This call sheet provides details for the filming of 5 victim scenes on Tuesday, February 19th including the actors for the gassed, slit throat, burnt, stabbed, and drowned victims and the corresponding locations and props needed for each scene.
This document provides information on facial exercises. It describes exercises to tone the face, look younger, and get rid of issues like chubby cheeks and double chins. Exercises target specific areas like the forehead, lips, crow's feet around the eyes, and an overall face lift massage. Doing the exercises regularly is recommended to work the muscles and decrease wrinkles and lines over time. More information is available at ExerciseofFace.com.
The document is a long string of the letter "a" repeated many times with some instances of "v" interspersed throughout. It does not convey any clear meaning or information.
This document summarizes the current state of open educational practices through a survey of case studies from around the world. It identifies key stakeholders and dimensions of open educational practice, including strategies and policies, quality assurance models, collaborative models, tools and practices, innovations, skills development, business models, and barriers and enablers. The document concludes that open educational practices can enhance quality and innovation in education when supported by effective strategies and policies.
This document outlines the format for a reality TV show called "My Dependable Dad" that will test fathers' dependability by sending celebrity and common fathers with their children to remote locations for 30 days. Over 4 weeks, fathers and children will face daily challenges and tests of their physical, emotional, financial, and spiritual strengths. The show aims to highlight qualities of trustworthiness, ethics, and compassion through candid interactions between fathers and their children in stressful situations.
Estonia has a well-networked system of key actors promoting open educational practices. The Tiger Leap Foundation focuses on schools and the Estonian e-Learning Development Centre on universities. Tallinn University Centre for Educational Technology provides infrastructure and research. Resources are created collaboratively using open licenses and standards to enable sharing nationally and internationally. Quality is assured through facilitator review of resources and annual awards. Innovations are driven by new technologies and user-centered design. Barriers like attitudes are addressed through exemplary open practices and training.
Opal case study 56 casa das ciências portugalOPAL2010
Casa das Ciências is an online portal in Portugal that provides open educational resources for science teachers. The portal aims to collect and share materials developed by teachers and researchers to support science education in primary and secondary schools. All registered users can access, use, and discuss the shared materials. They can also upload their own developed classroom resources to share with other teachers. The portal is supported by the Calouste Gulbenkian foundation and measures the impact of shared materials based on frequency of use and user comments, similar to citations in academic research. The goal is for the portal to become a national reference for science education resources in Portugal.
The Community College Consortium for Open Educational Resources (CCCOER) aims to identify, create, and repurpose open educational resources (OER) as open textbooks for community college students and faculty. The CCOT project tested producing open textbooks and documented the workflow. The CCCOER provides resources like an OER promotion kit to encourage OER adoption. It also developed processes for reviewing open textbook quality based on criteria like comprehension, accuracy, and cultural relevance. The CCOT project identified models for sustainable OER production and promoted practices like customizing content using the Connexions platform. Barriers to OER included expectations of print copies and ancillary materials, as well as copyright and financial aid issues.
This call sheet provides details for the filming of 5 victim scenes on Tuesday, February 19th including the actors for the gassed, slit throat, burnt, stabbed, and drowned victims and the corresponding locations and props needed for each scene.
This document provides information on facial exercises. It describes exercises to tone the face, look younger, and get rid of issues like chubby cheeks and double chins. Exercises target specific areas like the forehead, lips, crow's feet around the eyes, and an overall face lift massage. Doing the exercises regularly is recommended to work the muscles and decrease wrinkles and lines over time. More information is available at ExerciseofFace.com.
The document is a long string of the letter "a" repeated many times with some instances of "v" interspersed throughout. It does not convey any clear meaning or information.
This document summarizes the current state of open educational practices through a survey of case studies from around the world. It identifies key stakeholders and dimensions of open educational practice, including strategies and policies, quality assurance models, collaborative models, tools and practices, innovations, skills development, business models, and barriers and enablers. The document concludes that open educational practices can enhance quality and innovation in education when supported by effective strategies and policies.
This document outlines the format for a reality TV show called "My Dependable Dad" that will test fathers' dependability by sending celebrity and common fathers with their children to remote locations for 30 days. Over 4 weeks, fathers and children will face daily challenges and tests of their physical, emotional, financial, and spiritual strengths. The show aims to highlight qualities of trustworthiness, ethics, and compassion through candid interactions between fathers and their children in stressful situations.
Estonia has a well-networked system of key actors promoting open educational practices. The Tiger Leap Foundation focuses on schools and the Estonian e-Learning Development Centre on universities. Tallinn University Centre for Educational Technology provides infrastructure and research. Resources are created collaboratively using open licenses and standards to enable sharing nationally and internationally. Quality is assured through facilitator review of resources and annual awards. Innovations are driven by new technologies and user-centered design. Barriers like attitudes are addressed through exemplary open practices and training.
Opal case study 56 casa das ciências portugalOPAL2010
Casa das Ciências is an online portal in Portugal that provides open educational resources for science teachers. The portal aims to collect and share materials developed by teachers and researchers to support science education in primary and secondary schools. All registered users can access, use, and discuss the shared materials. They can also upload their own developed classroom resources to share with other teachers. The portal is supported by the Calouste Gulbenkian foundation and measures the impact of shared materials based on frequency of use and user comments, similar to citations in academic research. The goal is for the portal to become a national reference for science education resources in Portugal.
The Community College Consortium for Open Educational Resources (CCCOER) aims to identify, create, and repurpose open educational resources (OER) as open textbooks for community college students and faculty. The CCOT project tested producing open textbooks and documented the workflow. The CCCOER provides resources like an OER promotion kit to encourage OER adoption. It also developed processes for reviewing open textbook quality based on criteria like comprehension, accuracy, and cultural relevance. The CCOT project identified models for sustainable OER production and promoted practices like customizing content using the Connexions platform. Barriers to OER included expectations of print copies and ancillary materials, as well as copyright and financial aid issues.
BCcampus is an OER initiative in British Columbia, Canada that aims to increase access to post-secondary education. It is funded by the province's Ministry of Advanced Education and involves collaboration between the province's 25 public post-secondary institutions. Educators creating resources through BCcampus can choose between two open licenses, but over 90% select the more restrictive BC Commons license, which limits sharing of resources to within British Columbia. This is done to prevent resources from being used by private competitors outside the province. Resources are stored in an online repository and can be adapted by other educators, as long as any changes are contributed back and the original creator receives attribution.
The Community College Consortium for Open Educational Resources (CCCOER) aims to identify, create, and share open educational resources (OER) as open textbooks for community college students and faculty. It was established in 2007 by the Foothill-De Anza Community College District. The CCOT project, funded by Hewlett, served as a proof of concept to document a workflow for developing, reviewing, and adopting open textbooks. The CCCOER promotes OER adoption through an open textbook promotion kit and over 150 member colleges. It pioneered quality review processes for open textbooks based on criteria like comprehension, accuracy, and cultural relevance.
GITTA is a collaborative initiative between 10 Swiss academic institutions that developed open educational content in geoinformatics between 2001-2008. The goals were to pool Swiss knowledge in this field into a shared learning pool, replace lectures with hybrid teaching, and integrate the content into university curricula. Over 40 lessons were created at basic and intermediate levels, along with case studies. The content was made publicly available in 2006 under an open license to benefit all partners. The project utilized XML and the eLML framework to implement the didactic concept and make the content technically accessible.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
MatheVital is a modular collection of interactive materials for math education available freely online. The materials are designed to provide a precise and visual experience to learners through simulation environments. The goals for the materials are to offer high interactivity, be comprehensive and encourage further research, work across different platforms, and be easy for lecturers to generate and integrate into their workflows. Both learners and lecturers can access the materials to support independent study and provide demonstration materials for classroom use.
The Zentrale für Unterrichtsmedien (ZUM) is a nonprofit organization in Germany that promotes open educational practices and resources. It launched a wiki platform in 2008 that allows schools and universities to create their own wikis. ZUM also started a teacher network in 2009 where educators can discuss and share materials. ZUM innovates through its wiki platform that enables collaborative creation of open educational content. It approaches quality by using social learning features like wikis, blogs, and forums to create and evaluate open resources.
Wikiwijs is a new initiative launched in late 2009 that aims to provide an online platform for teachers and learners across all education levels in the Netherlands to find, download, adapt, and re-upload open educational resources. It is based on open source principles and open content standards. The Dutch Ministry of Education commissioned organizations to develop Wikiwijs around five aspects: building infrastructure, collecting resources, establishing an engaged user community, developing user skills, and conducting research. As the project is still in early stages, details around quality processes, innovative practices, policies, initiatives and
Opal case study 08 true bristol university and partners ukOPAL2010
The TRUE project involves 14 UK higher education institutions collaborating to create open educational resources for undergraduate economics courses. Academics from each institution are gathering and compiling existing teaching materials such as syllabi, reading lists, lecture slides, and assessments in their specialist areas. These materials are being made openly available on the Economics Network website under Creative Commons licenses to allow reuse and modification. While the project aims to promote open educational practices by transforming existing courses into OER, some materials may have restrictions on repurposing due to a lack of share-alike licensing. Overall, the TRUE project provides OER for specialized undergraduate economics topics through collaboration between academics across multiple UK universities.
OpenExeter is a project at the University of Exeter in the UK that aims to release 360 credits of existing learning resources as open educational resources (OER) under a Creative Commons license. The project places quality control in the hands of academics and focuses on improving open educational practices by making resources easy to embed and reuse through the IMS Content Package format. OpenExeter aims to mainstream OER production through an Information Technology Infrastructure Library system and involves academics and university decision makers as key actors in the initiative.
Opal case study 02 the support centre for open educational resources score ukOPAL2010
The Open University in the UK received £7.8 million to enhance its national role, including the Support Centre for Open Resources in Education (SCORE) project. SCORE will focus on sharing the OU's expertise in open educational resources with other universities by establishing a community of practice around the effective use of OER to change teaching and learning policies and practices. It will support 36 fellowship projects between 2010-2012, mostly drawn from outside the OU, to inform, influence, and impact OER policy and practice in higher education.
OpenLearn is the open educational resources initiative of the UK's Open University. It was launched in 2006 with $10 million in funding from the Hewlett Foundation to provide free access to 5% of the university's course content online. OpenLearn uses the Moodle learning platform and provides content in both a LearningSpace for individual learners and a LabSpace for educators to experiment with resources. It has over 4,000 study hours of content across various subjects and levels and enables peer learning and user-generated content through Web 2.0 tools.
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.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BCcampus is an OER initiative in British Columbia, Canada that aims to increase access to post-secondary education. It is funded by the province's Ministry of Advanced Education and involves collaboration between the province's 25 public post-secondary institutions. Educators creating resources through BCcampus can choose between two open licenses, but over 90% select the more restrictive BC Commons license, which limits sharing of resources to within British Columbia. This is done to prevent resources from being used by private competitors outside the province. Resources are stored in an online repository and can be adapted by other educators, as long as any changes are contributed back and the original creator receives attribution.
The Community College Consortium for Open Educational Resources (CCCOER) aims to identify, create, and share open educational resources (OER) as open textbooks for community college students and faculty. It was established in 2007 by the Foothill-De Anza Community College District. The CCOT project, funded by Hewlett, served as a proof of concept to document a workflow for developing, reviewing, and adopting open textbooks. The CCCOER promotes OER adoption through an open textbook promotion kit and over 150 member colleges. It pioneered quality review processes for open textbooks based on criteria like comprehension, accuracy, and cultural relevance.
GITTA is a collaborative initiative between 10 Swiss academic institutions that developed open educational content in geoinformatics between 2001-2008. The goals were to pool Swiss knowledge in this field into a shared learning pool, replace lectures with hybrid teaching, and integrate the content into university curricula. Over 40 lessons were created at basic and intermediate levels, along with case studies. The content was made publicly available in 2006 under an open license to benefit all partners. The project utilized XML and the eLML framework to implement the didactic concept and make the content technically accessible.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
MatheVital is a modular collection of interactive materials for math education available freely online. The materials are designed to provide a precise and visual experience to learners through simulation environments. The goals for the materials are to offer high interactivity, be comprehensive and encourage further research, work across different platforms, and be easy for lecturers to generate and integrate into their workflows. Both learners and lecturers can access the materials to support independent study and provide demonstration materials for classroom use.
The Zentrale für Unterrichtsmedien (ZUM) is a nonprofit organization in Germany that promotes open educational practices and resources. It launched a wiki platform in 2008 that allows schools and universities to create their own wikis. ZUM also started a teacher network in 2009 where educators can discuss and share materials. ZUM innovates through its wiki platform that enables collaborative creation of open educational content. It approaches quality by using social learning features like wikis, blogs, and forums to create and evaluate open resources.
Wikiwijs is a new initiative launched in late 2009 that aims to provide an online platform for teachers and learners across all education levels in the Netherlands to find, download, adapt, and re-upload open educational resources. It is based on open source principles and open content standards. The Dutch Ministry of Education commissioned organizations to develop Wikiwijs around five aspects: building infrastructure, collecting resources, establishing an engaged user community, developing user skills, and conducting research. As the project is still in early stages, details around quality processes, innovative practices, policies, initiatives and
Opal case study 08 true bristol university and partners ukOPAL2010
The TRUE project involves 14 UK higher education institutions collaborating to create open educational resources for undergraduate economics courses. Academics from each institution are gathering and compiling existing teaching materials such as syllabi, reading lists, lecture slides, and assessments in their specialist areas. These materials are being made openly available on the Economics Network website under Creative Commons licenses to allow reuse and modification. While the project aims to promote open educational practices by transforming existing courses into OER, some materials may have restrictions on repurposing due to a lack of share-alike licensing. Overall, the TRUE project provides OER for specialized undergraduate economics topics through collaboration between academics across multiple UK universities.
OpenExeter is a project at the University of Exeter in the UK that aims to release 360 credits of existing learning resources as open educational resources (OER) under a Creative Commons license. The project places quality control in the hands of academics and focuses on improving open educational practices by making resources easy to embed and reuse through the IMS Content Package format. OpenExeter aims to mainstream OER production through an Information Technology Infrastructure Library system and involves academics and university decision makers as key actors in the initiative.
Opal case study 02 the support centre for open educational resources score ukOPAL2010
The Open University in the UK received £7.8 million to enhance its national role, including the Support Centre for Open Resources in Education (SCORE) project. SCORE will focus on sharing the OU's expertise in open educational resources with other universities by establishing a community of practice around the effective use of OER to change teaching and learning policies and practices. It will support 36 fellowship projects between 2010-2012, mostly drawn from outside the OU, to inform, influence, and impact OER policy and practice in higher education.
OpenLearn is the open educational resources initiative of the UK's Open University. It was launched in 2006 with $10 million in funding from the Hewlett Foundation to provide free access to 5% of the university's course content online. OpenLearn uses the Moodle learning platform and provides content in both a LearningSpace for individual learners and a LabSpace for educators to experiment with resources. It has over 4,000 study hours of content across various subjects and levels and enables peer learning and user-generated content through Web 2.0 tools.
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.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1. A Template (V3) for collecting case studies for:
OPAL Work Package 3 – Deliverable 3.1 ‘Desk
Research and Case Study Identification’
Notes on the use of this template:
• The contents of this template will be used to provide input to Section 2
‘Towards an OEP Framework’ of the above titled document
• The aim of the template is to collect evidence of OER and OEP practice
• When researching a HE or AE institution for suitability for providing input to a
case study it is not necessary for all of the below sections/questions to be
answered for each institution. For example, a particular institution may only
be used once as a case study to show practice around a ‘single’ feature listed
below (Sections 2-10) e.g. quality, or tools, or policy
• Just to repeat - the intention is not to provide a complete case study for
every institution researched in Section 2! Unless it is a particularly rich case
study
• The final document will comprise of case study examples drawn mainly from
HE and AE institutions in Europe, and also some case studies from around the
world
Template Sections for completion:
Case Study Title:
(Which refers to the specific characteristic of this case study e.g. policy, tool,
innovation, quality etc.)
Case Study Country:
Type of organisation described by the case study, address of organisation,
hyperlink to organisation, hyperlink to case study source:
Case Study Contributed by:
Case Study Sections:
Please complete Section 1 – mandatory. Please complete whichever of Sections 2-10
is/are relevant to the case study.
From an analytical perspective we are looking for the following generic questions to
be answered in the case study:
• What constitutes open educational practice in this case study?
2. • What are the elements of innovation in educational practice?
• How is OER being used to innovate educational practice?
• How is open educational practice used to improve quality?
Sections 1-10
1. Mandatory - A brief summary of the institution to be used as a case study
About 500 words please on a description of the institution, its OER history
and approach.
2. Quality – OER/OEP
How does the institution approach quality in OER? Is there any current
indication of a quality concept or process? Does the institution perceive
quality from the perspective of the quality of open educational resources or
the quality of open educational practice? How does the institution show
quality through OEP versus quality of OEP? What methods, concepts and
practices are used to enhance the quality of OEP?
3. Innovation
How can OER/OEP innovate educational practices? What current innovative
practices are there in the institution? Please do not regard innovation from
just a technology perspective!
4. Policy
What are the current OER/OEP policy arrangements at institutional and
national level across Europe/the World?
5. Actors
What actors are involved in OER/OEP? Is there any evidence to show that
OER actors do not always promote OEP but “only” access to OER?
6. Initiatives
What OER/OEP initiatives can be evidenced? Is there any evidence to show
that OER initiatives do not always promote OEP but “only” access to OER?
7. Open Educational Practices
Can you identify some case studies/ descriptions which form the illustrative
base for a more general model of OEP?
8. Tools and Repositories
What tools and repositories are being used to deliver OER/OEP? For example
GLOW, Connexions
Are there any other special tools for OER/OEP? e.g. Cloudworks, in
which practices can be discussed and validated?
Are there any tools for Visualisation? e.g CompendiumLD
Are there any tools for Argumentation? e.g. Cohere
3. 9. Strategies
Can you identify any strategies for organisations to use OER/OEP? Can you
identify any business models that promote OER/OEP?
10. Current barriers and enablers
What are the barriers to the use of OER/OEP? Is there any evidence to how
these barriers have been overcome? What are the enablers to the use of
OER/OEP?
