The document discusses open education initiatives at the University of Cape Town (UCT). It describes UCT's OER project funded by the Shuttleworth Foundation, which involved surveying teaching resources, supporting OER creators, and publishing exemplar OERs. The project employed a part-time team and used an open-source Drupal directory to host OERs. UCT's strategies included using existing infrastructure, small innovation grants, and engaging the community. Metrics showed growing use of the OER directory. Benefits included computer literacy training and a guide used by multiple universities. Other South African open initiatives discussed were Funda Wande and Siyavula.
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
This document provides an overview of open educational resources (OERs) and massive open online courses (MOOCs) presented by Gerry McKiernan at the Electronic Resources & Libraries Conference in 2014. It defines OERs and MOOCs, outlines ways for librarians to develop professional knowledge in these areas through activities like training, conferences, and literature, and suggests how librarians can promote awareness of OERs on their campuses through guides and research. The document encourages librarians to learn more by taking the free OER-101 and OER MOOC courses themselves.
A guide to policy and practice around open education and open educational res...CILIPScotland
This document provides an overview of open education policy and practice in Scotland. It discusses open educational resources (OER), noting definitions from UNESCO and the OECD. It outlines some challenges to open education in Scotland like a lack of evidence and perception it is not a priority. It then summarizes efforts by universities, colleges, and organizations in Scotland to promote open practices through policies, repositories, training, and events. Barriers and opportunities for further advancing open education are also examined.
This document provides an outline for a presentation on strategies for promoting open educational resources (OERs) and massive open online courses (MOOCs). It discusses how librarians can become more knowledgeable about OERs and MOOCs through professional development, current awareness, and promotion activities. These include reading literature on the topics, exploring relevant websites and course offerings, attending conferences, taking MOOCs, following blogs and listservs, and engaging in research. The document also provides examples of guides and articles librarians can create to promote OERs and MOOCs within their communities.
Catherine Ngugi - OER in Africa use and re-use for Library ServicesAmanda Sudic
The document discusses OER Africa and its role in promoting open educational resources (OER) in Africa. It provides background on OER Africa, describing it as an initiative headquartered in Nairobi that is funded by several foundations and works to develop and increase use of OER across Africa. It then defines OER as educational resources that are freely available without need for royalties or licensing fees. The document outlines challenges African universities face in increasing access to higher education programs with limited resources and funding. It argues that OER can help by facilitating improved teaching and learning through strategies like enabling students to read course materials from various open sources, explore discipline-specific topics, engage in online learning conversations, practice new skills,
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
This document summarizes a presentation on open education in Northern African countries. It defines open educational resources (OER) and discusses their adoption in Algeria, Morocco, and Tunisia. Challenges to OER include limited internet access, issues with intellectual property, and a lack of supporting policies. Case studies describe OER initiatives at the universities of Bejaia in Algeria and Cadi Ayyad in Morocco. The Tunis Virtual University provides online courses, and all three countries aim to increase quality, access, and sharing of educational resources through OER.
Open Education Initiatives in North African countriesKamel Belhamel
The document discusses open education initiatives in North African countries. It provides background on open educational resources (OER) and notes that while digital readiness is improving in North Africa, OER adoption is still at an early stage due to factors like limited internet access. It profiles some OER initiatives like OpenMed and the ALECSO OER Community hub. The document also describes the University of Bejaia in Algeria and its vision for encouraging OER use, sharing, and development among faculty and students.
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
This document provides an overview of open educational resources (OERs) and massive open online courses (MOOCs) presented by Gerry McKiernan at the Electronic Resources & Libraries Conference in 2014. It defines OERs and MOOCs, outlines ways for librarians to develop professional knowledge in these areas through activities like training, conferences, and literature, and suggests how librarians can promote awareness of OERs on their campuses through guides and research. The document encourages librarians to learn more by taking the free OER-101 and OER MOOC courses themselves.
A guide to policy and practice around open education and open educational res...CILIPScotland
This document provides an overview of open education policy and practice in Scotland. It discusses open educational resources (OER), noting definitions from UNESCO and the OECD. It outlines some challenges to open education in Scotland like a lack of evidence and perception it is not a priority. It then summarizes efforts by universities, colleges, and organizations in Scotland to promote open practices through policies, repositories, training, and events. Barriers and opportunities for further advancing open education are also examined.
This document provides an outline for a presentation on strategies for promoting open educational resources (OERs) and massive open online courses (MOOCs). It discusses how librarians can become more knowledgeable about OERs and MOOCs through professional development, current awareness, and promotion activities. These include reading literature on the topics, exploring relevant websites and course offerings, attending conferences, taking MOOCs, following blogs and listservs, and engaging in research. The document also provides examples of guides and articles librarians can create to promote OERs and MOOCs within their communities.
Catherine Ngugi - OER in Africa use and re-use for Library ServicesAmanda Sudic
The document discusses OER Africa and its role in promoting open educational resources (OER) in Africa. It provides background on OER Africa, describing it as an initiative headquartered in Nairobi that is funded by several foundations and works to develop and increase use of OER across Africa. It then defines OER as educational resources that are freely available without need for royalties or licensing fees. The document outlines challenges African universities face in increasing access to higher education programs with limited resources and funding. It argues that OER can help by facilitating improved teaching and learning through strategies like enabling students to read course materials from various open sources, explore discipline-specific topics, engage in online learning conversations, practice new skills,
Case Study of Using Open Education Resources (OER) in Northern African Univer...Kamel Belhamel
This document summarizes a presentation on open education in Northern African countries. It defines open educational resources (OER) and discusses their adoption in Algeria, Morocco, and Tunisia. Challenges to OER include limited internet access, issues with intellectual property, and a lack of supporting policies. Case studies describe OER initiatives at the universities of Bejaia in Algeria and Cadi Ayyad in Morocco. The Tunis Virtual University provides online courses, and all three countries aim to increase quality, access, and sharing of educational resources through OER.
Open Education Initiatives in North African countriesKamel Belhamel
The document discusses open education initiatives in North African countries. It provides background on open educational resources (OER) and notes that while digital readiness is improving in North Africa, OER adoption is still at an early stage due to factors like limited internet access. It profiles some OER initiatives like OpenMed and the ALECSO OER Community hub. The document also describes the University of Bejaia in Algeria and its vision for encouraging OER use, sharing, and development among faculty and students.
This document discusses e-learning and m-learning initiatives in Africa. It outlines some of the key challenges faced, such as lack of infrastructure and resources. It then describes several projects using technology and mobile phones to expand educational access, including the African Virtual University, an eBook literacy project in South Africa, and a mobile novel project for teens. It also discusses the need to build capacity for online learning and the role of educational consortia and partnerships across the continent and with other regions.
The document summarizes several projects funded by the Department of Education and Early Childhood Development (DEECD) in Victoria, Australia to create innovative digital content. It describes 22 projects hosted on the FUSE education portal that were designed to be highly engaging for students. The projects were produced by cultural institutions and their partners and covered topics like history, citizenship, literature, music, and wildlife. They incorporated Web 2.0 features like user-generated content, collaboration, and multimedia elements.
Isabelle Turmaine - Presentation 1 - Presentation of the WorkshopAmanda Sudic
This document outlines the agenda for a two-day validation workshop on open educational resources (OER) for academic librarians in Anglophone Africa. The workshop aims to update librarians' knowledge of OER, discuss OER use, reuse and production, and provide feedback on a proposed OER training program for librarians. It will be participatory, focusing on interactive group discussions and feedback on a prospective project. Day one covers information sharing, while day two focuses on projects and proposals.
Buhle Mbambo Thata - OERs at UNISA: a perspecitve from the libraryAmanda Sudic
This document summarizes Buhle Mbambo-Thata's perspective on open educational resources (OERs) at the University of South Africa (UNISA) library. It provides background on OERs and discusses UNISA's initiatives and the library's role in supporting OERs. Specifically, it outlines that UNISA has developed several OERs, signed the UNESCO OER statement, and created an OER strategy and portal. The library has been involved by hosting OERs, participating in strategy teams, and helping to integrate OERs into its services. Mbambo-Thata argues that libraries must actively support changing teaching/learning and maintain their facilitation role through OERs and
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
E learning and distance learning in the ukNia Wearn
The document discusses e-learning and distance learning in the UK higher education sector. It notes that there are over 300 institutions in the UCAS scheme that offer higher education courses, including universities, colleges, and further education colleges. It also discusses the prominent role of the Open University in pioneering distance education in the UK since the 1960s. Finally, it summarizes some of the benefits and challenges of online learning, such as flexibility but also potential isolation for students.
Presentation during the 14th Association of African Universities (AAU) Conference and African Open Science Platform (AOSP)/Research Data Alliance (RDA) Workshop in Accra, Ghana, 7-8 June 2017.
The document discusses virtual copyright and Open Educational Resources (OER). It provides an overview of the Smartcopying website which provides guidelines and resources for schools on copyright. It notes that the understanding of education has expanded with digital innovations and the internet. Current copyright law is described as expensive and restrictive for educators. OER are presented as a solution, allowing free reuse, remixing and sharing of educational resources under open licenses. Common Creative Commons licenses are summarized and ways to find OER through search engines and repositories are provided.
This document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs), with specific reference to open universities. It provides background on key concepts like openness, important milestones in open and online education, examples of open initiatives, and defines OER. It describes the educational materials and initiatives of Netaji Subhas Open University to promote OER, including their OER policy objectives, repository, and a prototype MOOC course design using open-source platforms. The goal of openness in education is to democratize knowledge and provide equitable, quality education for all through accessible, affordable resources.
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
Achievements and opportunities for the use of the Internet in education in We...Internet Society
Africa Regional Internet Development Dialogue
Kigali, Rwanda, 8-9 May 2017
By Prof Hamidou Boly, Ecowas Commissioner for Education, Science and Culture
The document summarizes 20 digital content projects funded by DEECD through strategic partnerships. The projects cover a range of curriculum areas and levels from early childhood through to post-compulsory education. They include websites, mobile apps, and online tools for students to create digital works like videos, poems, artworks and more. Many of the projects allow students to upload, share and collaborate on content.
Public Services during power cuts and protestsca92
The document summarizes Cornell University's Albert R. Mann Library international partnerships that provide agricultural information resources and services to developing countries. Key programs discussed include TEEAL, AGORA, and support for two plant breeding PhD programs in Africa. The library provides reference support, instruction, and document delivery to these programs through both distance and on-site methods. Challenges include providing services across distances, differing technical infrastructures, and cultural/language barriers.
The Learning Registry: Social networking for open educational resources?Lorna Campbell
This presentation will reflect on Cetis’ involvement with the Learning Registry and JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum activity and social usage data about learning resources across diverse educational systems.
Sharing information literacy resources as OERsJane Secker
Presentation given at ALISS Summer Conference in July 2013 on the CoPILOT sub-group which provides a community of practice for librarians to share their information literacy resources
The Virtual Learning Network (VLN) Community supports flexible, online learning without physical classroom walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes and learning resources 24/7 through video conferencing, online collaboration tools, and a learning management system. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
The Virtual Learning Network (VLN) Community supports flexible, online classrooms without walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes 24/7 through video conferencing, online collaboration tools, and asynchronous learning resources. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
#OpenScot Update for Warsaw Policy Forum June 2017Joe Wilson
This is an Open Scotland update for the Warsaw Open Educational Resource Policy Forum June 2017 You can find out more about Open Scotland http://openscot.net/
This document discusses e-learning and m-learning initiatives in Africa. It outlines some of the key challenges faced, such as lack of infrastructure and resources. It then describes several projects using technology and mobile phones to expand educational access, including the African Virtual University, an eBook literacy project in South Africa, and a mobile novel project for teens. It also discusses the need to build capacity for online learning and the role of educational consortia and partnerships across the continent and with other regions.
The document summarizes several projects funded by the Department of Education and Early Childhood Development (DEECD) in Victoria, Australia to create innovative digital content. It describes 22 projects hosted on the FUSE education portal that were designed to be highly engaging for students. The projects were produced by cultural institutions and their partners and covered topics like history, citizenship, literature, music, and wildlife. They incorporated Web 2.0 features like user-generated content, collaboration, and multimedia elements.
Isabelle Turmaine - Presentation 1 - Presentation of the WorkshopAmanda Sudic
This document outlines the agenda for a two-day validation workshop on open educational resources (OER) for academic librarians in Anglophone Africa. The workshop aims to update librarians' knowledge of OER, discuss OER use, reuse and production, and provide feedback on a proposed OER training program for librarians. It will be participatory, focusing on interactive group discussions and feedback on a prospective project. Day one covers information sharing, while day two focuses on projects and proposals.
Buhle Mbambo Thata - OERs at UNISA: a perspecitve from the libraryAmanda Sudic
This document summarizes Buhle Mbambo-Thata's perspective on open educational resources (OERs) at the University of South Africa (UNISA) library. It provides background on OERs and discusses UNISA's initiatives and the library's role in supporting OERs. Specifically, it outlines that UNISA has developed several OERs, signed the UNESCO OER statement, and created an OER strategy and portal. The library has been involved by hosting OERs, participating in strategy teams, and helping to integrate OERs into its services. Mbambo-Thata argues that libraries must actively support changing teaching/learning and maintain their facilitation role through OERs and
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
E learning and distance learning in the ukNia Wearn
The document discusses e-learning and distance learning in the UK higher education sector. It notes that there are over 300 institutions in the UCAS scheme that offer higher education courses, including universities, colleges, and further education colleges. It also discusses the prominent role of the Open University in pioneering distance education in the UK since the 1960s. Finally, it summarizes some of the benefits and challenges of online learning, such as flexibility but also potential isolation for students.
Presentation during the 14th Association of African Universities (AAU) Conference and African Open Science Platform (AOSP)/Research Data Alliance (RDA) Workshop in Accra, Ghana, 7-8 June 2017.
The document discusses virtual copyright and Open Educational Resources (OER). It provides an overview of the Smartcopying website which provides guidelines and resources for schools on copyright. It notes that the understanding of education has expanded with digital innovations and the internet. Current copyright law is described as expensive and restrictive for educators. OER are presented as a solution, allowing free reuse, remixing and sharing of educational resources under open licenses. Common Creative Commons licenses are summarized and ways to find OER through search engines and repositories are provided.
This document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs), with specific reference to open universities. It provides background on key concepts like openness, important milestones in open and online education, examples of open initiatives, and defines OER. It describes the educational materials and initiatives of Netaji Subhas Open University to promote OER, including their OER policy objectives, repository, and a prototype MOOC course design using open-source platforms. The goal of openness in education is to democratize knowledge and provide equitable, quality education for all through accessible, affordable resources.
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
Achievements and opportunities for the use of the Internet in education in We...Internet Society
Africa Regional Internet Development Dialogue
Kigali, Rwanda, 8-9 May 2017
By Prof Hamidou Boly, Ecowas Commissioner for Education, Science and Culture
The document summarizes 20 digital content projects funded by DEECD through strategic partnerships. The projects cover a range of curriculum areas and levels from early childhood through to post-compulsory education. They include websites, mobile apps, and online tools for students to create digital works like videos, poems, artworks and more. Many of the projects allow students to upload, share and collaborate on content.
Public Services during power cuts and protestsca92
The document summarizes Cornell University's Albert R. Mann Library international partnerships that provide agricultural information resources and services to developing countries. Key programs discussed include TEEAL, AGORA, and support for two plant breeding PhD programs in Africa. The library provides reference support, instruction, and document delivery to these programs through both distance and on-site methods. Challenges include providing services across distances, differing technical infrastructures, and cultural/language barriers.
The Learning Registry: Social networking for open educational resources?Lorna Campbell
This presentation will reflect on Cetis’ involvement with the Learning Registry and JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum activity and social usage data about learning resources across diverse educational systems.
Sharing information literacy resources as OERsJane Secker
Presentation given at ALISS Summer Conference in July 2013 on the CoPILOT sub-group which provides a community of practice for librarians to share their information literacy resources
The Virtual Learning Network (VLN) Community supports flexible, online learning without physical classroom walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes and learning resources 24/7 through video conferencing, online collaboration tools, and a learning management system. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
The Virtual Learning Network (VLN) Community supports flexible, online classrooms without walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes 24/7 through video conferencing, online collaboration tools, and asynchronous learning resources. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
#OpenScot Update for Warsaw Policy Forum June 2017Joe Wilson
This is an Open Scotland update for the Warsaw Open Educational Resource Policy Forum June 2017 You can find out more about Open Scotland http://openscot.net/
Youngsup Kim, board member of the OCW Consortium and Igor Lesko, membership services coordinator present on the future of OCW at the Asia OCW Meeting in Taipei.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
Scooteroer pg cert talk introduction to open education by v rolfe sept11Vivien Rolfe
This document discusses open educational resources (OER) and open practice. It defines OER as teaching and learning materials that are freely available online for anyone to use and adapt. The document provides examples of global OER projects and repositories where materials can be found. It outlines considerations for using and producing OER, including attributing sources, selecting appropriate licenses, and ensuring accessibility. Producing high quality OER requires considering copyright and obtaining necessary permissions to share or adapt existing materials.
Opening higher education in Africa OER and MOOCsRosemary Juma
This document discusses opening higher education in Africa through the use of open educational resources (OER). It believes OER can positively support the development and capacity of higher education systems across Africa if the concept and practice of OER evolves within the African context. It provides background on the challenges facing higher education in Africa, including lack of skills, infrastructure issues, and the need for regional collaboration. It then discusses the work of the African Virtual University to increase access to higher education through contextualizing open content and developing an OER repository. Research on the use of MIT OpenCourseWare in Africa found a huge appetite for alternative content but infrastructure challenges. The document concludes by discussing the possibilities and prerequisites for OER and MOOCs in
The document discusses open educational resources (OER) and the potential for UCL to develop an OER program and repository. It provides an overview of OER, definitions, examples of OER programs internationally, drivers and challenges. It summarizes the UKOER pilot program and lessons learned. It describes UCL's existing involvement in OER through the Virtual Dutch initiative and an early modern Low Countries history course. It compares arguments for open access to research to potential arguments for a UCL OER policy and repository.
African Perspective on The Global Trends in Open, Distance and Online Learnin...icdeslides
This presentation is about trends in ODL in an African perspective. Education and learning is probably that single thing that has the greatest impact on humans and societies, in particular in a long term perspective.
Higher education is increasing more rapid than ever, and Africa is a hot spot for future HE. Africa is lagging compared with richer parts of the world, but is catching up faster than many would have believed. However, better integration between education and economic value chains has to be more in focus.
For the post 2015 education agenda Quality Open Education Resources and ODL can make dreams come through. In fact, without OER and ODL, dreams about quality education for all might end up as wishful thinking.
Not all that shines is gold, and the MOOC hype has been replaced by a good portion scepticism in particular regarding target groups, lack of student success and learning outcomes. However, the driving forces for open knowledge are so strong that we again and again will se waves of innovations riding on online learning and mobile broadband, where Africa will through time will catch up and close the digital gap.
Teachers and teachers trainers is the key to educational success for Africa, and competencies and capability to provide quality ODL will be in the core. "If you want to go quickly, go alone. If you want to go far, go together”, an old African proverb says. And ICDE is prepared to go far together with ACDE.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
Profiling Academics Online (PAO) is a pilot project that aims to increase the online visibility and presence of academics. It will select up to 10 participants from various fields of study to create online profiles, share their work, and engage in scholarly communication and collaboration over 5 months. The project will provide toolkits and support to help participants establish an online presence using web 2.0 technologies like blogs, social networks and research profiling platforms. It aims to measure the impact of an increased online presence on access to academic networks, industry connections, and research funding opportunities.
A guide to policy and practice around open education and open educational res...CILIPScotland
This document provides an overview of open education policy and practice in Scotland. It discusses open educational resources (OER), noting definitions from UNESCO and the OECD. It outlines some challenges to open education in Scotland like a lack of evidence and perception it is not a priority. It then summarizes efforts by universities, colleges, and organizations in Scotland to promote open practices through policies, repositories, training, and events. Barriers and opportunities for further advancing open education are also mentioned.
The 2013 Eportfolio Forum focused on digital identities, footprints and networks. The keynote speaker was Prof. Phillip Long who discussed how ePortfolios can support learner-driven pathways in the new digital world. He argued that universities need to better utilize technology and implement high-impact learning practices. The rise of mobile devices and lecture capture was also examined. The forum explored how tools like ePortfolios, badges and learning records could provide authentic, participatory learning experiences and credentials owned by learners.
The document discusses the HEFCE/JISC/HEA OER programme, which provided £5.7 million in funding for 12-month pilot projects to open up existing high-quality UK higher education resources. The programme aimed to make resources freely available and reusable under open licenses. It supported projects in three strands: institutional, individual, and subject-based. Projects were required to deposit resources in Jorum Open and be evaluated. The document provides details on the programme and shares information about related open education initiatives.
Make the difference - at the UNESCO IITE Conference 2014icdeslides
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
Harmonising Universitas Terbuka’s OER Platform: Increasing Access and Sharing Capability
Daryono, Prasetyo Dimas
Invited talk given to faculty and staff at Kwantlen Polytechnic University 2-Apr-2013. Explores the many ways Creative Commons and open are impacting higher education with a particular focus on OER, Open Textbooks, Open Access and MOOC's.
Presentation on E-Developments in Academic Libraries at the Collaborative Partner Academic Support Development Day held at De Montfort University on Thursday 7th July 2011. Audience: academic staff and learning developers.
The facets of open education. Resources, data and culture. Tuesday 17 September, 11:45 – 13:15 @ Room 13, Floor 2
Open data is data that can be freely used, reused and redistributed by anyone. Many institutes offer Open Educational Resources (OER) online. Education can benefit highly from open and linked data approaches.
Moderator: Doug Belshaw, Badges & Skills Lead, Mozilla Foundation
Panel members:
Jackie Carter, Senior Manager, MIMAS, Centre of Excellence, University of Manchester
Mathieu d’Aquin, Research Fellow, Knowledge Media Institute, Open University, UK
Davide Storti, Programme Specialist, Communication and Information Sector (CI), United Nations Educational, Scientific and Cultural Organization (UNESCO)
OKCon, Geneva, 16-18 September 2013
Creating an e-Environment for scholarship: dream or reality?heila1
A short presentation about the Library's e-Strategy: its governance and examples of products of the e-Strategy in support of scholarship. Feel free to contact any of the colleagues responsible for the implementation of the e-Strategy if you want to become involved with any of the projects. Mobile services and preservation are two 2 focus areas.
Similar to Supporting innovation in educational technology by enabling open educational practices (20)
Venturing Beyond the Walled Garden: Building Online Learning Activities Outsi...Michael Paskevicius
This document discusses building online learning activities outside of the learning management system (LMS) to allow for flexible, adaptable, and meaningful learning. It outlines seven key principles for effective blended and online course design: contact between students and faculty; cooperation among students; active learning; prompt and targeted feedback; emphasizing time on task; communicating high expectations; and respecting diverse talents and ways of learning. Examples of digital tools that can support these principles are provided, including using annotations, open case studies, and peer review. Attendees then shared their own institutional examples of best practices for designing learning outside the "walled garden" of the LMS.
Open educational practices and learning design: The role of educational devel...Michael Paskevicius
While an official definition for open educational practices is still emerging, from a learning design perspective these may be considered teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. (Paskevicius, 2017). Open educational practices are teaching and learning designs that take advantages of the affordances of open educational resources, challenge students to learn more openly, engage our communities, and make our professional practice more accessible. A number of scholars have advocated for open practices: in supporting student success through increased access to educational resources (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); to support faculty engagement with educational developers in the co-creation of reusable and adaptable courseware (Conole & Weller, 2008; DeVries &Harrison, 2016); through the experimentation and reflection of the practice of teaching in the open (Veletsianos, 2013; Cronin, 2017); and in fostering learning communities across institutions (Petrides, Jimes, Middleton-Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, whose consultative work may support more open practices to address institutional goals, missions, and objectives.
Educational developers are well positioned to support change by infusing professional development with open practices at the departmental, program, and course level. Open educational practices may be situated as a lens to support these change initiatives and provide new conceptualisations of teaching and learning (Bossu, & Fountain, 2015). In this research presentation I'll present the findings from a literature review of open educational practices in the context of learning design and engage participants in thinking about how to integrate “open" into learning outcomes, teaching resources, pedagogy, and assessment.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Open pedagogy: making learning visible through live, reflective, and co-creat...Michael Paskevicius
VIU’s take on open pedagogy centres around the making of learning visible through community engagement and the design of authentic and lived learning experiences, including non-disposable assignments. This isn’t about using open textbooks or open educational resources (however it may be a side effect) but rather about making the entire learning experience live, unedited and unfolding in the moment following many of the attributes of Hegarty’s (2015) model for open pedagogy (learner generated, peer review, participatory technology, innovation and creativity, sharing, reflection, trust and a connected community). We have a number of faculty applying open pedagogy components in their classes and we’ll share some examples. We also are building a course redesign institute around this impactful learning practice. This session will explore the evolving components of open pedagogy and how it might manifest for optimal student learning. Participants will engage in a mini-version of our course redesign model and uncover the key attributes of open pedagogy. Come explore visible learning with us!
Portfolios, Blogs, and Websites: Using the VIUBlog Platform for Student Assig...Michael Paskevicius
Do you want students to share their learning more visibly with their peers?
Are you interested in creating assignments that allow students to collaborate, remix multimedia, and develop literacies for contributing to the open web?
The VIUBlogs service can be used by faculty and students to communicate with peers and/or the community, write collectively, build a portfolio, or engage in reflective writing. An increasing number of faculty are developing learning designs which integrate VIUBlogs as part of student learning activities.
In this session, we will showcase some of the possible ways which you might integrate VIUBlogs into your teaching practice and consider how doing so may make student learning more visible, collaborative, and authentic.
VIUTube: Come Learn What is New and Exciting with Streaming Video and Audio! Michael Paskevicius
We have updated VIUTube to the latest release of Kaltura and have some new tools available. Come learn about CaptureSpace, a desktop tool for creating screencasts, lecture capture, webcam recordings, and podcasts. This tool is now freely available within VIUTube and includes the ability to do simple desktop video editing, adding of titles and credits, then immediate upload to VIUTube on your account. We will also look at the new Video Quiz tool which allows you to embed quiz questions at specific points within your video. Both tools are available to both faculty and students to engage in creative video projects
The role of educational developers in supporting open educational practicesMichael Paskevicius
While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013).
Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011).
This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Students co creating course content and evaluating their own learningMichael Paskevicius
Emerging technologies offer new ways to conceptualise teaching and learning practices by inviting further opportunities for the personalisation of inquiry-driven learning, fostering student creativity, and promoting student engagement. This session will explore ways in which you might engage students in co-creating knowledge and resources, engaging students in more openly visible learning experiences for review by their peers or the community at large.
This session focuses on how to integrate open education practices in your teaching and learning practices, what it looks like, how to engage students, which integrates open educational practices.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
Activity theory analyzes human behavior in social contexts. It originated from Vygotsky's notion of mediated action and the relationship between subject, object, and mediating artifact. Leont'ev introduced the distinction between individual action and collective activity, considering how division of labor impacts activity. Engeström expanded the model to include community, rules, division of labor, and how they interact within an activity system. Activity theory principles include the hierarchical structure of activity, its object-oriented nature, internalization/externalization of tools, mediation of human activity by tools, and development over time through contradictions. It has been applied to understand technology use in education and analyze changes within and between activity systems.
This document provides an introduction to using WordPress to create student ePortfolios. It defines ePortfolios as selective online documents that showcase a student's academic development. WordPress is introduced as a flexible, open-source platform for building websites and ePortfolios. The document guides students through setting up a WordPress site for their ePortfolio, including choosing a URL, title, and privacy settings. It also provides tips on creating pages and posts, uploading media, using themes, and referencing sources. The goal is to help students structure their ePortfolio to showcase accomplishments, activities, and future goals.
Telepresence Robots: Applications and Issues in Higher EducationMichael Paskevicius
The document discusses the potential use of telepresence robots to support multi-access learning in higher education. It describes how telepresence robots could allow remote or off-campus students to participate in physical classroom activities through an autonomous robot. The document outlines different models for multi-access learning, including shared portals, personal portals, and telepresence robots. It provides perspectives from faculty and students, with some seeing benefits to inclusion and access, while others raise concerns about costs and impact on community.
ETUG2015-Mobile Technology Integration in an Applied Science Program: Forestr...Michael Paskevicius
As mobile devices continue to proliferate throughout society, the question of how higher education might take advantage of these devices for use in teaching and learning remains unclear. While many institutions now have ‘bring your own device’ (BYOD) policies, others have mandated access to mobile devices at the program or institutional level.
The purpose of this session is present the case of how our department of forestry went about implementing a tablet initiative. The tablet was a required device for both faculty and students entering the program in September 2014 with the intended goals of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage and enabling collaborative and active learning in the classroom.
In the session we will share what we have learned thus far in supporting the initiative and reflect on feedback collected from faculty and students in interviews, focus groups and observations throughout the program. At the end of the session, participants should be able to identify the challenges, issues and best practices for implementing a tablet initiative at this level.
Broad overview of the iPad and basic device management for students entering a program which requires the iPad. iPads were selected to:
- Reduce textbook purchase costs for students: students will be offered free and/or openly licensed digital textbooks access through the device.
- Mirror industry standard practices from the field: iPads are emerging as industry standard device for the collection of data in the field.
- Enable collaborative learning in the classroom: allow students to use iPads for group work in class and share projector.
Screenshots are from iOS7.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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
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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
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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
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Supporting innovation in educational technology by enabling open educational practices
1. Supporting innovation in
educational technology by enabling
open educational practices
Michael Paskevicius
Reporting from: Centre for Educational Technology
University of Cape Town
2. Agenda
The case for open education in Southern Africa
Open education at the University of Cape Town
Unintended benefits, unforeseen
consequences
Other interesting open initiatives in the South
3. Global Science Research Outputs (2001)
http://www.worldmapper.org
2006 SASI Group (University of Sheffield) and Mark Newman (University of Michigan).
4. “There’s been no significant break in relations
of knowledge production between the colonial
and post-colonial eras. African universities are
essentially consumers of knowledge produced
in developed countries.”
Blade Nzimande, Minister for Higher
Education and Training
UNESCO World Conference on Higher
Education 2009
CC-BY Eve Gray:
http://www.slideshare.net/evegray/open-access-week-2009-university-of-the-western-cape
5. What’s different
about Africa now?
• 100x improvements in both
international and national
bandwidth
• TENET/SANREN bandwidth
10Gbps (coming soon)
• Enables new possibilities,
especially for audio, video and
rich media
• Africa coming online
CC- BY Steve Song http://manypossibilities.net/african-undersea-cables/
6. Mobile revolution
The penetration of mobile phone networks in many
low and middle-income countries surpasses other
infrastructure such as paved roads and electricity,
and dwarfs fixed Internet deployment.
http://www.who.int/goe/publications/goe_mhealth_web.pdf
Did You Know - Mobile Stats for Africa 2011, Compiled by Praekelt Foundation http://www.youtube.com/watch?v=5kamlf-uAHU
7. What can be done with this onslaught of
bandwidth and access to knowledge?
CC-BY Eve Gray:
http://www.slideshare.net/evegray/scholarl
8. University of Cape Town : from - http://en.wikipedia.org/wiki/University_of_Cape_Town
Informal Settlement : from - http://www.flickr.com/photos/54357435@N00/1093665713 Author: http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en_CA
11. OER UCT Project
• Funded by Shuttleworth Foundation from March 2009 –
February 2010, total value R800,000 ($97,000 CAD)
• Activities:
– Survey existing teaching & learning resources with
potential to be OERs
– Provide support to OER creators
– Facilitate the publication of 5 exemplar OERs
– Create an OER Directory for UCT
– Document the OER UCT process as a case study
• Encourage and support the production and sharing
of South African open educational resources
12. Strategy 1: Small part-time team
• Employ a part-time project manager &
graduate assistants
• Use existing staff members of CET
– Academic in CET – Project Director
– Co-ordinator of the CET Learning Technologies
-technical manager
– Student volunteers
14. Strategy 3: Referatory of OER
• Reduce duplication and maximise the use
of existing infrastructure
• Directory allows
– Lecturers to upload or remove resources
– Lecturers to capture metadata
– Search, browse and discover resources by
category or keywords
15. Strategy 4: Use OSS - Drupal
• Use Open Source Software +
Drupal modules customised
by CET team
• Specialist programming and
theming done by consulting
company
• Uses same authentication as
http://drupal.org
other UCT sites
16. Strategy 5: Academic agency
• Decentralised uploading
– Individuals academics upload
and maintain their resources
directly
• Pride of authorship
– Quality assurance with the
individual not the system
– Quality assurance part of
broader teaching and learning
systems, not separate
• Minimal moderation
– Copyright compliance only
17. Strategy 6: Metadata standard
Users add Dublin Core
metadata which increases
the discoverability of a
resource
This particular resource is
hosted in the LMS, but described
and shared in OpenContent
18. Strategy 7: Project incorporated
into existing portfolio
• To ensure the sustainability of the UCT OpenContent
directory, the management of the OER initiative would
become part of the portfolio of the Curriculum
Development Officer in the Centre for Educational
Technology (CET)
19. Strategy 8: Marketing
• Seminars & workshops
• Blog – OER@UCT
• Facebook / Twitter
• Social events
• Button on UCT homepage
20. Strategy 9: Innovation grants
• 9 small grants in 2011
• £800 ($1,200 CAD) each
• Health Science, Engineering,
Law, CHED, Science
• To create and/or adapt OER
• From entire curriculum to
small media intensive
teaching and learning
resources
21. Strategy 10: Open.UCT
• Aims to make freely available scholarly resources
which can be shared, including research, teaching
and other scholarly resources
• Engage the UCT community in open education and
open scholarship issues in the broader sense
• Participate in global open education and open
scholarship discussions from a developing country
perspective
22. 0
50
100
150
200
250
01-2010
02-2010
03-2010
04-2010
06-2010
07-2010
08-2010
09-2010
10-2010
11-2010
12-2010
01-2011
02-2011
03-2011
05-2011
06-2011
07-2011
08-2011
09-2011
10-2011
11-2011
12-2011
01-2012
02-2012
03-2012
monthly
Growth of OER at UCT
Resources added
Growth of total content
25. Computer Literacy in the Community
IEEE UCT chapter use the openly licensed computer
literacy guides to support training in a computer lab
donated to a local high school
http://www.ebe.uct.ac.za/usr/ebe/staff/april2010.pdf
26. Studying at University: A guide for
first year students
• Used by Venda University and the University of the Western
Cape with new students
• Stellenbosch University uses some of the illustrations
• The guide has been accessed over 3800 times via the
directory and over 600 physical printed guides have been
sold!
http://opencontent.uct.ac.za/Centre-for-Higher-Education-Development/Studying-at-University-A-guide-for-first-yea
27. OpenContent becomes a Journal Article
• Materials published as OER on OpenContent
selected for publishing in the Journal of
Occupational Therapy of Galicia, an open
access journal for occupational therapists in the
Spanish speaking world
http://blogs.uct.ac.za/blog/oer-uct/2010/12/06/sharing-knowledge-leads-to-opportunities
32. Prepared by: Michael Paskevicius
michael.paskevicus@gmail.com
OpenUCT
http://openuct.uct.ac.za/
OpenContent Directory:
http://opencontent.uct.ac.za
Follow me: http://twitter.com/mpaskevi
Presentations:
http://www.slideshare.net/mpaskevi
This work is licensed under the Creative Commons Attribution-
Share Alike 2.5 South Africa License. To view a copy of this license,
visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a
letter to Creative Commons, 171 Second Street, Suite 300, San
Francisco, California, 94105, USA.
Editor's Notes
This talk will be based on my experiences working at the Centre for Educational Technology at the University of Cape Town. The focus will be on a small institutional open educational resources project I was involved with from 2009-2012. I would like to touch on: The case for open education in Southern Africa The open education project at the University of Cape Town Some of the unintended benefits and unforeseen consequences of the project And then share with you some other interesting open initiatives in the South
An often displayed representation of global science outputs clearly shows the issue of unrepresented outputs in Africa for science publications. Territory size shows the proportion of all scientific papers published in 2001 written by authors living there. Scientific papers cover physics, biology, chemistry, mathematics, clinical medicine, biomedical research, engineering, technology, and earth and space sciences. There is more scientific research, or publication of results, in richer territories. This locational bias is such that roughly three times more scientific papers per person living there are published in Western Europe, North America, and Japan, than in any other region.
Furthermore most of the educational content being used in Africa comes from the developed nations. Although inadvertent, this may be considered a form of cultural imperialism as knowledge dictated as important in developed nations is absorbed by developing nations. The South African Minister for Higher Education calls for more locally produced educational content relevant to countries in Africa.
But its not all bad news. Concurrently Africa is coming online with deep sea cables approaching from all angles! In my time in African I saw a dramatic increase in the availability of bandwidth in Southern Africa. The number of providers is increasing, costs are coming down, mobile internet is default, and it’s a very exciting time. But does this only mean that content will flow from developed nations to developing nations faster?
Futhermore in most of the developing world, cell phone usage is exploding. I found that more of my friends in South Africa carried smart phones than those here in Canada. For the masses its their first computer and their first connection to the internet.
So institutions in Africa are faced with the next challenge, should they attempt to compete globally and increase the number of science outputs in peer reviewed journals? Those which in many cases are too expensive to purchase access to. Or could they use this new resource to solve developmental challenges and increase access to education?
I will report on one project which aimed to use new technologies to increase access to educational materials at the University of Cape Town. UCT enjoys a fabulous global reputation and numerous notable scholars. The currently growth adverse institution has approximately 25,000 students and 1000 academic staff. Nearly all teaching is done on the main campus with little to no distance education. Despite all of the prestige, UCT still sits in a country with great social problems; including vast inequality, limited access to basic services for some and a troubled schooling system resulting in many not being able to access higher education. Informal communities such as this are within 25 minutes of the university and multi-million dollar homes. Current debate at UCT initiated by VC Max Price "Can UCT be an elite university without being elitist?“ http://www.uct.ac.za/usr/dad/alumni/events/VC_ALF_CPT_invitation.pdf
Impressively, UCT has a number of outreach programs which aim to help address these social problems. Many are in fact entirely run by students on a volunteer basis. These four on the left are student let teaching programs to help prepare pupils for university and improve their experience in schooling. The UCT knowledge co-op seeks to attract community partnerships with the university. The SCAP program and Opening Scholarship look at the changing nature of academic scholarship in light of new technological developments. OpenUCT and UCT OpenContent are aiming to increase access to UCT’s knowledge resources.
The ground for all of this work, the Cape Town Open Education Declaration; a major international statement on open access, open education and open educational resources which helped raise awareness about openness in South Africa
As I arrived in Cape Town in 2009 the Shuttleworth Foundation had just funded a project to launch open educational resources at UCT. OER UCT project, f unded by Shuttleworth Foundation to the total value of R800,000, had as its key activities: Surveying existing T&L resources with potential to be OERs Providing support to OER creators Facilitating the publication of 5 exemplar OERs Creating an OER Directory for UCT Documenting the OER UCT process as a case study Promoting longer-term sustainability of the initiative With only a limited amount of funding - the equivalent of about £73 000 we needed to meet all our objectives (as stated above). As we knew that we could not rely on further funding from the Shuttleworth Foundation, we devised a number of strategies to ensure the longevity of the project. I will elaborate upon the 10 key strategies.
Our first challenge was forming a team to take this project forward. As we realised that we had very little funding for salaries, we decided to make the most of the time and skill sets of existing staff members of CET and only employed a part-time project manager and two part-time graduate students to implement the project. An academic in CET was appointed the director of the project and the Co-ordinator of the CET Learning Technologies section was appointed as technical manager as part of their usual activities and one learning technology consultant was co-opted from the learning technologies team. In addition we invited our colleague from Health Sciences who was project managing another OER project to join the team meetings on a regular basis.
A seminal decision was to opt for a resource-based approach and not a course-based approach as adopted by both MIT and OU. AS we did not have the funding to offer lecturers instructional design support, we chose to request lecturers to make available the resources they were prepared to share – from entire courses to individual resources such as podcasts, powerpoint presentations, lecture notes, worked examples, manuals, e-books). Our research in the Open Scholarship project had identified a number of potential resources and the willingness of many academics to contribute a selection of their resources.
A further strategy was not host resources on a separate repository, but rather to create a ‘portal’ to act as a directory to where the resources are already hosted so as to reduce duplication and maximise the use of existing infrastructure. Additional functions of the directory included capturing metadata, searching the site, linking to lecturers self-created portfolios and allowing lecturers to upload or remove resources themselves.
Rather than develop a directory from scratch, the team decided to investigate various Open Source Software (OSS) options and after trialling various products decided upon Drupal . Some of the specialist programming was undertaken by a software consulting company, but most of the customisation of the directory was undertaken by one of the graduate assistants under the guidance of the learning technology consultant. Once key requirement was that the directory would need to be integrated with the UCT login system so that there was no special username and login required for academics to contribute their resources.
In keeping with the pride-of-authorship model, a minimal moderation process was adopted where the OER team would check for copyright compliance - i.e. that an alternative intellectual property system such as a Creative Commons licence had been specified; that no embedded copyright was evidenced in the materials; that the format of the resource was congruent with the type of licence specified and that sufficient metadata was provided about the resource.
The OpenContent directory allows you to add context to your online resource by adding metadata which describes what it is. This makes it searchable, discoverable, and furthermore makes it part of the UCT collection of open online educational content. I think there is a real benefit, in being part of the collection of open resources we make available from UCT.
Following the 1 year project, it was decided that the management of the OER initiative would become part of the portfolio of the Curriculum Development Officer in the Centre for Educational Technology (CET) as this person already deals with supporting the development of digital resources for teaching and learning. Basically an instructional designer with a eye for creating open educational resources.
To promote the idea of Open Educational Resources we have adopted a range of marketing initiatives including running seminars and workshops on OER creation; running an OER blog, a project Facebook and Twitter account; arrange social events where OER contributors are acknowledged and negotiate a button on the UCT homepage to connect directly to The UCT OpenContent website.
The OpeningScholarship project recommended that the OER initiative at UCT should not be seen in isolation but should be seen as part of a more ambitious Open.UCT project that included making research and community engagement resources available to the general public. The initial plans for Open.UCT are in place and initial funding has been granted.
The growth of contributed open content at UCT has increased steadily and we now have more than 200 resources available.
Academics are also becoming increasingly interested in alternative analytic metrics and new ways of measuring influence. We found that reporting these back to academics often led to conversations around how their content could be even better described and indexed.
The big question most contributors of OER seem to have is: does my content actually ever get used?
The first example is of the IEEE chapter using our CHED computer literacy guides for lab training. Students from the chapter actually wrote to us asking for permission to use the guides. We were able to say “yes absolutely!” they are freely available on our website and the Creative Commons license provides the terms for reuse.
Of course the A guide for first year students, which was a resounding success and has been used by the University of Venda and the University of the Western Cape to help new students acclimate to the university environment.
One of our greatest stories of reuse was that or Matumo Ramafekeng, whose materials which were published as OER on OpenContent, were selected for publishing in the Journal of Occupational Therapy of Galicia, an open access journal for occupational therapists in the Spanish speaking world For those who have heard of Alan Levine, this story actually made his “Amazing stories of sharing 2010” edition!
Finally I just wanted to share some other interesting open education initiatives happening in South Africa.
Funda is an organization of student volunteer tutors that aims to improve the quality of teaching available to high school students in disadvantaged townships. On Saturday mornings, high school students are brought to UCT to be tutored and mentored. The sessions are just 2 hours and transport is provided. Thanks to the help of the excellent tutors, the students get individual attention and this really helps them to excel. OER’s such as Khan Academy videos are being used to supplement instruction. Funda also has a project which seeks to translate Khan Academy videos into South African languages both through the subtitles and using voice over.
Siyavula (also a Shuttleworth project) supports and encourages communities of teachers to work together, openly share their teaching resources and benefit from the use of technology. Siyavula is based upon the collaborative textbook editor created at Rice University called Connexions and allows South African teachers to collaboratively author textbooks appropriate for their context. The books are also now being printed and recently were added to the approved book list for South African schools~
OER Africa is an innovative initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent.