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.
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'
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
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'
Nations and regions using less used languages - sidelined in open education?icdeslides
While production and use of Open Education Resources are coming closer to a tipping point, in particular in english speaking areas - nations and regions using less used languages seem to by bypassed by development - and potential not in the position to share the benefits from modern education and learning. However, good examples exist, as the Netherlands. Which policies might be necessary to change the situation in areas lagging? Reviewing policy advices in light of the recent development - this presentation and action lab will consider policy advices to be released now. This is a LangOER action, presented and supported by LangOER, Open Education Consortium and ICDE in partnership.
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.
Show & TEL Ethics & Technology-Enhanced Learning Robert Farrow
This presentation reviews the state of the art with respect to the use of artificial intelligence in education, reflecting on the ethical aspects and implications with particular reference to distance education.
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
Open Education – Impact on Higher Education and Societyicdeslides
This is a background presentation for the participation in a panel at Open Science, 21-22 March 2017, Berlin, Germany: Open Education – Impact on Higher Education and Society.
The panel aims to explore the impact of Open Education on the various “actors” involved: teachers, learners, employers and the society.
From OER to OEP: Shifting Practitioner Perspectives and Practices with Innova...Shironica Karunanayaka
Winner of an ICDE Prize for Innovation and Best Practice - 2015
“From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design” - Shironica P. Karunanayaka, Som Naidu, J.C.N. Rajendra & H.U.W. Ratnayake
The Open University of Sri Lanka
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
How can OER enhance the position of less used languages on a global scale?
Workshop at the OCW Consortium global conference, Ljubljana 25 April 2014
Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
How to make any global process owner successfulKumar Lalit
Global Process Owner is entrusted with cost outs, process agility and scalability. Digital technologies present both an opportunity and challenge for GPOs. How to empower GPOs for digital led transformations!!
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.
Show & TEL Ethics & Technology-Enhanced Learning Robert Farrow
This presentation reviews the state of the art with respect to the use of artificial intelligence in education, reflecting on the ethical aspects and implications with particular reference to distance education.
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
Open Education – Impact on Higher Education and Societyicdeslides
This is a background presentation for the participation in a panel at Open Science, 21-22 March 2017, Berlin, Germany: Open Education – Impact on Higher Education and Society.
The panel aims to explore the impact of Open Education on the various “actors” involved: teachers, learners, employers and the society.
From OER to OEP: Shifting Practitioner Perspectives and Practices with Innova...Shironica Karunanayaka
Winner of an ICDE Prize for Innovation and Best Practice - 2015
“From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design” - Shironica P. Karunanayaka, Som Naidu, J.C.N. Rajendra & H.U.W. Ratnayake
The Open University of Sri Lanka
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
How can OER enhance the position of less used languages on a global scale?
Workshop at the OCW Consortium global conference, Ljubljana 25 April 2014
Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
How to make any global process owner successfulKumar Lalit
Global Process Owner is entrusted with cost outs, process agility and scalability. Digital technologies present both an opportunity and challenge for GPOs. How to empower GPOs for digital led transformations!!
Actualidad sobre las cirugias plásticas en menores de edadSepsa Abogados
Este proyecto de ley fue sancionado, llevando a su promulgación en doce artículos, como la ley 1799 de julio de 2016. Conoce los puntos a tener en cuenta de esta ley.
Film Language: Editing explanation examples and worksheets. Ian Moreno-Melgar
A long and detailed look at what editing is in Film and how it helps to not only present a story to the audience but how it functions on a technical level. The presentation is broadly split into two areas: Pace and Transitions. Each section contains a definition, a range of examples (many of which are gifs and videos which obviously won't play on here) and some activities for students to engage with.
Emerging technology trends in libraries for 2017David King
Technology has changed the face of libraries and is continuing to change how we work and how we deliver services to customers. This workshop introduces emerging technology trends and shows how those trends are reshaping library services. Examples are provided of how to incorporate these evolving trends into libraries. Attendees learn what trends to look for, find out the difference between a technology trend and a fad, and get ideas on how their library can respond to technology as it emerges.
As developers, we're used to solving problems. We can learn all the languages, tools, patterns, frameworks, and hacks we need to tackle any technical problem. But what happens when we face problems that are less technical and more personal?
No matter what our skills and training, procrastination and perfectionism can hamper our productivity, impostor syndrome can limit our opportunities, and mishandling criticism can stall our growth. What tools do we have to face these?
Cognitive behavioural therapy (CBT) is based on the idea that our thoughts influence our emotions so we can change how we feel and act by changing how we think. From this simple starting point, this talk will teach you how to apply practical CBT principles and techniques to help weed out the distorted negative thoughts that cause many of these challenges so you can get on with being a happy, healthy developer.
Previous versions of this presentation have been given at HamOnt.js in October 2016 and as "Developer, Heal Thyself" and at CreateInTO in March 2017. This version was presented at Peers Conference in April 2017 and at Web Unleashed in September 2017.
No, You Don't Need to Know My Sex: Gender Bias in Form DesignFen Slattery
Presented as a lightning talk at Women's Day hosted by Dev Bootcamp Chicago in March 2017. In this talk, I discuss how to ask about gender and sex in web forms. Spoiler alert: you shouldn't be asking about these things.
Twitter gives B2B marketers a powerful opportunity to access broad networks of brands, companies and decision makers on Twitter. Supported by the latest research, we demonstrate why Twitter is not optional and why private and publicly listed brands are missing out on a solid opportunity if they do not incorporate Twitter into their marketing mix.
We demonstrate that Twitter is not optional for brands engaged with B2B marketing. We include the most recent data from multiple leading sources, including The Social Media Examiner, Inc.; Twitter, Inc.; Regalix, Inc. and others.
Twitter provides private and publicly-listed brands an opportunity to engage with broad networks of other brands, firms and key decision makers that also use Twitter. We note that Twitter's active user base is comprised of 250 million plus users and is growing.
When used effectively and in combination with communication strategy and tools, Twitter represents the optimal platform for deploying ongoing messaging. When viewed as a communications hub, Twitter is unrivaled through its ability to integrate other channels and information sources and to coordinate their priority and emphasis. Twitter is effective at relaying information on channels that include Websites, Press releases, Instragram, Facebook, Snapchat, URLs, and any other linkable source of information, and driving traffic to these same sources.
We note that press releases and awareness in general can be difficult for some brands and companies to generate but that Twitter is a proven solution.
Sky Alphabet is a social media marketing agency that utilizes Twitter to achieve growth, awareness and sales objectives through integrated forms of traditional and digital communications driven by Twitter. We understand that Twitter is "not easy" because of its unrelenting requirement for fresh and relevant content, but it is this same requirement that makes Twitter the ideal platform for brands, companies, people and products that are prepared to express themselves through such an advanced channel.
Author: Steve Yanor Aug 2016. @skyalphabet
Research sources: Regalix, Inc. Twitter, Inc. Social Media Examiner, Inc.
OER activities through University of Michigan, African Health OER Network, an...Kathleen Ludewig Omollo
In November 2011, I was invited to give a presentation about OER at U-M, KNUST, and the larger African Health OER Network to 70-80 third- and final year Department of Communication Design (DeCoDe) Students in the College of Arts at KNUST.
This 75 minute presentation-discussion focused on: What are OER?
Origins of African Health OER Network; Activities of African Health OER Network; Origins of OER at University of Michigan; OER activities within University of Michigan; Other Student-Led OER activities around the world; Collective Brainstorming for OER at DeCoDe; and Concluding Remarks.
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/
Youngsup Kim, board member of the OCW Consortium and Igor Lesko, membership services coordinator present on the future of OCW at the Asia OCW Meeting in Taipei.
The Future of OCW discussed in a presentation at the Asia OCW Meeting in Taipei. Youngsup Kim, board member of the OCWC and Igor Lesko, membership services coordinator co-present
Slides - Leveraging institutional open practices to promote access- AVU Confe...Kathleen Ludewig Omollo
These slides are from a workshop called Leveraging Institutional Open Practices to Promote Access to Education at the African Virtual University 1st International Conference on November 20, 2013 (http://www.avu.org/1st-International-Conference-of-the-AVU-2013/pre-conference-workshops-november-20th-2013.html). The workshop was facilitated by Kathleen Ludewig Omollo and James Glapa-Grossklag. This and other materials from the workshop are available at http://tinyurl.com/levopenws-avu13. Editable versions are available at http://open.umich.edu/node/7497/. Workshop materials are copyright 2013 The Regents of the University of Michigan and College of the Canyons, shared under a CC BY license (http://creativecommons.org/licenses/by/3.0/).
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
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, Share, Learn: The University of Michigan's Open Educational ResourcesEmily Puckett Rodgers
The Open.Michigan initiative provides a platform for faculty, students and staff to share their educational resources and research with the world. This initiative operates on the principles that universities have a responsibility to share the knowledge and resources they create, as well as, provide the transparency necessary for the health and growth of educational institutions. As faculty and academic communities become aware of the opportunities for innovation, sharing and collaboration afforded by OER, they will incorporate these practices more fully into their everyday processes.
But I've Never Taken an Online Course Before!Clint Lalonde
Virtual presentation to the Faculty of Education at the University of Victoria on July 16, 2020. As concerns about COVID continue to impact planning for the fall term, it appears likely that online learning will play a significant role in course delivery. For many instructors, developing and teaching an online course will be a new experience. The same will be true for many incoming students who are now facing the potential that their entire fall term may be delivered in a format that they are unfamiliar with. As their instructor, there are some strategies you can employ that can help alleviate the fears and concerns learners new to online learning may have about taking online courses. In this session, we'll take a look at the student experience taking an online course for the first time. What are some of the common challenges many will face? What kind of impact is COVID having on their learning experience, and what are some practical ways through course design and facilitation that you can help ensure they will be successful learners.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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
3. Unless otherwise noted, this presentation is licensed
under a Creative Commons Attribution License.
Feel free to use, modify or distribute any or all of this
presentation with attribution to Clint Lalonde.
Image Credit: Defender of the Commons by Alan Levine CC0
4. Agenda
What are open technologies?
Why are they important?
The BC Open EdTech Collaborative
Experiments and Initiatives
6. Pillar 1: Open Educational Resources
Photo Day #93 by Martin Weller CC-BY-SA
“Open Educational Resources (OERs)
are any type of educational materials
that are in the public domain or
introduced with an open license. The
nature of these open materials
means that anyone can legally and
freely copy, use, adapt and re-share
them.”
UNESCO
7. Pillar 2: Open Pedagogy
Open pedagogy is a set of teaching
and learning practices only possible
in the context of the free access and
5R (reuse, revise, remix, redistribute,
retain) permissions characteristic of
open educational resources.
David Wiley (2013)
Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. ResearchGate. Retrieved from
https://www.researchgate.net/publication/281286900_Attributes_of_Open_Pedagogy_A_Model_for_Using_Open_Educational_Resources
8. “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.”
Cape Town Open Education Declaration, 2007
Pillar 3: Open technology
16. “The amount of data being collected is staggering. Ed tech companies of all
sizes, from basement startups to global conglomerates, have jumped into the
game. The most adept are scooping up as many as 10 million unique data
points on each child, each day. That’s orders of magnitude more data than
Netflix or Facebook or even Google collect on their users.”
The big biz of spying on little kids, Politico, March 15, 2014
"amazon warehouse" by hnnbz https://flickr.com/photos/99781513@N04/16278498935 is licensed under CC BY
21. http://hackeducation.com/2013/10/17/student-data-is-the-new-oil
“Much of this data exists in software silos that are disconnected. But more and more, companies are
starting to push for the aggregation of student data into analytics tools that can be sold in turn back to the
school. Learning management system log-ins and duration of their LMS sessions. Blog and forum comment
history. Internet usage while on campus. Emails sent and received on via university email accounts. The
pages students read in digital textbooks. The passages they highlight.”
http://hackeducation.com/2013/10/17/student-data-is-the-new-oil
26. “A loose-knit, tightly-honed group of BC post-secondary educators dedicated to working together
to address our common dream of providing open and ethical online tools to educators.”
The BC Open EdTech Collaborative (BCOETC)
27. 1. To promote the use of open source software (OSS) applications focused on teaching & learning.
Photo: How To: Founding an Open Source Software Center at a University by opensourceway is licensed under CC BY-SA. Photo was cropped
28. 1. To promote the use of open source software (OSS) applications focused on teaching & learning.
2. To promote inter-institutional collaboration.
Photo: "British Columbia Teaching & Learning Council 2015" by BCcampus_News https://flickr.com/photos/61642799@N03/18694469028 is licensed under CC BY-SA. Image was cropped
29. 1. To promote the use of open source software (OSS) applications focused on teaching & learning.
2. To promote inter-institutional collaboration.
3. To provide a pathway for institutions and educators to actively participate in OSS projects focused on teaching & learning.
30. 1. To promote the use of open source software (OSS) applications focused on teaching & learning.
2. To promote inter-institutional collaboration.
3. To provide a pathway for institutions and educators to actively participate in OSS projects focused on teaching & learning.
4. To encourage technological autonomy and provide ways for students, faculty and institutions to own and control their own
data.
31. 1. To promote the use of open source software (OSS) applications focused on teaching & learning.
2. To promote inter-institutional collaboration.
3. To provide a pathway for institutions and educators to actively participate in OSS projects focused on teaching & learning.
4. To encourage technological autonomy and provide ways for students, faculty and institutions to own and control their own
data.
5. To lower the barriers to participation on the open web for BC faculty and students.
Photo: "Mid-Morning Light in Our North Georgia Garden" by UGArdener https://flickr.com/photos/ugardener/4840554392 is licensed under CC BY-NC
32. 1. To promote the use of open source software (OSS) applications focused on teaching & learning.
2. To promote inter-institutional collaboration.
3. To provide a pathway for institutions and educators to actively participate in OSS projects focused on teaching & learning.
4. To encourage technological autonomy and provide ways for students, faculty and institutions to own and control their own
data.
5. To lower the barriers to participation on the open web for BC faculty and students.
6. To provide value to other higher ed support systems within BC such as the BCNet EduCloud service.
bc.net/service-catalogue/educloud
"Server CERN" by Ars Electronica https://flickr.com/photos/arselectronica/6032157177 is licensed under CC BY-NC-ND
33. 1. To promote the use of open source software (OSS) applications focused on teaching & learning.
2. To promote inter-institutional collaboration.
3. To provide a pathway for institutions and educators to actively participate in OSS projects focused on teaching & learning.
4. To encourage technological autonomy and provide ways for students, faculty and institutions to own and control their own
data.
5. To lower the barriers to participation on the open web for BC faculty and students.
6. To provide value to other higher ed support systems within BC such as the BCNet EduCloud service.
7. To provide another path for sustainable ed tech infrastructure to BC higher education.
"Sustainable" by LexnGer https://flickr.com/photos/lexnger/4404927583 is licensed under CC BY-NC
34. 1. To promote the use of open source software (OSS) applications focused on teaching & learning.
2. To promote inter-institutional collaboration.
3. To provide a pathway for institutions and educators to actively participate in OSS projects focused on teaching & learning.
4. To encourage technological autonomy and provide ways for students, faculty and institutions to own and control their own
data.
5. To lower the barriers to participation on the open web for BC faculty and students.
6. To provide value to other higher ed support systems within BC such as the BCNet EduCloud service.
7. To provide another path for sustainable ed tech infrastructure to BC higher education.
8. To assist BC faculty in evaluating and making informed pedagogical decisions around open source teaching and learning
applications.
Together
35. WordPress Community of Practice urls.bccampus.ca/wordpress
EdTech Demo urls.bccampus.ca/edtechdemo
Sandbox Pilots urls.bccampus.ca/sandbox
Guide on the Side demo
Sandstorm (BCOETC instance)
Mattermost
Get involved urls.bccampus.ca/bcoetc
Experiments & Initiatives
Usually speak about open textbooks
New presentation now topic new work – bear with me
Events around the globe
Free webinars openeducationweek.org
Open Education Resources
Granddaddy of the open education movement
Begin around the turn of the century
Inspired by open source software movement - Why can’t we do this in education?
Open Textbooks, Open Courseware
Online Program Development Fund & Open Textbook Project
Free (5R reuse, revise, remix, redistribute, retain)
Pedagogy that is enabled by the internet and collaborative technology
Disposable assignment
Wiki-Educator program (Wikipedia)
Students build the textbook
It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint.
Even more important than 10 years ago business models for ownership of software changes
Technology enables Open – OER, OP require technology (specifically internet)
Tech reduce the cost of copying and distribution to almost nothing
No proprietary software or files -Defeats purpose to have free open OER if costs $$$ to use them
Reason we chose Pressbooks for OTB – source files can be used with other PB
Require tech knowledge
Tech – become more restrictive more proprietary – ownership vs leasing
John Deere – farmers repairing tractors
Matt Reimer
MOOC learned how to make a robot tractor to help with the harvest
What are open technologies?
We are interested in networked technologies - ability to install on our own servers
Open source – code is not proprietary not owned by a company or a single entity. Released with an open licenses.
Free license, but costs in different ways (development, support) But with that extra effort, you develop institutional capacity and deep understanding of how tech works. Needed by educators to have influence in the future development
Not just free – free with permissions.
– you can install this software on your own servers (Edu-cloud)
Pathways to influence decisions around how the product is developed
Development of communities
Enables different models of participating and engaging with technology
Develop institutional capacity around developing and installing technology (fear higher ed is moving away from this role)
Own and control data
Some OSS in use
Why are we interested?
Data & FIPPA
Barrier to the use of cloud based systems
Can get informed consent, but often hassle (need to make special accommodations for students)
Change in attitude around FIPPA (after decade of work) – animosity to ambivalence to appreciation
There is growing concern over data privacy (FIPPA) and data ownership, especially in British Columbia where strict privacy regulations often prevent the use of cloud based services hosted outside of Canada. New ways of using technology in education, such as personalized learning, are exerting more of an influence on educational technology tools, and making us examine more deeply the ways in which data is collected and used by those tools. This is raising some concerns among post-secondary educators who feel higher education may be outsourcing its core purpose.
EdTech companies collecting massive amounts of data on our students.
Knewton (adaptive learning platform) collects over a million pieces of data about students using their cloud-based system.
VitalSource has a reading platform that tracks how a student interacts with ebooks – use to improve their ebooks, which you can argue helps improve the books. It also doesn’t hurt that it helps the bottom line of VitalSource.
When Silicon Valley starts turning their eye to your sector
Good arguments about students having control over this data.
We as institutions should be making sure that student learning data is protected – it is the law (as stewards of student data)
One of the easiest ways to maintain control over data is by choosing applications that we can host ourselves and control ourselves
From Education Week - Use Google Apps for Education, track you even when you log out.
Candace Till – pioneer found Open Learning Initiative Carnagie-Mellon
Says learning analytics and using data to help students is reality and educators should have more control. Gets to core of what higher ed is about – teaching & learning and “a core tenet of any business is that you don't outsource your core business process.“
“…professors and higher-education leaders are making a dangerous mistake by letting companies take the lead in shaping the learning-analytics market. When companies lead the development of learning software, the decisions these systems make are hidden from professors and colleges.
Ms. Thille says companies that won't share their processes are essentially saying, "Just trust the black box." For most academics, she says, "that's alchemy, that's not science.“
KPU uses Moodle
Open Source – great! Step 1 to maintaining control over learning data
Student
Traditional LMS is becoming middleware
One size fits all approach doesn’t work today
Good to have choice – fit your pedagogy
KPU uses Moodle
Open Source – great!
Traditional LMS is becoming middleware
One size fits all approach doesn’t work today
Good to have choice – fit your pedagogy
Second reason we are interested is in supporting open pedagogy models of teaching & learning – engaging with the world as a pedagogical model
Hard to do with traditional LMS where it is very difficult to conduct teaching and learning on the web in the open
RRU Elizabeth Child “Students will gain and maintain their own WordPress site throughout the program, allowing them to take an active and participatory role in the wider education community.”
The RRU Teaching and Learning Model speaks to authentic experiential and inquiry-based learning, outcomes-based learning, enhanced learning through technology so when we lined these characteristics up with principles of openness and open pedagogy broadly defined there was a direct dovetail.
Often challenge for IT departments (rightly so) to work outside of the box on projects like these
Purpose is to provide space for BC higher education institutions to participate in the development and application of open source Next Generation Digital Learning Environments.
BCcampus is providing support to help bootstrap this group and some of their initiatives
Close to 70 members over a dozen institutions participating – faculty, IT, administrators, learning developers
359 registered users of Sandstorm (one of the platforms I will show you later)
Details on how you can join coming up
8 goals for the work they are doing
While there are numerous commercial vendors promoting the use of commercial software, numerous open source applications get overlooked because there are no vendors selling & marketing OSS.
Open Source educational technologies are often not considered as viable alternatives as OSS edtech often cannot compete with commercial vendors to respond to standard IT procurement practices, like the RFP process which can favour commercial applications and limit Open Source involvement in the EdTech space at most institutions
Open source software relies on the development of communities of both developers and users in order to be successful. The success comes from sharing knowledge about how the software is constructed and can be utilized. An open source software application is the focal point around which a community can develop.
Pathways to participate in OSS projects can sometime be obtuse and difficult to maneuver, meaning educators may not want to, or feel welcome to, participate in EDU OSS projects.
The collaborative can provide support for those who wish to dive deeper and participate in specific community projects, and in ways that are not just software development.
This provides benefit to the OSS project as it brings new members into the community.
Active involvement in OSS communities strengthens the software, the community developing & maintaining the software, and the long term sustainability of the software.
Doing T&L activities outside of the walled garden of the LMS is a tough thing to do.
Having students blog in the open, for example, often means asking them to do it on a private company website.
Collaborating together on a platform like Google Docs – difficult.
EduCloud – BCNEt service provides a cloud based option for institutions here in BC at competitive cost. Really allows us to be able to do some of the activites we are doing, and show value with something that BCNEt is doing
EduCloud is a low-cost, virtual data centre for higher education institutions
EduCloud Server is a self-managed, private higher education cloud server service that provides simple and secure virtual data centre access to provision, manage and utilize servers at a fraction of the cost of implementing physical servers.
Institutions are currently at the mercy of vendor pricing, upgrade cycles, and exit strategies. This puts institutions at a certain degree of risk when there are changes to any of the variables beyond their control.
OSS is not immune
Where to find these? How to evaluate these tools without a vendor? One institution cannot do it all.
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