Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Open Education Movement. When Digital Technologiees Meet Free CultureAlek Tarkowski
Slides for a talk I gave as a guest speaker at the Open Society Institute Alumni Meeting in Cracow, Poland (November 2008). The presentation is available under Creative Commons Attribution 2.5 Poland license.
Disruptor, Saviour, or Distractor: MOOCs and their role in higher educationKolds
Keynote lecture by George Siemens at the European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) http://globalhighered.wordpress.com/2013/06/17/european-moocs-in-global-context-workshop-19-20-june-2013-uw-madison/
Open Education Movement. When Digital Technologiees Meet Free CultureAlek Tarkowski
Slides for a talk I gave as a guest speaker at the Open Society Institute Alumni Meeting in Cracow, Poland (November 2008). The presentation is available under Creative Commons Attribution 2.5 Poland license.
Disruptor, Saviour, or Distractor: MOOCs and their role in higher educationKolds
Keynote lecture by George Siemens at the European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) http://globalhighered.wordpress.com/2013/06/17/european-moocs-in-global-context-workshop-19-20-june-2013-uw-madison/
Marton Nemeth: iSchool community and Nordic library schools #bcs2015KISK FF MU
Talk given at the BOBCATSSS 2015 conference - http://www.bobcatsss2015.com/.
The paper summarizing the evolution of the iSchool community (mainly in a US context) at first. Secondly the perspective is broadening to the Nordic region. In this way I try to summarize the main types of benefits of the membership of some Nordic iSchools and how these benefits can reflect to their own institutional aims.
EdMedia Conference 2019, Amsterdam - Paper by Guntram Geser, Sandra Schön (both Salzburg Research) and Martin Ebner (TU Graz), Presentation by Martin Ebner, TU Graz
Reinventing higher education for a networked ageGraham Jeffery
Presentation for the UWS learning and teaching conference given on 23rd June 2011. For some notes and thoughts as a follow up to this, please visit http://generalpraxis.blogspot.com
Keynote talk on Remote Labs, for IEEE Kenya 15 July 2021Timothy Drysdale
This was an invited talk at the "Engineering for
Sustainable Future and Transformative Innovation" event organised by IEEE Kenya for 15/16 July. The talk was given remotely and included a live demonstration of our labs. The license for the slides is CC-BY-NC-4.0.
B2: Open Up: Open Data in the Public SectorMarieke Guy
Parallel session [B2: Open Up: Open Data in the Public Sector] run at the Institutional Web Management Workshop 2013 (IWMW 2013) event, University of Bath on 26 - 28th June 2013.
ACSI stands for a new generation innovation agenda. It aims to channel academic knowledge to create innovative solutions helping to tackle societal challenges. It serves as a stepping stone for creating a global networking culture that links operators at the forefront of the development to innovative collaboration. Representing a new type of an innovation conference, ACSI's main engines and actors in charge are the Aalto University and the New Club of Paris.
Presentation for the Analysis of Societies: Transformation, technology and education panel, Near East University, 18 May, 2020.
https://www.youtube.com/watch?v=lNN6rQjTI0s
Somus – An Open Research Group Work Case Presentation 0511 2009Teemu Ropponen
Presentation of our short-paper ("SOMUS - an open research group work case") at the Open Symposium 2009 at the University of Arts and Design in Helsinki, Finland.
Inside the MOOC – An argumentation analysis of MOOC Implementation strategiesFernUniversität in Hagen
The rapid rise of Massive Open Online Courses (MOOCs) has hit the educational landscape with much impact causing heated debates, a renewed interest in educational technology and a considerable political activism. With the often cited headline “The Year of the MOOC” (Pappano, 2012), MOOCs have been portrayed as a much needed instrument to satisfy the growing demand for education. However, there have also a lot of amazement by distance education specialists (Daniel, 2012) and the general public, especially after reports revealed very high dropout rates (Liyanagunawardena, Parslow, & Williams, 2014). It seems that the MOOC hype has suddenly come to an end (Strauss, 2013) – or at least has cooled down.
Whereas opinion pieces have largely influenced the MOOC debate, scientific research is only beginning to keep up with the pace, focussing mostly on small, isolated studies and issue of success and failure from a learners' perspective (e.g. Breslow u. a., 2013). Yet, MOOCs are much more than video-based lectures from world class universities provided globally for free. They are a key representative for the ongoing transformation triggered by digital technologies.
Still, there is much to learn from the MOOC debate and a thorough analysis would disclose specific patterns and untangle complex arguments. In this regard, Kovanovic´ and collegues (2015) conducted a systematic analysis of news reports identifying changed perspectives.
Building on this recent research to grasp the way MOOCs are discussed, the paper suggests an argumentation analysis using major policy reports as its source. Drawing on European and US contexts, the analysis attempts to locate different positions, rhethoric figures and methaphors which shape the way MOOCs are perceived and handled.
The explosion of Massive Open Online Courses (MOOCs) in 2012 represents a landmark case in the history of educational technology because never before has there been so much interest by political, economical and educational stakeholders. Many major media outlets have accompanied the emergence of MOOCs and contributed to the hype by coining catch phrases such as “The Campus Tsunami” (Brooks, 2012).
However, such stark claims should be put into perspective, in fact, linked to the Distance Education (DE) community, which is – as the title of this chapter suggests – closely related to MOOCs1. It can be argued that MOOCs do nothing more than to reinforce old beliefs about what it means to reach and teach the masses. On the contrary, DE has built a reputation dating back to the 18th century with many different learning approaches (and media) being tested resulting in a huge body of knowledge on how people learn in this special setting (Moore & Kearsley, 1996).
While for the last five years the emergence of MOOCs has hit the general educational landscape with much impact, DE has surprisingly been completely left out of the discussion because the MOOC debate mostly takes place outside of DE and can be described as a development of face-to-face teaching universities discovering the world of mass education at a distance. Therefore, a systematic investigation concerning the potentials of DE models and practices for MOOCS is missing and it is the purpose of the present chapter to bring these two “strange bedfellows” into an informed conversation.
In what follows, we first review Distance Education with regard to the factors that have contributed to its constitution as an academic discipline. In the second part we will discuss how MOOCs can be utilised within a DE ecosystem and present empirical data from (1) a traditional DE course at the FernUniversität in Hagen, Germany and (2) two MOOCs offered by the same university. Finally, we will discuss what MOOCs can learn from DE.
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
Marton Nemeth: iSchool community and Nordic library schools #bcs2015KISK FF MU
Talk given at the BOBCATSSS 2015 conference - http://www.bobcatsss2015.com/.
The paper summarizing the evolution of the iSchool community (mainly in a US context) at first. Secondly the perspective is broadening to the Nordic region. In this way I try to summarize the main types of benefits of the membership of some Nordic iSchools and how these benefits can reflect to their own institutional aims.
EdMedia Conference 2019, Amsterdam - Paper by Guntram Geser, Sandra Schön (both Salzburg Research) and Martin Ebner (TU Graz), Presentation by Martin Ebner, TU Graz
Reinventing higher education for a networked ageGraham Jeffery
Presentation for the UWS learning and teaching conference given on 23rd June 2011. For some notes and thoughts as a follow up to this, please visit http://generalpraxis.blogspot.com
Keynote talk on Remote Labs, for IEEE Kenya 15 July 2021Timothy Drysdale
This was an invited talk at the "Engineering for
Sustainable Future and Transformative Innovation" event organised by IEEE Kenya for 15/16 July. The talk was given remotely and included a live demonstration of our labs. The license for the slides is CC-BY-NC-4.0.
B2: Open Up: Open Data in the Public SectorMarieke Guy
Parallel session [B2: Open Up: Open Data in the Public Sector] run at the Institutional Web Management Workshop 2013 (IWMW 2013) event, University of Bath on 26 - 28th June 2013.
ACSI stands for a new generation innovation agenda. It aims to channel academic knowledge to create innovative solutions helping to tackle societal challenges. It serves as a stepping stone for creating a global networking culture that links operators at the forefront of the development to innovative collaboration. Representing a new type of an innovation conference, ACSI's main engines and actors in charge are the Aalto University and the New Club of Paris.
Presentation for the Analysis of Societies: Transformation, technology and education panel, Near East University, 18 May, 2020.
https://www.youtube.com/watch?v=lNN6rQjTI0s
Somus – An Open Research Group Work Case Presentation 0511 2009Teemu Ropponen
Presentation of our short-paper ("SOMUS - an open research group work case") at the Open Symposium 2009 at the University of Arts and Design in Helsinki, Finland.
Inside the MOOC – An argumentation analysis of MOOC Implementation strategiesFernUniversität in Hagen
The rapid rise of Massive Open Online Courses (MOOCs) has hit the educational landscape with much impact causing heated debates, a renewed interest in educational technology and a considerable political activism. With the often cited headline “The Year of the MOOC” (Pappano, 2012), MOOCs have been portrayed as a much needed instrument to satisfy the growing demand for education. However, there have also a lot of amazement by distance education specialists (Daniel, 2012) and the general public, especially after reports revealed very high dropout rates (Liyanagunawardena, Parslow, & Williams, 2014). It seems that the MOOC hype has suddenly come to an end (Strauss, 2013) – or at least has cooled down.
Whereas opinion pieces have largely influenced the MOOC debate, scientific research is only beginning to keep up with the pace, focussing mostly on small, isolated studies and issue of success and failure from a learners' perspective (e.g. Breslow u. a., 2013). Yet, MOOCs are much more than video-based lectures from world class universities provided globally for free. They are a key representative for the ongoing transformation triggered by digital technologies.
Still, there is much to learn from the MOOC debate and a thorough analysis would disclose specific patterns and untangle complex arguments. In this regard, Kovanovic´ and collegues (2015) conducted a systematic analysis of news reports identifying changed perspectives.
Building on this recent research to grasp the way MOOCs are discussed, the paper suggests an argumentation analysis using major policy reports as its source. Drawing on European and US contexts, the analysis attempts to locate different positions, rhethoric figures and methaphors which shape the way MOOCs are perceived and handled.
The explosion of Massive Open Online Courses (MOOCs) in 2012 represents a landmark case in the history of educational technology because never before has there been so much interest by political, economical and educational stakeholders. Many major media outlets have accompanied the emergence of MOOCs and contributed to the hype by coining catch phrases such as “The Campus Tsunami” (Brooks, 2012).
However, such stark claims should be put into perspective, in fact, linked to the Distance Education (DE) community, which is – as the title of this chapter suggests – closely related to MOOCs1. It can be argued that MOOCs do nothing more than to reinforce old beliefs about what it means to reach and teach the masses. On the contrary, DE has built a reputation dating back to the 18th century with many different learning approaches (and media) being tested resulting in a huge body of knowledge on how people learn in this special setting (Moore & Kearsley, 1996).
While for the last five years the emergence of MOOCs has hit the general educational landscape with much impact, DE has surprisingly been completely left out of the discussion because the MOOC debate mostly takes place outside of DE and can be described as a development of face-to-face teaching universities discovering the world of mass education at a distance. Therefore, a systematic investigation concerning the potentials of DE models and practices for MOOCS is missing and it is the purpose of the present chapter to bring these two “strange bedfellows” into an informed conversation.
In what follows, we first review Distance Education with regard to the factors that have contributed to its constitution as an academic discipline. In the second part we will discuss how MOOCs can be utilised within a DE ecosystem and present empirical data from (1) a traditional DE course at the FernUniversität in Hagen, Germany and (2) two MOOCs offered by the same university. Finally, we will discuss what MOOCs can learn from DE.
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
The MA in Digital Humanities at King's College London looks at how we create and disseminate knowledge in an age where so much of what we do is mobile, networked and mediated by digital culture and technology
It gives a critical perspective on digital theory and practice in studying human culture, from the perspectives of academic scholarship, cultural heritage and the commercial world
We study the history and current state of the digital humanities, and their role in modelling, curating, analysing and interpreting digital representations of human culture in all its forms.
For more information: http://www.kcl.ac.uk/artshums/depts/ddh/study/pgt/madh/index.aspx
Building a Collaboration for Digital PublishingHarriett Green
Presentation for the "New Collaborations in Digital Publishing" panel at the Association for the Study of African American Life and History (ASALH) 2015 meeting.
Open collaborative platforms, education and research: MOOCs, ILDEdavinia.hl
Open collaborative platforms, education and research: MOOCs, ILDE
Plenary session: Global partnership for development. The role of academia in empowering participatory and collaborative action
SIS2016, 1st Conference on Social Impact of Science, Barcelona, July 27, 2016
https://daviniahl.wordpress.com/
Slides from "Macro-Level Issues Facing the Research Infrastructure" section of the "Management Challenges in Research Infrastructures" module from the PARTHENOS Training Suite, https://training.parthenos-project.eu
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.
Presentació a càrrec de Lluís Anglada, director de Ciència Oberta al CSUC, duta a terme a la Training Session on Open Science and Open Access al Centre de Recerca Matemàtica de la UAB l'11 de novembre de 2018
Paper presented as a movie to the 2011 Univeristy of North Carolina student study tour organised by the Department of Information Studies, University College London. addition links and references can be found at http://tinyurl.com/69czo4t
Presentación marco para una conversación con STEPS Centre sobre cómo lograr que las organizaciones trabajen en red, a partir de la experiencia en el itdUPM
lecture presented by Pio Salvador R. Omana, resource speaker of the 2nd Marina G. Dayrit Lecture Series held on March 27, 2015 at Lyceum of the Philippines University, Manila
Similar to The future of academic publishing for the good of university and society (Sijbolt Noorda) (20)
Video z této přednášky naleznete v repozitáři NTK: http://repozitar.techlib.cz/record/784
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Video z této přednášky naleznete v repozitáři NTK: http://repozitar.techlib.cz/record/786
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Video z této přednášky naleznete v repozitáři NTK: http://repozitar.techlib.cz/record/791
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Video z této přednášky naleznete v repozitáři NTK: http://repozitar.techlib.cz/record/792
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Video z této přednášky naleznete v repozitáři NTK: http://repozitar.techlib.cz/record/793
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Video z této přednášky naleznete v repozitáři NTK: http://repozitar.techlib.cz/record/794
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Video z této přednášky naleznete v repozitáři NTK: http://repozitar.techlib.cz/record/795
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Aktualizovaná verze manuálu pro nové i stávající uživatele Národního úložiště šedé literatury - www.nusl.cz. Vytvořila Hana Vyčítalová a Tereza Simandlová.
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
Uvedená práce podléhá licenci Creative Commons Uveďte autora-Nevyužívejte dílo komerčně-Zachovejte licenci 3.0 Česko
Licenční podmínky jsou dostupné na: http://creativecommons.org/licenses/by-nc-sa/3.0/cz/
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
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Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
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Prezentace historického fondu a služby eBooks on Demand (EOD) v NTK během Noci v knihovně 2012 (součást Pražské muzejní noci).
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The future of academic publishing for the good of university and society (Sijbolt Noorda)
1. the future of academic publishing for
the good of university and society
Praha
September 8th, 2010
Sijbolt Noorda, Amsterdam
President Dutch Universities Association
Board member EUA and Chair Working Group on
Open Access
2. research benefits in the digital age (1)
since the seventies the ‘computer’ gradually became a valuable
tool for researchers in all fields
by now the digital mode offers much more than computers
assisting in handling large quantities of data in a short amount
of time, it changed the research landscape in many fields
what has this development brought to us so far, and what has it
in store?
what does it require and how should ‘we’ respond?
…2…
3. research benefits in the digital age (2)
automated data analysis [e.g. in social sciences and humanities]
intelligent data generation [e.g. in astronomy and molecular
sciences]
artificial intelligence projects [e.g. in logic and law]
modelling [e.g. in physics, life sciences, neurosciences and
chemistry]
re-inventing scholarly communication [from ‘electronic
journals’ to professional wiki’s]
creation of ‘virtual laboratories’ [e.g. in computer science, fine
arts and system biology]
fewer test animals, richer teaching environments and more
accessible libraries …3…
4. research benefits in the digital age (3)
the digital mode offers much more than a metamorphosis of
traditional ways of doing research and scholarly communicating
large scale data sharing, virtual labs, wiki’s by and for
academics, multi-media e-learning – there is much more
innovative potential than we thought just 20 years ago
although many benefits ‘just happened’ in the research
communities, yet some aspects of e-research require facilities,
active support and stimulation that only university leadership
can bring about
three magic words: ambition, smart budgeting and cooperation
[and the most valuable one is cooperation]
…4…
5. an example of the impact of a, b & c
in 1985 all Dutch HEIs and research institutes founded SURF, a
foundation for joint action in ICT, in terms of infrastructure,
services and linking good practices
why? to show a shared ambition, to get relevant budgets (and
share them efficiently) and to stimulate cooperation in every
sensible way
this arrangement is still in full swing and has greatly
contributed to the level of digitization in Dutch academia [from
supercomputing , ultra fast broad networks and e-grid to
national licensing and linked repositories]
…5…
6. another area for a, b & c
also within the walls of a university these same three: a, b & c
are essential ‘tools’ in order to
develop the traditional roles of computer centre and library
resulting in dependable ICT services to institutes and schools by
creating shared service centres of professional expertise and
state of the art infrastructure to facilitate research
stimulate experiments and support new initiatives
engage in (inter-)national cooperation [in the digital mode stand
alone solutions and facilities are rarely good enough]
…6…
7. zooming in on academic publishing
are we moving towards open scholarly communication?
how to get the benefits of digital publishing to society at
large?
what should/could university leadership contribute to e-
publishing, and what should/could the publishing industry
do?
…7…
8. scholarly communication: nothing new
the new magic word here seems to be open access
like the invention of public libraries in the old days, it is what it always has
been: a matter of public service and the dissemination of knowledge
[publishing = making public = Latin: publicare]
the digital age, however, requires new arrangements of control and ownership,
of selling and buying, and of dissemination and access - also to the academic
world
open access should be part of those arrangements - as a service to the scholarly
community and the public at large
we need new business models and a new spirit of cooperation between
universities, research institutes and funding councils, and publishers
…8…
10. open communication as part of the digital
revolution
the main driver behind it: in the digital world open communication is a
common feature (we don’t like barriers there, and seem to have forgotten
about waiting and prolonged searching, and about ….. paying for use)
so open communication is an important part of the digital revolution,
stimulated by the www-experience, that makes us expect that everything
interesting should be accessible, especially in the case of public goods and
public interests (like research funded by public money)
what doesn’t exist in the digital mode (cannot be found by search machines)
has less chance to be used, quoted and valued
so the basic rule of all researchers should be “make your work digitally
traceable, searchable, harvestable”
…10…
11. EUA and EC policy positions
in its Barcelona council meeting of March 2008 EUA adopted a policy on
public access to peer reviewed academic publications, based on the role and
responsibility of universities as guardian of research knowledge as a public
good, including recommendations to European university leadership, National
Rectors’ Conferences and the EUA itself
on August 21st , 2008 the Commission has launched a pilot project which will
see the results of EU-funded research made freely available online to raise
visibility of European research and drive innovation by ensuring that SMEs
have access in 7 FP7-areas: health, energy, environment, ICTs, research
infrastructures, socio-economic sciences and humanities, and science in society
recipients of grants in these areas are required to deposit their peer reviewed
articles in open access repositories (6 or 12 months after publication)
…11…
12. open scholarly communication,
what remains to be done (1)
real progress requires new business models and types of contracting
it can be done, vide the sponsoring consortium for open access
publishing in particle physics
such new contracting models will have to be invented and tested, e.g.
auctions, (national) licences or group contracts
universities and the research community may contract with publishers
for services [the key role of publishing: branding, selecting, developing]
and open dissemination, not about stuff and limited access to it
these steps cannot be taken by individual universities on a stand alone
basis, we must cooperate and strengthen our common base
…12…
13. open scholarly communication,
what remains to be done (2)
thinking of scholarly communication we primarily think of the research &
education community itself,
but the wider circle of professional users and the public at large should not be
forgotten [concentric circles]
scientific publishing, or rather to be or not to be published is an essential part
of the reputation game inside academia (academic prestige matters for all
involved, just think of career enhancement, competition for funding and
reliability issues)
thus peer hierarchy on the basis of reviewing is and remains crucial, also for
professional use outside academia
quality labelling must be done and if publishers continue to do it, they deserve
to be paid for this service (one way or another)
…13…
14. e-research and digital archiving
the formidable growth of e-research underlines the need for
archiving and its challenges in the digital age (accessible
archiving is just as essential as publishing)
archiving becomes an issue in volatile markets, with frequent
migrations, and in innovative trajectories
archiving is an issue because of its long term value, its high cost
and quite complicated governance situations
archiving basically can and should be handled best by public
consortia and/or international co-operations of research
institutions and societies of scholars by discipline or field of
research [there are no stand alone alternatives]
…14…
15. e-research is not the same thing to everyone
one of the secrets of the success of the university is its complexity
(what makes sense to historians doesn’t impress engineers)
the disparate nature of research cultures and traditions,
national preferences, professional usage and language networks
stand in the way of simple solutions across the board, both in e-
research, e-learning and in digitally re-mastered scholarly
publishing
so we need to tailor actions to the specifics of research fields
in doing so some questions seem taboo, like about the future of
the book in the digital age, and about American domination in
the international market for textbooks
…15…
16. final slide
the digital mode offers much more than a digital metamorphosis
of traditional ways of doing research, sharing its data and
communicating its results
to make the required progress in Europe inter-university
cooperation is essential
only then affordable and scalable facilities and arrangements
can be realized
all of them beneficial to researchers, to future researchers and
to many outside academia
…16…
17. five theses as a summary
there is hardly any area where the digital age has
brought more progress than in scientific research
yet selection and preservation of research data is to a
large extent still unexplored and not cultivated
territory (international cooperation needed)
publishing of research results has immensely profited
in terms of speed, diversity and usage
yet access has been limited due to largely defensive
licensing contracts, depositing road blocks to non-
academic users (international cooperation needed)
the future of scholarly publishing requires trusted
quality control & open access, enabled by serious peer
review and a fair fee for the work of publishers
…17…
18. additional footnote on open access (1)
what doesn’t exist in the digital mode (cannot be found by
search machines) has less chance to be used, quoted and valued
so the basic rule of all researchers should be “if you want to
read and quoted, make your work digitally traceable,
searchable, harvestable”
self-archiving is a quite satisfactory way to achieve this (do it
yourself or have your – digital - assistant do it)
all you need is a suitable repository (digital library a must in
every serious HEI)
a fair license to publish should allow uploading last versions
after 6 months …18…
19. additional footnote on open access (2)
digital journals could be freely accessible to all and harvestable by all
if subscriptions would be replaced by advance payments
this way the publishing business would continue its business in the
public broadcasting mode (cost paid by those who want to disseminate,
rather than those at the receiving end)
in addition new business model will come around like auctions,
(national) licences or group contracts
or universities and the research community contract with publishers
for services [the key role of publishing: branding, selecting, developing]
and open dissemination [not about material and limited, temporary
access to it]
…19…
20. footnote on open access, quality matters
scientific publishing, or rather to be or not to be published is an
essential part of the reputation game (academic prestige matters for all
involved, just think of career enhancement, competition for funding
and trust & reliability issues)
some kind of peer hierarchy on the basis of reviewing (before or after
the act) is and remains crucial, also for professional use outside
academia
this, however, doesn’t imply a conservative attitude towards present
practice (some adaptations are doable)
yet, quality labelling must be done and if publishers continue to do it,
they deserve to be paid for this service (one way or another)
21. OAPEN
a very interesting new approach to open access publishing:
a European consortium of university presses
specialising in humanities and social sciences
the first open access project in academic book publishing
producing peer reviewed scholarly monographs as open access
e-books
based on ‘author pay’ (approx. 2 or 3 times the cost of single
open access journal articles and approx. 30% the cost of
traditional monographs)
in addition offering printing on demand versions
…21…
22. www.oapen.org
in humanities and social sciences monographs continue to play
an essential role
deserving wide visibility and retrievability
as well as reliable peer review
authors, their readers, their funders, libraries and last but not
least specialised publishers – substantial benefits to all of them
particularly because monograph publishing isn’t easy and
access to monographs very limited
invented in 2008 and launched in 2009
…22…
23. a European initiative
in humanities and social sciences specific European academic
cultures and schools should be upheld and enhanced
accross national and/or language barriers
by collaborating the consortium is able to create technical
standards and share production and marketing facilities
creating a brand and a considerable volume
inviting new partners to join the present consortium
…23…