OCWC Global Conference 2013: OER Research Hub
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The document summarizes the OER Research Hub project which aims to study the impact of open educational resources (OERs) on learning and teaching. It outlines 11 hypotheses across 4 sectors and 8 collaborations that will be tested over multiple rounds of data gathering and analysis. The project uses a collaborative and open approach, and seeks feedback on the hypotheses and any additional hypotheses that should be considered.
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This study surveyed 710 undergraduate students at METU about their use and perceptions of Open Educational Resources (OER) for physics laboratory experiments. 41% of students used the OER, primarily to prepare for experiments before laboratory sessions. 91.9% of students felt the OER positively contributed to their learning by helping them conduct effective experiments and better understand concepts. However, 59% did not use the OER, mainly due to a perceived lack of need. Students suggested improving the OER by including more detailed explanations and examples.OCWC Global 2013 OCW Ku Leuven
Stephanie Verbeken presented on the OpenCourseWare (OCW) program at KU Leuven in Belgium. She discussed the current status of OCW KU Leuven, including the number of online courses available and future plans to expand offerings. She also described how study guides are designed to guide learners through the educational process for open online courses. Finally, she provided an overview of the OCW Europe project, including a survey to assess how OCW is used, videos promoting OCW flexibility, and a student mobility handbook with scenarios for using OCW.
OCWC Global Conference 2013: Metadata Management System for a "Materials" Rep...
OCWC Global Conference 2013: Metadata Management System for a "Materials" Rep...The Open Education Consortium
The document discusses the Open University of Japan (OUJ), a semi-governmental distance learning institution. It provides an overview of OUJ's contributions to the Japan Open CourseWare (JOCW) community, including its OUJ-OCW website launched in 2010 which streams courseware videos and audio. It also discusses OUJ's involvement in the Global Learning Object Brokered Exchange (GLOBE) initiative, an international consortium for sharing and reusing educational metadata and content beyond borders. Specific examples mentioned include a pilot repository launched by OUJ containing around 1350 short video materials on "International Volunteer Studies". H2020 Innovation and Research opportunities for ICT in Education
This document summarizes a presentation about research and innovation opportunities for information and communication technologies (ICT) in education under the Horizon 2020 program. It discusses the challenges facing ICT in European education systems and outlines four areas of focus for funding between 2014-2015: 1) multidisciplinary research on adaptive and personalized smart learning environments, 2) development of an open technology platform for digital learning, 3) large-scale pilots of innovative digital tools in real-world education settings, and 4) public procurement of innovative devices and software for educational applications. The overall goals are to strengthen European leadership in ICT for education and spur technology adoption, business innovation, and new public-private partnerships in the field.
Developing OER-supportive ICT in education policies for higher education in ...
Developing OER-supportive ICT in education policies for higher education in ...The Open Education Consortium
This document summarizes a presentation on developing open educational resource (OER)-supportive policies for higher education in smaller countries. It defines smaller countries as those with populations under 10 million. It provides examples of small European Union countries and nearby regions. Factors relevant to policymaking in smaller countries include limited funding, influence of regional areas, smaller number of higher education institutions, and potential dominance by private interests. The document then discusses policy development in Wales as a worked example. It summarizes recommendations from Wales' Online and Digital Learning Working Group to support OERs, online learning, and skills development.Andere mochten auch (20)
Education is an illusion if it simply disseminates information: A university ...
Education is an illusion if it simply disseminates information: A university ...
OCW (OpenCourseWare) and MOOC (Open Course Where?)
OCW (OpenCourseWare) and MOOC (Open Course Where?)
The Evidence Towards Impact: The Maricopa Millions OER Project
The Evidence Towards Impact: The Maricopa Millions OER Project
Supporting Open Education Policy Making by Higher Education Institutions in T...
Supporting Open Education Policy Making by Higher Education Institutions in T...
How can OER enhance the position of less used languages on a global scale?
How can OER enhance the position of less used languages on a global scale?
OCWC Global Conference 2013: The Mechanical Mooc - A Gentle Introduction to P...
OCWC Global Conference 2013: The Mechanical Mooc - A Gentle Introduction to P...
OCWC Global Conference 2013: OER in Canada: A POERUP Report
OCWC Global Conference 2013: OER in Canada: A POERUP Report
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
OCWC Global Conference 2013: Spanish and Latin American OpenCourseWare reposi...
OCWC Global Conference 2013: Spanish and Latin American OpenCourseWare reposi...
Supporting Engineering projects through OpenCourseWare: Two case studies
Supporting Engineering projects through OpenCourseWare: Two case studies
Resources at the Interface of Openness for Academic English
Resources at the Interface of Openness for Academic English
Use of OpenCourseWare from the Viewpoint of Undergraduate Students: Case of O...
Use of OpenCourseWare from the Viewpoint of Undergraduate Students: Case of O...
OCWC Global Conference 2013: Metadata Management System for a "Materials" Rep...
OCWC Global Conference 2013: Metadata Management System for a "Materials" Rep...
H2020 Innovation and Research opportunities for ICT in Education
H2020 Innovation and Research opportunities for ICT in Education
Developing OER-supportive ICT in education policies for higher education in ...
Developing OER-supportive ICT in education policies for higher education in ...
Ähnlich wie OCWC Global Conference 2013: OER Research Hub
OER: Key Issues & The "Big Picture"
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
Open Education Research : Overview, Benefits and Challenges
Open education research has grown since 2012 through projects led by the OER Research Hub exploring topics like student performance, access, and educator practice. The hub conducts global surveys, publishes reports, and builds research capacity through networks. Current projects examine business models for open education and how teachers reuse OER through online courses. The presentation reviews the hub's work and encourages collaboration to further open scholarship.
Answering the questions of openness
Presented at OpenEd 2012 in Vancouver
by Patrick McAndrew and Rob Farrow from The Open University
CC-BY
The Ecology of Sharing: Synthesizing OER Research
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (K12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (McAndrew et al., 2012). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make normative claims which apply in the broadest range of educational contexts.
The Ecology of Sharing: Synthesizing OER Research
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
Getting Started with OER? Lumen Can Help!
Slides from Lumen Learning webinar on April 18, 2013, featuring Dr. David Wiley and Kim Thanos discussing how to get started using open educational resources effectively.
OER Impact: Towards an Evidence Base
In this presentation I critically evaluate attempts that have been made to support communication and collaboration through ‘mapping’ OER. After endorsing the basic rationale for mapping evidence surrounding OER implementation I review two examples of where this has been attempted. The Open Learning Network (OLnet) Evidence Hub used the concept of ‘Contested Collective Intelligence’ to inform a discourse-centric social-semantic web application that could structure the discourses of the OER community. I provide a short critique of this approach which focuses on the data model and the metadata requirements made upon users. I go on to consider the UNESCO OER Mapping Project which set out some quite specific protocols for metadata but never got beyond prototype stage
A rationale for a new, improved evidence hub is provided along with a number of design considerations and a proposal for future development. I conclude with a brief presentation of the new Evidence Hub being developed as part of the OER Research Hub (OERRH) project. I describe the ways in which our evidence model tries to overcome some of the issues which were manifest in these earlier projects, a range of different data sources, the importance of data visualization, and account for how different types of evidence might be flexibly accommodated. The final part of the session will be given over to group discussion about the idea of ‘mapping’ the OER evidence base and what the OER community might want from such services.
Open Educational Resources: Impact, Evidence & Narrative
This session critically evaluates attempts that have been made to support communication and collaboration through ‘mapping’ OER focussing on The Open Learning Network (OLnet) Evidence Hub which used the concept of ‘Contested Collective Intelligence’ and The UNESCO OER Mapping Project which set out some quite specific protocols for metadata.
There will be a demonstration of the new Evidence Hub being developed as part of the OER Research Hub (OERRH) project. This hub is designed to overcome some of the issues that manifested themselves in these earlier projects, a range of different data sources, the importance of data visualization, and account for how different types of evidence might be flexibly accommodated.
There will be an opportunity for delegates to discuss the idea of ‘mapping’ the OER evidence base and what the OER community might want from such services.
Mapping & Curation in OER Impact Research #altc
Presentation from ALT-C conference, 2014 on the value of mapping and curation as an approach to impact research. The presentation includes some discussion of results from OER Research Hub.
ResearchED Cambridge slides: E4F
Thank you for sharing this information about connecting teachers and researchers to support evidence-informed practice. I don't have any experiences or insights to add.
Ecer2014 mc cartney&marwick-st-researchengagement
This document summarizes a study that explored student teachers' engagement with educational research. The study involved workshops with student teachers where they discussed examples of policy research and "what works" classroom research. Questionnaires and discussions with students identified several themes. Students saw barriers to using research due to time constraints and a need for very practical applications. They also questioned research methodologies and found some studies inaccessible. The workshops appeared to influence students' views on research to some degree. The study implications include addressing "what works" research approaches in teacher education programs.
Closing the loop between learning and employability with OER: Impact of Brin...
The document provides an overview of a project called Bringing Learning to Life that used the OpenLearn platform to provide open educational resources (OER) to help improve employability. An evaluation was conducted through surveys and analytics to assess the impact. Key findings included that learners faced challenges with work-life balance, finances, and time management, and expressed high confidence in English and math skills but less so with formulas. Courses saw high enrollment but lower completion rates than other OpenLearn courses. The evaluation highlighted opportunities and challenges around supporting learners.
From theory to practice: can openness improve the quality of OER research?
This document summarizes the work of the OER Research Hub project, which aims to build the most comprehensive picture of open educational resource (OER) impact through open collaboration. The project uses open methodologies like open licensing, open data, and open dissemination. It has several hypotheses about how OER may impact areas like student performance, access, and institutional policies. The project promotes open collaboration through activities like sprints, open licensing of research materials, and an open online course about open research. Both benefits and challenges of the open approach are discussed.
From theory to practice: can openness improve the quality of OER research?
"From Theory to Practice..." was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
This presentation was developed from the slide deck presented at CALRG 2014 at The Open University (UK) during Summer 2014.
Open approaches to OER impact research
In this session the work of OER Research Hub is outlined and the merits of open approaches to understanding impact are discussed. OER Research Hub(funded by the William and Flora Hewlett Foundation) works internationally in collaboration with a range of research partners to assess impact across different education profiles. This often requires rethinking methodological assumptions or working in adaptive and responsive ways in order to facilitate sharing of impact data. OER Research Hub thus uses open methods to investigate the impact of OER on education and learning. Open forms of dissemination employed include open access publication, blogging, open release of research data and research tools, open online courses and the OER Impact Map, which draws together data relating to our research hypotheses and shows how a plurality of content can be brought together through data visualisation and graphical mapping. In addition to discussing how some of these techniques might be used to assess impact in other areas I will present some of the headline findings from the project.
OCWC Global Conference 2013: Supporting OER policy making in Dutch Higher Edu...
OCWC Global Conference 2013: Supporting OER policy making in Dutch Higher Edu...The Open Education Consortium
This document summarizes a presentation about developing strategy workshops to support open educational resource (OER) policymaking in Dutch higher education. It describes the current state of OER policies, which found that half of institutions lack an OER policy. The workshops are designed to help institutions develop an OER vision and policy through facilitated discussion of trends, implications, and action planning. An example case describes a workshop for a university to incorporate OER into its new strategic plan. The workshops aim to translate opportunities into goals and concrete actions to support OER policy development.BYOD4L Team January 2014
The BYOD4L team is a distributed team of 12 learning technologists, developers, lecturers, researchers and an artist from 9 institutions across the UK and Australia. They have over 100 combined years of experience in technology enhanced learning. Their goal is to create open learning opportunities using social media and mobile devices. In 2013/14, they ran the first iteration of an open online course called BYOD4L that allowed educators and students to learn and develop skills around using smart devices for learning in a self-regulated manner. The course was facilitated using a problem-based learning approach on social media without any dedicated funding. The team discovered the benefits of open collaboration, modeling innovative teaching practices, and influencing institutional changes through showcasing
ROER4D Impact Studies Workshop
This document provides an overview of the agenda and goals for a workshop on impact studies being conducted as part of the ROER4D project. The workshop aims to facilitate shared understanding of the impact studies, harmonization of methodologies, and refinement of proposals. Presentations will be given by grantees to discuss their proposed impact studies, which will employ a variety of research methods and frameworks. Participants will engage in critical discussion and peer review to explore key concepts, identify assumptions, and plan studies effectively.
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...
The document summarizes a presentation about research being conducted on the impact of open educational resource (OER) degrees. The research is examining student outcomes and costs across multiple colleges participating in an OER degree initiative. The evaluation includes quasi-experimental studies comparing academic results of students in OER degree programs versus traditional programs, as well as analysis of cost savings and sustainability. Preliminary findings suggest OER degrees improve student progress and reduce financial burden.
What can openness do for teachers
This document summarizes a talk on the impact of open scholarship on teaching and scholarly practice. It defines open scholarship and discusses how it relates to pedagogy, use of open educational resources in teaching, and engaging in open practices. It also touches on challenges of open scholarship like dealing with trolls and issues around job promotion. Overall, the document advocates that open scholarship can improve teaching through more collaborative and sharing approaches, but cautions there are also risks to consider.
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Open Education Research : Overview, Benefits and Challenges
Open Education Research : Overview, Benefits and Challenges
Open Educational Resources: Impact, Evidence & Narrative
Open Educational Resources: Impact, Evidence & Narrative
Closing the loop between learning and employability with OER: Impact of Brin...
Closing the loop between learning and employability with OER: Impact of Brin...
From theory to practice: can openness improve the quality of OER research?
From theory to practice: can openness improve the quality of OER research?
From theory to practice: can openness improve the quality of OER research?
From theory to practice: can openness improve the quality of OER research?
OCWC Global Conference 2013: Supporting OER policy making in Dutch Higher Edu...
OCWC Global Conference 2013: Supporting OER policy making in Dutch Higher Edu...
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...
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Moving Beyond OER: USNH
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
Universities for the Future (OE Global 2015)
The document discusses challenges facing higher education and the potential for disruption from open education models. It argues that while open educational resources can help reduce costs, they also enable alternative models of education to emerge based around free content and new forms of recognition outside traditional degrees. The document advocates for a future where universities provide credentials based on demonstrated competencies rather than time spent in classes, and where learning from open resources and professional experience can be formally recognized.
Training Entrepreneurship Through OEP - the Start up Model (OE Global 2015)
Training Entrepreneurship Through OEP - the Start up Model (OE Global 2015)The Open Education Consortium
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.Qualitative Investigation of Faculty Usage of OERs in Wachington Community an...
Qualitative Investigation of Faculty Usage of OERs in Wachington Community an...The Open Education Consortium
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.Open license for MOOCs - Martijn Ouwehand (OE global 2015)
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
OE Global 2015 - Paradis
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
Inclusive design (oe global action lab)
This document discusses co-designing using inclusive design practices. It defines disability as a mismatch between learner needs and the educational environment rather than a personal trait. Accessibility is the ability of the learning environment to adjust to all learners through flexible design. Co-design is described as collaborative, responsive, and iterative rather than a fixed process. An example of personalized interfaces and tools for authoring inclusive content are demonstrated. The benefits of considering edge cases and supporting a diversity of learners are discussed.
OE global2015 Pre-conference workshop
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
Open Education 101 (OE Global 2015 Pre-conference workshop)
This document provides an introduction to open educational resources (OER) presented by Robert Schuwer, a lector at Fontys University of Applied Sciences. It defines OER as digital learning materials that are freely available under open licenses allowing users five rights: reuse, rework, remix, redistribute, and retain. It outlines the benefits of OER including personalized learning and cost savings. It also discusses challenges to introducing OER such as findability, quality assurance, and developing sustainable business models. The presentation concludes with contact information for Robert Schuwer.
OER Roadmap (OE Global Pre-conference workshop)
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
Collaborating across borders: OER use and open educational practices within t...
Collaborating across borders: OER use and open educational practices within t...The Open Education Consortium
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)OER strategies and best practices as success factors in Open Access initiativ...
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OER strategies and best practices as success factors in Open Access initiatives in higher education (OE Global 2015)The Maturing Open Educational Resources (OER) Ecosystem: Partners, Expansion,...
The Maturing Open Educational Resources (OER) Ecosystem: Partners, Expansion,...The Open Education Consortium
The Maturing Open Educational Resources (OER) Ecosystem: Partners, Expansion, and Critical Questions (OE Global 2015)Teachers time is valuable (OE global2015)
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Open Assembly (Global 2015 Action Lab)
Este documento describe una arquitectura de aprendizaje abierto que permite la creación y compartición de contenido educativo entre estudiantes y educadores. La arquitectura integra recursos de aprendizaje modulares y herramientas de colaboración para apoyar modelos participativos y comunitarios de aprendizaje.
Atieno Adala
Adala Atieno is affiliated with the African Virtual University in Nairobi, Kenya. The document provides the name and affiliation of an individual based in Nairobi, Kenya working with the African Virtual University.
OER strategies and best practices as success factors in Open Access initiativ...
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This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.Web based learning - research and innovation in translation learning resource...
Web based learning - research and innovation in translation learning resource...The Open Education Consortium
This document summarizes research on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. It describes analyzing existing materials, designing new online resources covering translation theories and strategies using instructional design models. Evaluation found the new resources helped students understand concepts and learn independently, though some technical terms required more support. The research concludes that traditional printed materials should be supplemented with online resources to create new open and distance learning environments for students.Free of Open? Investigating Intellectual Property Right and Openness for OER ...
Free of Open? Investigating Intellectual Property Right and Openness for OER ...The Open Education Consortium
This document discusses open intellectual property rights and licensing for open educational resources (OER) repositories in Latin America. It reports on two studies in Brazil that found licensing for OER is often unclear or confusing, with many users unsure of what they can and cannot do with resources. The document advocates creating better technical guidance and alignment across initiative levels to support a middle ground approach and clarify licensing for OER.Openlib03
The document discusses the Open Library at Athabasca University, which supports open access and open educational resources. It provides an overview of the open library concept, how it promotes information literacy and benefits the academy. It also describes how the site was developed with a flexible structure and extensive tagging, and the current database that feeds open content back to the library site, such as open access, free, and hybrid materials.
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Training Entrepreneurship Through OEP - the Start up Model (OE Global 2015)
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1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
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RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
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OCWC Global Conference 2013: OER Research Hub
- 2. • Background to OER Research Hub project • Activity • Discussion
- 3. Aim is to Answer: ‘What is the impact of OER on learning and teaching practices?’ and identify the particular influence of openness.
- 4. http://www.flickr.com/photos/photography-andreas/5488161239/ MIT OCW launched 2002 OERs not new kid on the block anymore
- 5. Separate evidence from belief http://www.flickr.com/photos/iampeas/5192976345/
- 6. The hypotheses: 11 hypotheses across 4 sectors & 8 collaborations Based on OLNet, OpenLearn experience Collaboration with Hewlett
- 7. OER improve student performance/satisfaction
- 8. People use OER differently from other online materials
- 9. OER widen participation in education
- 10. OER can help at-risk learners to finish their studies
- 11. OER use leads educators to reflect on their practice
- 12. OER adoption brings financial benefits for students/institutions
- 13. Quality indicators are the most important factor for learners when selecting OERs
- 14. Informal learners develop their own forms of study support
- 15. OER support informal learners in moving to formal study
- 16. OER use encourages institutions to change their policies
- 17. Informal assessments motivate learners using OER
- 18. Project approach • 8 Collaborations • 4 Researchers • 4 Sectors • Fellowships • Horizontal & vertical take on hypotheses • Hypothesis hub
- 20. Plan • Collaborations starting now • 1st data gathering to August • Visiting fellows • Dissemination • 2nd round of data gathering & analysis • Dissemination • Open approach
- 21. Activity • OERchery • In your view: – Is the hypothesis Important – Not Important – Is it Provable – Not Provable • Are you K12, Further Ed, Higher Ed
- 23. What hypotheses are we missing? • Pop them in the box!
- 24. Feedback and links • Oerresearchhub.org • http://www.scoop.it/t/olnet • Oer-research-hub@open.ac.uk • @oer_hub