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Dani Booth's digital marketing resume
This document introduces Daniel Bielby, a digital campaign manager from Bristol, UK. It mentions that he has always been a creative person and studied fine art. He has three sons and now works in digital marketing, with expertise in areas like SEO, analytics, content marketing, social media strategy, and project management. Examples of brands he has helped include Canalys, BT, and Plantronics. He provides contact details to connect on Twitter, LinkedIn, and Google+.
The application of open digital badging at the OU UK and its future in he
The document discusses the application of open digital badging at The Open University UK and its future in higher education. It provides details on how the university has used badged open courses (BOCs) to provide recognition for informal learning, motivate learners, and support student recruitment and progression. Over 12 months, 3000 badges were issued through BOCs which drove new visitors, enrollments, and qualification sign-ups. The challenges of developing robust assessment for BOCs were addressed. Going forward, the university aims to further integrate digital badges and credentials into areas like student records, induction, and employability to recognize skills and encourage engagement.
A Symphony of R&D Collaboration
This presentation was given by Andrea Ross at an ICSTI event in Denver - September 10, 2016.
The presentation as given had many images and stories that wouldn't come across unless you hear her give the talk or a video recording. This pdf shared via. slideshare is a very trimmed down version.
Digital badging at The Open University: identified informal learning
Awarding badges to recognise achievement is not a new development. Digital badging now offers new ways to recognise learning and motivate learners, providing evidence of skills and achievements in a variety of formal and informal settings. Badged Open Courses (BOCs) were piloted in various forms by the Open University (OU) in 2013 to provide a digital acknowledgement for learners’ participation in three entry-level, unsupported courses: Learning to Learn and Succeed with Maths Parts 1 and 2.
The desire to build on the OU’s badging pilots is informed by research (Perryman et al., 2013; Law et al., 2013) into the motivations and demographic profiles of learners using the free educational resources which The OU makes available through its OpenLearn platform. This research activity was repeated in 2014 and found that an increasing proportion of informal learners are keen to have their informal learning achievements recognised.
This presentation outlines how the evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are assessed through the deployment of Moodle quizzes. It also discusses why the University sees the growth in free, ‘soft’ accreditation to be of strategic importance against a backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University’s Journeys from Informal to Formal Learning strategy, will help to provide accessible routes into the University for students who might not otherwise have the opportunity to participate and supports The OU Charter to promote the educational well-being of the community.
Recommended
Dani Booth's digital marketing resume
This document introduces Daniel Bielby, a digital campaign manager from Bristol, UK. It mentions that he has always been a creative person and studied fine art. He has three sons and now works in digital marketing, with expertise in areas like SEO, analytics, content marketing, social media strategy, and project management. Examples of brands he has helped include Canalys, BT, and Plantronics. He provides contact details to connect on Twitter, LinkedIn, and Google+.
The application of open digital badging at the OU UK and its future in he
The document discusses the application of open digital badging at The Open University UK and its future in higher education. It provides details on how the university has used badged open courses (BOCs) to provide recognition for informal learning, motivate learners, and support student recruitment and progression. Over 12 months, 3000 badges were issued through BOCs which drove new visitors, enrollments, and qualification sign-ups. The challenges of developing robust assessment for BOCs were addressed. Going forward, the university aims to further integrate digital badges and credentials into areas like student records, induction, and employability to recognize skills and encourage engagement.
A Symphony of R&D Collaboration
This presentation was given by Andrea Ross at an ICSTI event in Denver - September 10, 2016.
The presentation as given had many images and stories that wouldn't come across unless you hear her give the talk or a video recording. This pdf shared via. slideshare is a very trimmed down version.
Digital badging at The Open University: identified informal learning
Awarding badges to recognise achievement is not a new development. Digital badging now offers new ways to recognise learning and motivate learners, providing evidence of skills and achievements in a variety of formal and informal settings. Badged Open Courses (BOCs) were piloted in various forms by the Open University (OU) in 2013 to provide a digital acknowledgement for learners’ participation in three entry-level, unsupported courses: Learning to Learn and Succeed with Maths Parts 1 and 2.
The desire to build on the OU’s badging pilots is informed by research (Perryman et al., 2013; Law et al., 2013) into the motivations and demographic profiles of learners using the free educational resources which The OU makes available through its OpenLearn platform. This research activity was repeated in 2014 and found that an increasing proportion of informal learners are keen to have their informal learning achievements recognised.
This presentation outlines how the evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are assessed through the deployment of Moodle quizzes. It also discusses why the University sees the growth in free, ‘soft’ accreditation to be of strategic importance against a backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University’s Journeys from Informal to Formal Learning strategy, will help to provide accessible routes into the University for students who might not otherwise have the opportunity to participate and supports The OU Charter to promote the educational well-being of the community.
2006-2016. Ten years of OpenLearn
Ten years of open practice: a reflection on the impact of OpenLearn. Presented at OE Global, Krakow, April 2016.
Developing sustainable business models for institutions’ provision of open ed...
Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education.
This presentation reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience.
Badging Open Content at The Open University
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
The French and Indian War
The French and Indian War began in 1754 due to competing territorial claims between France and Britain in the Ohio Valley region of North America. Initial battles involved the British under George Washington being defeated by the French at Fort Necessity. In 1755, British General Braddock was killed in an ambush by French and Native American forces. The war escalated into the global Seven Years War between the major European powers. With increased resources, the British reversed their fortunes, capturing Quebec in 1759 and Montreal in 1760, eliminating France's North American empire. The 1763 Treaty of Paris ended the war, ceding French lands east of the Mississippi to Britain.
Gurc northeast region pp
The document summarizes the programs and activities of GURC-Northeast Region for 2010-2011. It describes several programs including a family sign language program held monthly, shared reading Saturdays for families, a distance English class pilot program held in three cities, a visual phonics program, a trip to China, a fundraising event, a family program, hosting visitors from Mongolia, Gallaudet scholarships, and art exhibits from September to November 2011 with an opening reception. It closed by mentioning documentation and the availability to answer any questions.
Digital Badging at the Open University
Celebrating OER and the Five Points of Openness that free Badged Open Courses encapsulate. Presented at the Badging for HE Conference, March 2016, during Open Education Week.
Digital badging at the OU
The business case for open badges at the Open University: a first look at the impact of badged open courses
5 alam kehidupan manusia
Dokumen tersebut membahas tentang beberapa hal penting mengenai kehidupan manusia, mulai dari proses penciptaan manusia di rahim ibu, sumpah yang diambil Allah kepada manusia sejak di alam ruh, ujian yang akan dihadapi manusia selama hidup di dunia, serta keadaan manusia setelah meninggal dunia menunggu hari kiamat sendirian.
Talent Base: Mitä on Big Data - teknologianäkökulma Big Datan hallintaan
Big Data teknologianäkökulmasta. Big Data -ratkaisun kerrokset. Big Data -ratkaisun toteutus.
Mtr 1 ft6-configuration-simodrive-masterdrive-manual
This document provides an overview of 1FT6 synchronous motors. Key points:
- 1FT6 motors are permanently excited synchronous motors with integrated encoders that can be used with SIMODRIVE 611 and SIMOVERT MASTERDRIVES MC converters.
- Motors are available with natural cooling, forced cooling, or water cooling. Water cooling allows for higher power ratings and protection.
- Benefits include high accuracy, dynamics, efficiency, overload capability, and protection for dirty environments.
- Applications include high-performance machine tools, packaging machines, and other machinery requiring precision, flexibility and dynamics.
The OECD’s Programme on Institutional Management in Higher Education (IMHE)
In higher education, greater emphasis is being placed on innovation, improving the quality of teaching and learning, the measurement of performance and learning outcomes, access and regional competitiveness. The OECD programme on Institutional Management in Higher Education (IMHE) brings together higher education institutions and governments to share best practices, ideas and potential models to meet these challenges through networks, studies and research.
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2006-2016. Ten years of OpenLearn
Ten years of open practice: a reflection on the impact of OpenLearn. Presented at OE Global, Krakow, April 2016.
Developing sustainable business models for institutions’ provision of open ed...
Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education.
This presentation reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience.
Badging Open Content at The Open University
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
The French and Indian War
The French and Indian War began in 1754 due to competing territorial claims between France and Britain in the Ohio Valley region of North America. Initial battles involved the British under George Washington being defeated by the French at Fort Necessity. In 1755, British General Braddock was killed in an ambush by French and Native American forces. The war escalated into the global Seven Years War between the major European powers. With increased resources, the British reversed their fortunes, capturing Quebec in 1759 and Montreal in 1760, eliminating France's North American empire. The 1763 Treaty of Paris ended the war, ceding French lands east of the Mississippi to Britain.
Gurc northeast region pp
The document summarizes the programs and activities of GURC-Northeast Region for 2010-2011. It describes several programs including a family sign language program held monthly, shared reading Saturdays for families, a distance English class pilot program held in three cities, a visual phonics program, a trip to China, a fundraising event, a family program, hosting visitors from Mongolia, Gallaudet scholarships, and art exhibits from September to November 2011 with an opening reception. It closed by mentioning documentation and the availability to answer any questions.
Digital Badging at the Open University
Celebrating OER and the Five Points of Openness that free Badged Open Courses encapsulate. Presented at the Badging for HE Conference, March 2016, during Open Education Week.
Digital badging at the OU
The business case for open badges at the Open University: a first look at the impact of badged open courses
5 alam kehidupan manusia
Dokumen tersebut membahas tentang beberapa hal penting mengenai kehidupan manusia, mulai dari proses penciptaan manusia di rahim ibu, sumpah yang diambil Allah kepada manusia sejak di alam ruh, ujian yang akan dihadapi manusia selama hidup di dunia, serta keadaan manusia setelah meninggal dunia menunggu hari kiamat sendirian.
Talent Base: Mitä on Big Data - teknologianäkökulma Big Datan hallintaan
Big Data teknologianäkökulmasta. Big Data -ratkaisun kerrokset. Big Data -ratkaisun toteutus.
Mtr 1 ft6-configuration-simodrive-masterdrive-manual
This document provides an overview of 1FT6 synchronous motors. Key points:
- 1FT6 motors are permanently excited synchronous motors with integrated encoders that can be used with SIMODRIVE 611 and SIMOVERT MASTERDRIVES MC converters.
- Motors are available with natural cooling, forced cooling, or water cooling. Water cooling allows for higher power ratings and protection.
- Benefits include high accuracy, dynamics, efficiency, overload capability, and protection for dirty environments.
- Applications include high-performance machine tools, packaging machines, and other machinery requiring precision, flexibility and dynamics.
The OECD’s Programme on Institutional Management in Higher Education (IMHE)
In higher education, greater emphasis is being placed on innovation, improving the quality of teaching and learning, the measurement of performance and learning outcomes, access and regional competitiveness. The OECD programme on Institutional Management in Higher Education (IMHE) brings together higher education institutions and governments to share best practices, ideas and potential models to meet these challenges through networks, studies and research.
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Developing sustainable business models for institutions’ provision of open ed...
Developing sustainable business models for institutions’ provision of open ed...
Talent Base: Mitä on Big Data - teknologianäkökulma Big Datan hallintaan
Talent Base: Mitä on Big Data - teknologianäkökulma Big Datan hallintaan
Mtr 1 ft6-configuration-simodrive-masterdrive-manual
Mtr 1 ft6-configuration-simodrive-masterdrive-manual
The OECD’s Programme on Institutional Management in Higher Education (IMHE)
The OECD’s Programme on Institutional Management in Higher Education (IMHE)