This document summarizes a study on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. The study used instructional design models and mixed methods to develop an online prototype with sections on introduction, source text analysis, formative tests, and references. Student evaluations found the resources clear, relevant to their needs and knowledge, and suitable for independent study. The conclusions determined that web-based learning can effectively support translation education by creating new online learning environments for students.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
ROER4D Update March 2016 - Presentation to the Hewlett FoundationROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
Update March 2016
Cheryl Hodgkinson-Williams with the ROER4D team's presentation to the Hewlett Foundation, UCT, Cape Town
14 March 2016
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Community College Consortium for OER Panel: Increasing Student Retention and ...Una Daly
Presentation at the Online Teaching Conference Jun 18, 2015 in San Diego, CA:
The cost of textbooks has been identified as a major barrier for students completing their education. Colleges seeking to increase student retention and success are promoting the use of open educational resources and open textbooks to reduce costs and improve pedagogy. A key strategy for college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their best practices and other tactics for nurturing a national community of practice focused on open education.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 19 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly online meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through our advisory listserve allows new members to quickly find and adopt the highest quality OER available. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues in higher education.
Hear from this panel of OER experts about how they promote open textbooks and OER adoption at their colleges:
Una Daly, Director of CCCOER and Curriculum Design at the Open Education Consortium. Panel facilitator.
Katie Datko: Interim Associate Dean of Distance Education and Instructional Designer, Pasadena City College.
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources, and Distance Learning, College of the Canyons, President of CCCOER Advisory
Barbara Illowsky: Dean of Basic Skills & OER, CCC Online Ed Initiative and Mathematics professor at De Anza College.
Cherylee Kushida: Distance Education Coordinator and Computer Science professor at Santa Ana College.
ROER4D Update March 2016 - Presentation to the Hewlett FoundationROER4D
Research on Open Educational Resources for Development (ROER4D) in the Global South:
Update March 2016
Cheryl Hodgkinson-Williams with the ROER4D team's presentation to the Hewlett Foundation, UCT, Cape Town
14 March 2016
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
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.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
The iterative engagement between curation and evaluation in an open research ...SarahG_SS
Presentation at the African Virtual University (AVU) in Nairobi, Kenya in July 2015. This practice-based presentation outlines the iterative engagement between ROER4D’s curation strategy and evaluation of this project objective, and analyses how this facilitates development of the evaluation plan. Opportunities and challenges of developing and evaluating a curation strategy for such a large-scale open research project are also highlighted.
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Dimensions of open research: critical reflections on openness in the ROER4D p...ROER4D
Dimensions of open research: critical reflections on openness in the ROER4D project
Thomas King, Cheryl Hodgkinson-Williams, Michelle Willmers, Sukaina Walji
University of Cape Town
OE Global Conference 2016, 14-16 April, Krakow, Poland
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
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.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
The iterative engagement between curation and evaluation in an open research ...SarahG_SS
Presentation at the African Virtual University (AVU) in Nairobi, Kenya in July 2015. This practice-based presentation outlines the iterative engagement between ROER4D’s curation strategy and evaluation of this project objective, and analyses how this facilitates development of the evaluation plan. Opportunities and challenges of developing and evaluating a curation strategy for such a large-scale open research project are also highlighted.
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
The Global OER Graduate Network (GO-GN): Engaging Doctoral Research with Open...Robert Farrow
This workshop was led by the Global OER Graduate Network (GO-GN) team (http://go-gn.net/). GO-GN is a network of PhD candidates around the world whose research projects include a focus on open education. These doctoral researchers are at the core of the network while around them, experts, supervisors, mentors and interested parties connect to form a community of practice. Considering the growth of open research and the commitment of research funders to follow this approach, there is a need to understand what open research practices imply. This involves understanding the benefits and challenges of making research more visible to increase impact and opportunities for collaboration with other researchers when doing a PhD and when pursuing a career in academia.
The workshop will focus on introducing the network possibilities for PhD students, including worldwide support to those researching in the different areas of open education. We will expose the values of the network promoting equity and inclusion in the field of open education research and introduce the different types of events we host such as an annual face-to-face workshop and online events. As well, we will discuss the support for alumni and members with a funded fellowship scheme and the acknowledgement of our members’ achievements through our annual awards. At the second part of the workshop, we will have a practical exercise with the audience to promote the co-authoring of research publications with our members. Two examples of those which will be disclosed are the research methods handbook, awarded with the 2020 Open Education Award for Excellence Winner, and the Research Review Summer 2020.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Dimensions of open research: critical reflections on openness in the ROER4D p...ROER4D
Dimensions of open research: critical reflections on openness in the ROER4D project
Thomas King, Cheryl Hodgkinson-Williams, Michelle Willmers, Sukaina Walji
University of Cape Town
OE Global Conference 2016, 14-16 April, Krakow, Poland
Reflections on developing an evaluation and communications strategy for the ...ROER4D
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
Slides from a webinar on the forthcoming GO-GN Guide to Conceptual Frameworks. This presentation discusses the rationale for a Handbook to guide doctoral students and reviews some literature on theories, theoretical frameworks, conceptual frameworks, models, and other constructs. This webinar is part of the scoping process for a forthcoming publication.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Engaging with audiences early: the role of social media and networks in deve...ROER4D
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Feminism emerged as a movement and body of ideas that aimed to enhance women’s status and power. Simply put, feminism affirms women’s equality with men, and rejects patriarchy.
"Open Learning: Bridge to Success" was presented by Beck Pitt at an Open University (UK) event "Widening participation, OER & MOOCs..." in London, UK on 28 February 2013.
"Open Learning: Bridge to Success" was presented by Beck Pitt at an Open University (UK) event "Widening participation, OER & MOOCs..." in London, UK on 28 February 2013.
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Higher Education Technology Outlook in AfricaGreig Krull
Higher Education Technology Outlook in Africa. Presentation for Linking Student Satisfaction, Quality Assurance and Peer Review in Higher Education Conference, 13 March 2014.
Using Web Tools To Enhance Teaching & Learningguestd009ee0
Presentación sobre la utilización de herramientas de la Web 2.0, especialmente un blog y un wiki, en la enseñanza de cursos graduados en Ciencias de la Información, en la Universidad de Puerto Rico. / Presentation about the use of Web 2.0 tools, specially a blog and a wiki, in the teaching of information science courses at the University of Puerto Rico.
Higher Education Technology Outlook in Africa Presentation for the Student Satisfaction, Quality Assurance and Peer Review Conference, Emperors Palace, Kempton Park, 13 March 2014
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Web-Based Learning Research and Innovation in Translation Learning Resources
1. Web-Based Learning
Research and Innovation
in Translation Learning Resources
Through Materials Enrichment Programs
Pedagogy and OER
by
Dr. Karnedi, M.A.
Universitas Terbuka
karnedi@ut.ac.id
3. Printed Learning Materials major type of learning mode by most universities;
Open Learning Resources other universities show increasing R & D activities –
technology-oriented learning resources Open Educational Resources;
Web-Based Learning (WBL) those learning materials presented via the Web
browser, learning materials delivered in the form of CD-ROM(s) and other kinds of medi
(Atkins, Brown & Hammond 2007);
Undergraduate Program of Study in Translation at UT printed learning
materials since 2001 + online/web-based supplementary learning materials
characteristics of ODL;
1. BACKGROUND
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
4. Translation learning content not fully developed in the coursebooks: (a) text analysis
in translation; (b) translation theories strategies/techniques (Newmark, 1988; Munday,
2001); (c) the utilization of web-based technology for ODL purposes;
Significance of this web-oriented research: (1) to support the OER movement,
(’Guidelines for Open Educational Resources (OER) in Higher Education’, 2011); (2) to
improve the quality of UT'S learning materials existing printed learning materials
enrichment;
Research Objectives Reports on research and innovation in the design,
development, & evaluation of online translation learning resources;
1. BACKGROUND
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
5. Learning Resources:
Design of learning materials in translator training programs prior to designing
translation learning activities (Bigg, 2003; Kelly, 2005);
The use of ODL technology created web-based learning (Hall, 1997; Khan, 2001; Andrew,
2003;
Benefits of web-based programs for teaching specialized translation in Economics and Law
(Micu & Sinu, 2012);
Teaching English-Chinese translation based on the Web (Duan, 2011).
Web-Based Learning Web-Based Instruction (WBI) online teaching-learning
process (Davidson-Shivers & Rasmussen, 2006:24); synchronous/asynchronous interactivity,
time-place-tutors-learning-materials independency (i.e. learner-centred approach); accessibility
via the Internet; enrichment using IT devices (Rusman, et al, 2012).
1. LITERATURE REVIEW
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
6. Learning Theories: behaviorism (i.e. practice, enforcement, active learning),
cognitivism (i.e. learner-centered, meaningfulness, prior knowledge, active learning) and
constructivism (i.e. learning social contexts) (Davidson-Shivers & Rasmussen, 2006) very
useful for the translator in professional translation practice (integrated approach); learning
technologies and connectivism (Siemens 2005);
Web-Based Instructional Design (WBID) Model analysis stage (e.g. instructional
problems and components), design stage & development stage, implementation stage &
evaluation stage (Davidson-Shivers & Rasmussen, 2006; (Dick & Carey & Carey, 2005)
1. LITERATURE REVIEW
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
7. Figure 1. Concurrent Design
1. LITERATURE REVIEW
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
8. • How to achieve the objectives two models of research adopted R & D mode−
(Borg & Gall ,1983) and Web-Based Instructional Design/WBID model; mixed method
(i.e. qualitative & quantitative methods) adopted.
• The Development of the WBL Resources (1) analysis stage (i.e. outcomes,
context, learners, instructional content, instructional design, and the use of educationa
technology; (2) evaluation planning stage (i.e. effectiveness, efficiency, appeal, usability);
(3) concurrent design stage (i.e. the design, development, formative evaluation, initial
implementation; (4) full implementation stage;
• Data Collection some techniques are used (i.e. in-depth interviews with content
experts, instructional designers and media experts, and surveys (online/written
questionnaire), observation (i.e. students & tutors as users), assessment instruments,
documentation study of the existing printed translation learning resources.
3. METHODOLOGY
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
9. As far research and innovation in translation learning resources in concerned, a computer
programme has been developed.
It aims to enrich the existing printed translation learning materials at UT.
Below is a prototype having four sections: Introduction, Source Text Analysis and Translation
Strategies, Formative Tests, and References.
4. RESULTS & DISCUSSION
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
10. The translation students as users are introduced to the background of the programme
associated with online translation learning, translation practice, and translation strategies
as theories, text types, as well as its relations with other core translation courses in the
undergraduate programme of study in translation at UT.
Figure 2. Introduction Section
4. RESULTS & DISCUSSION
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
11. In the Source Text Analysis and Translation Strategies Section (Figure 7), the users are
exposed to some key aspects in translation, such source text analysis, text types,
translation process.
Figure 3. ST Analysis & Translation Strategies Section
4. RESULTS & DISCUSSION
OEG Conference 2015 , Banff, Alberta, Canada, 22-24 April 2015
12. The Referential Level Section, context for translating a text type is provided for the users
Figure 4. Referential Level Section
4. RESULTS & DISCUSSION
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
13. The source text analysis & the application of translation strategies.The translation student
as users are introduced to the background of the programme associated with online
translation learning, translation practice, and translation strategies as theories, text types,
as well as its relations with other core translation courses in the undergraduate
programme of study in translation at UT.
Figure 5. Introduction Section
4. RESULTS & DISCUSSION
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
14. • Students’ Perception 1 Clarity of Instruction (20 questions):
Evaluation Criteria:
sentence complexity, message complexity, introduction, elaboration, conclusion,
transition, context relevancy, examples, analogies, illustration, demonstration, review,
sequences, segment size, learning pace, exercise varieties, varied formative tests, text
representativeness
Example:
vocabulary level ”the majority of vocabulary in the materials I can understand, but there are
also some vocabulary I less understand majority of such specific terms.”
4. RESULTS & DISCUSSION
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
15. • Students’ Perception 2 Impact on Learner (8 questions)
Evaluation Criteria:
needs, content relevancy, level of difficulty, interesting, background relevancy, formative
test, knowledge enrichment
Example:
content relevancy ”Relevant, since it serves to understand the strategies and techniques of th
translation.”, ”previously I only got 3 translation courses in one semester, with the materials I
can deepen my theory that is still lacking.”
4. RESULTS & DISCUSSION
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
16. • Students’ Perception 3 Feasibility (7 questions)
Evaluation Criteria:
ease of use, adult-target, independence, motivation, amount of time spent,
translation/learning tools, comfortable
Example:
independence ”Since all the material is already in the program and is very practical to use, th
program is suitable for independent study.”
4. RESULTS & DISCUSSION
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
17. 5. CONCLUSIONS
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
Traditional translation learning resources should not always be in the form of
printed learning materials.
Research and innovation associated with translation learning resources based on
the Web (i.e. WBL) can be made by making use of ICT-based learning resources.
By doing so, new ODL learning invironments can be created for the students’ full
benefits.
19. REFERENCES
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
• Andrew, M. (2003). Should we be using web-based learning to supplement face-to-face teaching of
undergraduates? Available at: cblis.uniza.sk/cblis-cd-
old/2003/3.PartB/Papers/ICT.../Andrew.pdf, accessed 11 February 2013.
• Atkins, D.E., Brown, J.S., & Hammond, A.L. (2007). A review of the open educational resources
(OER) movement: Achievements, challenges, and new opportunities. Available at:
http://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf, accessed 11 February
2013.
• Borg, W. R., & Gall, M.D. (1983). Educational Research: An Introduction (4ed). London:
Longman.
• Creswell, J.W. (2003/2010). Research Design: Qualitative, Quantitative, and Mixed Methods
approaches (2nd
ed). London: Sage Publications.
• Davidson-Shivers, G.V., Rasmussen, K.L. (2006). Web-Based Learning : Design, Implementation,
and Evaluation. New Jersey: Pearson Merrill Prentice Hall.
20. REFERENCES
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
• Dick, W., Carey, L.,Carey, J.O. (2005). The Systematic Design of Instruction (sixth edition).
Boston: Pearson.
• Duan, Z. (2011). Task-based teaching of English-Chinese translation under "caliber-oriented
education to success" based on Web. Advanced Research on Electronic Commerce, Web
Application, and Communication, Communications in Computer and Information Science, Volume
143, p. 377. Available at: adsabs.harvard.edu/abs/2011arec.conf..377D, accessed 16 February
2013.
• Dupin-Bryant, Pamela A. & DuCharme-Hansen, B.A. (2005). Assessing Student Needs in
Web-Based Distance Education, International Journal of Instructional Technology and Distance
Learning 2(1).
• Hall, B. (1997). Web-based Training Cookbook. John Wiley & Sons.
• Hatim, B., & Mason, I. (1997). The Translator as Communicator. London: Routledge.
• Kelly, D. (2005). Handbook for Translator Trainers. Manchester: St. Jerome Publishing.
• Khan, B. H. (2001). Web-based Training. Educational Technology Publications.
21. REFERENCES
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
• Tsai, S. & Machado, P. E-learning, online learning, web-based learning, or distance learning:
Unveiling the ambiguity in current terminology. Available at: cblis.uniza.sk/cblis-cd-
old/2003/3.PartB/Papers/ICT.../Andrew.pdf, accessed 11 February 2013.
• UNESCO & COL. (2011). Guidelines for Open Educational Resources (OER) in Higher Education.
France & Canada: UNESCO & COL.
Available at: www.icvl.eu/2012/.../ICVL_ModelsAndMethodologies_paper11.pdf,
accessed 11 July 2013.
22. REFERENCES
OEC Global 2015 Conference, Banff, Alberta, Canada, 22-24 April 2015
• Micu, C. S., Sinu. R. Web-based methods and tools in teaching translation and interpreting.
The 7th International Conference on Virtual Learning ICVL 2012. Available at:
www.icvl.eu/2012/.../ICVL_ModelsAndMethodologies_paper11.pdf, accessed 16 February
2013.
• Munday, J. (2001). Introducing Translation Studies. New York: Routledge.
• Newmark, P. (1988). A Textbook of Translation. Hertfordshire: Prentice Hall.
• Nord, C. (1991). Text Analysis In Translation: Theory, Methodology, and Didactic Application of a
Model for Translation-oriented Text Analysis. Amsterdam: Rodopi.
• Nord, C. (1997). Translation as a purposeful activity. Manchester: St. Jerome.
• Oppenheim, A.N. (1992). Questionnaire Design, Interviewing and Attitude Measurement. London:
Pinter Publishers.
• Siemens, George (2005). Connectivism: A learning theory for the digital age, International
Journal of Instructional Technology and Distance Learning, 2(1).
• Silverman, D. & Marvasti, A. (2008). Doing Qualitative Research: A Comprehensve Guide.
California: Sage Publications.
• Storey, M.A., Maczewski, M., Wang, M. (2002). Evaluating the usability of Web-based learning
tools. Educational Technology & Society 5(3). Available at:
www.icvl.eu/2012/.../ICVL_ModelsAndMethodologies_paper11.pdf, accessed 11 July 2013.