The USP OER
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This presentation was made together with collegue, Louise Vakamocea at the EDULINK-SIDECAP Project Final Dissemination Event held at the University of the South Pacific, Laucala Campus, Fiji Islands in February 2010.
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Abstract
Undergraduate research experiences (UREs) during which students undertake a research project over an extended period of time under the direct supervision of a researcher, are associated with high levels of student engagement, academic success (Kuh 2008) and a wide range of student benefits (Hunter et al. 2006). In physiology education, practicals that incorporate physiological research can be used to promote active learning (Michael 2006), and teach students key skills in critical evaluation of complex data alongside important physiological concepts (Zimbardi et al. 2013, Luckie et al. 2012). Following an extensive investigation of diverse ways that research experiences are successfully embedded into undergraduate curricula (Zimbardi and Myatt 2012), we have developed a model for up-scaling UREs to cohorts of several hundred students. We are now leading a national project in Australia to support the uptake of these Authentic Large-Scale Undergraduate Research Experiences (ALUREs) and provide the benefits of research experiences to thousands of undergraduate students. During this workshop, examples of ALUREs from the biosciences will be used to highlight key considerations for ALURE design and implementation. Workshop participants will be engaged in developing their own ALURE using a detailed checklist derived from our extensive experience supporting faculty in developing, implementing and evaluating ALUREs.
A broader view of undergraduate research opportunity programmes: collaborativ...
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Early Experiences of the Course Conversion to OER Process at Open University...
Early Experiences of the Course Conversion to OER Process at Open University...Open Education Global (OEGlobal)
1. The document summarizes early experiences with converting courses to open educational resources (OER) at the Open University of Tanzania (OUT) as part of a collaborative project with OER Africa.
2. An initial working retreat was held where OER support staff and lecturers participated in OER conversion activities and reflected on the process and barriers faced.
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It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
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This document summarizes the development of an Open Educational Resources (OER) digital fluency course for academics at the Open University of Tanzania (OUT). The goals were to develop a 5 module course on digital skills, convert existing OUT courses to OER, establish an OER repository, and conduct research. The course was developed iteratively over 3 years with input from OUT and other universities. It was piloted with academics and received positive feedback. Moving forward, OUT aims to further integrate OER into its practices and policies to promote open teaching and learning.ROER4D Presentation Hodgkinson-Williams & Arinto OCWC 2014
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ROER4D - Open Education for a Multicultural World: A report from the Research...The Open Education Consortium
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Supporting Success: The Implementation of Generic Academic Support for Gradua...
Supporting Success: The Implementation of Generic Academic Support for Gradua...Texas Association of Graduate Admissions Professionals
This document outlines the implementation of academic support services for graduate students at the University of North Texas. It discusses the need for these services based on an institutional needs assessment that identified skills like oral/written communication, research abilities, and teaching skills as priorities. The Learning Center addressed these needs through workshops on statistics, research skills, academic coaching, graduate exam preparation, and online resources. These services helped address challenges like attendance but were successful, as shown by statistics tutoring outcomes. The document also discusses frameworks for researcher development and considerations for how other institutions can create similar graduate student support programs tailored to their own students and resources.Embedding Graduate Attributes into the Curriculum
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
Ecer2014 mc cartney&marwick-st-researchengagement
This document summarizes a study that explored student teachers' engagement with educational research. The study involved workshops with student teachers where they discussed examples of policy research and "what works" classroom research. Questionnaires and discussions with students identified several themes. Students saw barriers to using research due to time constraints and a need for very practical applications. They also questioned research methodologies and found some studies inaccessible. The workshops appeared to influence students' views on research to some degree. The study implications include addressing "what works" research approaches in teacher education programs.
Towards Pedagogical improvements in OER: repurposing for the South
The document discusses pedagogical improvement through open educational resources (OER) and open educational practices (OEP) in the global South. It outlines several characteristics of OER that support pedagogical improvement, including promoting knowledge for all through customization and contextualization. The document presents a strategy for pedagogical improvement involving reflecting on learning assumptions, using a learning design framework with key questions, and fostering an evidence-based approach. It provides examples of OER Africa projects and ways students can create knowledge through technologies.
Factors enabling and constraining OER adoption and Open Education Practices: ...
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
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Academic Entrepreneurship at UCY
Academic Entrepreneurship at UCY,
by Mr. Christis Christoforou, MBA principal for accelyservices.
The results and the methodoloty of an extensive survey that were conducted at the university of Cyprus will be presented.
The place of practitioner research in supporting a culture of learrning in Ch...
Practitioner research in social work can build a culture of learning by directly addressing practice concerns and improving critical thinking. Managers should support voluntary, relationship-based practitioner research that produces relevant knowledge and reduces the gap between research and practice. The process involves submitting proposals, receiving guidance over 11 months from university mentors, and disseminating findings to build further collaborations.
Keynote #OER15 (Wales)
Dr. Cable Green presented on strategies for taking open educational resources (OER) mainstream. He discussed the value and benefits of OER, challenges such as low awareness and discoverability, and opportunities to address demand, supply, and capacity issues. Some strategic priorities proposed were developing open policies, building communities, and focusing on open practices and pedagogy. The presentation called for discussion on an OER implementation strategy to accelerate mainstream adoption.
Complete Presentation from TKLL Celebration June 16, 2015
This document summarizes information about career pathway academies in the Hanford Joint Union High School District. It provides student enrollment numbers and describes the development of three academies: Business Finance & Technology, Arts Media & Entertainment, and Agricultural Science. It outlines the course sequences and structures for each academy. Challenges and next steps are also briefly discussed.
OER in Teacher’s Eyes
Seminar GO-GN 20-21 April 2015 @ Banff, Canada. Global Meeting Open Education Consortium
By Jin Zhu, The Open University of China
Enhancement of teaching & Learning Methodology.pptx
This document discusses enhancing teaching and learning methodology in nursing education. It addresses current challenges in nursing education, best practices for teaching methodology including active learning strategies, collaborative learning techniques, use of technology, and incorporating real-world scenarios. It also discusses implementing effective assessment strategies, and the importance of ongoing faculty development to improve teaching. Resources for faculty development include online courses, professional organizations, and conferences focused on nursing education. The conclusion emphasizes that enhancing teaching methodology in each course is vital for creating effective learning experiences.
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The USP OER
- 1. The USP OER Louise Vakamocea & Alanieta Lesuma-Fatiaki
- 2. Overview • USP Student Demographics • OER Project @ USP • Sustainability Issues • A look at the USP repurposed OER • We have a dream
- 4. OER Project @ USP • Academic support for students • Repurposed to the needs of the “student of today”
- 5. OER Project @ USP 1: Learning & Teaching • Is self-paced contributes to learner autonomy 2: Student Support • Expanding student support capacity for 3: Research, Graduate academic success Affairs and • EDULINK-SideCAP Innovation project pilot outcomes at USP
- 6. OER Project @ USP 4: Regional & • Collaboration between Community five international higher Engagement & education institutions & Internationalisation possibilities for continued collaborations 5: Human Resources • Enhancement of knowledge and skills of USP staff in OERs 6: Governance, • Outcomes & feedback Management & Continuous can contribute to more Improvement effective uses of OERs across the university
- 8. Sustainability issues • Technical requirements • Continued usage • Human resources
- 9. The USP OER
- 10. We have a dream… • Repurposing other modules in the series • OER pilots for USP courses • Sharing what is no more • Collaboration • Working group; OER institutional policy