A presentation on open education and philosophy given at the biannual meeting of the American Association of Philosophy Teachers, College of St. Benedict and St. John's University, July-Aug. 2014.
In it I ask people to discuss just what "open education" might be, give some examples of it, and ask for discussion of potential benefits/drawbacks/obstacles to engaging in open educational activities.
A presentation given at Open UBC week at the University of British Columbia in Vancouver, Oct. 23, 2013. Much of the second half of the presentation was spent browsing the linked websites, so there isn't much on the slides for the second half!
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
A presentation given to the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia in May, 2013. In it I introduce open education, MOOCs, xMOOCs vs cMOOCs, and discuss ETMOOC--a cMOOC I participated in in 2013--as an example of a cMOOC to better explain what (some) cMOOCs are like.
How not to promote open sharing of teaching materials at a university: UBC's ...Christina Hendricks
The University of British Columbia's Policy 81 aims to encourage open sharing of teaching materials but has had the opposite effect. The policy allows UBC to use and revise faculty teaching materials without permission. This has angered faculty and their union, who see it as a violation of academic freedom and intellectual property rights. As a result of Policy 81, many faculty are now less willing to share their teaching materials openly, and some have stopped sharing altogether due to mistrust of UBC's motives. The policy has damaged faculty attitudes toward open sharing and open licensing of their work.
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
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.
A presentation on open education and philosophy given at the biannual meeting of the American Association of Philosophy Teachers, College of St. Benedict and St. John's University, July-Aug. 2014.
In it I ask people to discuss just what "open education" might be, give some examples of it, and ask for discussion of potential benefits/drawbacks/obstacles to engaging in open educational activities.
A presentation given at Open UBC week at the University of British Columbia in Vancouver, Oct. 23, 2013. Much of the second half of the presentation was spent browsing the linked websites, so there isn't much on the slides for the second half!
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
A presentation given to the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia in May, 2013. In it I introduce open education, MOOCs, xMOOCs vs cMOOCs, and discuss ETMOOC--a cMOOC I participated in in 2013--as an example of a cMOOC to better explain what (some) cMOOCs are like.
How not to promote open sharing of teaching materials at a university: UBC's ...Christina Hendricks
The University of British Columbia's Policy 81 aims to encourage open sharing of teaching materials but has had the opposite effect. The policy allows UBC to use and revise faculty teaching materials without permission. This has angered faculty and their union, who see it as a violation of academic freedom and intellectual property rights. As a result of Policy 81, many faculty are now less willing to share their teaching materials openly, and some have stopped sharing altogether due to mistrust of UBC's motives. The policy has damaged faculty attitudes toward open sharing and open licensing of their work.
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
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.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
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 Open Educational Resource university: A View from the Inside IDevries
The document provides an overview of the Open Education Resource University (OERu), which aims to provide open online courses across institutions through the sharing of open educational resources. It discusses the background and origins of OERu, examples of existing open education initiatives, and provides a tour of the OERu platform. It also raises several big questions about how OERu will address issues like credentials, learner support, assessment strategies, and financial sustainability. The author reflects that developing open education at a global scale will be a long-term undertaking that requires establishing best practices, understanding learners, and addressing many challenges, but that it can reignite purpose and foster valuable connections.
Academic Libraries & Open Educational Resources: Developing PartnershipsHeather Blicher
This document summarizes a panel discussion on developing partnerships between academic libraries and open educational resources (OER). The panelists discussed how their institutions partner with faculty to adopt, adapt, and create OER to reduce costs for students. They highlighted challenges like textbook companies pushing back and securing long-term funding. Panelists saw trends in statewide OER initiatives and K-12 adoption of OER. Data showed that OER can save millions for students over several years while maintaining academic outcomes.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
The document discusses wikis and their use for online collaborative learning. Wikis allow multiple authors to add, edit, and remove content from a website. They are well-suited for collaboration as they can be edited using only a web browser. Wikis are effective for group assignments as students can collaboratively work on and edit a document over time. The document provides examples of student groups using wikis for coursework and assessments and discusses benefits like monitoring participation and progress.
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
The document discusses the Open Education Resource University (OERu), an initiative to provide open online education across institutions through the sharing of open educational resources (OERs). It provides an overview of the OERu, examples of other OER providers, and a tour of the OERu website. It also discusses some of the big questions and challenges around issues like credentials, learner support, assessment, costs and quality standards. Reflections note that developing quality online collaborative education at scale is a long-term undertaking that requires addressing questions around tracking learners and developing sustainable practices.
This document discusses the use of wikis in education. It begins by defining wikis as online collaborative writing spaces that allow anyone with rights to edit text. It then discusses why wikis should be used in education, noting that they encourage positive interdependence, accountability, and peer interaction among students. The document provides instructions on how to set up and use wikis, and outlines benefits such as allowing students to construct knowledge and develop research projects in one shared space. Finally, it discusses educational applications of wikis and some potential concerns regarding their use.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
This document discusses openness in education. It begins with definitions of "open" and "free" and explores the history of open source software and open educational resources. MOOCs and open textbooks are presented as ways to reduce costs for students. Barriers to openness include perceptions of quality and the startup costs and time required to find and curate open resources. The conclusion advocates for viewing learning resources as an ecosystem and considering open educational resources when designing curriculum.
In June, Campus Manitoba was at The University of Winnipeg to talk to faculty and librarians about open educational resources. We would like to thank The University of Winnipeg community for providing this opportunity.
Robin DeRosa and Dan Blickensderfer give a talk about OER and Open Pedagogy at at SNHU's Sandbox CoLABorative. We provided definitions and context around OER, introduced Creative Commons and the licenses they provide that make OER possible, and introduced Open as a framing ethos for pedagogy.
The document provides a history of MOOCs, beginning with the MIT OpenCourseWare project in 2002 and the development of connectivism in 2004. It notes some key early MOOCs from 2008-2011 and the surge in 2012 when Harvard's first MOOC had over 370,000 students registered and Coursera was launched. The document defines MOOCs as massive open online courses open to unlimited participation and available online for free. It also outlines some typical features of MOOCs such as their duration, use of videos, online discussions, and focus on connecting learners globally without restrictions.
Wikis are collaboratively edited websites that allow users to easily add and edit content. They provide features like history and discussion pages. Wikis have advantages like facilitating asynchronous collaboration and leveling participation, but also disadvantages like installation complexity and issues ensuring content quality. Popular wiki engines include MediaWiki, used by Wikipedia, and MoinMoin, PmWiki, and TikiWiki, which are open source options written in languages like PHP and Python.
This document discusses the use of wikis in education. It begins by defining wikis as websites that allow collaborative editing without technical skills. Examples are given of how wikis can be used in classrooms for projects, discussions, and sharing resources. Research is cited showing wikis support cooperative and active learning. Specific classroom examples demonstrate how teachers have utilized wikis as hubs for instruction, collaboration between students, and connecting classrooms globally.
A lecture on Freud's case history about Dora (1905) as well as his lecture entitled "Femininity" (1933) for Arts One (a first-year, interdisciplinary course) at the University of British Columbia in Vancouver, BC, Canada.
This document summarizes J.J. Thomson's response to Philippa Foot's view on the trolley problem. Thomson argues that Foot's solution that it is permissible for the trolley driver to turn the trolley but not for the surgeon to transplant an organ does not work for the case of the "bystander at the switch." Thomson proposes the principle of "distributive exemption" which allows redirecting a harm from many to fewer people, as long as it does not infringe on the rights of the one person. However, Thomson notes this principle only works if redirecting the harm does not itself constitute a rights violation against the one person.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
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 Open Educational Resource university: A View from the Inside IDevries
The document provides an overview of the Open Education Resource University (OERu), which aims to provide open online courses across institutions through the sharing of open educational resources. It discusses the background and origins of OERu, examples of existing open education initiatives, and provides a tour of the OERu platform. It also raises several big questions about how OERu will address issues like credentials, learner support, assessment strategies, and financial sustainability. The author reflects that developing open education at a global scale will be a long-term undertaking that requires establishing best practices, understanding learners, and addressing many challenges, but that it can reignite purpose and foster valuable connections.
Academic Libraries & Open Educational Resources: Developing PartnershipsHeather Blicher
This document summarizes a panel discussion on developing partnerships between academic libraries and open educational resources (OER). The panelists discussed how their institutions partner with faculty to adopt, adapt, and create OER to reduce costs for students. They highlighted challenges like textbook companies pushing back and securing long-term funding. Panelists saw trends in statewide OER initiatives and K-12 adoption of OER. Data showed that OER can save millions for students over several years while maintaining academic outcomes.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
The document discusses wikis and their use for online collaborative learning. Wikis allow multiple authors to add, edit, and remove content from a website. They are well-suited for collaboration as they can be edited using only a web browser. Wikis are effective for group assignments as students can collaboratively work on and edit a document over time. The document provides examples of student groups using wikis for coursework and assessments and discusses benefits like monitoring participation and progress.
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
The document discusses the Open Education Resource University (OERu), an initiative to provide open online education across institutions through the sharing of open educational resources (OERs). It provides an overview of the OERu, examples of other OER providers, and a tour of the OERu website. It also discusses some of the big questions and challenges around issues like credentials, learner support, assessment, costs and quality standards. Reflections note that developing quality online collaborative education at scale is a long-term undertaking that requires addressing questions around tracking learners and developing sustainable practices.
This document discusses the use of wikis in education. It begins by defining wikis as online collaborative writing spaces that allow anyone with rights to edit text. It then discusses why wikis should be used in education, noting that they encourage positive interdependence, accountability, and peer interaction among students. The document provides instructions on how to set up and use wikis, and outlines benefits such as allowing students to construct knowledge and develop research projects in one shared space. Finally, it discusses educational applications of wikis and some potential concerns regarding their use.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
This document discusses openness in education. It begins with definitions of "open" and "free" and explores the history of open source software and open educational resources. MOOCs and open textbooks are presented as ways to reduce costs for students. Barriers to openness include perceptions of quality and the startup costs and time required to find and curate open resources. The conclusion advocates for viewing learning resources as an ecosystem and considering open educational resources when designing curriculum.
In June, Campus Manitoba was at The University of Winnipeg to talk to faculty and librarians about open educational resources. We would like to thank The University of Winnipeg community for providing this opportunity.
Robin DeRosa and Dan Blickensderfer give a talk about OER and Open Pedagogy at at SNHU's Sandbox CoLABorative. We provided definitions and context around OER, introduced Creative Commons and the licenses they provide that make OER possible, and introduced Open as a framing ethos for pedagogy.
The document provides a history of MOOCs, beginning with the MIT OpenCourseWare project in 2002 and the development of connectivism in 2004. It notes some key early MOOCs from 2008-2011 and the surge in 2012 when Harvard's first MOOC had over 370,000 students registered and Coursera was launched. The document defines MOOCs as massive open online courses open to unlimited participation and available online for free. It also outlines some typical features of MOOCs such as their duration, use of videos, online discussions, and focus on connecting learners globally without restrictions.
Wikis are collaboratively edited websites that allow users to easily add and edit content. They provide features like history and discussion pages. Wikis have advantages like facilitating asynchronous collaboration and leveling participation, but also disadvantages like installation complexity and issues ensuring content quality. Popular wiki engines include MediaWiki, used by Wikipedia, and MoinMoin, PmWiki, and TikiWiki, which are open source options written in languages like PHP and Python.
This document discusses the use of wikis in education. It begins by defining wikis as websites that allow collaborative editing without technical skills. Examples are given of how wikis can be used in classrooms for projects, discussions, and sharing resources. Research is cited showing wikis support cooperative and active learning. Specific classroom examples demonstrate how teachers have utilized wikis as hubs for instruction, collaboration between students, and connecting classrooms globally.
A lecture on Freud's case history about Dora (1905) as well as his lecture entitled "Femininity" (1933) for Arts One (a first-year, interdisciplinary course) at the University of British Columbia in Vancouver, BC, Canada.
This document summarizes J.J. Thomson's response to Philippa Foot's view on the trolley problem. Thomson argues that Foot's solution that it is permissible for the trolley driver to turn the trolley but not for the surgeon to transplant an organ does not work for the case of the "bystander at the switch." Thomson proposes the principle of "distributive exemption" which allows redirecting a harm from many to fewer people, as long as it does not infringe on the rights of the one person. However, Thomson notes this principle only works if redirecting the harm does not itself constitute a rights violation against the one person.
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. They cover chapters 1, 2 and 5 of Mill's text called Utilitarianism. There is also a slide towards the end distinguishing act and rule utilitarianism.
These slides are for a discussion of Camus' "The Myth of Sisyphus" in an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. There are three animated gifs embedded in it, which may not play correctly here. This is most of the slides--there may be one or two more later.
Foucault argues that the concept of sexuality is a historical construct, not a natural given. He challenges the idea that power primarily works to repress sexuality, arguing instead that a new form of power called "biopower" seeks to regulate and manage sexuality. Biopower functions through scientific discourses that study, classify and attempt to normalize sexuality. Foucault asserts that sexuality itself is produced through these power-knowledge relations, rather than being a secret identity waiting to be liberated. He claims calls for liberation actually support the operations of biopower by encouraging us to view sexuality as a natural essence to divulge.
This document summarizes a pilot study examining how students improve their writing over multiple essays through peer and instructor feedback. The study tracked feedback on 10 essays from 13 students. Both peer and instructor feedback improved linearly over the essays. Peer feedback ratings increased more slowly than instructor ratings. Positive instructor feedback on argument strength and style/mechanics correlated with improved essay quality. More analysis is needed to understand how students apply feedback to different essays and whether the quality of peer feedback improves over time with more sessions. The pilot showed this type of longitudinal study is feasible with a larger sample size.
Slides for a webinar organized by BCcampus on Open Education at British Columbia post-secondary institutions. These slides are about a project in which students and faculty create and use case studies as open educational resources
The document discusses problems that students have with feedback for self-regulated writing and proposes solutions. It notes that students often have different goals than what is needed to complete writing tasks well. Feedback is sometimes too vague for students to understand how their work did not meet standards or know how to improve. The document also suggests that feedback should provide specific strategies for bridging the gap between current and successful performance, while also being applicable to future assignments and not overwhelming students.
A presentation given at the BCcampus Symposium on Scholarly Inquiry into Teaching and Learning, Nov. 2014. I discuss a pilot research project on gauging the impact of peer feedback on writing over the course of multiple peer feedback sessions.
Slides for an introduction to philosophy class at the University of British Columbia in Vancouver, BC, Canada. These talk about Singer's arguments in "Famine, Affluence and Morality" and "The Singer Solution to World Poverty."
The document discusses various number systems including decimal, binary, octal, and hexadecimal. It provides techniques for converting between these different number systems, such as dividing by powers of two for binary to decimal conversion, grouping bits in threes for binary to octal, and using binary as an intermediary for conversions between other bases. Arithmetic operations like addition and multiplication are also covered for binary numbers by adding or multiplying individual bits.
Universal design in education aims to help all students learn by using principles that accommodate different learning styles. It proposes a universal curriculum that can be customized to meet individual needs, allowing more students to connect with lessons regardless of their learning type. Resources on universal design discuss its potential benefits for making education accessible to all students and providing flexible options that support diverse learners.
Instructor & Student Experiences with Open Textbooks, from the California Ope...Christina Hendricks
A short presentation about research we conducted looking at faculty reports of their and students' experiences with using open textbooks in college and university courses. This research was funded by an OER Research Fellowship from the Open Education Group, which received funding from the William and Flora Hewlett Foundation. This presentation was part of a larger group presentation by OER Research Fellows at the Open Education Conference in Richmond, Virginia, Nov. 2-4, 2016. These slides are only from the short presentation given by Christina Hendricks and Ozgur Ozdemir in that larger group presentation.
This document summarizes a presentation about rethinking learning resources and open educational resources (OER). The presentation discusses the benefits of openness, including giving legal control over resources to customize, localize, and remix them. It also notes that open resources improve learning by allowing customization and provide opportunities for authentic learning activities like peer review and collaboration. The presentation argues that open resources demonstrate institutions' service mission and can help partnerships between institutions to create sustainable OER solutions.
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
This document discusses openness in education. It begins by defining open and free in the context of education. It then provides a brief history of open education models including open source software, Wikipedia, and MOOCs. Key benefits of open education mentioned include reducing costs of textbooks and increasing access to education. The document also discusses barriers to open education such as perceptions of quality and startup costs and time. It concludes by emphasizing the importance of open educational practices and leaving one's teaching footprint for others.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Una Daly and James Glapa-Grossklag from the Community College Consortium for OER at the Open Education Consortium were keynote speakers for the Maryland Online OER Day held at University of Maryland University College in Largo. Over 150 faculty, staff, and administrators registered for the daylong event held on June 2, 2014.
Adopting an open textbook: It doesn’t need to be all or nothing BCcampus
This document discusses adopting open textbooks for college courses. It begins with an overview of open textbooks and their benefits, such as being freely available. It then discusses the history of open educational resources and provides examples of where open textbooks are used. Reasons for adopting open textbooks given by faculty and students include lowering costs and improving access and updating. Survey results from BC show increasing adoption of open textbooks at public post-secondary institutions there, with estimated savings of hundreds of thousands of dollars. The document concludes by discussing options for faculty considering adopting open textbooks, from full adoption to partial use, and resources for finding open textbooks.
Open Educational Practices (OEP): What They Mean For Me and How I Use Themlisbk
Slides for a talk on "Open Educational Practices (OEP): What They Mean For Me and How I Use Them" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton for a webinar organised by Salford University from 09.30-10.30 on Thursday 5 December 2013.
See http://ukwebfocus.wordpress.com/events/webinar-on-open-educational-practices/
Community College OER Showcases: Washington’s OER Faculty Training and Lane ...Una Daly
Community College OER Showcases: Washington’s OER Faculty Training and Lane College’s OER Faculty Fellowship Program
This webinar starts at 11:00 am (PDT), 2:00 pm (EDT) and will showcase two innovative OER faculty development projects at U.S. community colleges in Washington and Oregon.
• Boyoung Chae, Program Manager of Open Education and eLearning, at the Washington State Board of Community and Technical colleges will demonstrate the public online faculty training course: “How to Use Open Educational Resources”.
• Jen Klaudinyi, Reference and Instruction Librarian, will give an overview of Lane Community College’s award winning faculty professional development initiative that incentivizes instructors to adopt OER.
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
Slides for a workshop on Managing Your Research Profile given by Brian Kelly, UKOLN at the University of Edinburgh on 20 June 2013.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sgs-dtc-edinburgh-2013-06/
According to the Open Education Consortium, “sharing is probably the most basic characteristic of education: education is sharing knowledge, insights, and information with others, upon which new knowledge, skills, ideas, and understanding can be built." Whether they are purchased or freely acquired, librarians should be open to sharing their resources to everyone who wants to use them to enrich their lives through education. Open Education Resources (OER) include resources or tools that can be used and modified for free and without any legal or technical barriers, and when used properly can help foster a transparent culture of learning and engagement in our communities. In this webinar:
• Learn what Open Education Resources (OER) are and how they can be used to engender trust, generate rigorous learning opportunities, and potentially lead to smarter decision-making strategies.
• Discover a variety of OER and Open Access (OA) repositories to find accessible and authoritative resources, including textbooks, to use in curriculum.
• Acquire OER strategies for developing a variety of educational opportunities using a variety of formats.
•Understand various issues (e.g., GDPR) impacting OER in libraries.
Beyond Cost Savings: The Value of OER and Open Pedagogy for Student LearningChristina Hendricks
Slides from a workshop at Mt. Royal University March 9, 2018, for Open Education Week. These slides discuss Open Educational Practices and Open Pedagogy, and examples of each.
These slides are downloadable in Power Point format on my Open Science Framework repository: https://osf.io/kctf3
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
These are the final versions of slides for a talk I gave at Douglas College in the Vancouver, BC area for Open Access Week in October 2017 (an earlier version is also posted here on SlideShare because I gave that URL out before, and SlideShare no longer allows replacing old files with new ones at the same URL).
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
This document summarizes a presentation about becoming an open education leader and librarian. It defines open education and discusses how open education and course design are interrelated. It describes the role of an open education advocate as a planner, designer, content supporter, champion, project manager, developer, and expert who supports open education at multiple levels. It discusses skills needed for open education librarianship, including licensing, instructional design, and strategic planning. The presentation aims to help librarians recognize their role in advocating for and designing open education.
This document summarizes a presentation on advocating for open educational resources (OER) on campus. It discusses the high costs of textbooks for students and rising tuition as problems that OER can help address. OER are defined as educational materials that can be freely used, adapted, and shared. The benefits of OER discussed include improving access and equity, allowing customization of materials, and enabling non-disposable and student-produced work. Suggested advocacy strategies include gathering data, advocating to faculty, asking for training and inclusion in the library, and forming a campus OER working group.
Latest developments in open source educational materials including open textbooks. Special talk given to Douglas College Faculty of Science and Technology at their 2012 Christmas Luncheon.
Similar to Teaching and Learning in the Open: Why/Not? (20)
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
This document discusses open educational resources (OER) and open educational practices (OEP). It defines OER as teaching, learning and research materials that are free to use, adapt and redistribute. The document outlines why OER are used, including reducing textbook costs for students, increasing equity and access to education, and allowing for customization of resources. It also discusses OEP, such as using and revising OER, openly sharing teaching practices, and involving students in contributing to OER and curriculum development through open pedagogy. Both OER and OEP aim to increase access, agency and public contribution to knowledge. Some risks of open practices, such as privacy and harassment, are also acknowledged.
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Slides that introduce SoTL: what it is, some examples, and why one might do it. Presented to a few groups at Lakehead University in November 2019. Slides available to download w/o slideshare account: https://osf.io/xkw4g/
Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available: https://is.gd/oerjibc2019
Open Educational Practices and Open Pedagogy: What, How and Why (Langara Coll...Christina Hendricks
This document provides an overview of open educational practices (OEP) and open pedagogy. It defines OEP as the creation, use and reuse of open educational resources (OER) as well as open sharing of teaching practices. Open pedagogy focuses more specifically on teaching and learning approaches. Examples of open pedagogy presented include students creating OER like open textbooks or contributing to projects like Wikipedia. Benefits discussed include improving access and equity, giving students more agency over their learning, and connecting students to broader communities. The document encourages educators to redesign traditional assignments into more open formats.
This document discusses open educational resources (OER) in philosophy. It defines OER as educational materials that are in the public domain or available with an open license, allowing anyone to legally copy, use, adapt and share them. The document notes rising textbook costs as a key issue that OER aims to address through improving access and allowing customization. It provides examples of OER that can be used in philosophy, such as open textbooks and logic materials. Challenges of finding and implementing high-quality OER are also acknowledged.
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 2 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-2
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
Students and Open Education: From the What to the How and Why (and When Not)Christina Hendricks
A keynote given at the eCampus Ontario Technology-Enhanced Seminar and Showcase 2017. https://tess17.ecampusontario.ca/home
Slides are available in an editable (PPTX) format at the Open Science Framework: https://osf.io/fcz5x/
Slides for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. These slides talk about Singer's articles: "Famine, Affluence & Morality," and "The Singer Solution to World Poverty"
O'Neill on Kant's second form of the Categorical ImperativeChristina Hendricks
Slides for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. This is the first set of slides for O'Neill's text, "Kantian Approaches to Some Famine Problems"; there will be more slides added later.
Slides for a talk at Douglas College in the Vancouver area, British Columbia, Canada, during Open Access Week 2017. The talk was about what "open pedagogy" means, and whether and why the word "open" fits it.
These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
Nozick, "The Experience Machine" and Wolf, "The Meanings of Lives"Christina Hendricks
These slides are for an introduction to philosophy course at the University of British Columbia in Vancouver, BC, Canada. The first half of the lecture on Wolf's article was done by a guest lecturer so those slides are not here.
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. They discuss a couple of Nagel's purported "bad arguments" for saying life is absurd, then his view of why human life is absurd, and how we should respond to that.
This document summarizes Albert Camus' philosophical essay "The Myth of Sisyphus". Camus uses the Greek myth of the king Sisyphus, condemned to repeatably push a boulder up a mountain only to have it roll down again, as an illustration of the absurdity and meaninglessness of human life. Camus argues that in light of life's absurdity, the only reasonable responses are to acknowledge the contradiction between human desire for meaning and purpose and the indifference of the universe, while also revolting against this absurdity through continued struggle and defiance rather than suicide or ignoring reality. He concludes that we must imagine Sisyphus as happy in his repetitive, futile task because the struggle itself is enough
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. We read parts of Chapter 4 and parts of the Conclusion of Glen Coulthard's book Red Skin, White Masks: Rejecting the Colonial Politics of Recognition. We discussed these texts in the context of a unit on civil disobedience in this course.
These slides are for a video, so they don't have a lot of information on them by themselves. The link to the video will be posted here as soon as the video is online.
This is a lecture on William Scheuerman's article, "Whistleblowing as Civil Disobedience: The Case of Edward Snowden," Philosophy and Social Criticism (2014). It is for an introduction to philosophy course at the University of British Columbia in Vancouver, BC, Canada
These slides are for a lecture on civil disobedience in an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.
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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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).
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!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Teaching and Learning in the Open: Why/Not?
1. Teaching and Learning in the Open:
Why/Not?
Christina Hendricks, CTLT Institute, June 5, 2014
Presentation licensed CC-BY
4.0:https://creativecommons.org/licenses/by/
4.0/
2. Learning Objectives
By the end of this session, you should be able to:
• State and explain several ways that one can engage
in open education without creating an entire MOOC
• Explain at least two open ed projects going on at
UBC right now
• List benefits and possible drawbacks to at least two
open educational activities
• Discuss whether you might want to incorporate any
aspect of open education in your own teaching and
learning, and if so, how
3. Openness generally
• Open source (software)
• Open access
• Open data
• Open government
• Open business
• Open schools
• Open education, open educational resources
See, e.g., http://p2pfoundation.net/Category:Open
4. Open access vs other “open”
• Open access: free to view, to read, sometimes to
download and print and redistribute
“open like a museum”
• The four “R’s” of open content and open educational
resources, acc to David Wiley http://is.gd/uEC3hj
Reuse
Revise
Remix
Redistribute
[A new 5th R] Retain the right to make, own, control copies
http://is.gd/5DHqCn
5. Group discussion & wiki
Given what’s been said so far, what sorts of activities
do you think might count as “open education”?
Go to the wiki page loaded on the laptop on your table,
click on your group page, log in, and type in your
answers to this question.
http://wiki.ubc.ca/Sandbox:Teaching_and_Learning_in
_the_Open
6. Survey answers
Answers to the question of what counts as “open
education” were given on a small survey I did in
May:
http://wiki.ubc.ca/Sandbox:Teaching_and_Learning_in_the
_Open/SurveyResponses
7. UBC & (BC) Open Ed Panel
• Maja Krzic
• Judy Chan
• Jon Festinger
• Jon Beasley-Murray
• Amanda Coolidge (BC Campus)
See the “resources” list on our wiki page for more
information and links on what they are speaking
about
wiki.ubc.ca/Sandbox:Teaching_and_Learning_in_the_
Open/
8. Creative Commons Licenses
UBC Copyright’s webpage on Creative Commons has
a good overview of what CC is, and the various
types of licenses:
http://copyright.ubc.ca/help-and-resources/creative-
commons-guide/
You can also go to the source:
http://creativecommons.org
Sample license on a blog:
http://blogs.ubc.ca/chendricks
9. Benefits/drawbacks/obstacles
In your group, choose two or more open educational
activities from the lists generated for the first
question on the wiki.
For each of those activities, write on your wiki page
(under the second question):
any possible benefits you can see from engaging in them
potential drawbacks or obstacles to people doing so
10. Survey answers
Answers to benefits and drawbacks/obstacles of open
education from the small survey done in May 2014
can be found on our wiki page:
http://wiki.ubc.ca/Sandbox:Teaching_and_Learning_in_the
_Open/SurveyResponses
11. What might you do?
For the rest of the time we have, discuss in your
groups whether you might consider engaging in any
open educational activities yourself in the future, and
if so, what.
When you’re finished, please fill out the evaluation
form for the session (located on the table).
THANK YOU!!
Editor's Notes
Wiley’s 4 Rs http://is.gd/uEC3hj
Revise—adapt and improve the OER so it better meets your needs.
Remix—combine or "mash up" the OER with other OER to produce new materials.
Reuse—use the original or your new version of the OER in a wide range of contexts.
Redistribute—make copies and share the original OER or your new version with others.
5th R: students often no longer have access to what they have purchased, such as textbooks, after term ends (if digital, e.g.), or can’t mark them up