We had this presentation going in the background at the launch party for the open educational resources directory launch.
The ppt file contains animations and auto advances and is designed to run automatically.
Prepared by Cheryl Hodgkinson-Williams, Associate Professor
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.
Open access: What's in there for me? And some ideas for advocacy programmesIryna Kuchma
Presentation at the Member Representatives’ Meeting of the European Federation of Psychology Students’ Associations (EFPSA), October 28, 2014,Dobra Voda, Serbia
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
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.
Open access: What's in there for me? And some ideas for advocacy programmesIryna Kuchma
Presentation at the Member Representatives’ Meeting of the European Federation of Psychology Students’ Associations (EFPSA), October 28, 2014,Dobra Voda, Serbia
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
Latest developments in open source educational materials including open textbooks. Special talk given to Douglas College Faculty of Science and Technology at their 2012 Christmas Luncheon.
Presentations given at OKCon, Geneva, by the LinkedUp Veni competitions 8 shortlisted entrants: We-Share, Globe-Town, Polimedia, DataConf, Knownodes Mismuseos, ReCredible, YourHistory and Knownodes. Tuesday 17th September 2013.
Invited talk given to faculty and staff at Kwantlen Polytechnic University 2-Apr-2013. Explores the many ways Creative Commons and open are impacting higher education with a particular focus on OER, Open Textbooks, Open Access and MOOC's.
Creative Commons for Education, Science, Government, Culture, Media and Platf...Paul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
Rethinking open access: alternative forms of sustainability and social impact...@cristobalcobo
This presentation explores to what extent can we rethink the licensing instruments (perhaps beyond Creative Commons); alternative forms of economic sustainability (freemium); as well as new incentives mechanisms (non-traditional knowledge currencies) into the Open Access movement.
*CC0 — “No Rights Reserved” (it excludes the pictures from third parties)
This is work is part of the Open Access Visiting Scholar at Faculteit Letteren Leuven. Institute for Cultural Studies (www.culturalstudies.be), Katholieke Universiteit Leuven, Belgium.
http://www.kuleuven.be/kuleuven/kalender/2014/rethinking_open_access
More information at: http://blogs.oii.ox.ac.uk/cobo or @cristobalcobo
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
XML for science; its huge potential; but are pubiishers preventing it?petermurrayrust
XML can represent almost all well derfined scientific objects. chemistry, plants medcine. But it's not yet widely used. Is this because publishers oppose thr re-use of science?
How Open Textbooks, Resources & MOOC's are Changing EducationPaul_Stacey
Over the past ten years Creative Commons has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation will explore the growth of the global education commons, its current state, and future directions. Particular attention will be given to OER, Open Textbooks and MOOC's.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
Latest developments in open source educational materials including open textbooks. Special talk given to Douglas College Faculty of Science and Technology at their 2012 Christmas Luncheon.
Presentations given at OKCon, Geneva, by the LinkedUp Veni competitions 8 shortlisted entrants: We-Share, Globe-Town, Polimedia, DataConf, Knownodes Mismuseos, ReCredible, YourHistory and Knownodes. Tuesday 17th September 2013.
Invited talk given to faculty and staff at Kwantlen Polytechnic University 2-Apr-2013. Explores the many ways Creative Commons and open are impacting higher education with a particular focus on OER, Open Textbooks, Open Access and MOOC's.
Creative Commons for Education, Science, Government, Culture, Media and Platf...Paul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
Rethinking open access: alternative forms of sustainability and social impact...@cristobalcobo
This presentation explores to what extent can we rethink the licensing instruments (perhaps beyond Creative Commons); alternative forms of economic sustainability (freemium); as well as new incentives mechanisms (non-traditional knowledge currencies) into the Open Access movement.
*CC0 — “No Rights Reserved” (it excludes the pictures from third parties)
This is work is part of the Open Access Visiting Scholar at Faculteit Letteren Leuven. Institute for Cultural Studies (www.culturalstudies.be), Katholieke Universiteit Leuven, Belgium.
http://www.kuleuven.be/kuleuven/kalender/2014/rethinking_open_access
More information at: http://blogs.oii.ox.ac.uk/cobo or @cristobalcobo
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
XML for science; its huge potential; but are pubiishers preventing it?petermurrayrust
XML can represent almost all well derfined scientific objects. chemistry, plants medcine. But it's not yet widely used. Is this because publishers oppose thr re-use of science?
How Open Textbooks, Resources & MOOC's are Changing EducationPaul_Stacey
Over the past ten years Creative Commons has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation will explore the growth of the global education commons, its current state, and future directions. Particular attention will be given to OER, Open Textbooks and MOOC's.
We celebrated one year of OpenContent at the University of Cape Town in February 2011. This presentation ran at our anniversary event where we gave thanks to all of our open educational resource contributors.
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
OpenAIRE at Open Knowledge Governance for Innovation, Internet Governance For...OpenAIRE
Open access and the evolving scholarly communication environment.
Presented at the workshop Why We Need an Open Web: Open Knowledge Governance for Innovation, Internet Governance Forum 2010, September 17, 2010, Vilnius, Lithuania; OpenAIRE related slides 34-38
What is Open Science / Open Research?; Initiative of the European Union (EU); Elements of Open Science: open research process / cycle; open access (open repositories); open data; open source software; open notebook / lab book; open workflows; open reputation systems; citizen science; relationship between open research and e-research; open science in Africa and South Africa
High-level Meeting & Workshop on Environmental and Scientific Open Data for Sustainable Development Goals in Developing Countries. Madagascar, 4-6 December 2017
Open Educational Practices (OEP): What They Mean For Me and How I Use Themlisbk
Slides for a talk on "Open Educational Practices (OEP): What They Mean For Me and How I Use Them" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton for a webinar organised by Salford University from 09.30-10.30 on Thursday 5 December 2013.
See http://ukwebfocus.wordpress.com/events/webinar-on-open-educational-practices/
Paul Stacey University of Northern BC 3-Feb-2011 presentation exploring synergies between open source software, open access research publishing, open educational resources and open government/data.
Presentation on Open Access delivered at the National University of Lesotho, Roma, Lesotho on 22 October 2013 during workshop to mark the International Open Access Week and also celebrate LELICO's 10th anniversary.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Venturing Beyond the Walled Garden: Building Online Learning Activities Outsi...Michael Paskevicius
If we want to motivate and engage students to learn in ways that will be longer-lasting and more meaningful to them, we need to design rich learning experiences that facilitate this through flexible and adaptable activities and assignments. Learning management systems (aka walled gardens) provide teachers and learners a safe and controlled space for threaded discussions, storing grades, uploading assignments, posting content, communicating notices, and deploying some constructed assessment components like quizzes.
However, learning management environments are limited in their abilities to engage students in deep learning and meaningful educational activities. To do so, requires instructors to move beyond the walled garden into a less organized and less controlled digital world.
In this session, we will outline supportive teaching strategies and learning activities (facilitated by the digital environment) that promote higher levels of engagement for learning – and are accessible and relatively easy to implement using open practices and resources.
This learning happens outside the walled garden and requires careful consideration and attention to care for the students and the learning they will embark upon. But where to start? There are so many options, tools, apps, platforms and parameters to consider when designing a more open and flexible learning experience.
Using a collection of evidence-based principles of learning, we’ll outline how designing rich online learning experiences may be easier than you think.
Participants will be exposed to 7 key learning principles and appropriate tools to use within and outside of learning systems. We'll share some of our favourite examples of aligned assignments and activities.
We'll engage youin a discussion of other examples that might fit within the principles, gather ideas and share back with everyone. Come prepared to share your best examples of online learning outside the walled garden - learning out in the open!
https://festivaloflearning2018.sched.com/event/Ddwf/venturing-beyond-the-walled-garden-building-online-learning-activities-outside-of-the-learning-management-system-that-allow-for-flexible-adaptable-and-meaningful-learning
Open educational practices and learning design: The role of educational devel...Michael Paskevicius
While an official definition for open educational practices is still emerging, from a learning design perspective these may be considered teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. (Paskevicius, 2017). Open educational practices are teaching and learning designs that take advantages of the affordances of open educational resources, challenge students to learn more openly, engage our communities, and make our professional practice more accessible. A number of scholars have advocated for open practices: in supporting student success through increased access to educational resources (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); to support faculty engagement with educational developers in the co-creation of reusable and adaptable courseware (Conole & Weller, 2008; DeVries &Harrison, 2016); through the experimentation and reflection of the practice of teaching in the open (Veletsianos, 2013; Cronin, 2017); and in fostering learning communities across institutions (Petrides, Jimes, Middleton-Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, whose consultative work may support more open practices to address institutional goals, missions, and objectives.
Educational developers are well positioned to support change by infusing professional development with open practices at the departmental, program, and course level. Open educational practices may be situated as a lens to support these change initiatives and provide new conceptualisations of teaching and learning (Bossu, & Fountain, 2015). In this research presentation I'll present the findings from a literature review of open educational practices in the context of learning design and engage participants in thinking about how to integrate “open" into learning outcomes, teaching resources, pedagogy, and assessment.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Open pedagogy: making learning visible through live, reflective, and co-creat...Michael Paskevicius
VIU’s take on open pedagogy centres around the making of learning visible through community engagement and the design of authentic and lived learning experiences, including non-disposable assignments. This isn’t about using open textbooks or open educational resources (however it may be a side effect) but rather about making the entire learning experience live, unedited and unfolding in the moment following many of the attributes of Hegarty’s (2015) model for open pedagogy (learner generated, peer review, participatory technology, innovation and creativity, sharing, reflection, trust and a connected community). We have a number of faculty applying open pedagogy components in their classes and we’ll share some examples. We also are building a course redesign institute around this impactful learning practice. This session will explore the evolving components of open pedagogy and how it might manifest for optimal student learning. Participants will engage in a mini-version of our course redesign model and uncover the key attributes of open pedagogy. Come explore visible learning with us!
Portfolios, Blogs, and Websites: Using the VIUBlog Platform for Student Assig...Michael Paskevicius
Do you want students to share their learning more visibly with their peers?
Are you interested in creating assignments that allow students to collaborate, remix multimedia, and develop literacies for contributing to the open web?
The VIUBlogs service can be used by faculty and students to communicate with peers and/or the community, write collectively, build a portfolio, or engage in reflective writing. An increasing number of faculty are developing learning designs which integrate VIUBlogs as part of student learning activities.
In this session, we will showcase some of the possible ways which you might integrate VIUBlogs into your teaching practice and consider how doing so may make student learning more visible, collaborative, and authentic.
VIUTube: Come Learn What is New and Exciting with Streaming Video and Audio! Michael Paskevicius
We have updated VIUTube to the latest release of Kaltura and have some new tools available. Come learn about CaptureSpace, a desktop tool for creating screencasts, lecture capture, webcam recordings, and podcasts. This tool is now freely available within VIUTube and includes the ability to do simple desktop video editing, adding of titles and credits, then immediate upload to VIUTube on your account. We will also look at the new Video Quiz tool which allows you to embed quiz questions at specific points within your video. Both tools are available to both faculty and students to engage in creative video projects
The role of educational developers in supporting open educational practicesMichael Paskevicius
While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013).
Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011).
This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
Students co creating course content and evaluating their own learningMichael Paskevicius
Emerging technologies offer new ways to conceptualise teaching and learning practices by inviting further opportunities for the personalisation of inquiry-driven learning, fostering student creativity, and promoting student engagement. This session will explore ways in which you might engage students in co-creating knowledge and resources, engaging students in more openly visible learning experiences for review by their peers or the community at large.
This session focuses on how to integrate open education practices in your teaching and learning practices, what it looks like, how to engage students, which integrates open educational practices.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
Telepresence Robots: Applications and Issues in Higher EducationMichael Paskevicius
Telepresence robots potentially open up access to education to people in remote geographical locations as well individuals who are unable to travel to campus due to health or social anxiety issues. This presentation explores the state of current learning environments, arguing for a multiaccess approach to designing education thereby increasing flexibility and choice to students.
ETUG2015-Mobile Technology Integration in an Applied Science Program: Forestr...Michael Paskevicius
As mobile devices continue to proliferate throughout society, the question of how higher education might take advantage of these devices for use in teaching and learning remains unclear. While many institutions now have ‘bring your own device’ (BYOD) policies, others have mandated access to mobile devices at the program or institutional level.
The purpose of this session is present the case of how our department of forestry went about implementing a tablet initiative. The tablet was a required device for both faculty and students entering the program in September 2014 with the intended goals of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage and enabling collaborative and active learning in the classroom.
In the session we will share what we have learned thus far in supporting the initiative and reflect on feedback collected from faculty and students in interviews, focus groups and observations throughout the program. At the end of the session, participants should be able to identify the challenges, issues and best practices for implementing a tablet initiative at this level.
Broad overview of the iPad and basic device management for students entering a program which requires the iPad. iPads were selected to:
- Reduce textbook purchase costs for students: students will be offered free and/or openly licensed digital textbooks access through the device.
- Mirror industry standard practices from the field: iPads are emerging as industry standard device for the collection of data in the field.
- Enable collaborative learning in the classroom: allow students to use iPads for group work in class and share projector.
Screenshots are from iOS7.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. What is “ Open Content ”? Open Content / Open educational resources (OER) / Open Courseware are educational materials (usually digital) that can be: Shared freely and openly for … … use by anyone to … … adapt / repurpose/ improve under some type of license in order to … … redistribute and share again. Shared Used Improved Redistributed
4. Example of Open Content Original diagram in a PhD thesis … Adapted for the Portuguese context … Translated into Greek … Adapted and translated to Spanish …
8. Open Content part of the “Open Movement” Open Source Software The Open Movement
9. Open Access in the Open Movement The Public Library of Science is a non-profit organization of scientists and physicians committed to making the world's scientific and medical literature a freely available public resource. http://www.plos.org/ The SHERPA/RoMEO service provides a listing of publishers' copyright conditions as they relate to authors archiving their work on-line. http://www.sherpa.ac.uk/ Open DOAR is an authoritative directory of academic open access repositories. http://www.opendoar.org/ The Directory of Open Access Journals indexes free, full text, quality controlled scientific and scholarly journals. http://www.doaj.org/ Open J-Gate is an electronic gateway to global journal literature in open access domain. http://www.openj-gate.com/
10. Open Content part of the “Open Movement” Open Source Software Open Access The Open Movement
11. Open Licences in the Open Movement http://creativecommons.org/ Creative Commons GNU General Public License http://www.gnu.org/licenses/gpl.html
12. Open Content part of the “Open Movement” Open Source Software Open Access Open Licences The Open Movement
13. Open Science in the Open Movement The OpenScience Project is dedicated to writing and releasing free and Open Source scientific software. http://www.openscience.org/ The Open Dinosaur Project was founded to involve scientists and the public alike in developing a comprehensive database of dinosaur limb bone measurements, to investigate questions of dinosaur function and evolution. http://opendino.wordpress.com/ The Open Science Grid aims to promote discovery and collaboration in data-intensive research by providing a computing facility and services that integrate distributed, reliable and shared resources to support computation at all scales. http://www.opensciencegrid.org/ Advised by Sir Tim Berners-Lee and Professor Nigel Shadbolt and others, government are opening up data for reuse. The dat.gov.uk site seeks to give a way into the wealth of UK government data and is under constant development. http://data.gov.uk/home
14. Open Content part of the “Open Movement” Open Source Software Open Access Open Licences Open Science The Open Movement
15. Open Society in the Open Movement Our Water Commons seeks to transform societal decision making for water stewardship towards participatory, democratic, community-centered systems that value equity and sustainability as a strategy. http://ourwatercommons.org/ Open Everything is a global conversation about the art, science and spirit of 'open'. It gathers people using openness to create and improve software, education, media, philanthropy, architecture, neighbourhoods, workplaces and the society we live in: everything. http://openeverything.wik.is/ Web of Change connects the foremost thinkers and do-ers in social media, technology, and social change. They are growing a community of leaders working for transformation of organizations and the world. http://webofchange.com/
16. Open Content part of the “Open Movement” Open Source Software Open Access Open Licences Open Science Open Society The Open Movement
60. Sharing open content needs a change in values http://farm3.static.flickr.com/2732/4097078733_dd8527d319.jpg
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65. This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Cheryl Hodgkinson-Williams [email_address]
The Open Source Software movement led the way in showcasing the value of openness and the ‘architecture of participation’ (O’Reilly 2003) which allows for a real free market of ideas, in which anyone can put forward a proposed solution to a problem; it becomes adopted, if at all, by acclamation and the organic spread of its usefulness. OER is based on the philosophical view of ‘knowledge as a collective social product and the desirability of making it a social property ‘ (Prasad & Ambedkar cited in Downes 2007:1)
flickr.com/photos/11461909@N06/3925035856/
The OECD reflects that "although learning resources are often considered as key intellectual property in a competitive higher education world, more and more institutions and individuals are sharing digital learning resources over the Internet openly and without cost, as open educational resources (OER) (2007:9).
http://oli.web.cmu.edu/openlearning/
http://oyc.yale.edu/
http://ocwus.us.es/ocwus
http://ocw.korea.edu/ocw/
http://khub.itesm.mx/es/
http://ocw.usq.edu.au/
Academic Earth which aggregates academic videos from various institutions around the globe (http://academicearth.org/)
http://www.opencontent.org.uk/steeple/index.php And http://www.steeple.org.uk/wiki/Main_Page
Led by Centre for Educational Technology, CHED Funded by Shuttleworth Foundation Jan 2009 – Feb 2010, total value R800,000 Activities: Survey existing T&L resources with potential to be OERs Provide support to OER creators Facilitate the publication of 5 exemplar OERs Create an OER Directory for UCT Document the OER UCT process as a case study Promote longer-term sustainability of the initiative
Our project is responsible for creating a directory to list and describe open educational resources here at UCT. In addition to have shared materials on websites such as slideshare, it is important to have them catalogued and indexed here at UCT. UCT academics will be able to list and describe their online resources in the local UCT directory – this will automatically lead to an entry in the OER Commons, OER Africa and other international content directories. The listings will include appropriate metadata which will lead to discoverability through search engines. The directory will also ensure we can answer questions such as: Which OERs have been published by person X in my department? What OER content is available from my department? How many OERs are in the UCT Collection? To what extent is my department’s OER output promoting us globally?
We stumbled upon open resources published by Ed Rybicki completely by accident. Ed took his own initiative and published his Introduction to Molecular Virology course online in 2007 – which technically makes him the first to publish an open resource at UCT. Ed’s material has since been used by various teachers and students at Universities in Brazil, Australia, and throughout South Africa. And has led to alliances with universities in the UK. Ed says - “I have benefited enormously from interaction with people who helped pioneer this sort of thing overseas; my presentation of material improved, and I added things like a blog to interact more immediately with students and interested parties.”
Our first resource was Dr. Kevin Williams from the Centre for Higher Education Development. Kevin saw a void in the literature around tutoring in HE specifically in the South African context. Kevin decided to publish the book as OER as it satisfied his own ethical responsibility as he himself learned the most about tutoring from his own tutoring experience. Kevin says “I cant thank all the students and staff who taught me, but I can pass that on.” Interest has been expressed from publishers as well as other institutions to use the manual in their own contexts. Kevin has expressed a real need for statistics in identifying where and when his material gets accessed and used.
Prof Leslie London was interviewed during the Opening Scholarship project and their iterations towards openness described in Case Study 10. This resource was technically “open” as it was freely available on the internet, but not covered by suitable licensing which reserved some of their rights.
The Facilitating Online manual created by authors in the Centre for Educational Technology was created and made use of the first externally open VULA site Now, as this was developed in the Centre for Educational Technology it was bound to be open from the start ;)
Jean Paul van Belle from the Department of Information Sciences has published three resources; the NGO ICT e-Readiness Self Assessment Tool as well as: Two online textbooks - Office XP for Business and Discovering Information Systems An Exploratory Approach - both of which were written specifically for the South African context. Jean Paul has been a firm supporter of the Open Source software and Creative Commons licensing models for some time. He is happy to share his textbooks, specifically because he knows how difficult it can be for cash strapped students to buy expensive textbooks. JP has also received requests from other universities for permission to incorporate his text into other classrooms.