Mainstreaming OER in Support of Achieving SDG4Cable Green
The document discusses how open educational resources (OER) can help achieve the United Nations Sustainable Development Goals (SDGs), specifically SDG4 which focuses on education. It argues that OER can be continuously updated to teach about the SDGs, connecting education to solving global challenges. Students could also help create and revise OER about the SDGs, allowing their work to make a meaningful impact while also motivating deeper learning. The document promotes mainstreaming OER to support achieving the SDGs.
Open Education + UN Sustainable Development GoalsCable Green
http://sched.co/AF02
The world’s nations have adopted the 2030 Agenda for Sustainable Development and committed to 17 Sustainable Development Goals (SDGs). SDG4 is about “Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This session will explore how and why the global open education community can work with their national governments to mainstream Open Educational Resources (OER) in support of achieving SDG4.
This document discusses open educational resources (OER) and the global OER movement. OER are teaching materials like textbooks, videos, and readings that are free to access and allow users to retain, reuse, revise, remix, and redistribute the materials. The global OER movement aims to make education more affordable and accessible by promoting the creation and use of OER under open copyright licenses. Research shows that using OER can significantly reduce costs for students and lead to equal or better learning outcomes compared to traditional textbooks.
The document discusses opportunities for building a more sustainable future in the post-COVID era. It suggests moving beyond "back to normal" and instead "building back better" through a green recovery. This could be achieved by localizing global sustainability goals and learning from responses to climate change and the pandemic. The Regional Centres of Expertise (RCEs) have roles to play in facilitating stakeholder engagement, providing resources and knowledge, and empowering youth to envision and work towards a "new normal" focused on sustainability.
Universiti Sains Malaysia (USM) has embraced sustainability through various initiatives that align with the five priority areas of the UNESCO Global Action Programme on Education for Sustainable Development. These initiatives include establishing a sustainability policy, the APEX sustainability program with research focuses on waste utilization and vaccines, integrating sustainability in the curriculum and staff training, student leadership programs and courses, and engaging local and global stakeholders through knowledge sharing programs. The sustainability journey at USM aims to develop solutions and talents to advance sustainability in higher education.
Mainstreaming OER in Support of Achieving SDG4Cable Green
The document discusses how open educational resources (OER) can help achieve the United Nations Sustainable Development Goals (SDGs), specifically SDG4 which focuses on education. It argues that OER can be continuously updated to teach about the SDGs, connecting education to solving global challenges. Students could also help create and revise OER about the SDGs, allowing their work to make a meaningful impact while also motivating deeper learning. The document promotes mainstreaming OER to support achieving the SDGs.
Open Education + UN Sustainable Development GoalsCable Green
http://sched.co/AF02
The world’s nations have adopted the 2030 Agenda for Sustainable Development and committed to 17 Sustainable Development Goals (SDGs). SDG4 is about “Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This session will explore how and why the global open education community can work with their national governments to mainstream Open Educational Resources (OER) in support of achieving SDG4.
This document discusses open educational resources (OER) and the global OER movement. OER are teaching materials like textbooks, videos, and readings that are free to access and allow users to retain, reuse, revise, remix, and redistribute the materials. The global OER movement aims to make education more affordable and accessible by promoting the creation and use of OER under open copyright licenses. Research shows that using OER can significantly reduce costs for students and lead to equal or better learning outcomes compared to traditional textbooks.
The document discusses opportunities for building a more sustainable future in the post-COVID era. It suggests moving beyond "back to normal" and instead "building back better" through a green recovery. This could be achieved by localizing global sustainability goals and learning from responses to climate change and the pandemic. The Regional Centres of Expertise (RCEs) have roles to play in facilitating stakeholder engagement, providing resources and knowledge, and empowering youth to envision and work towards a "new normal" focused on sustainability.
Universiti Sains Malaysia (USM) has embraced sustainability through various initiatives that align with the five priority areas of the UNESCO Global Action Programme on Education for Sustainable Development. These initiatives include establishing a sustainability policy, the APEX sustainability program with research focuses on waste utilization and vaccines, integrating sustainability in the curriculum and staff training, student leadership programs and courses, and engaging local and global stakeholders through knowledge sharing programs. The sustainability journey at USM aims to develop solutions and talents to advance sustainability in higher education.
The Balance of the Planet project connects learners around the world through an online platform to work collaboratively on challenges related to the UN Sustainable Development Goals. Learners gain skills, compete for prizes and scholarships, and receive university recognition for their solutions to real-world problems. The project is hosted on the Global Challenge platform, which allows for individual and team-based learning exercises and collaboration using tools like Cisco WebEx Teams.
DRAFT Institute for Open Leadership #oeglobalCable Green
The Institute for Open Leadership cultivates open policy leaders through a four tenet approach and one-week training program. The training includes sessions on open domains and policy development plus a one-year open policy project. Thirteen fellows from around the world participated in the first program and established new open policies in their home institutions and governments in 2015. Plans are in place to scale the Institute for Open Leadership program globally to meet demand.
Presentation at Cascadia Open Education Summit 2019. We worked on creating an open pedagogy toolkit with over 70 participants. Links to tools are in the slides. his workshop briefly introduces open pedagogy and showcases a diverse set of examples of open pedagogy in practice. Participants will then discuss design issues such as assessment, sustainability, and ethical issues, and will make a plan for revising or creating a new open pedagogy activity in their own context. Session Objectives
After attending the session, participants will be able to:
Explain what they take open pedagogy to be and give examples
Evaluate approaches to practical issues that should be taken into consideration when engaging in an open pedagogy project
Formulate a plan for implementing an open pedagogy project in their own context
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
Learning for a Better Future: ESD at De Montfort University, March 2018Andrew Reeves
The document discusses how several courses at De Montfort University (DMU) integrate the United Nations Sustainable Development Goals (SDGs) into their teaching. Examples provided include textile design courses examining the circular economy, business courses addressing the SDGs in assessments, and social work courses exploring links between placements and the SDGs. The document also notes that in 2018, DMU participated in a UK-wide SDG Teach-in event, ranking in the top 5 universities for sessions run linking SDGs to topics like media, energy, and plastic waste.
The document provides an overview of the International Education and Resource Network (iEARN). It discusses iEARN's history, goals, and methods. Specifically, it notes that iEARN was founded in 1988 and connects over 2 million K-12 students and educators from 130 countries through online collaborative projects. It aims to facilitate student-directed projects, support structures for this work, and demonstrate how online education can enhance learning globally. Key aspects include online courses for educators, professional development workshops, and annual international conferences.
This document provides an overview of open educational resources (OER) in K-12 education and their future directions. It discusses how OER can help address the growing demand for education globally in a more affordable and sustainable way. Key points include:
- Nearly one third of the world's population is under 15 and demand for education is growing rapidly but accommodating this growth poses major challenges.
- OER are teaching, learning and research materials that can be freely used, modified, and shared. They have the potential to significantly reduce education costs while improving access.
- Adopting OER requires changing educational culture and practices, but offers benefits like increased choice, affordability for students, and efficient use of
This document discusses sustainability education in Australia and initiatives that aim to promote understanding of sustainability and the United Nations Sustainable Development Goals. It provides information on how sustainability is addressed as a cross-curriculum priority in the Australian curriculum and various resources available to educators including programs, online courses and challenges related to the SDGs.
2011 - OER Movement and its Implications for Local KnowledgesAlfonso Sintjago
The document discusses the development and use of open educational resources (OER) in the Dominican Republic. It provides background information on OER and discusses a case study presentation by Alfonso Sintjago on the Dominican Republic's adoption and implementation of OER. It notes that OER are digitized materials that can be freely used and reused for teaching, learning, and research.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Presentation for the NMC Horizon Report > 2016 Higher Education Edition (from...New Media Consortium
The NMC Horizon Report > 2016 Higher Education Edition was presented by Chief Executive Officer of the NMC Larry Johnson, Senior Researcher Bryan Alexander, and ELI Associate Director Veronica Diaz at the 2016 EDUCAUSE Learning Initiative Annual Meeting. This presentation is from the release event. Download the report at http://go.nmc.org/2016-he.
The Growth Spurt in MOOCs and the Challenges they create for "For Profit Educ...rathi5
These slides are about MOOCS - Massive Open Online Courses-- the free courses offered today, making a great deal of the content of higher education free available to anyone with an internet connection and the desire to learn. What challenges and opportunities do they present for "For Profit" education and are they likely to revolutionize the landscape of higher education?
Keynote Address: Youths and Youth Groups in Accelerating Progress Towards the...ESD UNU-IAS
Keynote Address: Youths and Youth Groups in Accelerating Progress Towards the Achievement of Sustainable Development Goals
Dr. Lesan Esther, RCE Greater Nairobi
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
Critical discourse analysis (CDA) aims to reveal hidden values and perspectives in language use. CDA explores the connection between language and its social/political contexts. Key principles of CDA are that social issues are constructed through discourse, power relations are negotiated in discourse, and ideologies are produced in discourse. CDA analyzes discourse genres, framing, multimodality, identity construction, and texts from the world wide web. Criticisms of CDA include that it does not sufficiently consider reader interpretation or provide systematic textual analysis.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
The Balance of the Planet project connects learners around the world through an online platform to work collaboratively on challenges related to the UN Sustainable Development Goals. Learners gain skills, compete for prizes and scholarships, and receive university recognition for their solutions to real-world problems. The project is hosted on the Global Challenge platform, which allows for individual and team-based learning exercises and collaboration using tools like Cisco WebEx Teams.
DRAFT Institute for Open Leadership #oeglobalCable Green
The Institute for Open Leadership cultivates open policy leaders through a four tenet approach and one-week training program. The training includes sessions on open domains and policy development plus a one-year open policy project. Thirteen fellows from around the world participated in the first program and established new open policies in their home institutions and governments in 2015. Plans are in place to scale the Institute for Open Leadership program globally to meet demand.
Presentation at Cascadia Open Education Summit 2019. We worked on creating an open pedagogy toolkit with over 70 participants. Links to tools are in the slides. his workshop briefly introduces open pedagogy and showcases a diverse set of examples of open pedagogy in practice. Participants will then discuss design issues such as assessment, sustainability, and ethical issues, and will make a plan for revising or creating a new open pedagogy activity in their own context. Session Objectives
After attending the session, participants will be able to:
Explain what they take open pedagogy to be and give examples
Evaluate approaches to practical issues that should be taken into consideration when engaging in an open pedagogy project
Formulate a plan for implementing an open pedagogy project in their own context
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
Learning for a Better Future: ESD at De Montfort University, March 2018Andrew Reeves
The document discusses how several courses at De Montfort University (DMU) integrate the United Nations Sustainable Development Goals (SDGs) into their teaching. Examples provided include textile design courses examining the circular economy, business courses addressing the SDGs in assessments, and social work courses exploring links between placements and the SDGs. The document also notes that in 2018, DMU participated in a UK-wide SDG Teach-in event, ranking in the top 5 universities for sessions run linking SDGs to topics like media, energy, and plastic waste.
The document provides an overview of the International Education and Resource Network (iEARN). It discusses iEARN's history, goals, and methods. Specifically, it notes that iEARN was founded in 1988 and connects over 2 million K-12 students and educators from 130 countries through online collaborative projects. It aims to facilitate student-directed projects, support structures for this work, and demonstrate how online education can enhance learning globally. Key aspects include online courses for educators, professional development workshops, and annual international conferences.
This document provides an overview of open educational resources (OER) in K-12 education and their future directions. It discusses how OER can help address the growing demand for education globally in a more affordable and sustainable way. Key points include:
- Nearly one third of the world's population is under 15 and demand for education is growing rapidly but accommodating this growth poses major challenges.
- OER are teaching, learning and research materials that can be freely used, modified, and shared. They have the potential to significantly reduce education costs while improving access.
- Adopting OER requires changing educational culture and practices, but offers benefits like increased choice, affordability for students, and efficient use of
This document discusses sustainability education in Australia and initiatives that aim to promote understanding of sustainability and the United Nations Sustainable Development Goals. It provides information on how sustainability is addressed as a cross-curriculum priority in the Australian curriculum and various resources available to educators including programs, online courses and challenges related to the SDGs.
2011 - OER Movement and its Implications for Local KnowledgesAlfonso Sintjago
The document discusses the development and use of open educational resources (OER) in the Dominican Republic. It provides background information on OER and discusses a case study presentation by Alfonso Sintjago on the Dominican Republic's adoption and implementation of OER. It notes that OER are digitized materials that can be freely used and reused for teaching, learning, and research.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Presentation for the NMC Horizon Report > 2016 Higher Education Edition (from...New Media Consortium
The NMC Horizon Report > 2016 Higher Education Edition was presented by Chief Executive Officer of the NMC Larry Johnson, Senior Researcher Bryan Alexander, and ELI Associate Director Veronica Diaz at the 2016 EDUCAUSE Learning Initiative Annual Meeting. This presentation is from the release event. Download the report at http://go.nmc.org/2016-he.
The Growth Spurt in MOOCs and the Challenges they create for "For Profit Educ...rathi5
These slides are about MOOCS - Massive Open Online Courses-- the free courses offered today, making a great deal of the content of higher education free available to anyone with an internet connection and the desire to learn. What challenges and opportunities do they present for "For Profit" education and are they likely to revolutionize the landscape of higher education?
Keynote Address: Youths and Youth Groups in Accelerating Progress Towards the...ESD UNU-IAS
Keynote Address: Youths and Youth Groups in Accelerating Progress Towards the Achievement of Sustainable Development Goals
Dr. Lesan Esther, RCE Greater Nairobi
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
Critical discourse analysis (CDA) aims to reveal hidden values and perspectives in language use. CDA explores the connection between language and its social/political contexts. Key principles of CDA are that social issues are constructed through discourse, power relations are negotiated in discourse, and ideologies are produced in discourse. CDA analyzes discourse genres, framing, multimodality, identity construction, and texts from the world wide web. Criticisms of CDA include that it does not sufficiently consider reader interpretation or provide systematic textual analysis.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Opening Practice on Participatory Course Production - OEPS OE Global17OEPScotland
Presentation given at OE Global Conference 2017 on 10 March in Cape Town by Anna Page for the Opening Educational Practices in Scotland Project. How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
This document provides an overview of discourse analysis including definitions, approaches, and how it relates to other fields. It defines discourse analysis as the study of language use beyond the sentence level, including how language functions in social and cultural contexts. Three main approaches are discussed: speech act theory which examines communicative acts, ethnography of communication which analyzes patterns of communication in cultures, and pragmatics which studies how context informs meaning. The document also explains how discourse analysis relates to other fields like sociolinguistics, psycholinguistics, and pragmatics through their shared interests but different data sources.
‘Everything Available’ – a vision for the development of the British Library ...Torsten Reimer
Presentation given at the annual RLUK (Research Libraries UK) conference on Thursday 9th March 2017. I discuss the British Library's 'Everything Available' portfolio that aims to transform the Library's research services, in particular around discovery, access and use of content.
This document discusses Jamison Miller's proposed dissertation research on teaching and learning with open educational resources (OER). Miller plans to examine how students use OER in their coursework and learning, and how instructors implement OER in their instruction and whether this influences their pedagogical practices. The research will use case studies of OER programs at community colleges in Virginia. It will apply the theoretical frameworks of sociocultural theory, cognitive information processing, and emotions/interest/flow to analyze the relationships between OER use and pedagogy. The goal is to explore whether OER enables a shift from pedagogies of scarcity to those of abundance.
Open education has the potential to transform existing educational institutions into more equitable and democratic forms. However, open education lacks a unified theoretical framework. Erik Olin Wright's framework of "real utopias" provides a way to theorize open education through four tasks: 1) specifying moral principles like equality and democracy, 2) critiquing current systems, 3) developing accounts of open education as a viable alternative, and 4) proposing strategies for transformation. A theory of open education as a real utopia could help sustainably guide its development and prevent cooptation.
Get the latest announcements on Microsoft and NVIDIA's HGX-1 platform for artificial intelligence cloud computing, Facebook's new AI server, and the launch of Jetson TX2 for AI computing in cameras, sensors, and more.
Discourse analysis, post structuralism, and foreign policyElena Romanenko
This document discusses the application of discourse analysis and post-structuralism to the study of foreign policy. It outlines some key assumptions, such as seeing language and discourse as central to how meaning and power are constructed. It also discusses how discourse analysis examines the representations and framing of issues in foreign policy, as well as how discourses can shift over time through events or dismantling of old systems. The summary concludes by noting discourse analysis provides rich insights but also has some weaknesses depending on one's perspective.
This document summarizes some national and institutional initiatives regarding open education in Brazil and Australia. It outlines key statistics about the higher education sectors in both countries and discusses how some public universities in each country are embracing open educational practices (OEP) to increase access for remote learners, while balancing public and commercial interests. The University of Tasmania (UTAS) and Federal University of Parana (UFPR) are highlighted as having online offerings and OEP in their strategies, but predominantly offering face-to-face education. UTAS rewards academics for adopting OEP and has open policies, while UFPR partners on an open educational resources initiative. Challenges remaining include developing collaboration cultures and understanding of open licenses.
Critical Discourse Analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice. Scholars working in the tradition of CDA generally assume that (non-linguistic) social practice and linguistic practice constitute one another and focus on investigating how societal power relations are established and reinforced through language use
Educators created MOOCs to further their fields and support professional development, finding their goals were achieved. While openness was initially understood as access, creating MOOCs increased awareness of issues like copyright and open licensing. An enabling environment and platform allowed use of open educational resources. Legal issues around copyright emerged as challenges. Pedagogical openness required new structuring of content for large audiences. Reuse of materials in other contexts occurred. Overall, MOOC making stimulated adoption of open practices for educators.
Research methods for CDA of open policy in VirginiaJamison Miller
These slides are from my presentation in a research seminar course where I am designing a study that will be part of my PhD dissertation. I outline my theoretical framework in critical theory and semiotics, the approach of critical discourse analysis (CDA), data collection and data analysis.
This is an overview of my application of Erik Olen Wright's "Real Utopias" framework as a way ground open education. I included the references in the final two slides that weren't in the original conference presentation.
The document discusses using Erik Olin Wright's framework of "real utopias" to theorize open education. It outlines Wright's four tasks: 1) specifying moral principles like equality, democracy, sustainability; 2) critiquing existing educational institutions; 3) developing an account of open education as a viable alternative institutional form; 4) proposing strategies for transformation, such as ruptural, interstitial, or symbiotic change. The document argues that grounding open education in robust theory helps prevent dilution and guides emancipatory social change through education.
Alex. bd higher education across borders a select bibliographyIAU_Past_Conferences
This document provides a summary of references related to cross-border higher education. It begins with an introduction describing the IAU International Bibliographic Database on Higher Education (HEDBIB) that was used to compile the references. The bibliography then presents references organized into four sections: 1) Cross-Border Higher Education: General Issues and Trends, 2) Quality Assessment, Assurance, Enhancement and Accreditation, 3) Policy Frameworks and Regulation, and 4) Globalization, Trade in Education and GATS. The references were selected based on relevance to the conference theme of cross-border higher education and cover publications from 2000-2005, with some earlier influential references also included.
Future of open education Cox presentation.pptxGlenda Cox
I was invited to present at a webinar with other UNESCO chairs on the ‘Future of open education’, hosted by the UNESCO chair for Social Sustainability, University of SZcZecin, Warsaw, Poland (17 May 2023).
The case for continuing education, community-based research and engaged scholarship as a means to provide education for the public good in Canada and elsewhere
Open and Inclusive Education and Social Justice: The role of Open Textbooks
Dr Glenda Cox presented on the role of open textbooks in promoting social justice through open and inclusive education. She discussed how open textbooks can help address economic injustice by making educational resources affordable. They also help address cultural injustice by allowing textbooks to be translated and include local examples and voices. Open textbooks support political justice by empowering students and faculty to collaborate as co-creators of knowledge and transform teaching practices. Cox argued that widespread use of open textbooks requires institutional support through funding, recognition of faculty efforts, and acknowledging the time needed for open textbook creation. She posed questions on barriers to open textbooks and how marginalized voices like students can play a role in
Open education and open society: Popper, piracy and praxisRobert Farrow
What is the point of open education? Uncontroversially, we might suggest that it is about widening participation; equalising access to education; and bringing about a fairer society. This is another way of stating that the main concern of open education is a kind of justice. For many social and political philosophers, justice has been understood as the defining goal [τέλος] of society and civilization. But this relationship between open education advocacy and the goal of social transformation remains remarkably underexplored and undertheorized. This presentation will explore this relationship and the idea of openness in contemporary discourses in education and politics. It will examine the use of the concept of openness in educational and political discourse and use the normative concept of an "open society" to explore the relationship between theory and practice in open education. Paper presented at the 2018 Open Education Global Conference, TU Delft, Netherlands.
This document discusses using transformative learning theory and self-directed blended learning to develop education for socio-economic sustainability. It proposes a framework with three pillars: student autonomy through self-directed learning, information consumption from formal and informal sources, and formal teacher support through blended learning. The document presents examples of applying this approach to a senior high school course on culture, society and politics in Davao City, Philippines. It identifies potentials and questions for further research on measuring outcomes and promoting transformative learning through self-directed blended design.
The document summarizes a report on distance education and the sustainable development goals. It discusses:
1) The changing global landscape in the 21st century and trends affecting higher education like globalization, knowledge growth, and demographic changes.
2) The increasing role of higher education institutions and challenges they face like being unprepared for online education.
3) UNESCO's response through promoting the sustainable development goals and the role of distance education in achieving them.
4) How open universities are tasked with providing equitable, quality education and addressing challenges in the 21st century global society.
This presentation material was developed for the live session at the Learning Ideas Conference 2021.
Cite This Item:
Cheong, S. M.-C., & Lang, A. (2021, June). Digital Autobiographical Reflexivity: A Collaborative and Social Learning Design Strategy in UK higher education [paper presentation]. Live session in the Learning Ideas Conference 2021, Columbia University (Online session), New York, United States of America.
The power of cs in education moraitopoulou elina republica 2017Elina MORAITOPOULOU
Rapidly advancing scientific research is among the main transforming actors of our societies today. Citizen Science can promote public awareness, encourage meaningful contribution to research projects and empower local and global communities. How can we rethink school education through the prism of Citizen Science? And how can we start from schools to re-establish the links between scientific research and society, while promoting awareness and collaboration?
link to oral presentation >>> https://www.youtube.com/watch?v=aN2Y-o3uM-c&t=264s
This document summarizes Michael A. Peters' presentation on MOOCs and the politics of the postindustrial university. The presentation covers: 1) A history of openness from programmed instruction to MOOCs. 2) Analyzing rhetoric around "the revolution to come". 3) Main players and business models in current initiatives. 4) Issues around pedagogy, academic labor, and monetization in the postindustrial university. 5) The need for an alternative vision and radical openness in education research.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Students Voice: Continuum of Choice for the future of educationAlana James
How much and to what extent should we consider trust and student voice as we redesign education? This is the first year report of findings from the Future(s) of Education project (www.futureofeducationproject.net)
The document discusses open educational resources (OER) and open educational practices (OEP). It defines OER as educational resources with an open license allowing reuse, revision, remixing, and redistribution. OEP aim to improve education quality and innovation through the use of OER with a focus on equity and openness. Examples of OEP provided include open textbooks that are interactive, collaborative, and accessible, as well as opening up the syllabus for student input. The document advocates for treating education as learner-driven and community-focused over solely prioritizing content.
Similar to The Constraints of Policy: A Critical Discourse Analysis of Open Education Policies in Virginia (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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The Constraints of Policy: A Critical Discourse Analysis of Open Education Policies in Virginia
1. THE CONSTRAINTS
OF POLICY
A CRITICAL DISCOURSE ANALYSIS OF OPEN
EDUCATION POLICIES IN VIRGINIA
JAMISON R. MILLER | THE COLLEGE OF WILLIAM & MARY
JRMILLER@WM.EDU | @MILLERJAMISON
Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
2. ● Context of my doctoral research
● Context of this policy research
● Research questions
● Theoretical frameworks
● Methodology and methods
● Findings
● Discussion & implications
FORMAT:
Image: Public Domain | Une classe by Pieter van de Heyden, 1557
3. Open education has the
potential to sustainably
transform existing
educational institutions
into more equitable and
democratic forms.
Public Domain Image: The subscription room at Lloyd's of London in the early 19th century
4. TRANSFORMATIVE POTENTIALS
OF OPEN EDUCATION
IN THEORY, POLICY, AND
PRACTICE
JAMISON R. MILLER | THE COLLEGE OF WILLIAM AND MARY
@MILLERJAMISON | JRMILLER@WM.EDU
5. OPEN EDUCATION IN
1) THEORY
Open Education as a Real Utopia
2) POLICY
The Constraints of Policy: A Critical Discourse
Analysis of Open Education Policies in Virginia
3) PRACTICE
From EDUPUNK to Open Policy: Critical
Technology Praxis in Higher Education
Image CC (BY-NC) Jonathan Cohen
6. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
GLOBALLY, PROVISION OF AND ACCESS TO HIGHER
EDUCATION HAS COME TO BE UNDERSTOOD AS
UN Declaration of Human Rights (1948)
World Conference on Education for All (1990)
UNESCO World Education Forum (2000)
A SOCIAL
JUSTICE ISSUE
7. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
INTELLECTUAL PROPERTY & COPYRIGHT LAWS
(Chon, 2007; Lessig, 2010; Slaughter & Rhoads 2004)
SYSTEMATIC ATTACK ON EDUCATION AS A PUBLIC
GOOD
(McMahon, 2009; Newfield, 2008; 2016)
BARRIERS
8. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
OPEN UNIVERSITIES “...to promote educational well-
being of the community generally...”
OER 2002 UNESCO Paris Declaration (2002)
Cape Town Open Education Declaration (2007)
Blessinger & Bliss (2016)
OPEN EDUCATION:
POISED TO TRANSCEND
THESE BARRIERS
10. TWO QUESTIONS
1. How is open education discursively framed
within institutional policies?
2. Do discursive framings in policies support open
education and OER as transformational for education,
and if so, how?
Image CC (BY-SA) Véronique Debord-Lazaro
11. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
THEORETICAL
FRAMEWORKS
● Tkacz (2015), Wikipedia and the Politics of Openness
● Critical Theory (Horkheimer, 1947;1972)
● Critical Approaches to Open Education
(Bayne, Knox, and Ross, 2015; Deimann and Farrow, 2013; Hall, 2011;
and Knox, 2013)
12. Fairclough (1993, 1995)
Texts present ideologies,
beliefs, messages, and
meanings.
CDA proposes to
illuminate these
messages, how they are
framed, and how they can
be resisted and usurped.
Gee (1999)
Language is not merely a
means of communication,
but also orders social
activity.
CDA is concerned with
how text presents
discursive practices- the
ways in which we are in
the world.
Martínez-Alemán (2015)
Has been applying CDA in
higher education policy
analysis.
Identifies its primary
purposes as 1) to reveal
ideological foundations of
discourse, and 2) to
provide evidence (data) to
support corrective action
CRITICAL DISCOURSE ANALYSIS (CDA)
14. DATA ANALYSIS
Image CC (BY) Angie Garrett
Following Martínez-Alemán (2015) and McGregor (2004),
CDA is derived from an array of social science techniques and not a singular method:
Establishing context(s)
● Identification of connections between aspects that construct and restrict discourse
○ CULTURE, SOCIAL IDENTITY, and LANGUAGE
● Identification of linkages between TEXT, STRUCTURAL POWER, and CONTEXT
Framing the text (McGregor, 2004)
● Power relations: who is depicted in power, who has agency, who does not?
● Omission of information, nominalization (converting verbs to nouns), passive verbs
● Presuppositions, what is assumed by the author?
● Insinuations and connotations
● Tone of certainty and authority
● Register, do the words spoken ring true?
15. FINDINGS
Image CC (BY) Angie Garrett
“mandatory”
“in accordance with the provisions”
“compliance”
(TCC, 2014)
“global model for successful development
and use”
(VCCS, 2015, para. 1)
“creating a world where each and every
person on earth can access and contribute
to the sum of all human knowledge”
(Open Education Declaration, 2007, quoted in
University of Edinburgh, 2016, p. 2)
16. FINDINGS
Image CC (BY) Angie Garrett
“improve student success through increased access and
affordability, and improve teaching efficiency and
effectiveness through the ability to focus, analyze, augment, and
evolve course materials directly aligned to course learning outcomes.
Faculty will be supported in their use of OER to achieve both of the stated
outcomes.”
(TCC, 2014, p. 1-2)
17. Image CC (BY) Angie Garrett
Faculty who incorporate OER materials into their courses shall
assume all responsibility for maintaining the integrity
of the course content as related to copyright and scholarly merit. In order
for a course to carry a Z designation within TCC’s Student Information
System, faculty must follow the procedures contained
in this policy.
(TCC, 2014, p. 2, emphasis added)
FINDINGS
18. Image CC (BY) Angie Garrett
Faculty are to use only materials that are published under a
Creative Commons License or exist in the Public Domain.
(TCC, 2014, p. 3, emphasis added)
It is the faculty member’s responsibility to ensure that such
content is eligible for and meets the standards for a CC-BY license. As
such, no portion of such work may be claimed by others in whole, in part,
or as a derivative work. This requirement is mandatory for Z
courses and strongly encouraged for OER courses.
(TCC, 2014, p. 3, emphasis added)
FINDINGS
19. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
DISCUSSION/IMPLICATIONS
● “Open” is non-deterministic
Both conservative and progressive forces are at play
● Openings established for an emancipatory and
social justice agenda
● Constraints are made explicit
20. THE CONSTRAINTS
OF POLICY
A CRITICAL DISCOURSE ANALYSIS OF OPEN
EDUCATION POLICIES IN VIRGINIA
JAMISON R. MILLER | THE COLLEGE OF WILLIAM & MARY
JRMILLER@WM.EDU | @MILLERJAMISON
Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
21. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
REFERENCES
Benkler, Y. (2006). The wealth of networks. New Haven, CT: Yale University Press.
Castells, M. (2010). The rise of the network society. In The information age: Economy,
society,
and culture (2nd ed., Vol 1). West Sussex, UK: Wiley-Blackwell.
Castells, M. (2013). Communication power. London, UK: Oxford University Press.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education.
New York: Macmillan.
Floridi, L. (2011). The philosophy of information. Oxford, UK: Oxford University Press.
Freire, P. (2000 [1970]). Pedagogy of the oppressed. New York: Continuum.
Giroux, H. A. (2014). Neoliberalism's war on higher education. Chicago, IL: Haymarket Books.
Goldrick-Rab, S. (2016). Paying the price: College costs, financial aid, and the betrayal of the
American dream. Chicago, IL: University of Chicago Press.
22. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
REFERENCES
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York:
Routledge.
McMillan-Cottom, T. 2017. Lower ed: The troubling rise of for-profits. New York, NY: The New
Press.
Newfield, C. (2008). Unmaking the public university: The forty-year assault on the middle
class. Cambridge, MA: Harvard University Press.
Newfield, C. (2016). The great mistake: How we wrecked public universities and how we can
fix them. Baltimore, MD: Johns Hopkins University Press.
Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets,
state, and higher education. Baltimore: Johns Hopkins University Press.
Wright, E. O. (2010). Envisioning real utopias. London, UK: Verso.
Wright, E. O. (2012). Transforming capitalism through real utopias. American Sociological
Review, 78(1), 1-25. doi: 10.1177/0003122412468882
23. ASSUMPTIONS
● Built on the assumptions that language is more than the mechanics
of communication; it orders social practices and expresses ideology
and thus holds impact on actions
DELIMITATIONS
● Focused on institutional and state-level higher education policies
from Virginia from 2007-2016
LIMITATIONS
● As open education policies are only just emerging, there are relatively
few examples from which to draw
● This study will not be analyzing the impact of evident discourses
Image CC (BY-SA) Edith Soto