technologies
- approaches to curating, archiving and maintaining learning resources
- essential considerations for selecting and supporting a mix of free educational tools
- selecting free desktop and web-based applications for instructors, designers and students
- using curriculum design principles that let students successfully use the technologies they already have access to.
The document summarizes findings from interviews with 55 teachers, administrators and support staff at Dutch higher education institutions regarding adoption of open sharing and reuse of educational materials. Key findings include: 1) Teachers are motivated by institutional gains, educational benefits and personal recognition; 2) Sharing practices vary significantly within and between institutions; 3) Lack of time and copyright understanding present barriers to reuse; 4) Support in the form of legal, technical and educational assistance is needed to encourage adoption. Recommendations focus on clarifying benefits, providing support and infrastructure, formulating institutional policies, and linking open practices to other initiatives.
The Open Science training hub FOSTER Plus - new resources and coursesMaria Antónia Correia
The document summarizes resources from the FOSTER Plus project to support open science training. It describes new online courses covering key open science topics available through their Open Science Toolkit. It also outlines open science training handbooks, recommendations, and materials available for those wanting to organize their own training, including presentation templates, videos, and illustrations. The project aims to build an open science training hub and welcomes others to join their trainer network.
This document provides an introduction to learning resources available to psychology students at Middlesex University. It highlights key resources such as the library search, reading lists, e-textbooks, referencing help, subject guides, and research support. Students are shown how to access these resources through the university systems like MyUniHub and library websites. Specific resources demonstrated include the personal e-textbook program Kortext, Google Scholar for finding articles, and the Citethemright and Zetoc services for referencing and staying up to date. Contact information is provided for librarians who can offer help with using the library and finding subject-specific resources.
PG Skills day Introduction to learning resources (PSY4035) - 2020 Middlesex University
This document provides an introduction to learning resources available to psychology students at Middlesex University. It outlines several key resources: the library search which allows students to search for books, articles and more; reading lists created by lecturers for each module; e-textbooks available through Kortext for each module; and referencing guides like Cite Them Right which provide help on citations and referencing in APA style. The document also highlights subject guides for different topics and databases specific to psychology. Students are advised to consult their module pages on MyUniHub for customized resources and contact librarians for any additional help or support.
This document discusses two case studies where OpenCourseWare (OCW) from Delft University of Technology supported engineering projects. In the first case, OCW provided educational materials for the Trans African Hydro Meteorological Observatory sensor design competition, resulting in seven new OCW courses and engagement from students and staff. In the second case, OCW was created for the DUT Racing project, including six new courses in topics like aerodynamics and ergonomics that fed back into teaching. Both cases aligned OCW activities with project goals and showed how OCW can expand knowledge sharing while supporting education demands.
REFLESS project top-level conference: Penny Pouliou, Multilingualism and inte...REFLESS Project
REFLESS project top-level conference in Belgrade:
"Importance of languages, translation and interpretation for the future of Serbia in European Union".
Matthew Bates, Aoife Breheny, David Brown, Andy Burton and Penny Standen
Using a blended pedagogical framework to guide the applications of games in non-formal contexts
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
The document provides resources for teacher development, including websites for English teaching materials, listening exercises, pronunciation practice, and writing resources. Several websites are listed that offer materials for K-12 English teachers, including handouts and forums for teachers to interact. Specific writing resources mentioned include guides, genres, teaching tips, and grammar information. Some websites provide PowerPoint downloads, teaching advice, academic and business writing links, and online dictionaries. Overall, the document outlines many online resources for teachers to improve skills in areas like writing, listening, pronunciation, and finding materials to supplement English language lessons.
This document discusses the instructional design of Massive Open Online Courses (MOOCs). It notes that MOOCs require a distinct instructional approach due to their open nature and heterogeneous participants. The document outlines guidelines for developing MOOCs, including 7 categories: core requirements, structure, participant requirements, assignments, media design, communication, and resources. It emphasizes consistent design, selecting topics for broad audiences, testing activities/assignments, and clarifying certification. MOOCs are seen as needing either a connectivist approach emphasizing interaction, or an extension of traditional online lectures.
Leeds City College serves over 20,000 students across multiple campuses, with many coming from deprived areas and lacking English and math qualifications. The document discusses support provided by study support officers and librarians to help students transition from further education (FE) to higher education (HE). In 2018/19, 315 FE and 244 HE students received one-on-one or group sessions on skills like plagiarism, referencing, and essay writing. While only 204 FE students progressed internally to the University Centre that year, the college aims to improve progression through an independent skills app covering areas from digital literacy to employability.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
This document discusses Open Educational Resources (OER) licensing experiences at the Open Universiteit Nederland (OUNL). It covers the selection of the Creative Commons Attribution (CC-BY) license for OER, the process of clearing copyrights for course materials, and lessons learned. The key points are: 1) OUNL owns copyrights transferred from employees and external authors, 2) a comparison found CC-BY is commonly used, and 3) registering copyrights and acquiring permissions is relatively easy but support is important to relieve the burden on authors.
Vision for pedagogy: the Up2U methodology and skillsUp2Universe
The document discusses skills needed for 21st century academic learners and the Up2U methodology for teaching those skills. It identifies critical thinking, communication, information literacy, and self-direction as key skills. The Up2U approach uses teaching models like project-based learning, flipped classroom, and experiential learning to help students improve these skills and develop digital competences. However, initial teacher training sessions in Greek schools showed that teachers lack knowledge of these skills and tools to cultivate them. The document advocates for national training programs to help teachers adopt modern methodologies that support 21st century skills through technologies like Trello, WebRTC, and CERNbox.
This document summarizes a presentation about using open educational resources (OER) to renew education in the Netherlands. It discusses VO-content, a nonprofit organization set up by Dutch schools to share OER. In its first 4 years, 30% of Dutch secondary schools participated, reducing costs and innovating. Trends include personalization using learning analytics and the growing use of mobile devices. Challenges include collecting user data on open content and implementing open standards across organizations. The presentation aims to enhance cooperation and knowledge sharing to improve quality and accessibility of educational resources.
The Open Training Platform (OTP) provides open access to training materials and resources for local communities and development stakeholders. It contains over 1846 training resources across 281 categories to support adult literacy, teacher training, and self-learning. Resources are available in various formats like PDF, HTML, and podcasts. The platform aims to foster local development through capacity building and sharing of educational resources.
The document discusses the Le@rning project, which aims to improve education through technology. It involves developing a Knowledge Sharing Platform (KSP) that is intended to be a virtual learning community and resource for students. The KSP will provide educational content, online mentoring support, and tools for collaboration between teachers and students. The goals are to expand learning opportunities, empower students, and better engage disadvantaged students through personalized learning plans and virtual support.
Labelling digital learning materials so that teachers can find themwimdboer
The document discusses labeling and categorizing digital learning materials to help teachers more easily find and use them. It proposes using the IEEE Learning Object Metadata standard to catalog materials in databases according to fields like title, description, subject, and intended user. Research with teachers found they spend time searching for additional materials and would use a site with a complete overview of available materials categorized by standard metadata. Open questions remain around publisher participation and the quality and usefulness of metadata for teachers.
1) In 2008, the Dutch Ministry of Education launched Wikiwijs as a national initiative to promote the development and use of open educational resources (OER) across all educational sectors in the Netherlands.
2) Wikiwijs aims to stimulate the development and use of OER, improve access to digital learning materials, and support teachers in creating and sharing their own materials.
3) The initiative provides a repository of OER, a directory of digital resources, and tools to allow teachers to easily create and arrange learning materials.
Wikiwijs, a nation wide initiative 20100505Robert Schuwer
1) In 2008, the Dutch Ministry of Education launched Wikiwijs as a national initiative to promote the development and use of open educational resources (OER) across all educational sectors in the Netherlands.
2) Wikiwijs aims to stimulate the creation and use of OERs, improve access to digital learning materials, and support teachers in developing their own materials.
3) The initiative provides a repository of OERs, a directory of digital resources, and tools to allow teachers to easily create and share materials under a Creative Commons license.
Dutch acceleration plan, the butterfly effect 2.0Robert Schuwer
The Dutch Acceleration Plan aims to have teachers and students easily determine and use their optimal mix of learning materials by 2023. In 2020, working groups supported change, stimulated reuse of open educational resources, and professionalized working with OER. A vision was developed for making optimal use of digital learning materials by 2025, with 11 focus areas and 8 vision statements. Five building blocks were proposed to realize the vision from 2020-2025, including developing nationwide infrastructure for teachers to find, create, edit, and share various forms of open and closed content. Suggestions are sought to improve the vision and ideas for the infrastructure.
Open educational practices in the Netherlands 2011Ben Janssen
The Open University of the Netherlands has adopted several open educational practices and initiatives since 2006, including OpenER, Wikiwijs, the Networked Open Polytechnic, and the Free Technology Academy. OpenER offers open online courses derived from university programs and has attracted over 1 million visitors. Wikiwijs aims to improve access to open and closed educational resources. The Networked Open Polytechnic explores an open business model for lifelong learning. The Free Technology Academy provides open online master's course modules in information technology.
The butterfly effect: how connecting digital learning materials to the constr...Robert Schuwer
This document outlines an innovation plan between Dutch higher education institutions to accelerate innovation in three shared ambitions: better job market connection, more flexible education, and smarter technology use. It focuses on developing digital and open learning materials. The plan runs from 2019-2023 and is funded with €3.8M annually. Regarding learning materials, the ambition is that by 2023 teachers and students can easily determine and use an optimal mix of materials. Actions include insight into optimal mixes, support models, a shared infrastructure, and greater open material sharing awareness. Results so far include studies on 2035 materials roles and current practices, as well as requirements for a sharing platform and an open pedagogy guide.
Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO IITE, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
The document describes an open online course aimed at building capacity around open education and open educational resources (OER) among universities in the South Mediterranean region. The course is delivered in a blended format with an initial face-to-face training week followed by 5 online modules covering topics like open licensing, finding and adapting OER, and incorporating open practices into teaching. Learners will complete a project to apply what they learn to their own teaching context. Local learning circles and facilitators help coordinate participation. The goal is to help educators understand and adopt open approaches as well as share resources.
Methodology with evaluation - Recreate.pdfPOUVarazdin
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
The document outlines the European Commission's DigCompEdu framework for digitally competent teachers.
The framework was developed to provide a common language and shared understanding of key digital competences for educators across different education levels. It identifies six areas of competence: 1) Professional Engagement, 2) Digital Resources, 3) Teaching and Learning, 4) Assessment, 5) Empowering Learners, and 6) Facilitating Learners' Digital Competence.
Within these areas it describes 22 specific competences educators can develop to incorporate digital technologies and open teaching practices. Examples include using technology to support student collaboration, self-regulated learning, addressing diverse needs, and developing students' digital skills.
Wikiwijs is a national open educational resources (OER) initiative in the Netherlands launched in December 2008. It aims to stimulate the development and use of OERs, improve access to learning materials, and support teacher professional development. Wikiwijs provides a repository of OERs, a referatory of both open and closed digital resources, and tools for teachers to create and use learning materials. However, its technical infrastructure and metadata standards require improvements to better support scalability and interoperability across different educational sectors.
NL Teacher ICT competence framework presented at Ankara Conference 2013Ton Koenraad
This document summarizes instruments that support the integration of ICT in education, as developed through collaboration between Faculties of Education in the Netherlands. It describes the Dutch ICT standards for teachers, which were collaboratively developed to describe the knowledge, skills, and attitudes needed as well as define performance criteria. It also discusses models like the 4 in Balance Model, TPACK framework, and examples of how these standards and models have been applied in teacher education programs in the Netherlands.
NL Teacher ICT competence framework presented at Ankara Conference 2013Ton Koenraad
This document summarizes instruments that support the integration of ICT in education, as developed through collaboration between Faculties of Education in the Netherlands. It describes the Dutch ICT standards for teachers, which were collaboratively developed to describe the knowledge, skills, and attitudes needed as well as define performance criteria. It also discusses models like the 4 in Balance Model, TPACK framework, and examples of how these standards and models have been applied in teacher education programs in the Netherlands.
Developing RLOs at ITT Dublin. Author: philip russellPhilip Russell
Poster presented with Gerry Ryder and Gillian Kerins at Librarians Information Literacy Annual Conference (LILAC), Glasgow Caledonian University, Glasgow, Scotland 11th-13th April 2012.
The document describes an experiment by the Open University of the Netherlands (OUNL) called OpenER, which aimed to increase access to higher education through open educational resources (OER). OpenER made 16 online courses freely available and tracked user engagement and outcomes. Over 650,000 users accessed the courses, but only 80 pursued formal examinations. The experiment provided lessons for OUNL on producing high-quality OER and engaging learners without formal support. Going forward, OUNL aims to further develop OER and advocate for their role in lifelong learning.
Similar to Structuring OER using learning trajectories (20)
Everything You Always Wanted To Know About OERRobert Schuwer
This document provides an overview of Open Educational Resources (OER). It defines OER as learning materials that can be freely accessed, reused, revised and redistributed. The document discusses the history of OER and policies around OER. It also covers practices for adopting OER and providing examples of OER cases. Throughout, it addresses common questions around OER, such as what rights users have, different license types, and barriers to sharing and reuse.
1) The document discusses research on optimizing the use of open educational resources (OER) by teachers. It outlines motivators and barriers for teachers in adopting OER.
2) Quality is identified as a key factor, and a quality model is proposed with criteria for OER content and design.
3) Two scenarios for OER use are described: a reading list and instruction model with more student agency. Support needs for teachers and students are noted.
A process model of using digital (open) learning materials in teaching and le...Robert Schuwer
The document presents a process model for using digital open learning materials in teaching and learning. The model includes context, learning outcomes, teaching/learning activities, assessment, constructive alignment, infrastructure, learning materials, and principles. It describes two scenarios - a reading list and instruction - and the support needed for teachers and students in each activity. The model aims to better determine the support and professionalization required when working with open educational resources.
This document discusses micro-credentialing and open badges. It explains that micro-credentials can recognize individual student achievements and help make unique learning pathways visible on certificates. Badges endorsed by third parties can provide recognition of skills, and institutions can further recognize badges by awarding credits. The document uses an example of a student earning an open badge from an online course who wants their university to recognize it for credit. Key questions are discussed around how institutions can determine the value of badges from unknown third parties and design an organizational "badge structure" to recognize informal learning through micro-credentials and open badges.
This presentation was given together with Marjon Baas.
To gain more insight into practices of reuse of open learning materials, a survey study has been conducted in two different settings: 1) within a Bachelor program for ICT offered within one institution and 2) in a national Community of Practice on Bachelor of Nursing.
A total of 74 teachers responded on the survey for ICT and 118 teachers for Nursing. An overview of results:
Learning materials most used (overall)
Nursing: Slide decks, assignments, video; ICT: Assignments, slide decks, video
Learning materials most reused as-is (relative)
Nursing: Papers, video, 3rd party courses; ICT: Papers, digital books, digital tools (e.g. online coding environment)
Learning materials most reused with adaptations (relative)
Nursing: Courses from colleagues, slide decks, assignments; ICT: Courses from colleagues, 3rd party courses, slide decks
Learning materials created with no or limited reuse (relative)
Nursing: Tests, games, slide decks; ICT: Tests, assignments, slide decks
Chi-square tests have been executed to find out if observed differences on the use of learning materials are statistically significant. These tests revealed that reuse is significantly more common among teachers in ICT than in Nursing. Furthermore, significant differences were found in the types of learning materials used by teachers in the two settings. Possible explanations for these results as provided by participants during a presentation are differences in pedagogy, different demands from society on the programs and ICT professionals being more accustomed to reuse. Additional research is needed to explore these differences.
In the coming months, we plan to execute the survey within several Universities of Applied Sciences across different disciplines to gain more insight in the extent and the different types of reuse. The results can be used to provide more tailored support to teachers on adoption of OER. In the presentation we will report and discuss the results of this study.
Accelerating Educational Innovation of Dutch HE with ICTRobert Schuwer
This document summarizes an innovation plan by the Association of Universities in the Netherlands to accelerate educational innovation using information and communication technology (ICT) in Dutch higher education from 2019 to 2023. The plan establishes eight zones focused on making education more flexible and connected to the job market, and using technology to improve learning. Each zone has a team that will collaborate across institutions on shared goals and receive €1.6 million in annual funding. One zone focuses on developing open digital learning materials, with goals of ensuring affordability, accessibility, and reuse of high-quality materials by 2023. Activities for 2019 include assessing how instructors and learners select learning materials, cataloging existing material repositories, creating a search engine, and sharing
Prepare TVET teachers for the digital futureRobert Schuwer
This document discusses preparing TVET teachers for the digital future. It outlines several global trends including globalization, the rise of megacities, and new technologies that are influencing education. The document examines how ready teachers are to teach in the digital future and what skills they need, including technical skills to use new technologies, pedagogical skills to teach with and about new technologies, and strategic and organizational skills. It concludes that teachers must be aware of opportunities and challenges of new technologies to effectively prepare students.
This document summarizes key findings from a study on open educational resources (OER) for technical and vocational education and training (TVET) commissioned by UNESCO-UNEVOC. The study found that while OER have high relevance for TVET based on international declarations, there is surprisingly little research published on OER for TVET. Through a literature review and additional searches, the study only found a small number of publications discussing OER for TVET. This suggests that OER for TVET is an under-researched area that warrants further discussion and study.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
3. 3
Context: Wikiwijs
Wikiwijs has to become the place on the internet
where
- all teachers in the Netherlands,
- ranging from Primary education to Higher
education,
- Can find, (co)develop, share, rework and use
digital learning materials,
- published under an open license.
4. 4
Wikiwijs offers …
- a Repository of open educational resources
- a Referatory to digital educational resources:
> open and closed
> free access and access to be paid for
> public and commercial
- easy to use arrangement and development tools
for teachers / professors
- end-user support for teachers / professors when
creating and using learning materials
5. 5
Dutch Educational SystemAge
4
12
15
16
17
18
20
22
23
Primary education
Lower-secondary vocational
Lower-secondary general
Upper-secondary vocational
Upper-secondary general
Upper-secondary general
Preparatory scientific education
Higher technical and
vocational training
Intermediate vocational training
Scientific education
Bachelor
Scientific education, Master
General core objectives
6. 6
What are Learning Trajectories?
Based on national curricular framework
General core objectives >
decomposed in intermediate objectives
Decision support for teachers,
publishers, educational developers
Developing course materials
Content
Learning objectives
Sequence
Planning
7. 7
Definition
A learning trajectory is a rationalized
composition of learning objectives and subjects,
leading to a specific learning goal.
11. 11
Metadata for learning trajectory
Per curriculum
Learning objective
Subject
Topic (relation between Learning objective and
subject)
Total number to be developed:
6 in primary education
12 in lower secondary education
24 in upper secondary education
12. 12
First results
Learning trajectory metadata for
Arithmatics for primary education
Mathematics for lower secondary education
Dutch language for primary and secondary
education
Examples of learning trajectories
Including learning materials added
Learning materials labeled with the metadata
Slowly growing number of objects
13. 13
What’s Next?
Development of all vocabularies needed
Development of more examples of learning
trajectories
Monitoring of use of functions
Linking learning trajectories to commercial
methods