University of the Arts London (UAL) has led the field in open education & digital literacies activities & projects in arts subjects over the past eight years, mostly through external or part funded projects[i]. However awareness of open educational resources (OER), Open Educational Practice (OEP) and digital making remain under the radar, outside mainstream pedagogic practice. Staff and students lack confidence, skills and awareness or can criticality engage and challenge practices such as self-archiving, online identities, online presence[ii], digital making and physical computing.
This paper aims to explore the widening gap between formal pedagogic practices (institutional) and the informal emergent digital domains and practices (Grassroots) within arts learning & teaching.
How do we reconcile these differences?
Chris will share the experiences and challenges of the digital learning, teaching and enhancement work at CCW (Camberwell, Chelsea, and Wimbledon Colleges of Arts) in the development of formal digital learning and teaching practices along side the emergent informal grassroots learning practices.
University of the Arts London (UAL) has led the field in open education & digital literacies activities & projects in arts subjects over the past eight years, mostly through external or part funded projects[i]. However awareness of open educational resources (OER), Open Educational Practice (OEP) and digital making remain under the radar, outside mainstream pedagogic practice. Staff and students lack confidence, skills and awareness or can criticality engage and challenge practices such as self-archiving, online identities, online presence[ii], digital making and physical computing.
This paper aims to explore the widening gap between formal pedagogic practices (institutional) and the informal emergent digital domains and practices (Grassroots) within arts learning & teaching.
How do we reconcile these differences?
Chris will share the experiences and challenges of the digital learning, teaching and enhancement work at CCW (Camberwell, Chelsea, and Wimbledon Colleges of Arts) in the development of formal digital learning and teaching practices along side the emergent informal grassroots learning practices.
Taking forward change in technology-enhanced educationRichard Hall
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
Taking forward change in technology-enhanced educationguest8720ad21
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
1.Examine the relationship between advances in technology and the re.docxelliotkimberlee
1.Examine the relationship between advances in technology and the responsibilities of global citizenship. Describe how technology has changed the way in which people pursue knowledge and how they address social concerns. Assess the challenges and benefits of a technical and global community, and recognize the impact of technological and global influences in your life.
2.
Explain what you have learned about the principles guiding general education from this course and the courses you have taken in the past. What are the most important concepts you have learned (a) from this course and (b) throughout your time as a university student? What are your plans for putting your education to use within your community? How might your newly-acquired knowledge and skills shape your personal and professional development?
.
The launch of a new research unit to study social services in the network society. The research unit is a joint venture between the Glasgow School of Social Work and the Institute for Research & Innovation in Social Services. The presentation includes reference to a bid for funds from the Institute for Advanced Studies
Social Technigraphic Profiles of Students at University of PécsGergő Molnár
This is an MA dissertation of Gergő Molnár, former student at University of Pécs, Hungary.
Please do not forget the referencing if you would like to cite any part of this document!
Authors website: http://www.molnargergo.hu
Open Assessments and OERs as Enablers in Competency-Based Education Tom Caswell
Call for Demos for the X International UOC UNESCO Chair Seminar
Title: Open Assessments and OERs as Enablers in Competency-Based Education
Tom Caswell, Helix Education
Brandon Muramatsu, MIT
It has been said that if you are measuring seat time rather than competency then you are measuring the wrong end of the student. Competency-based education has received a great deal of attention as a disruptive innovation that promises to raise quality and lower the cost of higher education. EDUCAUSE defines competency-based education (CBE) as awarding academic credit based on mastery of clearly defined competencies. In traditional higher education time is fixed and learning varies, which is why students receive grades at the end of a quarter or semester. Contrast this with competency-based education, where learning is fixed and time varies for each student. But if time varies then how do students know when they are done? Assessments play a central role in CBE because student performance must be measured against set standards.
While there are vast repositories of OERs, relatively few come with assessments to validate knowledge or check for understanding. In this demo we will show the Open Embedded Assessment (OEA) tool developed by MIT and Open Tapestry. Open Assessment complements existing OER efforts with tools to allow instructors to embed assessments in any OER, thereby providing students with a richer learning experience. Faculty can also create shared collections of assessment items with other faculty. We will demonstrate the current state of Open Embedded Assessments as both a formative and a summative tool. We will discuss the opportunities and challenges of a CBE implementation.
As more institutions explore competency-based education the need for an open infrastructure will grow. Helix Education is developing CBE courses using OERs to show what is possible within the Helix platform. Open Embeddable Assessments allow OERs to be leveraged into richer learning environments. Enhanced with Open Embeddable Assessments, these environments can provide valuable information back to students, faculty, and instructional designers. This data can expose gaps and deficiencies in the course -- areas that should be strengthened. And with open content the opportunity for data-driven improvement can be fully realized because the OERs can be legally modified. Together, Open Embeddable Assessments and OERs create a virtuous cycle of continuous improvement that can serve competency-based education well.
Connecting College Faculty to Open Content Repositories: Challenges and Oppor...Tom Caswell
This presentation will describe the Open Course Library, an ongoing project to redesign Washington's 81 highest enrolling college courses as open educational resources. During this multi-‐year effort, faculty members from the Washington state colleges are creating openly licensed courses using their existing learning management system. These courses will be shared within the 34-‐college system using a Creative Commons CC-‐BY license. I will discuss opportunities and challenges we have faces in this ongoing effort. Participants will recognize the role of faculty technology resource centers in many university Open Courseware operations, will understand the need for a simpler, more sustainable approach to creating open educational resources in Washington's community college system, will learn how faculty are using their existing LMS tool to create open educational resources in the Open Course Library project, and will consider the implications of increased use and remixing of open learning resources and the need for tools that make this easier for faculty.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Student Journalism 2.0 at Open Ed 2010
1. Testing New Models for Participatory Learning
in the Digital Age
Tom Caswell
Open Education Program Manager
Washington Board for Community and Technical Colleges
Alex Kozak
Program Assistant
Creative Commons
Student Journalism 2.0Student Journalism 2.0
2. What the?What the?
SJ 2.0 was a Creative Commons project
Conducted at 2 Silicon Valley High Schools
Funded by the 2009 Digital Media and
Learning Competition (DML)
◦ DML is administered through HASTAC
(Humanities, Arts, Science and Technology
Advanced Collaboratory) and funded by The
John D. and Catherine T. MacArthur Foundation
3. QuestionsQuestions
1. What new models of story development
and reporting are the students and
teachers excited about?
2. What were the barriers (if any) to
putting these new ideas into practice?
3. How could one reduce those barriers in a
scaled-up implementation of Creative
Commons licenses in a classroom?
4. The GoalThe Goal
To encourage journalism students,
teachers, and advisers to understand and
apply legal and technical means to
participate in 21st century journalism.
5. Recommendations for similarRecommendations for similar
implementationsimplementations
1. Identify potential programs and schools
2. Clear legal and institutional challenges
3. Integrate Creative Commons licenses into classroom
practices
4. Teach Creative Commons licenses
5. Discuss domain-specific implications of Creative
Commons licensing
6. Encourage students to use and remix CC licensed work
7. Encourage students to license their own work under CC
8. Seek new ways to utilize project infrastructure
6. Thank youThank you
Tom Caswell
caswell.tom@gmail.com
Alex Kozak
akozak@creativecommons.org
http://sj.creativecommons.org
7. Thank youThank you
Tom Caswell
caswell.tom@gmail.com
Alex Kozak
akozak@creativecommons.org
http://sj.creativecommons.org