Workshop for UK higher education librarians, at SCONUL Conference 2009, on repositories for teaching & learning materials (including learning object repositories). Covers major decision points when considering setting up an institutional t&l repository; considering the community your repository will be serving; and developing a business model and business case for repositories.
Planning, Designing, Developing Teaching Learning MaterialsRamesh C. Sharma
This document discusses strategies for developing effective teaching and learning materials for distance education. It covers various topics such as features of distance education learning materials, quantifying course credits, terminology used in distance vs face-to-face education, planning a course unit, instructional design models, learning styles, presenting content, activities and self-assessment questions, ending a unit, and editing materials. The overall focus is on providing guidance for creating self-directed, well-structured learning materials for distance education students.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
This document discusses student-centered learning and creating a tech-friendly environment in education. It contrasts teacher-centered learning, which focuses on lectures and memorization, with student-centered learning, where students take more responsibility for their own learning through real-world, collaborative projects using technology. The document advocates for a student-centered approach and providing a technology-friendly environment where students can discover, organize, and present information using digital tools while still respecting copyright and fair use guidelines.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
The document discusses instructional design and the ADDIE model. It defines instructional design as the systematic development of instruction using learning theory to ensure quality. The ADDIE model includes analysis, design, development, implementation, and evaluation phases. Rapid instructional design is also covered, which emphasizes learner-centered and active learning approaches over traditional instructional methods. The role of an instructional designer is to work with faculty to analyze, design, develop, implement and assess high impact learning experiences using agile approaches.
This document describes a "Jigsaw Class" approach for teaching about multiple intelligences. The class is split into groups, with each group becoming experts on one of nine multiple intelligences. The groups research their topic, create a presentation, and teach the other students. This allows students to learn from each other in a collaborative way while catering to different learning styles. The document provides detailed instructions for teachers to implement this approach in their classroom.
Planning, Designing, Developing Teaching Learning MaterialsRamesh C. Sharma
This document discusses strategies for developing effective teaching and learning materials for distance education. It covers various topics such as features of distance education learning materials, quantifying course credits, terminology used in distance vs face-to-face education, planning a course unit, instructional design models, learning styles, presenting content, activities and self-assessment questions, ending a unit, and editing materials. The overall focus is on providing guidance for creating self-directed, well-structured learning materials for distance education students.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
This document discusses student-centered learning and creating a tech-friendly environment in education. It contrasts teacher-centered learning, which focuses on lectures and memorization, with student-centered learning, where students take more responsibility for their own learning through real-world, collaborative projects using technology. The document advocates for a student-centered approach and providing a technology-friendly environment where students can discover, organize, and present information using digital tools while still respecting copyright and fair use guidelines.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
The document discusses instructional design and the ADDIE model. It defines instructional design as the systematic development of instruction using learning theory to ensure quality. The ADDIE model includes analysis, design, development, implementation, and evaluation phases. Rapid instructional design is also covered, which emphasizes learner-centered and active learning approaches over traditional instructional methods. The role of an instructional designer is to work with faculty to analyze, design, develop, implement and assess high impact learning experiences using agile approaches.
This document describes a "Jigsaw Class" approach for teaching about multiple intelligences. The class is split into groups, with each group becoming experts on one of nine multiple intelligences. The groups research their topic, create a presentation, and teach the other students. This allows students to learn from each other in a collaborative way while catering to different learning styles. The document provides detailed instructions for teachers to implement this approach in their classroom.
Professor Mike Keppell presented on learning design in Australia and whether it is mature enough to meet the needs of new generation learners. He discussed how learning design needs to empower teachers and learners as designers by engaging learners through interactive, networked, and student-generated content. Learning-oriented assessment that involves students and provides forward-looking feedback is also important. Keppell argued that the design mindset needs to change to privilege these elements as well as mobile access and personalized learning strategies.
Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
The document discusses active learning as a teaching method that involves students doing things and thinking about what they are doing rather than just passively listening to a lecture. It presents research showing students prefer and benefit from active learning compared to solely lectures. A three-part model of active learning is outlined involving receiving information, experience, and reflective dialogue. Various techniques for promoting individual and group active learning are provided such as assigning readings, in-class activities, reflective writing, and discussion/debates.
This document summarizes a usability study conducted on the University of Denver's Library and Information Science (LIS) LibGuide. It provides background on the rise of LibGuides and their benefits. Shortcomings identified include guides being more useful for librarians than students and issues with content, organization, and maintenance. The study used Morae software to record users interacting with the LIS LibGuide and measure effectiveness, efficiency, and satisfaction. Interview themes that emerged included scope, likes, information-seeking behaviors, dislikes, organization, and suggestions for improvement. Suggestions for LibGuide creators focused on usability testing guides, ensuring easy discovery and navigation, incorporating student input, and collaborating with faculty.
Staying one step ahead: Pedagogical approaches to eLearning and teachingJoel Armando
The document discusses competency frameworks for digital teaching and learning. It outlines Blackboard's approach to digital teaching certification, which includes three courses that certify associates, practitioners, and specialists. Each course covers topics like designing online content, assessment, and using tools like web conferencing. Examples show how Blackboard teaches concepts through modules combining pedagogical approaches, enabling tools, hands-on practice, and reflection.
Module 6: Designing Instructional Material and Visual ArtsCardet1
The document discusses instructional materials that support teaching and learning. It defines instructional materials as devices that help learners comprehend information and forms of communicating information. Examples of instructional materials include handouts, presentations, videos, job aids, checklists, and assessments. The document outlines principles of effective instructional material design, such as the multimedia, spatial contiguity, temporal contiguity, modality, redundancy, coherence, and personalization principles. It emphasizes selecting or adapting existing materials and considering learner needs and preferences when designing instructional materials.
This document discusses instructional materials and technology application in curriculum. It defines instructional materials as anything used to transfer information from one person to another, such as PowerPoint presentations, books, and articles. The document outlines the different types of instructional materials and their roles in individualized, group, and mass instruction. It also discusses how technology can be used to deliver lessons or as partners in the learning process. The document provides guidance on selecting, using, and evaluating instructional materials to ensure they are appropriate, accurate, and help students develop critical thinking skills.
Learning Design for Student Success: The Good, the Bad and the UglyMark Brown
The document summarizes key aspects of learning design for student success, including the good, bad, and ugly. It discusses how learning design aims to make the design process more explicit and shareable, but can oversimplify complexity. While tools and frameworks exist, true adoption of new pedagogical approaches proves difficult. The reality is that traditional teaching still dominates and digital innovations do not guarantee success or improved outcomes. Overall, the document reflects on progress and challenges in designing learning experiences for students.
This document provides an overview of differentiated instruction and strategies for differentiating based on content, process, and product. It defines the three main areas of differentiation as content, process, and product. Content can be differentiated by readiness, interest, and learning profile. Strategies for differentiating content include modifying instruction based on student need, teaching critical concepts, curriculum compacting, varying resources, and using support systems. Process can be differentiated in similar ways through strategies like learning styles, interest groups, graphic organizers, and independent study. Product differentiation allows students to demonstrate knowledge in varied ways based on their needs and abilities.
The role and design of instructional materials (2)SOMAYE BAGHERI
Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
The document discusses developing a teaching portfolio. It describes a teaching portfolio as a collection of materials that document teaching performance and represent a teacher's approach and efforts to promote student learning. Developing a teaching portfolio has benefits both as a product to communicate teaching to potential employers and students, and as a process for teachers to reflect on their development, strengths, and areas for improvement. The document provides guidance on the types of materials and artifacts to include in a teaching portfolio such as a teaching philosophy statement, examples of course materials, and feedback from students and peers.
This document discusses developing instructional materials. It recommends producing self-instructional materials that allow students to learn without an instructor. It describes the components of an instructional package, including instructional materials, assessments, and course management information. It also discusses evaluating existing instructional materials, developing materials based on instructional strategies, and identifying skills the materials should develop.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
This document discusses strategies for differentiated instruction in the foreign language classroom. It provides examples of differentiating content, activities, and student products. Content can be differentiated through audio recordings, multiple texts, and supplemental materials. Activities can be differentiated by allowing student choice, using tiered activities, and mixed readiness groups. Student products can be differentiated by allowing tiered products and student choice in demonstrating learning. The document also discusses addressing diverse learner needs, providing both low and high preparation differentiation strategies, and using tools like cubing and tic-tac-toe choice boards to further differentiate instruction and student work.
Differentiated instruction is an approach to teaching that provides multiple options for students to learn based on their individual needs. In kindergarten, differentiated instruction is important because students enter school with varying skill levels and learn differently. Teachers differentiate by content, process, products, readiness, interest, and learning profiles. They provide whole group, small group, and individual instruction tailored to each student. The goal is for all students to master concepts at their own pace in a student-centered classroom.
This document discusses resources that can be used and organized within a specialist area for an education and training program. It identifies different types of written, audio-visual, electronic, physical objects, and human resources that can be leveraged, and poses questions to reflect on why these resources would be used for a specific subject area. The goal is to think about how these various resources apply to a particular focus and whether they help achieve learning objectives.
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
The document provides a lesson plan for teaching English sentence patterns to third year high school students. The objectives are for students to identify 5 basic sentence patterns, name the parts of subject-transitive verb-direct object-objective complement (S-TV-DO-OC) patterns, provide their own examples, evaluate peer examples, and write S-TV-DO-OC sentences. Learning content and procedures include interactive games to reveal sentence parts, example sentences, group work to construct and evaluate sentences, and exercises to practice identifying and writing different patterns. Student work is evaluated through in-class activities and a take-home drawing and sentence construction assignment.
38 Employee Engagement Ideas Your Team Will LoveElodie A.
Team building is an important part of making employees happy. Here are 38 employee engagement ideas you can use right away with your team.
Read more on Officevibe blog:
https://www.officevibe.com/blog/employee-engagement-ideas-team-will-love
Learn more about Officevibe, the simplest tool for a greater workplace:
https://www.officevibe.com/
Download the FREE guide about the 10 pillars of employee engagement:
http://hs.officevibe.com/complete-guide-employee-engagement?utm_source=slideshare&utm_medium=social&utm_campaign=38-engagement-ideas-your-team-will-love&utm_content=employee-engagement-ebook
Professor Mike Keppell presented on learning design in Australia and whether it is mature enough to meet the needs of new generation learners. He discussed how learning design needs to empower teachers and learners as designers by engaging learners through interactive, networked, and student-generated content. Learning-oriented assessment that involves students and provides forward-looking feedback is also important. Keppell argued that the design mindset needs to change to privilege these elements as well as mobile access and personalized learning strategies.
Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
The document discusses active learning as a teaching method that involves students doing things and thinking about what they are doing rather than just passively listening to a lecture. It presents research showing students prefer and benefit from active learning compared to solely lectures. A three-part model of active learning is outlined involving receiving information, experience, and reflective dialogue. Various techniques for promoting individual and group active learning are provided such as assigning readings, in-class activities, reflective writing, and discussion/debates.
This document summarizes a usability study conducted on the University of Denver's Library and Information Science (LIS) LibGuide. It provides background on the rise of LibGuides and their benefits. Shortcomings identified include guides being more useful for librarians than students and issues with content, organization, and maintenance. The study used Morae software to record users interacting with the LIS LibGuide and measure effectiveness, efficiency, and satisfaction. Interview themes that emerged included scope, likes, information-seeking behaviors, dislikes, organization, and suggestions for improvement. Suggestions for LibGuide creators focused on usability testing guides, ensuring easy discovery and navigation, incorporating student input, and collaborating with faculty.
Staying one step ahead: Pedagogical approaches to eLearning and teachingJoel Armando
The document discusses competency frameworks for digital teaching and learning. It outlines Blackboard's approach to digital teaching certification, which includes three courses that certify associates, practitioners, and specialists. Each course covers topics like designing online content, assessment, and using tools like web conferencing. Examples show how Blackboard teaches concepts through modules combining pedagogical approaches, enabling tools, hands-on practice, and reflection.
Module 6: Designing Instructional Material and Visual ArtsCardet1
The document discusses instructional materials that support teaching and learning. It defines instructional materials as devices that help learners comprehend information and forms of communicating information. Examples of instructional materials include handouts, presentations, videos, job aids, checklists, and assessments. The document outlines principles of effective instructional material design, such as the multimedia, spatial contiguity, temporal contiguity, modality, redundancy, coherence, and personalization principles. It emphasizes selecting or adapting existing materials and considering learner needs and preferences when designing instructional materials.
This document discusses instructional materials and technology application in curriculum. It defines instructional materials as anything used to transfer information from one person to another, such as PowerPoint presentations, books, and articles. The document outlines the different types of instructional materials and their roles in individualized, group, and mass instruction. It also discusses how technology can be used to deliver lessons or as partners in the learning process. The document provides guidance on selecting, using, and evaluating instructional materials to ensure they are appropriate, accurate, and help students develop critical thinking skills.
Learning Design for Student Success: The Good, the Bad and the UglyMark Brown
The document summarizes key aspects of learning design for student success, including the good, bad, and ugly. It discusses how learning design aims to make the design process more explicit and shareable, but can oversimplify complexity. While tools and frameworks exist, true adoption of new pedagogical approaches proves difficult. The reality is that traditional teaching still dominates and digital innovations do not guarantee success or improved outcomes. Overall, the document reflects on progress and challenges in designing learning experiences for students.
This document provides an overview of differentiated instruction and strategies for differentiating based on content, process, and product. It defines the three main areas of differentiation as content, process, and product. Content can be differentiated by readiness, interest, and learning profile. Strategies for differentiating content include modifying instruction based on student need, teaching critical concepts, curriculum compacting, varying resources, and using support systems. Process can be differentiated in similar ways through strategies like learning styles, interest groups, graphic organizers, and independent study. Product differentiation allows students to demonstrate knowledge in varied ways based on their needs and abilities.
The role and design of instructional materials (2)SOMAYE BAGHERI
Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
The document discusses developing a teaching portfolio. It describes a teaching portfolio as a collection of materials that document teaching performance and represent a teacher's approach and efforts to promote student learning. Developing a teaching portfolio has benefits both as a product to communicate teaching to potential employers and students, and as a process for teachers to reflect on their development, strengths, and areas for improvement. The document provides guidance on the types of materials and artifacts to include in a teaching portfolio such as a teaching philosophy statement, examples of course materials, and feedback from students and peers.
This document discusses developing instructional materials. It recommends producing self-instructional materials that allow students to learn without an instructor. It describes the components of an instructional package, including instructional materials, assessments, and course management information. It also discusses evaluating existing instructional materials, developing materials based on instructional strategies, and identifying skills the materials should develop.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
This document discusses strategies for differentiated instruction in the foreign language classroom. It provides examples of differentiating content, activities, and student products. Content can be differentiated through audio recordings, multiple texts, and supplemental materials. Activities can be differentiated by allowing student choice, using tiered activities, and mixed readiness groups. Student products can be differentiated by allowing tiered products and student choice in demonstrating learning. The document also discusses addressing diverse learner needs, providing both low and high preparation differentiation strategies, and using tools like cubing and tic-tac-toe choice boards to further differentiate instruction and student work.
Differentiated instruction is an approach to teaching that provides multiple options for students to learn based on their individual needs. In kindergarten, differentiated instruction is important because students enter school with varying skill levels and learn differently. Teachers differentiate by content, process, products, readiness, interest, and learning profiles. They provide whole group, small group, and individual instruction tailored to each student. The goal is for all students to master concepts at their own pace in a student-centered classroom.
This document discusses resources that can be used and organized within a specialist area for an education and training program. It identifies different types of written, audio-visual, electronic, physical objects, and human resources that can be leveraged, and poses questions to reflect on why these resources would be used for a specific subject area. The goal is to think about how these various resources apply to a particular focus and whether they help achieve learning objectives.
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
The document provides a lesson plan for teaching English sentence patterns to third year high school students. The objectives are for students to identify 5 basic sentence patterns, name the parts of subject-transitive verb-direct object-objective complement (S-TV-DO-OC) patterns, provide their own examples, evaluate peer examples, and write S-TV-DO-OC sentences. Learning content and procedures include interactive games to reveal sentence parts, example sentences, group work to construct and evaluate sentences, and exercises to practice identifying and writing different patterns. Student work is evaluated through in-class activities and a take-home drawing and sentence construction assignment.
38 Employee Engagement Ideas Your Team Will LoveElodie A.
Team building is an important part of making employees happy. Here are 38 employee engagement ideas you can use right away with your team.
Read more on Officevibe blog:
https://www.officevibe.com/blog/employee-engagement-ideas-team-will-love
Learn more about Officevibe, the simplest tool for a greater workplace:
https://www.officevibe.com/
Download the FREE guide about the 10 pillars of employee engagement:
http://hs.officevibe.com/complete-guide-employee-engagement?utm_source=slideshare&utm_medium=social&utm_campaign=38-engagement-ideas-your-team-will-love&utm_content=employee-engagement-ebook
Learn why successful leaders are keeping a journal. See the direct benefits of journaling and how it can improve your life.
BONUS: Download this free Journaling Template:
https://lifeboarding.co/bonus-journaling
If you liked this presentation you can download it here:
https://lifeboarding.co/presentation-download-journaling
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Institutional repositories, digital asset management, and digitizationkgerber
This document discusses strategies for institutions of higher education to steward and share their scholarly, historical, and cultural heritage (SHCH) materials through digital repositories and asset management. It recommends forming cross-campus teams to manage digital assets through their entire lifecycle, from submission to long-term preservation and access. Adopting common standards and sharing costs can help smaller institutions contribute their unique intellectual resources and accomplish their missions of renewing minds and transforming culture. Examples of successful implementations at similar schools demonstrate the aggregated power these collections can have.
Content Cell-Store at College 1.0.0 (Don Bosco College, Yelagiri Hills)James Maria
As educational throng institutions, colleges are providing number of programs and increase of student and staff strengths, the need for learning increases (with more and more stale contents pushed to students that least support knowledge quest and relying on paper industries and logistics), excessive reliance on classroom talks/notes for latest knowledge update, that makes learning very high school-like in higher educational institutions. The gap between the ICT impact on culture and educational institutions is overt for the mainstream Higher Educational Institutions.
Students often find the education as job preparation, rather than identity, values and knowledge formation for research, innovation and social responsibilities. Establishing a local content cell and store in the college is a right direction to grow knowledgebase, learning content locally with support of external sources.
This would provide students decide on the content they choose to plan and learn. Serving learning activities using ICT and students availing it for responsible usage will make them accountable for what they consume, providing analytics for modeling knowledge content, learning behaviors and new fields of research in education for life with new job roles in campus. This proposal furnishes the need for content cell (production unit) and online content store in the college with features and recommends roadmap for actions, financial sustainability (low-scale infrastructural support and college/institution community sponsorship) and rationale for this initiative.
It could be less than Rs. 100,000 and 100 days project. Project result is: converting numerous centers at campus into single-cloud window: Content Cell-Store. i.e. Content Cell (office) Content Store (Online).
Prepared on April 11, 2015 by James VM, Don Bosco College, Yelagiri Hills.
Synthesising JISC Institutional InnovationGeorge Roberts
This document summarizes a program synthesizing various projects related to lifelong learning and workforce development. It provides themes that have emerged from the projects, including open educational dialogue, technical enabling practices, and social and cultural enabling practices. It also discusses top-down themes from funders and how to analyze the projects, emergent themes, and given themes using a 3D matrix. Next steps discussed include using a 2-level synthesis focusing on projects and the wider program/context and considering tools, rules, communities, and roles within the system.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...BCcampus
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is PDF.
Learning Analytics – Opportunities for ISO/IEC JTC 1/SC36 standardisationTore Hoel
1) The document discusses opportunities for standardization in learning analytics, including harmonizing activity stream specifications, building vocabularies, storage designs, privacy and data protection, and sharing algorithms and predictive models.
2) It analyzes characteristics of educational big data like varied data sources and formats, and calls for standards to bring these diverse data together and make them interoperable and meaningful for learners and teachers.
3) The document reviews several emerging specifications and tools in learning analytics, and identifies challenges for standardization in areas like privacy, personal data stores, data analysis, and sharing models and algorithms.
ETDs and Open Access for Research and Development: Issues and challengesBhojaraju Gunjal
- ETDs (Electronic Theses and Dissertations) have grown enormously in recent years, with over 6 million items now available in open access repositories worldwide.
- Factors like knowledge organization systems (KOS) and discovery services have helped improve management and retrieval of ETDs, but issues around policies, metadata standards, and open access remain.
- Making ETDs openly accessible online can help research and development by increasing global awareness of universities' work, but many institutions still embargo access or do not make ETDs open at all.
- To address ongoing challenges, experts recommend developing uniform global policies modeled after the NDLTD, encouraging open access of scholarly works through institutional repositories, and providing training
This document summarizes a learning resource design session facilitated by Cindy Underhill. The session introduced learning resource design and focused on analyzing examples. Participants discussed conditions for online learning and analyzed projects like LEAP and Digital Tattoo to understand how design elements support learning conditions. The goal was to increase awareness of learning resource design and how standalone resources can effectively support learning inside and outside the classroom.
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
Some perspectives from the Astropy ProjectKelle Cruz
The Astropy Project provides a core Python package for astronomy with functionality for units, coordinates, tables, images, and more. It coordinates affiliated packages that extend its capabilities. The project aims to reduce duplication, embrace good coding practices, and have an open development model. However, it faces challenges of growing too quickly without enough educators, community managers, or developers. Funding priorities should include educational resources to broaden participation and shape an inclusive community culture and practices to sustain the project long-term.
1. The document provides guidance on building professional learning communities, defining community, and examining effective community design principles.
2. It outlines steps for identifying a community of practice, prototyping the community, and launching it to engage new members and deliver learning benefits.
3. The document encourages participants to develop a community charter and identify leadership to sustain the community long-term through collaborative learning and knowledge sharing.
'Jisc RSC Eastern Learning Resources Managers forum Nov 2013 'Xtlearn informa...JISC RSC Eastern
This document describes a platform called XtLearn that allows teachers to create and share "collections" of online resources to support teaching and learning. Key features include:
- Teachers can easily gather web links, documents, videos and other materials from different sources and organize them into shareable collections.
- Collections can be customized with annotations, instructions and different presentation styles to engage learners. Feedback can also be collected from students.
- Collections can be shared with other teachers on the XtLearn platform or published to other systems like Moodle to support collaboration and reuse of resources.
- Both free and paid subscription options are available, with premium features like unlimited storage, advanced analytics and custom branding for larger organizations
The document discusses a workshop about open educational resources (OER) and information literacy (IL) resources. It includes:
1) An introduction to OER and the CoPILOT committee which aims to promote international sharing of IL resources.
2) Background on the CoPILOT project funded by JISC/HEA to develop an OER strategy including posting IL resources online and hosting discussions.
3) Outcomes of the CoPILOT project including establishing the CoPILOT committee to support UK librarians in openly sharing IL resources through training events and an online space.
The document discusses a workshop about open educational resources (OER) and information literacy (IL) resources. It includes:
- An introduction to OER and the CoPILOT Committee which aims to promote international sharing of IL resources.
- Background on the CoPILOT project funded by JISC/HEA to develop an OER strategy including posting IL resources to the UNESCO platform and discussions.
- Outcomes of the CoPILOT project including members from 14 countries sharing resources and establishing the ongoing CoPILOT Committee to support UK librarians in openly sharing IL resources.
This document discusses using communities of practice, online repositories, and social media to conduct collaborative research in technology enhanced learning (TEL). It describes the STELLAR Network of Excellence in TEL and its instruments for supporting researchers, including a doctoral community of practice. A survey of TEL doctoral students found they could benefit from reduced isolation and increased collaboration opportunities through such a community. The document also contrasts Science 1.0 and 2.0 approaches, noting how platforms like academic social networks, reference managers, and open archives can help researchers in the Science 2.0 model.
Community Dimensions Of Learning Object Repositories2748Colin Milligan
This document discusses key dimensions to consider for communities that use learning object repositories (LORs). It identifies barriers, enablers, and dimensions that underlie how communities use LORs. These include the purpose, subject area, and contributors of repositories as well as the purpose, roles, and context of communities. The document also summarizes findings from a study on how repository users and curators differ in their perceptions and recommendations for improving LORs and their alignment with community needs.
Similar a SCONUL Conference 2009: Workshop on Repositories for Teaching & Learning Materials (20)
Capturing conversations, context and curricula: Jorum, paradata and the Learn...Sarah Currier
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
SCONUL Conference 2009: Workshop on Repositories for Teaching & Learning Materials
1. Repositories for
Teaching and Learning
Materials
Workshop facilitated by Sarah Currier
SCONUL Conference 2009
Bournemouth, England, 12 June 2009
2. Workshop plan
• Introduce myself
• Find out who’s here? What are
you interested in?
• Landscape of t&l repositories
• Issues for planning, setting
up, managing and evaluating t&l
repositories
• Some examples
Discussion throughout!
3. An initial note
You’ll notice I didn’t call this talk:
Learning Object Repositories
• The term learning object is no longer used
much in relation to repositories
• Learning objects are only one type of teaching
and learning resource
• It’s a technical-sounding term that is off-
putting to the intended user community
4. What do we want to achieve?
• How many already have formal repositories
for teaching and learning materials?
– How many of these are integrated with institutional
research outputs repositories?
– How many are institutional repositories?
– How many are faculty or subject department repositories?
– How many are members of wider consortium repository
(e.g. Jorum, WM-Share, IRISS LX)?
– How many are integrated with VLEs?
– How many are open to the Web? (vs. staff only?)
5. What do we want to achieve?
• How many are thinking about or planning
repositories for t&l materials?
– How does your institution currently deal with
educational materials?
– Who is involved in the planning/set-up?
• Library? Educational development dept? Subject depts
/ academics? Students? Others?
– Are you planning to use same repository system as
for research outputs?
6. What do we want to achieve?
• Anyone just started a JISC Open Educational
Resources project?
• Any other reasons for being here?
8. Fully-functioned…
Institution VLE Wikis, Blogs Other VLEs
eLearning
Research outputs
Open access
portals
Scanned ePrints Images Private
RAE Web sites CLA reporting “Collection”
evaluation requirements Portal
Slide by Charles Duncan, Intrallect Ltd.
9. Landscape: some models
• Two JISC outputs to help with planning,
setting up and evaluating t&l repositories:
– CD-LOR Structured Guidelines
• Focus on the communities of users and stakeholders
you intend to support with your repository
– Good Intentions: Business Models for Sharing
Educational Materials
• Focus on how to develop an appropriate business case
and business model for your repository
10. Landscape: dimensions (1 of 4)
• Stand-alone repository system
– Focus on specific functionality for educational
technologies, integration with VLEs, Web services
integration and Web 2.0 support
• Blended repository
– Bring together research outputs and t&l
materials? Other resource types?
11. Landscape: dimensions (2 of 4)
• Commercial system
– intraLibrary, Equella, Hive, CoRE
• All built to support t&l materials (including LOs / content packages); all
still require technical work, technical support, possibly spend on
development
• Open source system
– ePrints, Dspace, Fedora (DuraSpace), Digital Commons
• Not set up for t&l materials, require your own developers or spend on
their developers, a lot of flexibility about how to implement
• Homegrown system
• VLE’s built-in “repository”
– Any good ones yet? Not that I’ve seen!
– Look out MrCute for MOODLE though.
• Distributed, personalised, Web2.0 approach?
12. Landscape: dimensions (3 of 4)
• Implement locally on your own server
• Use hosted service
... also:
• Institutional repository
• Subject/faculty-level repositories
• Work with national or regional service, e.g. use Jorum to store
all your local materials
• Join up with or start a multi-institutional subject
consortium, e.g. IRISS LX (social work/social care), IVIMEDS
13. Landscape: dimensions (4 of 4)
• Sharing resources with ... who?
– Within institution only?
– Within subject/faculty level only?
– Open: share with other UK HE/FE?
– Open: share with the whole world?
• NB: JISC Open Educational Resources Programme will
be encouraging latter two- does anyone here have an
OER project?
• JorumOpen planned- Beta deposit service for trial now!
14. First things first
What is the problem to which the repository is a
solution? And who identifies this as a
problem?
What will be the measure of success for your
repository?
Margaryan, Milligan and Douglas, 2007
15. Thinking outside the repository box
“We have used the term 'service' to describe the various
infrastructures that exist to support sharing, but must stress
that this includes a wide range of activities including those
supported by formal repositories and/or open social software
services, as well as informal mechanisms within or across
institutions, between lecturers and/or students. This term [...]
was deliberately chosen to highlight the wide range of
activities, mechanisms and support that are offered to
encourage and facilitate sharing, including, but not limited to
static storage of content.”
McGill, Currier, Duncan & Douglas, 2008
16. Thinking outside the repository box
Implications:
• Think about the places, ways your intended community
works, socialises, shares and communicates
• Think about interoperability
– What if you need to migrate your content in 5 years?
– What metadata specs and standards to you need?
• Think about a service-based approach (Web services that is):
what components do you need to interact with?
– Facebook? Twitter? Delicious or Diigo tagging? Widgets? Most
importantly: RSS feeds!
– Student and staff records?
– VLEs and other campus systems?
17. Thinking about communities (1 of 5)
If you build it, will they come?
“*...+ the pedagogical, social, and organisational aspects of these
communities have not been at the forefront in the design and
development of [learning object repositories]. Research has
consistently demonstrated that the most substantial barriers
in uptake of technology are rooted in these factors”
Margaryan, Milligan and Douglas, 2007
18. Thinking about communities (2 of 5)
Community dimensions to think about
(1) Purpose: the shared goal/interest of the community; the reason why the
community was formed in the first place
(2) Composition: the number and types of (sub-)communities to be supported
(3) Dialogue: modes of participation and communication (online, face-to-face, or
mixed) adopted by the community
(4) Roles and responsibilities: of community members
(5) Coherence: whether the community is close-knit or loosely confederated/transient
(6) Context: the broader ecology within which the community exists (for example,
professional bodies; governments; implicit and explicit rules that govern the
functioning of community; ground rules of conduct; rewards and incentives
mechanisms; etc.)
(7) Pedagogy: teaching and learning approaches used in the community (for example,
problem-based learning, collaborative learning, etc.)
19. Thinking about communities (3 of 5)
Repository dimensions to think about
(1) Purpose: including t&l repositories created to support professional development of
teachers, or for the exchange of specific resource formats, such as sound
files, learning designs, or student assignments
(2) Subject discipline: including t&l repositories created to support mono-disciplinary
or multidisciplinary communities
(3) Scope: including t&l repositories supporting
departmental, institutional, regional, national, or international communities
(4) Sector: for example school, higher education, further education, hobby-based
learning, work-based, or lifelong learning
(5) Contributors: such as teachers, students, publishers, institutions, funded projects
(6) Business model: concerning the business, trading, and management framework
underpinning the repository
20. Thinking about communities (4 of 5)
Thinking about engaging communities
• Iterative, agile design: be ready to change tack, make mistakes
• Multi-disciplinary team from the start:
– Educational development, library, staff development, learning services, technical
services, academic and student representatives
• Engagement and support vital from line managers at
departmental, school, faculty, institutional level: gives people permission
to put time and effort into working with repository, sharing materials
• Talk to others doing the same thing (JISC CETIS Repositories
Community, JISC-Repositories list, software user
communities, international contacts)
• If you can, have a designated repository manager from the start. Can be
librarian or educational technologist, as long as they are keen!
21. Thinking about communities (5 of 5)
Thinking about engaging individuals
• How do they currently store, back up, share and discover t&l resources?
• What pain points can you solve first off, to get them engaged?
• What’s juicy for them? E.g. Showing off their good resources on the front
page of your website! (E.g. ALT Learning Object Competition).
• Be aware of time & other pressures: sometimes engaging with new
technology/processes takes more time at the start; make sure it pays off
for them fairly quickly re supporting their work and saving them time.
• Identify champions in user communities to mentor others
• Mentor and support users by choosing a specific task they can easily
achieve, or a specific problem they can solve with your repository
22. Thinking about your business case
for sharing t&l materials
70% of respondents to a 2006 survey re-purposed
resources created by others - CD-LOR Personal
Resource Management Strategies Review
Margaryan, 2006
BUT:
“there is little tradition or articulated desire for
sharing learning materials in the sector in the ways
made possible by these technologies” - TrustDR
Casey, Proven & Dripps, 2007
23. Using “Good Intentions”
• Good Intentions project developed a template to
gather different existing business models for sharing
t&l resources, and evaluating affordances, successes
• Created a matrix to map different elements of
business cases to different business models
– Too big to show it all here: worth following up, but here
are examples
29. Impact of business cases
Significant impact
Some impact
Possible with right conditions
No impact
30. General benefits to global Open CoP Subject-based Institutional National Informal
community
Supporting subject-
discipline communities to
share
Encourages innovation and
experimentation
Shares expertise and
resources between
developed and developing
countries
Supports re-use and re-
purposing
Supports community input
to metadata through
tagging, notes, reviews
Supports effective retrieval
through professionally
created metadata
Ensures trust through
appropriate licensing
31. Business cases - Global
Case Subject Open
Supporting subject-based communities to share
Encourages innovation and experimentation
Shares expertise and resources between developed and developing
countries
Supporting re-use and re-purposing
Supporting continued development of standards and interoperability
Supporting continued development of tools for sharing and exchange
Supporting sharing and reuse of individual assets
Helps develop critical mass of materials in particular subject areas
Supporting ease of access through search engines such as Google
32. Business cases - National
Case Subject Open
Cost efficiencies
Decrease in duplication
Supports cross-institutional sharing
Provides access to non-educational bodies such as employers,
professional bodies, trade unions, etc
Supports a broad vision of sharing across the country
Promotes the concept of lifelong learning
Supports shared curricula
Supports discovery of most used/highest quality resources
Supports the notion that educational institutions should leverage taxpayers
money by allowing free sharing and reuse of resources
Mitigates the cost of keeping resources closed
Mitigates the risk of doing nothing in a rapidly changing environment
Supports sustained long-term sharing
33. Business cases - Institutional
Case Subject Open
Increased transparency and quality of learning materials
Encourages high quality learning and teaching resources
Supports modular course development
Maintaining and building institution’s reputation - globally
Attracting new staff and students to institutions – recruitment tool for
students and prospective employers
Shares expertise efficiently within institutions
Supports the altruistic notion that sharing knowledge is in line with
academic traditions and a good thing to do
Likely to encourage review of curriculum, pedagogy and assessment
Enhancing connections with external stakeholders by making resources
visible
34. Business cases - Teachers
Case Subject Open
Increased personal recognition
Supports sharing of knowledge and teaching practice
Encourages improvement in teaching practice
Supports immediate one-off instances of sharing
Supports attribution
Encourages multi-disciplinary collaboration and sharing
Supports CPD and offers evidence of this
35. Business cases - Learners
Case Subject Open
Easy and free access to learning material for learners
Increased access options for students enrolled on courses (particularly
remote students)
Easily accessed through student-owned technologies
Increased access for non-traditional learners (widening participation)
Likely to encourage self-regulated and independent learning
Likely to increase demand for flexible learning opportunities
Likely to increase demand for assessment and recognition of
competencies gained outside formal learning settings
Likely to encourage peer support, mentorship and ambassadorial
programmes
36. Some examples of current,
successful repositories
IRISS Learning Exchange:
• Built on intraLibrary, using their open source SRU
search tool
• Leeds Met and others are adapting for their own
use
• Social work education across Scotland (HE, now
WBL/CPD and FE also)
• Started closed to members only, now completely
open
http://www.iriss.org.uk/openlx/
37. Some examples of current,
successful repositories
EdShare (Southhampton)
• Built on ePrints: first formal attempt to make
ePrints a learning materials repository
• All subjects at Southampton Uni, open
• Worked closely from the start with academics
http://www.edshare.soton.ac.uk/
New article out yesterday on Ariadne: Morris, 2009
38. Some examples of current,
successful repositories
CURVE (Coventry University)
• Won an IMS Learning Impact award this year!
• Built on Equella to interoperate with their VLE
Oxford Brookes University
• Also building on Equella
• Track down Jan Haines here for more info!
Staffordshire University
• Consortium with local institutions
• Built on Hive: bulk migration of materials out of VLE
Newcastle University Medical School
• Institutional and discipline-based
• Built on intraLibrary, integrated with WebCT
Keele University
• Institutional: CLA materials and t&l materials in one repository
• Will use for specific material collections, e.g. Architectural images
• Built on intraLibrary, integrated with WebCT
• Really cool direct deposit tool on academics’ desktops (utilising SWORD)
39. Some examples of current,
successful repositories
Your chance to share about your work...
40. References
Casey, J., Proven, J., Dripps, D. (2007) Managing IPR in Digital Learning Materials: A Development
Pack for Institutional Repositories. JISC. Available: http://trustdr.ulster.ac.uk/outputs.php
Charlesworth, A. et al (2007) Sharing eLearning Content: A Synthesis and Commentary. JISC.
Available: http://ie-repository.jisc.ac.uk/46/1/selc-final-report-3.2.pdf
Margaryan, A. (2006) CD-LOR Deliverable 7: Report on Personal Resource Management
Strategies. JISC. Available: http://www.academy.gcal.ac.uk/cd-
lor/CDLORdeliverable7_PRMSreport.pdf
Margaryan, A., Milligan, C. And Douglas, P. (2007) CD-LOR Deliverable 9: Structured Guidelines for
Setting up Learning Object Repositories. JISC. Available: http://www.academy.gcal.ac.uk/cd-
lor/documents/CD-LOR_Structured_Guidelines_v1p0_000.pdf
McGill, L ., Currier, S., Duncan, C. , Douglas, P. (2008) Good Intentions: Improving the Evidence
Base in Support of Sharing Learning Materials. JISC. Available: http://ie-
repository.jisc.ac.uk/265/
Morris, D. (2009) Encouraging More Open Educational Resources with Southampton’s EdShare in
Ariadne, Issue 59
Available: http://www.ariadne.ac.uk/issue59/morris/
Other Resources
Sarah Currier Consultancy http://www.sarahcurrier.com/
JISC CETIS Repositories Domain http://jisc.cetis.ac.uk/domain/metadata
JISC CETIS Repositories & Metadata list http://www.jiscmail.ac.uk/CETIS-METADATA
Special thanks to Lou McGill and Charles Duncan for “Good Intentions” slides:
http://www.loumcgill.co.uk/ and http://www.intrallect.com/