The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
Interim report and main findings, by Lasakova, Bajzikova & Sassogaihe
Interim report and main findings, by Lasakova, Bajzikova & Sasso. Governance and Adaptation to Innovative Modes of the Higher Education Provision Project
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
UIIN 2023 - Social Impact Through Digital Teaching.pdfDominikLappenkper
Presentation outlining the research results from the Erasmus+ project Digital Social Impact.
Key insights relate to the generation of social impact in a higher education context, leveraging digital technology.
OEF: an openness framework for university professorsFabio Nascimbeni
The presentation focuses on the Open Educators Factory project, as a tool for capacity building for university educators that can help policy developments in OER and Open Education
Strategic Planning Process (SPP) model for developing open educational resour...Ava Chen
This strategic planning process model toolkit is to assist higher education institutions (HEIs) at department level to develop their open educational resources (OERs) strategic plan based on the concept of university social responsibility (USR). This toolkit provides executive administrators a new way to deepen understanding of creating, using, and sharing all kinds of learning materials in their professional practice that can link to USR practice.
Interim report and main findings, by Lasakova, Bajzikova & Sassogaihe
Interim report and main findings, by Lasakova, Bajzikova & Sasso. Governance and Adaptation to Innovative Modes of the Higher Education Provision Project
This presentation was given at the OpenCourseWare Consortium Global Meeting in May, 2011. It describes some of the results from an evaluation project initiated by Open.Michigan in September 2010. Full results can be found at tinyurl.com/omevaluation.
UIIN 2023 - Social Impact Through Digital Teaching.pdfDominikLappenkper
Presentation outlining the research results from the Erasmus+ project Digital Social Impact.
Key insights relate to the generation of social impact in a higher education context, leveraging digital technology.
OEF: an openness framework for university professorsFabio Nascimbeni
The presentation focuses on the Open Educators Factory project, as a tool for capacity building for university educators that can help policy developments in OER and Open Education
Strategic Planning Process (SPP) model for developing open educational resour...Ava Chen
This strategic planning process model toolkit is to assist higher education institutions (HEIs) at department level to develop their open educational resources (OERs) strategic plan based on the concept of university social responsibility (USR). This toolkit provides executive administrators a new way to deepen understanding of creating, using, and sharing all kinds of learning materials in their professional practice that can link to USR practice.
Similar to The Truth is Out There: Dutch Nursing realized sustainable adoption of OER (20)
This presentation was given together with Marjon Baas.
To gain more insight into practices of reuse of open learning materials, a survey study has been conducted in two different settings: 1) within a Bachelor program for ICT offered within one institution and 2) in a national Community of Practice on Bachelor of Nursing.
A total of 74 teachers responded on the survey for ICT and 118 teachers for Nursing. An overview of results:
Learning materials most used (overall)
Nursing: Slide decks, assignments, video; ICT: Assignments, slide decks, video
Learning materials most reused as-is (relative)
Nursing: Papers, video, 3rd party courses; ICT: Papers, digital books, digital tools (e.g. online coding environment)
Learning materials most reused with adaptations (relative)
Nursing: Courses from colleagues, slide decks, assignments; ICT: Courses from colleagues, 3rd party courses, slide decks
Learning materials created with no or limited reuse (relative)
Nursing: Tests, games, slide decks; ICT: Tests, assignments, slide decks
Chi-square tests have been executed to find out if observed differences on the use of learning materials are statistically significant. These tests revealed that reuse is significantly more common among teachers in ICT than in Nursing. Furthermore, significant differences were found in the types of learning materials used by teachers in the two settings. Possible explanations for these results as provided by participants during a presentation are differences in pedagogy, different demands from society on the programs and ICT professionals being more accustomed to reuse. Additional research is needed to explore these differences.
In the coming months, we plan to execute the survey within several Universities of Applied Sciences across different disciplines to gain more insight in the extent and the different types of reuse. The results can be used to provide more tailored support to teachers on adoption of OER. In the presentation we will report and discuss the results of this study.
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On 1 January 2019, an ambitious program took off to boost innovation of Higher Education in the Netherlands using ICT. The shared ambitions of this program are: better connection to the job market, making education more flexible and learning smarter and better by using technology. The program is divided into 7 areas (zones. In each zone, institutions of HE cooperate to realize these ambitions.
One of the zones is called “Towards digital (open) educational resources”. In this zone, 7 universities and 2 UoAS collaborate to realize the ambition that in 2023, HE institutions in the Netherlands are able to offer teachers and learners the opportunity to determine and use an optimal mix of learning resources. To accomplish this, a.o. improving the technical and organisational infrastructure and enhancing an open infrastructure seamless and transparent with a more closed one is needed. Stimulating the use of open resources is part of the ambition, but open is not considered a dogma in the optimal mix. This is an important difference compared to other programs aiming at stimulating sharing and reuse of OER, treating openness in isolation with non-open resources. We believe that this difference, together with taking the educational vision of the teacher as starting point will widen adoption of open sharing and reuse.
For 2019, the main activity of this zone is to conduct research into the ways students and teachers determine their optimal mix of learning resources and the underlying principles. The results will be the basis for the zone activities in the remaining time of the program. Other activities in 2019 comprise improvements to the available national technical infrastructure and creating awareness among teachers about the opportunities of open pedagogy and open educational practices. In the presentation we will report about the activities and the results of the research.
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For more information, visit-www.vavaclasses.com
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
The Truth is Out There: Dutch Nursing realized sustainable adoption of OER
1. The Truth is Out There:
Dutch Nursing realized sustainable
adoption of OER
Marja Versantvoort, LOOV projectmanager Together sharing Nursing
Robert Schuwer, Fontys UAS, Professor OER
2. We Make a Journey…
Pictures: CC by Geralt visit on Pixabay
17 million
90 hospitals
17 universities
>200.000 nurses!
Picture from LOOV
3. Project SAMEN (means together)
National project with support of the ministry of Education in the Netherlands
17 Universities of Applied Sciences (Bachelor of Nursing)
Goals:
Sharing 1900 open educational resources
Create an active nursing community
5. Study: what can we learn from this project?
Research questions
1. How was the process?
2. Which elements of the project contributed positively to the project result,
which did not, and why?
3. What has affect teachers to adopt sharing and reuse of OER?
4. What lessons can be learned from this project?
5. What advice can be given for continuation of this (and similar other) project?
6. Methodology
Create a narrative from all reports available (project plan, notes from
meetings, mandatory reports for the Ministry and SURF (grant providers)
Structured using the ESH framework (Weggeman, 2000)
Two analyses:
Which factors have influenced teachers in the desired behavior to share and reuse
OER? Model: Reasoned Action Approach (Ajzen, Fishbein). Data: interviews with
four teachers and open questions from a survey among teachers (N=116)
What influence had project decisions and activities on the project goals and what
can we learn from this? Model: the ESH framework (Weggeman). Data: reports
from visits to the participatory institutions and self-reports from each institution
7. Methodology
Factual description
(narrative,
ESH-framework)
Analysis process
(ESH-framework)
Analysis behavior
teachers
(Ajzen-Fishbein)
• Visit reports
• Selftests institutions
• Analysis interviews 4 teachers
• Analysis open questions survey
(N=116)
Lessons learned and advices
Question
1
Question
2
Question
3
Question
4 & 5
using using
All available reports
(e.g. projectplan,
minutes of meeting,
mandatory reports
for Ministry)
using
Decisions
Effects
Effects
8. Main findings
Project+:
Working with a quality model
Management style (indirect influence)
Working on sustaining the community from day 1
Involve management toward gaining management support for continuation
Project-:
Targets on number of OER to be shared
Numerous tips and lessons learned
E.g. organize support within institution, involve early adaptors actively when
reaching out to the early and late majority, connect adoption with major changes
(e.g. blended learning programs),…
10. Quality improvement
Criteria Quality checklist:
Professional quality (EBP nursing)
Didactic quality
Language: English or Dutch
Weblinks are working
Open license (CC by)
No copyright infringements
Picture: CC by Me.me
13. References
1. Slide 1,4 and 11 picture from Fontys University of applied sciences
2. Slide 2 pictures by Geralt visit on Pixabay
3. Slide 2 Picture from LOOV, BN2020 Bachelor of Nursing opleidingsprofiel
4. Slide 8 picture from me.me https://me.me/i/welcom-turist-we-spik-inglish-funny-mistake-in-
english-1850599
Editor's Notes
It’s great to be here today and to able to give you an introduction a Dutch way of collaboration and sharing.
Slide 19:
Let’s make a journey to the Netherlands.
This is a small country with a population of seventeen million.
We have 90 hospitals.
Students who would like to become a nurse can go to seventeen different universities.
Each year 4000 Students graduate as a nurse with a bachelor degree
In our country the population of nursing professionals is more than 200.000!
Before this project started there already was a cooperation between 17 Dutch Bachelor of Nursing universities with the aim to create one education profile. From that perspective we used this profile as shared basics and continue this cooperation.
Because there already was a cooperation going on, all the universities have the same goals and are thrilled to share their lectures, video’s and other materials as well. For them this next step in this collaboration made sense.
The Ministry of Education has set a goal for all teachers in Dutch Higher Education share Educational Resources openly among each other by 2025. In order to reach that goal, several activities have been pursued. This project received grant to reach some goals.
Our goal for this year is to share at least 1900 learning materials. Our other goal is to create an active nursing community.
To share our educational resources we used an existing platform for sharing OER, Wikiwijs.
So we could use already existing features. We did create our own home page in which a visitor can right away can start searching in our database of educational resources.
Free for use
Searching
Registration required
Uploading
Give feedback
Community: virtual and face-to-face A place to collaborate, share and learn.
In our project, creating a vibrant community seem essential to sustain the initiative.
We want to build a community with different kinds of people like educators, lecturers, students, nurses. They can share their opinions and beliefs. We hope with this project that people in this community will discuss things/subjects so that they can be improved or even develop better, new subjects. That is what connects people they care about their job and want to be better in it. The quality will be better if people respond to each other and react positively when they like materials. This is already a big goal for this project but maybe there will be nurses from different countries joining us in this community. Who knows!
We just start with our community. It’s quite empty. We think that it’s really important that users can create their own community. Start discussion groups and share what they want. We hope that this will work.
For the learning materials to be used, it is important that the educators and learners are confident about the quality of the materials. Trust is key. Our approach in this consists of several components.
First, we have defined a quality model. For certain aspects of learning materials we have defined requirements the materials should meet. The requirements include correctness and validity of the content, the look and feel, correct use of language and the way the materials are described (by metadata) to enhance retrievability.
we have a split in requirements: must have and nice to have.
Second, quality auditors will check if the learning materials adhere to the quality model. If this is the case, the quality status will be made visible by connecting a quality mark to it.
If your learning material meets all the must have requirements, the learning material gets a quality mark.