Reflecting on Open Educational Practices in ScotlandRonald Macintyre
This paper reflects on the work of Open Educational Practices Scotland (OEPS) a Scottish Funding Councils (SFC) programme to promote the development and use of free and open online educational resources within the informal and formal education sectors in Scotland. Hosted by the Open University (OU) in Scotland (OUiS) it leverages OU experience of Open Educational Resources (OER) in relation to the OUiS long history of working in partnership.
OEPS joins two distinct but overlapping open traditions. Work on OER on the affordances of free and open online content, considerations of licence, platform functionality and the designing digital learning objects in for and through Open Educational Practices (OEP). With approaches from older traditions of open education, based on education as a common good and narratives on equity and social justice. For OEPS the merging of these discourses is based on a decade of OUiS work engaging in a series of diverse partnerships with employers, formal and informal education providers to support those diverse needs.
The paper introduces examples of what this means in for and through practice. Exploring work we have done with Parkinsons UK to develop a series of OER focused on neglected area of curriculum Then looks at the work have done with the Scottish Union Learn (SUL) to promote use of free and open resources by learners in the workplace. Through these examples we explore possibilities of partnerships to bring new voices into the academy, to create supportive structures based on shared values and trust to support uncertain learners. It is our sense this approach allow the benefits of openness to be shared in a just and equitable manner. It then reflects on the issues that arise when you work in-between two senses of open.
Full paper here http://oro.open.ac.uk/id/eprint/46045
Scotland has a distinctive and highly regarded tradition of education that is recognised internationally. However, while the Scottish Government has been active in formulating Digital Future strategies and open data policies, it has yet to articulate policies to support open education and open educational resources.
Elsewhere in the UK, the Higher Education Funding Council for England funded a £15M (€17,5M) OER programme, which ran from 2009 to 2012. The UKOER Programme, managed by JISC and the Higher Education Academy and supported by Cetis, funded a large number of projects that released OERs, developed and embedded open practices and built capacity within institutions and across subject domains. Although restricted to the English HE sector, the UKOER Programmes demonstrated that open educational resources and practices have the potential to address current issues in Scottish education.
Although no comparable funding programme exists in Scotland, a number of ‘grassroots’ initiatives are emerging from the further and higher education sector that are opening up Scottish education. In order to explore how Scotland can leverage the power of open to develop the nation’s unique education offering, support social inclusion and inter-institutional collaboration and sharing, and engage with EU open education directives, Cetis are facilitating an Open Scotland Summit, which will explore the development of open education policies and practices for Scotland. This paper will provide a critical overview of open education initiatives in Scotland in the wider context of UK, European and global developments, and present the outcomes and findings of the Open Scotland Summit.
Open Education as Disruption: Lessons for Open and Distance Learning from Ope...Ronald Macintyre
This paper reflects on what Open and Distance Learning providers might learn from the Open Educational Resources/Practices (OER/OEP) and Massive Open Online Courses (MOOCs). It is based on experiences working on OER and OEP first at the OU in Scotland (OUiS) and more recently under the auspices of the Scottish Funding Council (SFC) funded Open Educational Practices Scotland (OEPS) programme hosted by OUiS. The paper by exploring the disruptive potential of MOOCs and OER within Higher Education. While it acknowledges lessons for HE it argues the focus on access and scale has obscured other lessons ODL might learn from opening up educational practices. Much of our work has centred on OEP and partnership with organisations outside the formal education sector. As such it has taken the possibilities offered by openness as an invitation to look at the relationship between the formal and the informal. The paper traces OEPS journey as it explores less apparent but no less important lessons around designing and creating open content through partnership in a way that is cost effective and context relevant
Full paper here http://oro.open.ac.uk/id/eprint/46658
Open Educational Practice – opportunities for the HE sectorOEPScotland
Presentation for the ELESIG meeting held at the University of Abertay on 25 April 2017 looking at some of the issues that open practice raises for the higher education sector
Reflecting on Open Educational Practices in ScotlandRonald Macintyre
This paper reflects on the work of Open Educational Practices Scotland (OEPS) a Scottish Funding Councils (SFC) programme to promote the development and use of free and open online educational resources within the informal and formal education sectors in Scotland. Hosted by the Open University (OU) in Scotland (OUiS) it leverages OU experience of Open Educational Resources (OER) in relation to the OUiS long history of working in partnership.
OEPS joins two distinct but overlapping open traditions. Work on OER on the affordances of free and open online content, considerations of licence, platform functionality and the designing digital learning objects in for and through Open Educational Practices (OEP). With approaches from older traditions of open education, based on education as a common good and narratives on equity and social justice. For OEPS the merging of these discourses is based on a decade of OUiS work engaging in a series of diverse partnerships with employers, formal and informal education providers to support those diverse needs.
The paper introduces examples of what this means in for and through practice. Exploring work we have done with Parkinsons UK to develop a series of OER focused on neglected area of curriculum Then looks at the work have done with the Scottish Union Learn (SUL) to promote use of free and open resources by learners in the workplace. Through these examples we explore possibilities of partnerships to bring new voices into the academy, to create supportive structures based on shared values and trust to support uncertain learners. It is our sense this approach allow the benefits of openness to be shared in a just and equitable manner. It then reflects on the issues that arise when you work in-between two senses of open.
Full paper here http://oro.open.ac.uk/id/eprint/46045
Scotland has a distinctive and highly regarded tradition of education that is recognised internationally. However, while the Scottish Government has been active in formulating Digital Future strategies and open data policies, it has yet to articulate policies to support open education and open educational resources.
Elsewhere in the UK, the Higher Education Funding Council for England funded a £15M (€17,5M) OER programme, which ran from 2009 to 2012. The UKOER Programme, managed by JISC and the Higher Education Academy and supported by Cetis, funded a large number of projects that released OERs, developed and embedded open practices and built capacity within institutions and across subject domains. Although restricted to the English HE sector, the UKOER Programmes demonstrated that open educational resources and practices have the potential to address current issues in Scottish education.
Although no comparable funding programme exists in Scotland, a number of ‘grassroots’ initiatives are emerging from the further and higher education sector that are opening up Scottish education. In order to explore how Scotland can leverage the power of open to develop the nation’s unique education offering, support social inclusion and inter-institutional collaboration and sharing, and engage with EU open education directives, Cetis are facilitating an Open Scotland Summit, which will explore the development of open education policies and practices for Scotland. This paper will provide a critical overview of open education initiatives in Scotland in the wider context of UK, European and global developments, and present the outcomes and findings of the Open Scotland Summit.
Open Education as Disruption: Lessons for Open and Distance Learning from Ope...Ronald Macintyre
This paper reflects on what Open and Distance Learning providers might learn from the Open Educational Resources/Practices (OER/OEP) and Massive Open Online Courses (MOOCs). It is based on experiences working on OER and OEP first at the OU in Scotland (OUiS) and more recently under the auspices of the Scottish Funding Council (SFC) funded Open Educational Practices Scotland (OEPS) programme hosted by OUiS. The paper by exploring the disruptive potential of MOOCs and OER within Higher Education. While it acknowledges lessons for HE it argues the focus on access and scale has obscured other lessons ODL might learn from opening up educational practices. Much of our work has centred on OEP and partnership with organisations outside the formal education sector. As such it has taken the possibilities offered by openness as an invitation to look at the relationship between the formal and the informal. The paper traces OEPS journey as it explores less apparent but no less important lessons around designing and creating open content through partnership in a way that is cost effective and context relevant
Full paper here http://oro.open.ac.uk/id/eprint/46658
Open Educational Practice – opportunities for the HE sectorOEPScotland
Presentation for the ELESIG meeting held at the University of Abertay on 25 April 2017 looking at some of the issues that open practice raises for the higher education sector
In 2013, nine strategic workshops were conducted by SURF and the SIG Open Education to support Open Education policy making by Dutch HE institutions. We will report on the lessons learned.
The view from Scotland: What can Germany learn from OER initiatives in the UK? Lorna Campbell
This presentation introduces a range of contrasting initiatives that have aimed to promote open education policy and practice in Scotland, England and Wales over the last five years. These include the UKOER Programme, Open Scotland, OER Wales, the Welsh Open Education Declaration of Intent, the Scottish Open Education Declaration and the Opening Educational Practice in Scotland project. The paper will reflect on the different approaches taken by these initiatives and ask what Germany can learn from the experiences of open education practitioners in the UK.
These notes and accompanying Powerpoint slide deck were created for the Learning Design workshops run with third sector organisations, unions, universities and colleges from 2014 to 2017 as part of the Opening Educational Practices in Scotland (OEPS) project; the initial workshop design was developed by Ronald Macintyre and Pete Cannell and refined through successive iterations on the basis of feedback from workshop participants.
The workshop was constructed to enable organisations to think through the issues involved in creating a new openly licensed course.
Participative Design of qMOOCs with Deep Learning and 3d Virtual Immersive En...Dr Stylianos Mystakidis
Participative Design of qMOOCs with Deep Learning and 3d Virtual Immersive Environments: - The case of MOOCAgora
The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs.
Presentation for a paper in the EU MOOC Workshop, EC TEL 2014 conference, Graz Sep 16th 2014
#OpenScot Update for Warsaw Policy Forum June 2017Joe Wilson
This is an Open Scotland update for the Warsaw Open Educational Resource Policy Forum June 2017 You can find out more about Open Scotland http://openscot.net/
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
This is part of an event we held on 15.12.2011 in the Faculty of Art Design & Architecture at Kingston University London. This presentation is part of a showcase of our projects developed under the 'Practising Open Education' Higher Education Academy funding. It was followed by presentations by other project colleagues, Paul Postle and Cathy Gale, a 'world cafe' style discussion on using and making oers for Art and design and also how Research might feed into a more open agenda. Finally, we had a fantastic keynote from Melissa Highton (Oxford University). Find out more on my e-learning blog pages http://blogs.kingston.ac.uk/ku08200/about/
In 2013, nine strategic workshops were conducted by SURF and the SIG Open Education to support Open Education policy making by Dutch HE institutions. We will report on the lessons learned.
The view from Scotland: What can Germany learn from OER initiatives in the UK? Lorna Campbell
This presentation introduces a range of contrasting initiatives that have aimed to promote open education policy and practice in Scotland, England and Wales over the last five years. These include the UKOER Programme, Open Scotland, OER Wales, the Welsh Open Education Declaration of Intent, the Scottish Open Education Declaration and the Opening Educational Practice in Scotland project. The paper will reflect on the different approaches taken by these initiatives and ask what Germany can learn from the experiences of open education practitioners in the UK.
These notes and accompanying Powerpoint slide deck were created for the Learning Design workshops run with third sector organisations, unions, universities and colleges from 2014 to 2017 as part of the Opening Educational Practices in Scotland (OEPS) project; the initial workshop design was developed by Ronald Macintyre and Pete Cannell and refined through successive iterations on the basis of feedback from workshop participants.
The workshop was constructed to enable organisations to think through the issues involved in creating a new openly licensed course.
Participative Design of qMOOCs with Deep Learning and 3d Virtual Immersive En...Dr Stylianos Mystakidis
Participative Design of qMOOCs with Deep Learning and 3d Virtual Immersive Environments: - The case of MOOCAgora
The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs.
Presentation for a paper in the EU MOOC Workshop, EC TEL 2014 conference, Graz Sep 16th 2014
#OpenScot Update for Warsaw Policy Forum June 2017Joe Wilson
This is an Open Scotland update for the Warsaw Open Educational Resource Policy Forum June 2017 You can find out more about Open Scotland http://openscot.net/
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Presentation of Professor Mark Brown, EDEN Executive Committee, Director of the National Institute for Digital Learning, Ireland at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
This is part of an event we held on 15.12.2011 in the Faculty of Art Design & Architecture at Kingston University London. This presentation is part of a showcase of our projects developed under the 'Practising Open Education' Higher Education Academy funding. It was followed by presentations by other project colleagues, Paul Postle and Cathy Gale, a 'world cafe' style discussion on using and making oers for Art and design and also how Research might feed into a more open agenda. Finally, we had a fantastic keynote from Melissa Highton (Oxford University). Find out more on my e-learning blog pages http://blogs.kingston.ac.uk/ku08200/about/
La oficina o cómo actuó la concertación en contra de la izquierdaPablo Diaz
La historia de la Concertación no es como la cuentan ellos: una exitosa alianza de partidos democráticos defensores de los Derechos Humanos que le ganó en un plebiscito al dictador Augusto Pinochet y que sacó adelante al país con políticas realistas y progresistas. La verdad es que la historia de la Concertación es una historia de traición y Realpolitik que no va muy con el perfil de defensores de los “Derechos Humanos”.
Whether you are a seasoned open education advocate or a newcomer to the movement, communicating about “open” can be a challenge. The English language alone has more than 40 definitions of “open” (according to Dictionary.com), and the term has gained myriad nuanced meanings to different communities, from free software to open access research to open education. Effective communication is the key to success for any movement, so it’s important for OER advocates to hone their skills.
For the past few months, We Are Social has been working with The World Federation of Advertisers on Project Reconnect: an initiative where we listen to what people really want from brands and advertising, in order to give marketers practical guidance and ensure that their behaviour is in tune with what people want and expect. This presentation shares some of the discoveries we've made while talking with marketers about the marketing that they find most inspiring - the marketing that has built truly Great Brands.
Holding early years providers to account: implementation and impact of Ofsted...Ofsted
Jane Wotherspoon HMI, National Lead for the Early Years Foundation Stage, spoke at 'Next steps for early years - extending provision, building capacity and developing the workforce': a Westminster Education Forum event on 19 April 2016.
The Innovation Game: Why & How Businesses are Investing in Innovation Centers Capgemini
With tech startups rapidly eating into traditional sectors, large organizations face an increased pressure to innovate. The challenge is that traditional innovation approaches are broken. A recent study revealed that only 5% of R&D staff feel highly motivated to innovate. In certain sectors, more than 85% of new products fail and an overwhelming 90% of companies consider they are too slow in launching new products and services.
The weaknesses of traditional innovation approaches have led some organizations to explore different avenues and seek new inspiration. These organizations have launched innovation centers in major technology hubs with the explicit mandate to accelerate digital innovations. These innovation centers, comprising teams of people and often physical sites, are established in a global tech hub. The goal is to leverage the ecosystem of startups, venture capitalists, accelerators, vendors, and academic institutions that these hubs provide.
We interviewed leaders of innovation centers and conducted an extensive research study of the 200 largest companies in the world to identify best practices and critical success factors.
Global technology hubs are the preferred destinations for setting up innovation centers. 60% of companies that have set up these centers have a presence in the Silicon Valley but many more hubs are emerging – the top 10 cities in our analysis represent only 33% of total innovation centers. The US had the largest share with 31% of total innovation centers closely followed by Europe at 30% & Asia at 22%. Penetration varies significantly between sectors; manufacturing is a clear leader at 58%, but despite facing increasing pressures from digital disruptions, Financial Services lags at only 28%.
Innovation centers offer a range of benefits. They:
• Accelerate the speed of innovation
• Provide a fresh source of ideas
• Enhance risk-taking ability
• Attract talent
• Drive employee engagement
• Build a culture of innovation.
It is extremely challenging to make a success of innovation centers. The long list of critical success factors is a testimony to the size of the challenge. These factors range from clarity on the role of the innovation center to governance for innovation implementation. For example, innovation centers should not peer so far out into the future that it becomes disconnected from current realities. But, it should not confine itself too closely to the parent’s current operations to make breakthrough innovation impossible.
The advent of thriving technology hubs has created an innovation ecosystem that traditional organizations can tap into. By combining the culture and approach of innovation centers with their budget firepower and access to markets and customers, traditional organizations have an excellent opportunity to re-energize their innovation capability.
My first presentation (out of three) in the Master on European and Global Governance by the Institute for European Global Studies (University of Basel, Switzerland).
An analysis of the global food system (production, consumption and crisis) and the two different sub-systems that conform it: the industrial food systema and the peasant's food web.
OER16 - Skills not Silos - Open Data as OERLeo Havemann
Open Data is produced and used at various levels in research, governance, policy making and civil society. So far though, conversation around its value and significance has tended to occur within an Open Data silo, existing in parallel with other open discussions around Open Educational Resources and Open Access. In our presentation we explore practices which make use of Open Data as OER, with a focus on the the opportunities and challenges inherent in this approach.
For the OECD, “All citizens should have equal opportunities and multiple channels to access information, be consulted and participate. Every reasonable effort should be made to engage with as wide a variety of people as possible.” A central challenge in higher education is to develop skills useful not only at subject/professional level, but which also engage students with real-word problems. The skills needed to participate in democratic discussions can be understood as transversal skills, defined by UNESCO (2015) as “Critical and innovative thinking, inter-personal skills; intra personal skills, and global citizenship”. If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role.
Open Data has been understood as key to research, policy and governance development, and also heralded as a force for democratic discourse and participation, but in our view, this is not achieved by opening data alone. By using Open Data in research- and scenario- based learning activities, educators can enhance the information, digital, statistical and data analysis literacies that can empower students, and ultimately citizens and communities. Such pedagogic activities allow students to learn using the same raw materials researchers and policy- makers produce and use.
Drawing from a series of case studies of the use of Open Data as OER, we suggest educators consider the following elements
Focus: define the research problem and its relation to the environment students.
Practicality: match technical applications and practices to expected solutions.
Expectations: set realistic expectations for data analysis.
Directions: support in finding data portals which contain appropriate information.
Training: provide training materials for the software students will need to analyse the data.
Location: use global, local and scientific data which is as granular as possible.
Modelling: develop model solutions to guide students on the challenges and activities.
Collaboration: support students to work collaboratively and at multidisciplinary level.
Communication: support students in communicating their findings to local or wider communities.
Horizontal alternation in daily training load within Arabic professional yout...GuidoSeerden
A small study looking at the horizontal alternation of daily training load within youth soccer players, presented at the 2nd International Sports Medicine and Fitness conference.
Mitä pankki saa ja mitä sen pitää asiakkaalta kysyä?Finanssivalvonta
- Miksi pankki kysyy?
- Mitä tietoja pankki voi kysyä?
- Kuka kysymykset laatii?
- Voiko asiakas kieltäytyä vastaamasta?
- Miten tietoja käytetään ja kenelle tietoja voi antaa?
- Voiko asiakas vaikuttaa tietojen käyttöön?
- Mikä on Finanssivalvonnan rooli?
20160419 Las claves del éxito de una memoria de Instrumento PYME de fase 2 de...Esther Casado Moya
Presentación realizada el pasado 19 de abril de 2016 en colaboración con INFO Murcia, en el Taller de preparación de propuestas de H2020 orientado a mejorar la calidad de la participación de las PYMEs de la región.
Performance is a feature! - London .NET User GroupMatt Warren
Starting with the premise that "Performance is a Feature", this session will look at how to measure, what to measure and how get the best performance from your .NET code.
We will look at real-world examples from the Roslyn code-base and StackOverflow (the product), including how the .NET Garbage Collector needs to be tamed!
Exploring Value and Values through Openness: Third Sector Partnerships approa...Ronald Macintyre
This paper explores a partnership between a Scottish Government programme to raise awareness and develop capacity in the creation and use of free open online education materials (OER), Open Educational Practices Scotland (OEPS), and Parkinson’s UK a Third Sector organisation which works to improve the lives of people with Parkinson’s. The partnership has designed and produced a series of badged open online courses aimed at Health and Social Care (HSC) staff. The paper focuses on one created for front line staff, sharing what we learnt about what design based approaches can contribute as explorers of “Public Value” (e.g. Moore 1995).
Those accessing OER tend to be the educational haves, in addressing this OEPS has applied “what works” in Widening Participation (WP), seeking partnership with organisations who are “trusted sources of support” with “shared values” to explore the OER role in creating learning journeys for those distanced from education (Macintyre and Cannell 2017). Parkinson’s UK have online and face to face programmes. However, as demand outstripped capacity, they wanted to use OER as a way to explore whether and how people would engage with open online learning. We suggest the creation of OER to outside formal curriculum suggests an absence, structural holes which are being filled by a values led organisation.
Influenced by work on participatory design, and design thinking approaches which focus on value (Dorst 2011) the partners treated these questions as a complex adaptive problem. Through workshops we looked at the value we wanted to create for the learners, for the people the learners cared for, and how this created values of each partner. In the paper we look at what this meant on a practical level, exploring the role of design based approaches in shaping our exploration of Public Value. In particular, we reflect on the use of a Public Value models as heuristics devices to frame messy real world problems. Suggesting this would provide a useful avenue for future research
References
Cannell P. Macintyre R. (2017) Free open online resources in workplace and community settings – a case study in overcoming barriers, Widening Participation and Lifelong Learning, 19(1), pp.111-12
Dorst, K. (2011). The core of “design thinking” and its application. Design Studies, 32(6), pp.521–532.
Moore M. H. (1995) Creating Public Value: Strategic Management in Government, Harvard University Press: London
This paper explores the promise of that Open Educational Resources (OER) would democratise access to education and ennui of many within the movement as the revolution is always just around the corner. It develops from earlier work which asked whether OER is a challenge to, or a product of, neoliberalism within education, which questioned the reification of the self in OER and the focus on particular types of content which seemed to create open education in the image of the academy. The paper uses the idea of digital labour to explore digital inclusion, who does digital labour, who has the skills to perform digital labour and who and how do people benefit from digital labour. It suggests seeing education as an exchange of labour and reward makes visible the hidden aspects of work, in particular it highlights the skills required to do education as digital labour and the unequal access and distribution of those skills contributes to unequal access to education, even when it is freely available and openly licensed online. Uncovering the hidden tariff within OER allows us to see where and how might address these inequities. In particular how we can learn from older traditions of open education which see it as a common good. Developing models of Open Educational Practice (OEP) to overcome the visible and hidden barriers and realise the benefits of open education
Exploring Opportunities and Challenges in Open and Online Content in the Thir...Ronald Macintyre
A workshop at the SCVO "The Gathering" in February 2017 run with Parkinson's UK where we explored the opportunties and challenges for Third Sector organisation as they develop digital learning journeys to support their clients
Exploring barriers to participation CALRG (June 2017)OEPScotland
Conference presentation to the 38th Annual CALRG conference on 14th June 2017.
Looks at the barriers to participation in open, online learning.
Draws on action research by the Opening Educational Practices in Scotland project working with HE, third sector, unions and other informal educators.
Abstract
This paper explores the use of participatory design methods in engaging older people in Citizen Science. Based on a pilot in a small Scottish town it looks at the application of designerly practices to bringing lay knowledge into professional practices around biological recording. Charting our journey, our initial focus on enabling people to collect biological data, with a focus on participatory methods and design thinking, and its evolution into work about what collecting biological participants enabled for participants. It captures reflections on well-being, mobility, changing environments and communities, and a growing confidence in themselves as experts in their own lives. The paper closes with some personal reflections on what we learnt as facilitators about the use of participatory methods. In particular the role of our own (and participants) tacit assumptions in framing approaches, and the need to open and flexible, to frame and reframe as process and outcomes shift.
Presented at the Designs for Learning Conference in Copenhagen 18th of May 2016, see here http://www.designsforlearning2016.aau.dk/
Full paper here http://oro.open.ac.uk/id/eprint/46337
A presentation based on a case study of working in partnership which looks at how research and practice on the learner experience shapes process in developing learning journeys.
This was presented as part of a MOOC on the EMMA platform
Designing for Openness: Values Based Organisations Place in the Digital Lands...Ronald Macintyre
Digitisation, open and online, digital innovation, digital participation, all press on and ask questions of values based organisations. Based on work with a range of Third Sector partners over a number of years this paper explores how values based organisation understand and find their place in messy landscape. Suggesting it is not always appropriate for values based organisations to adopt practices from private sector digital disruptors, as these start with different assumptions and values, but instead develop their own approaches based on their organisational values and the needs of the people they support. Using work with a range of partners in different sector, from Health and Social Care to Trade Unions the paper looks at how values based organisations have approached this tension. Sharing what has been learnt from working in partnership, and how this has informed a mutual understanding of how to design and produce digital artefacts and critically the social and situated nature of how they are used.
OEPS presentation at OpenEd15 - Designing and using open pedagogies for the 5...OEPScotland
Designing and using open pedagogies for the 5Rs: the Opening Educational Practices in Scotland experience
OEPScotland presentation given by Anna Page at OpenEd15 in Vancouver, 18 November 2015
These notes and accompanying Powerpoint slide deck were created for use with university and college staff universities as part of the Opening Educational Practices in Scotland (OEPS) project which ran from 2014 – 2017. The workshop design was developed by Pete Cannell. It was based on feedback from project partners some of whom had attended the OEPS Thinking About Open Workshop.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Using Open Educational Resources to Support Student Transitions
1. Opening Educational Practices in Scotland
Using Open Educational Resources to
Support Student Transitions
Pete Cannell & Ronald Macintyre
@oepsscotland
@roughbounds
Presenters name(s)
2. 2
Opening Educational Practices in Scotland
Session Structure
• Introduction to OEPS and OER and OEP
• Our Approach – inbetween spaces
• Partnership with Parkinsons UK – open learning in and for the
workplace
• Exercise 1: The “Ideal Learner”
• Partnerships with Scottish Union Learn – supporting the use of free
and open, transitions and workplace learning
• Exercise 2: Mapping the Learning Journey
• Conclusions and Questions
3. Opening Educational Practices in Scotland
About us
The Opening Educational Practices in Scotland project
facilitates best practice in Scottish open education. We
aim to enhance Scotland’s reputation and capacity for
developing publicly available and licenced online
materials, supported by high quality pedagogy and
learning technology.
“”
4. Opening Educational Practices in Scotland
What do we mean by
OER?
Our understanding of Open Educational Resources is
grounded in established notions of openly licensed content.
We have a specific focus on freedoms afforded by openly
licensing content (allowing “The 5 Rs”: retain, reuse, revise,
remix, redistribute) and the degree to which design
development and distribution accounts for equity and
openness.
“”
5. Opening Educational Practices in Scotland
What do we mean by
OEP?
We think of Open Educational Practices as those
educational practices that are concerned with and promote
equity and openness. Our understanding of ‘open’ builds on
the freedoms associated with “the 5 Rs” of OER, promoting a
broader sense of open, emphasising social justice, and
developing practices that open up opportunities for those
distanced from education.
“”
6. Opening Educational Practices in Scotland
Hands Up!
“”
Hands Up, CC0 Public Domain, Free for commercial use, no attribution required
https://pixabay.com/en/hands-hand-raised-hands-raised-220163/
9. 9
Opening Educational Practices in Scotland
Partnership, Co-Production and Parkinsons
Designing in, for through Partnership
• Starts with the Learner, use of data to profile learner
– front line care staff, possibly distanced from
education, unfamiliar with learning online
• Build a journey based on their needs, think about
where they are, their context, experience, where
they want to go
• Builds on the resources and capabilities you bring
and/or want to develop – strategic and operational
alignment
10. 10
Opening Educational Practices in Scotland
What we Learnt …
The M of MOOC can distract people from thinking about
Openness, it is and it is not about scale,
It is about scope, enhancing how you support learning in
the workplace,
Embedding openness meaning thinking about what is
enables for your organisation and your learners.
These lessons are not “one way”, what does it mean to be
public facing organisation – soft transitions
11. 11
Opening Educational Practices in Scotland
Exploring Learners Journeys: Exercise 1
• Draw out an “rich picture” of your “ideal”
[transitional/workplace] learner
• Draw out a “rich picture” of your actual
[transitional/workplace] learner
12. 12
Opening Educational Practices in Scotland
Exploring Learning Journeys: Exercise 1
• The ideal learner tells us a great deal about the
resources and capabilities of the organisation –
it is often what they are good at delivering
• The actual learner also tells us a great deal
about the resources and capabilities
• [often] both highlight the limits of our
knowledge about learners needs and wants
14. 14
Opening Educational Practices in Scotland
Open to Whom …Exploring OEP as
“Use” through partnership
Listen to Learners, 7 workshops, in
two round nearly 200 learners took
part
Making Mistakes, it is not about
sending out links – we sent one out
Mapping their own learning journey –
how they might support peers
15. 15
Opening Educational Practices in Scotland
Exercise 2: Learning Journeys &
Transformation
A Journey is about moving through, process and destinations,
stops along the way
Sketch our a learning journey(s) for your ideal or actual learners
(or perhaps a mix)
Detail the landmarks they encounter, the critical incidences, the
support, the shift between non formal, informal and formal, the
barriers and enablers.
16. 16
Opening Educational Practices in Scotland
Open to Whom …Exploring OEP as
“Use” through partnership
“Peer support is important
Structure is vital, in the
workplace, in the design of
the materials
Digital skills a concern and a
motivation
17. 17
Opening Educational Practices in Scotland
What we learnt …
“it is not written for us”
Structure and Support – they like
MOOCs, for them “the C” (course
structure is important)
Recognition is important, badges yes,
but “trusted sources” of content and
support vital for learner and employer
18. 18
Opening Educational Practices in Scotland
What we [are still] learning …
Badged Open Courses – appropriate levelled
content, with emphasis brand as important as the
badge
Support in the workplace – peer groups (akin to a
reading group)
Lifewide learning – access to HE level learning,
orientation to learning at the level and online
19. 19
Opening Educational Practices in Scotland
Concluding Remarks
Organisations recognise and want to address questions of inclusion,
they can act as “trusted sources” “safe places” supporting and
structuring learners transitions
They see free open and online seems to be about extending and
enhancing their offer – enabling them to reach people in different ways.
20. 20
Opening Educational Practices in Scotland
Concluding Remarks
Applying learner focussed approaches to educational practices in the
open means operating in the interstices of OEP – between production
and use.
Means approaching HE indirectly, through learners experience & new
sites of knowledge production – OEP as open to …
We have shifted, early focus on EP of OEP, away from the R of OER,
partnership and “relevant knowledge” has brought us back to consider
how of Open Educational Production (classic WP, reforming the
academy rather then the learner)…
22. Opening Educational Practices in Scotland
Contact Us: Email:
OEPScotland@open.ac.uk
Social media:
@OEPScotland
@roughbounds
WWW:
www.oeps.ac.uk
www.oepscotland.org
23. Opening Educational Practices in Scotland
Acknowledgements
The OEPS Team; The Parkinsons Team; The Scottish Union Learning Team; All
the Learners
License and Citation
This work is licensed under the
Creative Commons Attribution 4.0 International License. Please cite this work
as: Cannell P. Macintyre R. (2016).Using Open Educational Resources to
Support Student Transitions. Changing Places: Student Transition in Higher
Education. University of Stirling. https://www.stir.ac.uk/hr-od/learning-and-
development/learningandteaching/thelearningandteachingconference2016/c
onferenceprogramme2016/
