Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Prof Andy Lane, Open University, OpenLearn Director and Senior Fellow on SCORE project presents an overview of international OER work, with a focus on the OCWC,
A presentation given at Open UBC week at the University of British Columbia in Vancouver, Oct. 23, 2013. Much of the second half of the presentation was spent browsing the linked websites, so there isn't much on the slides for the second half!
Prof Andy Lane, Open University, OpenLearn Director and Senior Fellow on SCORE project presents an overview of international OER work, with a focus on the OCWC,
A presentation given at Open UBC week at the University of British Columbia in Vancouver, Oct. 23, 2013. Much of the second half of the presentation was spent browsing the linked websites, so there isn't much on the slides for the second half!
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
A presentation given to the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia in May, 2013. In it I introduce open education, MOOCs, xMOOCs vs cMOOCs, and discuss ETMOOC--a cMOOC I participated in in 2013--as an example of a cMOOC to better explain what (some) cMOOCs are like.
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
A presentation on open education and philosophy given at the biannual meeting of the American Association of Philosophy Teachers, College of St. Benedict and St. John's University, July-Aug. 2014.
In it I ask people to discuss just what "open education" might be, give some examples of it, and ask for discussion of potential benefits/drawbacks/obstacles to engaging in open educational activities.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
OER - Open Educational Resources: finding, reusing, sharingLangOER
Slides of the webinar organised within the I-LINC project learning event 'First Steps for use of technology in the classroom – Towards Digital Citizenship and Inclusion'
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
A presentation given to the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia in May, 2013. In it I introduce open education, MOOCs, xMOOCs vs cMOOCs, and discuss ETMOOC--a cMOOC I participated in in 2013--as an example of a cMOOC to better explain what (some) cMOOCs are like.
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
A presentation on open education and philosophy given at the biannual meeting of the American Association of Philosophy Teachers, College of St. Benedict and St. John's University, July-Aug. 2014.
In it I ask people to discuss just what "open education" might be, give some examples of it, and ask for discussion of potential benefits/drawbacks/obstacles to engaging in open educational activities.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
An introduction to Open Educational Resources (OER) delivered to educational technology masters students. This particular presentation focuses on the issues of materials reuse, produsage, and the shift to open educational practices.
OER - Open Educational Resources: finding, reusing, sharingLangOER
Slides of the webinar organised within the I-LINC project learning event 'First Steps for use of technology in the classroom – Towards Digital Citizenship and Inclusion'
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
Introduction to libre « fulltext » technologyRobert Viseur
The presentation will be based on my personal experience on SQLite, MySQL and Zend Search ; on workshops I’ve attended (PostgreSQL) and on tests conducted under my supervision (PostgreSQL, MySQL, Sphinx, Lucene, Xapian). It will cover an exhaustive overview of existing techniques, from the most basic to the more advanced, and will lead to a comparative table of the existing technology.
Open education: What does it mean to us, to South Africa and to you?Megan Beckett
In celebration of Open education Week (10-15 March 2014), we hosted an evening event at Siyavula to spread the message about open eductaion and OER. We specifically looked at what this means to us in South Africa where we have such a diverse education system with many challenges and how individuals can get involved in promoting open education and strengthening the movement. This can be as easy as using open licenses on any work you create, to taking part in a MOOC to becoming a volunteer on one of our Siyavula projects and joining a larger, growing community of people passionate about education and striving to make a difference.
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Open education and MOOCs: a quick assessment from late 2013Bryan Alexander
Very brief talk on open education and MOOCs, for the
Midwestern Higher Education Compact's 9th Annual Policy Summit:
http://www.mhec.org/events/9th-annual-policy-summit
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
Lane, A.B. (2006) Widening Participation in Life Long Learning through Open Educational Resources, EU eLearning Conference 2006, Helsinki, Finland, 4-5 July 2006
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Open Educational Practices (OEP): What They Mean For Me and How I Use Themlisbk
Slides for a talk on "Open Educational Practices (OEP): What They Mean For Me and How I Use Them" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton for a webinar organised by Salford University from 09.30-10.30 on Thursday 5 December 2013.
See http://ukwebfocus.wordpress.com/events/webinar-on-open-educational-practices/
Similar to What, Who, Why of OCW (and how Libraries can lead) (20)
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
6. Basically, it’s an idea: Sharing is good. http://www.flickr.com/photos/opensourceway/4424154829/in/photostream/
7. Sharing is good. Freely and openly sharing high quality educational materials supports formal and informal education, broadens access to knowledge and allows for significant innovation in education
20. Who’s involved in open education? People Walter Lewin, Professor Emeritus, MIT “ I get about 30 e-mails every day about my videos. And I answer each and every one of them. People are so excited to learn physics. Sharing these materials is the best thing I ever did in my whole teaching career.” ocw.mit.edu
35. How? . Commitment to sharing knowledge and improving access to education Expertise and experience to advance learning in the digital age http://www.flickr.com/photos/travelinlibrarian/223314057/
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38. How? . You already have the skills, expertise and commitment to lead open education at your university http://www.flickr.com/photos/wfryer/2516648940/
39. “ Open” by Loop_oh http://www.flickr.com/photos/loop_oh/4493818473/sizes/m/in/photostream/ advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. Resources: www.ocwconsortium.org/communities/toolkit http://hdl.handle.net/2027.42/78006 Reaching the Heart of the University: Libraries and the Future of OER Pieter Keymeer, Molly Kleinman, Ted Hanss (U Michigan)
40. Open Sharing, Global Benefits The OpenCourseWare Consortium www.ocwconsortium.org .
41. Share http://www.flickr.com/photos/opensourceway/4424154829/in/photostream/ IMG_4591 http://www.flickr.com/photos/bionicteaching/4700979984/ cc-by-sa La belle tzigane http://www.flickr.com/photos/joyoflife/21063837 cc-by-sa Asian Library Interior 5 http://www.flickr.com/photos/ubclibrary/453351638/ cc-by-nc-sa Petru http://www.flickr.com/photos/joyoflife/23724427/ cc-by-nc-sa Opensourceways http://www.flickr.com/photos/opensourceway/4371000710/ cc-by-sa Karen and Sharon http://www.flickr.com/photos/brookebocast/209420446/ cc-by-nc-sa Learn http://www.flickr.com/photos/heycoach/1197947341/ cc-by-nc-sa Discussion http://www.flickr.com/photos/djof/294059951/ cc-by-nc-sa Photo credits :
42. Activities of the OpenCourseWare Consortium are generously supported by: The William and Flora Hewlett Foundation Sustaining Members of the OCW Consortium: The African Virtual University China Open Resources for Education Delft University of Technology Japan OpenCourseWare Consortium Johns Hopkins Bloomburg School of Public Health Korea OpenCourseWare Consortium Massachusetts Institute of Technology Netease Information Technology Co. OpenCourseWare UniversiaOpen Universiteit Tecnológico de Monterrey Tufts University Universidad Politécnica de Madrid University of California, Irvine University of Michigan University of the Western Cape And contributions of member organizations
We hope you’ll join us – thank you – flip through the next three slides rather quickly
A little more detail on what we mean by “Sharing is good”.
Sharing facilitates improvements in teaching and learning Unlike physical objects, Knowledge does not get depleted when you share it. You can share knowledge and still have knowledge. And you’ll likely increase your knowledge by sharing it, because the person you share it with might provide additional information, or ask you questions you hadn’t previously explored.
OpenCourseWare is part of Open Educational Resources, but while OER can be a single object, OpenCourseWare is a package of course materials, such as syllabi, tests, lecture notes, videos of lectures, recordings, reading lists, etc.
There are many universities who are creating and using open educational resources that are not members of the Consortium, so the movement is bigger and broader than just our membership numbers and course counts represent
Washington State community and technical colleges policy document, passed June 2010
high-level advisory body to the Prime Minister of India, the National Knowledge Commission has been given a mandate to guide policy and direct reforms, focusing on certain key areas such as education, science and technology, agriculture, industry, e-governance etc. Easy access to knowledge, creation and preservation of knowledge systems, dissemination of knowledge and better knowledge services are core concerns of the commission.
Through networking at both grassroots and policy levels, Brazilian OER advocates generated enough interest to hold a congressional hearing on OER in July 2010 to consider it as a national education strategy
Results from surveys of OCW users. About 50% of users report themselves as students or faculty; the other 50% are self-learners and working professionals. This has interesting implications for life long learning.
From the same survey, how materials are being used. Nearly same rates reported for “to help me understand concepts I’m studying” and “to update skills for work”.
Walter Lewin made videos of his lectures available as OpenCourseWare. He says that around 3,000 people per day watch his lectures. Prof. Lewin recently made these remarks at the OCW Consortium global conference in May 2011.
Some institutions that are using OCW and OERs to broaden access and offer alternatives to the current educational systems.
Since librarians have the skills, expertise and commitment to lead open education, perhaps all that’s missing is support.
We hope you’ll join us – thank you – flip through the next three slides rather quickly