The document outlines the Berta Project, which aims to (1) collate open educational resources (OERs) relevant for training teacher educators in quality online and distance education (ODeL) in Africa, (2) organize the OERs into a course format to empower teacher educators to adapt the resources for their contexts, and (3) develop the resource in consultation with stakeholders. The project methodology involves finding appropriate OERs, integrating them into a program organized into 4 thematic modules on program design, assessment, student support, and using ICT tools, and getting feedback from stakeholders through webinars and conferences. The final version will be published under a Creative Commons license for open use.
Grantham College implemented a strategy to increase usage of its virtual learning environment (VLE) across the organization. By 2009, only 65% of courses were using the VLE, but usage was inconsistent. The college developed guidelines for mandatory and recommended VLE content. It also created a VLE awards scheme to recognize and incentivize high quality VLE course development. As a result of these efforts, VLE usage grew substantially between 2010-2011, with increased student and staff interaction on the VLE platform. Close collaboration between managers and support for staff skills development were key factors in the successful implementation of the college's VLE strategy.
This document summarizes the evaluation of a Digital Fluency Course implemented at the Open University of Tanzania from 2014 to 2017. The course consisted of 5 modules that covered digital fundamentals, working with open educational resources, learning design and development, academic integrity, and managing digital resources. The evaluation found that the course increased availability of learning materials, reduced costs by removing copyright restrictions, and built capacity through communities of practice. Challenges included low participation rates, requests to keep modules open-ended, and developer challenges around pedagogical approaches and time constraints. Lessons learned included the need for clearer requirements, longer duration, and acknowledging facilitation as an institutional responsibility.
The document discusses four options for staff engagement and support when using the Open University Learning Design Initiative (OULDI) Toolbox: 1) Independent use of openly available materials, 2) Peer support via an online community, 3) Tailored events for introducing tools and sharing designs, and 4) 'Side-by-side' mentoring over a specific period of time. The goal is to promote innovative thinking, reflection, and intellectual debate around designing effective learning activities using the OULDI Toolbox's tools and resources.
This presentation will introduce the exciting terrain of OER, identify the social, technical, legal, and financial motivators that are enabling the movement, and demonstrate how it has the potential to change academic practice and create new avenues for collaboration and feedback. He will argue that in adopting and familiarising oneself with OER practice academics can become ‘global scholars’, embracing Web 2.0 tools and open licensing systems which have the potential to enhance and increase the reach of their knowledge.
The presentation will detail an African university’s journey towards institutionalizing support for open educational resources. The talk intends to provide a base with which OER advocates can encourage African academic leaders to embrace openness and to highlight some of the benefits not only for the global community but also for the institution, students and contributing academic.
eLU 2015 Mallinson - Moving from Literacy to FluencyBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s HE academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision. In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for OdeL provision.
This presentation was provided by Teri Gallaway of LOUIS (The Louisiana Library Network) during a NISO Training Thursday, Discovery & Assessment of OER Materials, held on April 27, 2017
The document outlines the Berta Project, which aims to (1) collate open educational resources (OERs) relevant for training teacher educators in quality online and distance education (ODeL) in Africa, (2) organize the OERs into a course format to empower teacher educators to adapt the resources for their contexts, and (3) develop the resource in consultation with stakeholders. The project methodology involves finding appropriate OERs, integrating them into a program organized into 4 thematic modules on program design, assessment, student support, and using ICT tools, and getting feedback from stakeholders through webinars and conferences. The final version will be published under a Creative Commons license for open use.
Grantham College implemented a strategy to increase usage of its virtual learning environment (VLE) across the organization. By 2009, only 65% of courses were using the VLE, but usage was inconsistent. The college developed guidelines for mandatory and recommended VLE content. It also created a VLE awards scheme to recognize and incentivize high quality VLE course development. As a result of these efforts, VLE usage grew substantially between 2010-2011, with increased student and staff interaction on the VLE platform. Close collaboration between managers and support for staff skills development were key factors in the successful implementation of the college's VLE strategy.
This document summarizes the evaluation of a Digital Fluency Course implemented at the Open University of Tanzania from 2014 to 2017. The course consisted of 5 modules that covered digital fundamentals, working with open educational resources, learning design and development, academic integrity, and managing digital resources. The evaluation found that the course increased availability of learning materials, reduced costs by removing copyright restrictions, and built capacity through communities of practice. Challenges included low participation rates, requests to keep modules open-ended, and developer challenges around pedagogical approaches and time constraints. Lessons learned included the need for clearer requirements, longer duration, and acknowledging facilitation as an institutional responsibility.
The document discusses four options for staff engagement and support when using the Open University Learning Design Initiative (OULDI) Toolbox: 1) Independent use of openly available materials, 2) Peer support via an online community, 3) Tailored events for introducing tools and sharing designs, and 4) 'Side-by-side' mentoring over a specific period of time. The goal is to promote innovative thinking, reflection, and intellectual debate around designing effective learning activities using the OULDI Toolbox's tools and resources.
This presentation will introduce the exciting terrain of OER, identify the social, technical, legal, and financial motivators that are enabling the movement, and demonstrate how it has the potential to change academic practice and create new avenues for collaboration and feedback. He will argue that in adopting and familiarising oneself with OER practice academics can become ‘global scholars’, embracing Web 2.0 tools and open licensing systems which have the potential to enhance and increase the reach of their knowledge.
The presentation will detail an African university’s journey towards institutionalizing support for open educational resources. The talk intends to provide a base with which OER advocates can encourage African academic leaders to embrace openness and to highlight some of the benefits not only for the global community but also for the institution, students and contributing academic.
eLU 2015 Mallinson - Moving from Literacy to FluencyBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s HE academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision. In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for OdeL provision.
This presentation was provided by Teri Gallaway of LOUIS (The Louisiana Library Network) during a NISO Training Thursday, Discovery & Assessment of OER Materials, held on April 27, 2017
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
The Center for Distance Learning (CDL) at the State University of New York offers online courses and degree programs to over 100,000 students annually. CDL uses a team-based approach to course design that incorporates best practices in online pedagogy and visual instructional methods. Courses are developed using a rigorous approval process and focus on active, collaborative learning through case studies, simulations, and library resources to promote deep learning.
This document outlines the research plan for evaluating an OER Degree Initiative. It discusses conducting quasi-experimental studies on the impact of OER degrees on student outcomes at 10-12 partner colleges. It also involves collecting cost data through surveys, interviews and financial templates to analyze the cost impacts on students and institutions. The evaluation will examine academic and economic impacts through quantitative outcomes data and qualitative implementation research to provide formative feedback throughout the initiative.
The document outlines quality criteria for blended learning developed at a conference. It identifies 5 quality fields: institutional quality, enrollment, course, learning environment, and assessment/evaluation/validation. Each field contains various items to evaluate such as administration, resources, instructional design, course information, engagement, support, and assessment execution. The document emphasizes that quality of learning depends on student engagement and teaching skill/effort to create engaging learning experiences.
Personalized Learning Made Simple & Affordable: Waymaker Lumen Learning
Students learn at their own pace, but they learn more effectively in environments that reflect their individual learning needs. Attend this webinar to see Waymaker, the new personalized learning courseware from Lumen.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
The document summarizes reforms to the Danish public school system with the goals of:
1. Clarifying and simplifying the curriculum.
2. Improving standards through a longer and more varied school day with enhanced teaching.
3. Developing teachers' professional skills.
The reforms aim to provide a better framework for goal-oriented teaching and learning through a clearer curriculum, improved student planning, and a new educational portal. Municipalities report developing more motivating school days including digital resources and rethinking school structures. Standards are being developed and tested to better share digital learning resources across platforms.
Open Educational Resources - Evidence and ImpactRobert Farrow
The document discusses open educational resources (OER) and the Open Educational Resources movement. It describes some of the research and projects that have been conducted to understand the impact and use of OER, including 28 fellowships, research projects, publications, and studies of OER use in various countries. It also discusses challenges in understanding and assessing OER use and impact, and proposes using collective intelligence methods to identify challenges, find solutions, and provide evidence to support different claims about OER.
QAA at the Digital Apprenticeship Community EventJames Clay
1. The Quality Assurance Agency (QAA) oversees quality assurance for higher education in the UK, including degree apprenticeships. The QAA has developed the UK Quality Code, which outlines 19 high-level expectations that all higher education providers must meet.
2. The UK Quality Code covers academic standards, quality of learning opportunities, and information about higher education provision. It applies to all modes of study, locations, and students in UK higher education. Degree apprenticeships must also meet the expectations of the Quality Code.
3. In July 2018, the QAA published new guidance on assuring quality in higher education apprenticeships. It highlights key considerations around academic standards, learning and teaching, assessment
This presentation was provided by Ashley Miller of Ohio State University during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
The document discusses NAIT's examination of expanding its use of learning management systems. It recommends fully adopting Moodle by 2012 and integrating it with NAIT's digital curriculum database. It also recommends implementing this plan over four years while seeking collaboration opportunities with other institutions. The document provides implementation recommendations such as adopting alternate learning models and a multi-model approach to curriculum development.
The document discusses the Le@rning project, which aims to improve education through technology. It involves developing a Knowledge Sharing Platform (KSP) that is intended to be a virtual learning community and resource for students. The KSP will provide educational content, online mentoring support, and tools for collaboration between teachers and students. The goals are to expand learning opportunities, empower students, and better engage disadvantaged students through personalized learning plans and virtual support.
"Impact2: through the power of collaboration. How we increased our impact by ...Hester Mountifield
Strategic planning and delivery of services at the University of Auckland's Libraries and Learning Services (L&LS) is underpinned by institutional collaboration and consultation. L&LS continues to strengthen its specialist research support services with an enhanced focus on strategic partnerships. L&LS is the institutional owner of Research Outputs (Symplectic Elements), the system used by University of Auckland (UoA) researchers to record and manage their research publications and professional activities. Research Outputs is also a key data source for services that support UoA researchers increase their visibility, track and measure their research impact, and generate data for performance reviews. A reference group of senior academic and professional staff, chaired by the University Librarian, is a forum for strategic decision making on best practice use and development of Research Outputs. The UoA external facing university directory and academic profiles use a publication feed from Research Outputs and is one example of L&LS collaborating on an enterprise wide project to increase the visibility of researchers. L&LS actively contribute to several working groups including an initiative to promote ways to enhance academic reputation and profile, and increase citations. One outcome was a marked increase in deposits to the UoA research repository. A research impact publication service was launched by L&LS in 2014. The multi-faceted BiblioInformatics Service, developed with input from strategic partners and stakeholders, offers researchers consultations with librarians on how to track and maximise the impact of their research outputs and is supported by online guides. A self-service platform, drawing on Research Outputs as a data source, provides information such as h-index and top cited publications. To support strategic decision making the service also delivers benchmarking and collaboration reports to Senior Management on research and citation performance.
Lumen Learning OER Degree Program SupportKim Thanos
Lumen Learning is a nonprofit organization founded in 2012 that aims to improve access to education through open educational resources (OER) and personalized learning. It provides support for institutions implementing OER degree programs through required services like certifying courses are openly licensed and sharing them publicly, as well as enhancement services like advising on topics like instructional design and sustainability. Lumen Learning has supported over 70 institutions and its OER adoptions have consistently shown significant learning gains for students.
Dream 2017 | Introduction to Open Educational Resources: Implementation and I...Achieving the Dream
Lumen Learning CAO and Open Education Fellow Dr. David Wiley provided an overview of open educational resources (OER), described how they replace traditional textbooks and online homework systems, and summarized the research on their impacts on a range of student outcomes. Dr. Richard Sebastian, Director of the Open Educational Resources Degree Initiative at Achieving the Dream, described how ATD is building on current OER research through the OER Degree Initiative.
The document outlines a teaching and learning technologies program at Harvard with the following key points:
1. The program aims to provide a continually evolving set of faculty-friendly and student-focused technologies to support teaching and learning across Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
2. The plan is to provide core teaching and learning technologies to all schools, support pedagogical innovation and research, establish partnerships with faculty and staff, and cultivate an open source community around technology development.
3. A major initiative is migrating courses from existing platforms to Canvas, with projected timelines and numbers of courses outlined. Feedback from faculty and students will be gathered through surveys to inform
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
CCCOER: the Community of Practice for OER DegreesUna Daly
The document introduces the Community of Practice for OER Degrees, which aims to expand awareness of open educational resources, support faculty innovation, and improve student engagement through monthly webinars, meetings, and collaboration opportunities. It provides an overview of the consortium's goals and activities, highlights voices of experienced members, and invites participants to share how the consortium can help their institutions be successful in open education.
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
Taverna workflows: provenance and reproducibility - STFC/NERC workshop 2013anpawlik
Slides on Taverna www.tvaerna.org.uk from the talk given at STFC/NERC workshop "Workflow approaches to investigation of biological complexity", 15-16 October 2013.
Winning research proposals with open scienceIvo Grigorov
Open Science is now mandated by European Commissions Research Framework Programme Horizon 2020, offering pro-active Open Science practioners to be more competitive at research proposals, with respect to Impact.
The presentation offers evidence that Open Science can support economic growth and innovation, and how to place research proposals in context of political directives that shape Horizon2020 evaluation criteria.
The presentation is based on "Winning Horizon 2020 research proposals with Open Science" http://dx.doi.org/10.5281/zenodo.12247
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
The Center for Distance Learning (CDL) at the State University of New York offers online courses and degree programs to over 100,000 students annually. CDL uses a team-based approach to course design that incorporates best practices in online pedagogy and visual instructional methods. Courses are developed using a rigorous approval process and focus on active, collaborative learning through case studies, simulations, and library resources to promote deep learning.
This document outlines the research plan for evaluating an OER Degree Initiative. It discusses conducting quasi-experimental studies on the impact of OER degrees on student outcomes at 10-12 partner colleges. It also involves collecting cost data through surveys, interviews and financial templates to analyze the cost impacts on students and institutions. The evaluation will examine academic and economic impacts through quantitative outcomes data and qualitative implementation research to provide formative feedback throughout the initiative.
The document outlines quality criteria for blended learning developed at a conference. It identifies 5 quality fields: institutional quality, enrollment, course, learning environment, and assessment/evaluation/validation. Each field contains various items to evaluate such as administration, resources, instructional design, course information, engagement, support, and assessment execution. The document emphasizes that quality of learning depends on student engagement and teaching skill/effort to create engaging learning experiences.
Personalized Learning Made Simple & Affordable: Waymaker Lumen Learning
Students learn at their own pace, but they learn more effectively in environments that reflect their individual learning needs. Attend this webinar to see Waymaker, the new personalized learning courseware from Lumen.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
The document summarizes reforms to the Danish public school system with the goals of:
1. Clarifying and simplifying the curriculum.
2. Improving standards through a longer and more varied school day with enhanced teaching.
3. Developing teachers' professional skills.
The reforms aim to provide a better framework for goal-oriented teaching and learning through a clearer curriculum, improved student planning, and a new educational portal. Municipalities report developing more motivating school days including digital resources and rethinking school structures. Standards are being developed and tested to better share digital learning resources across platforms.
Open Educational Resources - Evidence and ImpactRobert Farrow
The document discusses open educational resources (OER) and the Open Educational Resources movement. It describes some of the research and projects that have been conducted to understand the impact and use of OER, including 28 fellowships, research projects, publications, and studies of OER use in various countries. It also discusses challenges in understanding and assessing OER use and impact, and proposes using collective intelligence methods to identify challenges, find solutions, and provide evidence to support different claims about OER.
QAA at the Digital Apprenticeship Community EventJames Clay
1. The Quality Assurance Agency (QAA) oversees quality assurance for higher education in the UK, including degree apprenticeships. The QAA has developed the UK Quality Code, which outlines 19 high-level expectations that all higher education providers must meet.
2. The UK Quality Code covers academic standards, quality of learning opportunities, and information about higher education provision. It applies to all modes of study, locations, and students in UK higher education. Degree apprenticeships must also meet the expectations of the Quality Code.
3. In July 2018, the QAA published new guidance on assuring quality in higher education apprenticeships. It highlights key considerations around academic standards, learning and teaching, assessment
This presentation was provided by Ashley Miller of Ohio State University during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
The document discusses NAIT's examination of expanding its use of learning management systems. It recommends fully adopting Moodle by 2012 and integrating it with NAIT's digital curriculum database. It also recommends implementing this plan over four years while seeking collaboration opportunities with other institutions. The document provides implementation recommendations such as adopting alternate learning models and a multi-model approach to curriculum development.
The document discusses the Le@rning project, which aims to improve education through technology. It involves developing a Knowledge Sharing Platform (KSP) that is intended to be a virtual learning community and resource for students. The KSP will provide educational content, online mentoring support, and tools for collaboration between teachers and students. The goals are to expand learning opportunities, empower students, and better engage disadvantaged students through personalized learning plans and virtual support.
"Impact2: through the power of collaboration. How we increased our impact by ...Hester Mountifield
Strategic planning and delivery of services at the University of Auckland's Libraries and Learning Services (L&LS) is underpinned by institutional collaboration and consultation. L&LS continues to strengthen its specialist research support services with an enhanced focus on strategic partnerships. L&LS is the institutional owner of Research Outputs (Symplectic Elements), the system used by University of Auckland (UoA) researchers to record and manage their research publications and professional activities. Research Outputs is also a key data source for services that support UoA researchers increase their visibility, track and measure their research impact, and generate data for performance reviews. A reference group of senior academic and professional staff, chaired by the University Librarian, is a forum for strategic decision making on best practice use and development of Research Outputs. The UoA external facing university directory and academic profiles use a publication feed from Research Outputs and is one example of L&LS collaborating on an enterprise wide project to increase the visibility of researchers. L&LS actively contribute to several working groups including an initiative to promote ways to enhance academic reputation and profile, and increase citations. One outcome was a marked increase in deposits to the UoA research repository. A research impact publication service was launched by L&LS in 2014. The multi-faceted BiblioInformatics Service, developed with input from strategic partners and stakeholders, offers researchers consultations with librarians on how to track and maximise the impact of their research outputs and is supported by online guides. A self-service platform, drawing on Research Outputs as a data source, provides information such as h-index and top cited publications. To support strategic decision making the service also delivers benchmarking and collaboration reports to Senior Management on research and citation performance.
Lumen Learning OER Degree Program SupportKim Thanos
Lumen Learning is a nonprofit organization founded in 2012 that aims to improve access to education through open educational resources (OER) and personalized learning. It provides support for institutions implementing OER degree programs through required services like certifying courses are openly licensed and sharing them publicly, as well as enhancement services like advising on topics like instructional design and sustainability. Lumen Learning has supported over 70 institutions and its OER adoptions have consistently shown significant learning gains for students.
Dream 2017 | Introduction to Open Educational Resources: Implementation and I...Achieving the Dream
Lumen Learning CAO and Open Education Fellow Dr. David Wiley provided an overview of open educational resources (OER), described how they replace traditional textbooks and online homework systems, and summarized the research on their impacts on a range of student outcomes. Dr. Richard Sebastian, Director of the Open Educational Resources Degree Initiative at Achieving the Dream, described how ATD is building on current OER research through the OER Degree Initiative.
The document outlines a teaching and learning technologies program at Harvard with the following key points:
1. The program aims to provide a continually evolving set of faculty-friendly and student-focused technologies to support teaching and learning across Harvard schools, facilitate pedagogical innovation, and contribute to educational research.
2. The plan is to provide core teaching and learning technologies to all schools, support pedagogical innovation and research, establish partnerships with faculty and staff, and cultivate an open source community around technology development.
3. A major initiative is migrating courses from existing platforms to Canvas, with projected timelines and numbers of courses outlined. Feedback from faculty and students will be gathered through surveys to inform
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
CCCOER: the Community of Practice for OER DegreesUna Daly
The document introduces the Community of Practice for OER Degrees, which aims to expand awareness of open educational resources, support faculty innovation, and improve student engagement through monthly webinars, meetings, and collaboration opportunities. It provides an overview of the consortium's goals and activities, highlights voices of experienced members, and invites participants to share how the consortium can help their institutions be successful in open education.
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
Taverna workflows: provenance and reproducibility - STFC/NERC workshop 2013anpawlik
Slides on Taverna www.tvaerna.org.uk from the talk given at STFC/NERC workshop "Workflow approaches to investigation of biological complexity", 15-16 October 2013.
Winning research proposals with open scienceIvo Grigorov
Open Science is now mandated by European Commissions Research Framework Programme Horizon 2020, offering pro-active Open Science practioners to be more competitive at research proposals, with respect to Impact.
The presentation offers evidence that Open Science can support economic growth and innovation, and how to place research proposals in context of political directives that shape Horizon2020 evaluation criteria.
The presentation is based on "Winning Horizon 2020 research proposals with Open Science" http://dx.doi.org/10.5281/zenodo.12247
Cette présentation dans le cadre du cours SCI6124 - Gestion des services en bibliothèques (EBSI - Université de Montréal) aborde les questions suivantes :
- Pourquoi faire de la veille en bibliothèque?
- Pourquoi offrir un service de veille à ses usagers?
- Quel service offrir à ses usagers?
- Qu'est-ce qu'un bon service de veille?
Lee Booth received an A in the course Earth Science which was completed on February 10, 2016. The grade report provides details on the individual assignment grades within each of the 8 units, with grades ranging from 80 to 100. Overall Lee earned an A as the final course grade for Earth Science.
The document provides summaries of 5 classroom observations conducted by a student teacher, María Inés Trech, during her practicum at a secondary school in Buenos Aires, Argentina.
The first observation summarizes an introductory science lesson where students asked questions about upcoming exams. The second observation describes a lesson reviewing the layers of the Earth and having students work through a poem about natural disasters.
The third observation recaps María's first teaching lesson on natural disasters vocabulary which engaged students through activities. The fourth observation discusses a lesson using weather idioms to review natural disasters which students enjoyed. The fifth observation describes teaching about environmental organizations which saw mixed student participation.
The Marketing Comprehensive Company is a leading Saudi-based marketing agency. They help organizations and individuals achieve their marketing goals through services like events management, direct marketing, creative design, media planning, and outsourcing. They have over 70 employees and have managed over 1,500 successful events. Their services are designed to help clients build their brands, increase reach, and boost short- and long-term profits through strategic marketing campaigns.
El presente texto contiene los lineamientos generales para orientar y propiciar
la formación permanente de los profesores en la Universidad Sergio Arboleda.
En tal sentido, se refiere a los siguientes puntos: 1) Elementos conceptuales
relacionados con el proceso educativo, la pedagogía y la formación de
profesores; 2) Principales líneas de acción relacionadas con la formación
inicial o de pregrado, la formación permanente o en servicio y la formación
avanzada o de postgrado; y, 3) Plan de Desarrollo Profesoral (PDP) de la
Universidad, mediante el cual se busca el fortalecimiento pedagógico e
investigativo para contribuir a la cualificación de la Educación Superior. La
ponencia se inscribe en la temática de Procesos de socialización profesional
docente y Programas de inserción a la docencia, en el nivel de Enseñanza
Universitaria.
Many travelers are scared to travel pregnant because of Zika Virus. Learn about potential spread, and areas you may be able to book your next vacation safely.
The document outlines the services provided by the Science Gateways Community Institute (SGCI) to support the development and use of science gateways. The SGCI offers expertise through an Incubator program to guide gateway projects through all stages. It provides dedicated support staff to directly assist with building and enhancing gateways. It also aims to leverage existing gateway technologies by providing reusable software components. The goal is to help gateway creators focus on their science by utilizing SGCI resources and expertise.
The document summarizes the Discover JISC project, which provided £1.35 million in funding through 32 projects and over 90 partners to expand opportunities in post-16 learning across the UK. The objective was to build a community of excellence in inclusive practice using JISC resources. Key partners developed resources like workplace assessment modules, exemplars for entry-level foundation skills, and lesson plans integrating assistive technologies. Broadland Council Training Services explored e-learning tools like mind mapping, text-to-speech, and screen casting to deliver functional skills online.
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
This document summarizes a study on the adoption of open educational resources (OER) by students at the University of Delhi in India. Key findings from a student survey include:
1) Most students were unaware of the OER content available on the university website. Those who were aware primarily learned about it from Wikipedia or faculty advice.
2) While students saw benefits like reduced costs and increased accessibility, many had reservations about using technology for learning or switching from traditional methods. Infrastructure issues at some colleges also hindered OER use.
3) When presented with sample OER materials from the university, students found them useful and of high quality but had mixed opinions on features like multimedia and assessments.
The
SGCI at Center for Trustworthy Scientific Cyberinfrastructure workshopNancy Wilkins-Diehr
The document discusses the challenges of building science gateways and describes the services provided by the Science Gateways Community Institute (SGCI) to help address these challenges. The SGCI offers consulting expertise, extended developer support, a scientific software collaborative, and community engagement and exchange opportunities to help gateway developers. The goal is to provide diverse expertise, training, software resources, and a community to support gateway development and sustainability.
The Software Sustainability Institute and engagement with the Digital HumanitiesShoaib Sufi
The Software Sustainability Institute supports digital humanities research through several programs:
1) It runs a fellowship program that has funded over 100 fellows since 2012, including several digital humanities fellows, to support events and activities around research software.
2) It provides training in software skills through programs like Software Carpentry and Data Carpentry, and supports instructor training and curriculum development for digital humanities topics.
3) It develops sustainable research software, such as tools for analyzing cultural heritage artifacts, and supports open source projects like the Programming Historian library.
4) It engages with research councils and stakeholders to advocate for software and develop policies that support reproducible and reusable research software in the digital humanities.
Lesson Manager is an education technology solution that facilitates improved teaching, learning, and knowledge creation through customized curriculum management and integrated ICT. It engages faculty, students, and the institution in continuous learning cycles. The solution is implemented through installation of a server, digital classrooms, and lesson planning tools. It aims to develop conceptual abilities and skills through creative learning resources and assessments.
Developing a strategy for flexible learning programmes at NorthTecVasi Doncheva
Case Study presented at Future Learning and the Digital Conference June 2013 Auckland, New Zealand
Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
Impact and Opportunity of OER - A DOL TAACCCT Case StudyPaul_Stacey
The document discusses opportunities for open educational resources (OER) through the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants from the Department of Labor. It notes that TAACCCT grants totaling $2 billion over 4 years aim to prepare workers for high-skill jobs and require all materials be openly licensed. This represents the largest OER initiative. Services are described to help grantees meet requirements around licensing, accessibility, online learning, and using data for continuous improvement. Examples of consortium projects and an OER course development process are also provided.
This document summarizes a presentation on mapping library staff competencies to digital literacy resources. It discusses frameworks for staff development, case studies on specific approaches, and tools for staff training. It also outlines opportunities for the SCONUL organization to support staff development through initiatives like webinars, a potential digital literacy qualification, and promoting discipline-specific tools and good practice sharing. The conclusion emphasizes the importance of collaboration across institutions and services to effectively develop digital literacies.
Tips on becoming a host for the KNAER's Equity NetworkKNAER-RECRAE
The document provides information about a call for proposals from the Knowledge Network for Applied Education Research (KNAER) to establish a Knowledge Network focused on equity and inclusive education. It outlines the purpose, timeline, eligibility criteria, application process, and key dates. Successful applicants will receive multi-year funding to lead the network and facilitate collaboration between researchers, educators, and community partners to identify evidence-informed practices and reduce barriers to equitable outcomes for all students.
This document provides a summary of the State of XSEDE presentation given by John Towns in July 2014. The presentation highlights that in the past year, XSEDE has hit its stride in regularly delivering value to researchers through powerful new resources, smooth transitions, training workshops, and campus outreach. It outlines objectives for the coming year, including new capabilities, expanded training programs, and relationships with other infrastructures. The presentation concludes by noting the upcoming major review of XSEDE by NSF in September 2014 to assess accomplishments, status, and future trajectory.
Arlene Westphal has over 20 years of experience in education, including 15 years working in public schools and 8 years in higher education. She has a broad range of skills in curriculum development, instructional design, educational technology, and professional development. Currently, she is an Instructional Designer at Arizona State University where she assists faculty with online course design and trains them on educational technology tools.
Presentation by Fabio Nascimbeni, Universidad Internacional de La Rioja, EDEN Senior Fellow at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
eLU 2013 Incubating online course design and developmentBrenda Mallinson
This document summarizes a project that built capacity for online course design and development at 7 African universities over 3 years. It provided workshops on online pedagogy, course design, and learning management systems. Academics developed online courses with support from internal teams. Successes included increased skills and collaboration. Challenges included unreliable internet access and staff changes. Outcomes were more online courses and open educational resources. Lessons highlighted the need for institutional support and treating online learning design as an iterative process.
Similar to Supporting research software community through training (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
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).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Software Sustainability Institute
www.software.ac.uk
The Software Sustainability
Institute
A national facility for cultivating better, more
sustainable, research software to enable world-
class research
• Software reaches boundaries in its
development cycle that prevent
improvement, growth and adoption
• Providing the expertise and services
to negotiate to the next stage
• Developing the policy and tools to
support the community developing and
using research software Supported by EPSRC Grant EP/H043160/1
+ EPSRC/ESRC/BBSRC grant EP/N006410/1
3. Software
Policy
Training
Community
Outreach
Delivering essential software
skills to researchers via CDTs,
institutions & doctoral schools
Helping the community to
develop software that meets the
needs of reliable, reproducible,
and reusable research
Collecting evidence
on the community’s
software use & sharing
with stakeholders
Bringing together
the right people to
understand and address
topical issues
Exploiting our platform to
enable engagement,
delivery & uptake
4. Software Sustainability Institute
www.software.ac.uk
Training focus
• Computational skills for researchers across domains
• Identifying needs & finding solutions
• Coordinating and administering training workshops
• Growing a pool of certified instructors and fostering community of practice
• Supporting UK projects in developing and delivering training activities
Software development in research is common, training for skills in
software development is not (yet).
5. Software Sustainability Institute
www.software.ac.uk
Software and Data Carpentry
• Long-term partnership with SWC/DC
• Administration and coordination of UK workshops
• Supporting adoption of SWC/DC training model in other
training programmes
• International impact & influence
• Over 50 UK workshops since 2012
6. Software Sustainability Institute
www.software.ac.uk
Instructor Training
• Educational pedagogy & SWC/DC specifics
• 60 certified instructors in the UK…
• …more to be trained
• Included in SWC/DC partnerships
• Useful for anyone who
teaches and develops
training materials
8. Software Sustainability Institute
www.software.ac.uk
Supporting training for CDTs
• Helping CDTs develop the best strategy for teaching
computational skills to the next generations of doctoral
students
• Growing CDTs capacity to deliver training (SWC / DC Instructor
Training)
• Exploring and categorizing the needs for training among
CDTs
9. Software Sustainability Institute
www.software.ac.uk
Resources and top tips
Sharing is caring
Guides and Top Tips
• Software development
• Repositories and project infrastructure
• Running workshops
• Citing software
• Data Handling
• Community building and project management
Advice on computational training for researchers
The Software Sustainability Institute can help with: software reviews and refactoring, collaborations to develop your project, guidance and best practice on software development, project management, community building, publicity and more…
Drawing on pool of specialists to drive the continued improvement and impact of research software developed by and for researchers
Providing services for research software users and developers
Developing research community interactions and capacity
Promoting research software best practice and capability