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Joint action-plan
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Karel Charvat
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
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Joint action-plan
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Karel Charvat
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Digital Skills for FAIR and Open Science
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dri_ireland
Erasmus Fredriksson Varano
Erasmus+ Knowledge Alliances
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PhDSofiaUniversity
Information for delegates on the Policy Forest for learning without frontiers 2011 January 10/11
Policy forest for learning without frontiers
Policy forest for learning without frontiers
London Knowledge Lab
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In this presentation, Prof Cheryl Hodgkinson-Williams, explores how to frame research of educational technologies in developing countries.
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Dick Ng'ambi
El 25 de abril de 2017 organizamos en la Fundación Ramón Areces una mesa redonda sobre 'La empresa y las políticas de innovación transformadoras'. En este foro participaron, entre otros, Totti Konnola, CEO de Insight Foresight Institute; Luis Fernando Álvarez-Gascón Pérez, Director General GMV secure eSolutions; y Francisco Marín, Director General del CDTI. Esta actividad se celebró en colaboración con el Grupo de Investigación en Economía y Política de la Innovación de la Universidad Complutense de Madrid (GRINEI-UCM) y el Foro de Empresas Innovadoras (FEI).
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Kornelia Konrad-La empresa y las políticas de innovación transformadoras
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This leaflet provides information about work-in-progress on the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) Open Educational Resources Project.
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Article written by Gisele Raulik- Murphy, Darragh Murphy, and Sara Sanches de Christiano. Suggested citation: Raulik-Murphy, G., Murphy, D., Christiano, S. S., (2014). Design Policy Recommendations for Uruguay. p.13-15. SEE Bulletin, issue 12. Originally uploaded at http://www.seeplatform.eu/docs/SEE%20Platform%20Bulletin%2012%20-%20Dec%202014.pdf
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This 21 slide presentation Needs Analysis is Module 2 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice. Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning. In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices. Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
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This 28 slide presentation Stakeholder & Consultations is Module 4 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice. Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning. In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices. Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
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Benefits and challenges of OER for higher education institutions
Benefits and challenges of OER for higher education institutions
Michael Paskevicius
At the 6th NICE Conference in Bratislava, Slovakia, Gilles Gervais, Programme Manager for Erasmus Plus at the Education, Audiovisual and Culture Executive Agency of the European Commission, was planning on making a presentation on Knowledge Alliances, a new funding scheme of the European Commission. The presentation, which was due for May 29, 2015, unfortunately had to be cancelled due to a blackout of the Belgian airport system, but the slides were shared with the conference participants. The presentation highlights lessons learned from the first round of applications for KA-projects from 2014. The information shared here is also available through the EACEA's website.
Gilles Gervais - Knowledge Alliances: Lessons Learnt
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Was ist angesagt?
In this presentation, Prof Cheryl Hodgkinson-Williams, explores how to frame research of educational technologies in developing countries.
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Dick Ng'ambi
El 25 de abril de 2017 organizamos en la Fundación Ramón Areces una mesa redonda sobre 'La empresa y las políticas de innovación transformadoras'. En este foro participaron, entre otros, Totti Konnola, CEO de Insight Foresight Institute; Luis Fernando Álvarez-Gascón Pérez, Director General GMV secure eSolutions; y Francisco Marín, Director General del CDTI. Esta actividad se celebró en colaboración con el Grupo de Investigación en Economía y Política de la Innovación de la Universidad Complutense de Madrid (GRINEI-UCM) y el Foro de Empresas Innovadoras (FEI).
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This leaflet provides information about work-in-progress on the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) Open Educational Resources Project.
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Article written by Gisele Raulik- Murphy, Darragh Murphy, and Sara Sanches de Christiano. Suggested citation: Raulik-Murphy, G., Murphy, D., Christiano, S. S., (2014). Design Policy Recommendations for Uruguay. p.13-15. SEE Bulletin, issue 12. Originally uploaded at http://www.seeplatform.eu/docs/SEE%20Platform%20Bulletin%2012%20-%20Dec%202014.pdf
Design policy recommendations for Uruguay
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This presentation offers the steps to developing an effective proposal to become a host of KNAER's Equity Network.
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This 21 slide presentation Needs Analysis is Module 2 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice. Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning. In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices. Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
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This presentation was for the Open Ed conference 2010. It was to examine the sustainability issues in UKOER projects and to develop a sustainable OER ecosystem in HE
Developing a sustainable OER ecosystem in HE
Developing a sustainable OER ecosystem in HE
cetisli
This 28 slide presentation Stakeholder & Consultations is Module 4 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice. Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning. In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices. Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Module 3: Stakeholder & Consultations Dima course content
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Michael Kenny
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’. That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of sharing.
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Benefits and challenges of OER for higher education institutions
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Was ist angesagt?
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Educational ICTs in developing countries
Kornelia Konrad-La empresa y las políticas de innovación transformadoras
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At the 6th NICE Conference in Bratislava, Slovakia, Gilles Gervais, Programme Manager for Erasmus Plus at the Education, Audiovisual and Culture Executive Agency of the European Commission, was planning on making a presentation on Knowledge Alliances, a new funding scheme of the European Commission. The presentation, which was due for May 29, 2015, unfortunately had to be cancelled due to a blackout of the Belgian airport system, but the slides were shared with the conference participants. The presentation highlights lessons learned from the first round of applications for KA-projects from 2014. The information shared here is also available through the EACEA's website.
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