Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
This document provides an overview of open educational resources (OER). It defines OER as teaching, learning and research materials that reside in the public domain or are released with an open license. The document discusses the need for OER, their advantages such as lower costs and improved access, and challenges around quality assurance and sustainability. It also outlines the history of OER and describes various types of resources. Additionally, the document lists several major OER initiatives and institutions in India that develop and host open educational content and platforms.
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
1. OpenCourseWare projects aim to advance learning globally by freely sharing open educational resources organized as courses.
2. They involve institutions committing to openly share some of their educational materials like text, videos, and other materials developed for online learning.
3. Open education is part of a larger open movement, which includes open content, open educational resources, and open courseware, all of which freely share knowledge and education.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Finding Open Textbooks and CA State OER InitiativeUna Daly
Presented by Una Daly, Community College Outreach Director, at the Mid-Pacific ICT 2013 Conference in San Francisco January 3rd.
The state of California recently adopted legislation to develop open textbooks for the 50 highest enrolled college classes and store them in a statewide repository. The goal of the legislation is expanding access to education by saving students thousands of dollars each year in textbook costs. A key component of this equation is the adoption of open textbooks by the faculty and staff who support students and their learning.
Come to this session to learn more about finding, selecting, and adopting open textbooks and OER to enhance student learning. Case studies from the Community College Consortium for Open Educational Resources will be shared and an invitation to join their open and collaborative Advisory Board will be extended
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
This document discusses India's initiatives in e-learning and provides details on:
1) The growth of e-learning in India, including the development of early e-learning platforms in the 1990s and increased internet penetration over time.
2) The types of e-learning including synchronous, asynchronous, blended learning and various e-learning tools like blogs, podcasts and social media.
3) The advantages of e-learning including reduced costs, flexibility, scalability and the ability to access expert knowledge from around the world.
This document provides an overview of Open Educational Resources (OER) from a workshop for BCIT part-time studies. It defines OER as freely accessible teaching, learning and research resources that can be fully used and shared digitally. Examples of OER include open textbooks, videos, course materials and software. Research presented found that student achievement and outcomes were the same or better when using OER compared to commercial textbooks. OER quality was evaluated in studies and found to be about 50% as good, 35% superior, and 15% inferior to traditional resources. The document discusses OER licensing, notably Creative Commons, and provides lists of open education repositories and resources that instructors can use and adapt for their courses.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
This document discusses Massive Open Online Courses (MOOCs), including what they are, the key players and platforms, pedagogical models, debates around whether they are a passing fad or disruptive technology, and perspectives from institutions, faculty, and students. MOOCs provide open online courses from top universities to unlimited students worldwide for free. Major platforms include Coursera, edX, and Udacity. While enthusiasts view MOOCs as innovative and able to improve access to education, skeptics argue they may not support deep learning and critical thinking skills.
Digital literacies and digital identities were discussed. Key points included:
1) Digital literacies involve social practices and meaning making with digital tools, going beyond just skills to include competence and participation.
2) Digital identity involves how one presents and interacts online through facets like reputation, impact, and openness. Issues around privacy, interpretation, and vulnerability were raised.
3) The future will involve challenges around disaggregation of education, needing new digital literacies, business models, and pedagogies as boundaries continue to blur with technology advancement.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
This document discusses MOOCs (Massive Open Online Courses) and the role of libraries in supporting them. It defines MOOCs as online courses that are open to unlimited participation for free via the web. While early MOOCs emphasized open licensing of content, later MOOCs rely more on closed licenses and commercial platforms. The document outlines opportunities and challenges for libraries in relation to MOOCs, such as providing resources to faculty, addressing copyright issues, and reaching new audiences. However, it also notes limitations of MOOCs like lack of accreditation, assessment challenges, and limited student-teacher interaction.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Open educational resources (OER) are educational materials that are freely available online for anyone to use, share, and adapt. OER can help address challenges in higher education by increasing access and reducing costs. There are many potential benefits to using OER, including increasing visibility for departments and institutions, improving pedagogy, and extending the reach of educational materials globally. However, adoption of OER faces constraints such as lack of awareness, technical barriers, and concerns about quality and copyright. Creating a culture of openness along with addressing technical, financial, legal, and individual factors can help increase use of OER.
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
Glenda Cox on Open Educational Resources in Higher EducationDaniela Gachago
This document discusses open education resources (OER) and their potential benefits. OER refer to educational materials that are openly licensed and freely available online. They can be shared, reused, remixed and redistributed. The document outlines several challenges in higher education globally and in South Africa that OER could help address, such as increasing demand, costs, and quality issues. It also discusses factors that impact OER adoption like philosophy, technology, finances, legal issues, pedagogy and quality. Potential benefits of OER include increasing access to education, reducing costs, improving teaching quality and visibility for institutions.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...RUDRA BUSINESS SOLUTIONS
The document discusses Massive Open Online Courses (MOOCs) and the changing landscape of education. It notes that MOOCs provide free online courses from universities worldwide and can include videos, readings, and student forums. While MOOCs currently have low completion rates, they offer unprecedented access to international education and opportunities for research on learning. The document also reviews the growth of MOOCs globally and in different regions, as well as methods of assessment and limitations compared to traditional degrees.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
Quality Assurance in an Education 3.0 worldDerek Keats
The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.
This document discusses the evolution of Massive Open Online Courses (MOOCs) beyond the initial hype. It provides personal experiences taking MOOCs, highlights issues with MOOCs like engagement and assessment challenges, and how MOOCs are maturing in areas like pedagogy, accreditation, and business models. MOOCs are transitioning from early cMOOC and xMOOC models to new hybrid models to improve the learner experience and address issues like completion rates and learner motivation.
The Power of Open: SUNY Open Education InitiativesKelsey O'Brien
The document summarizes open education initiatives at SUNY, including open textbooks and digital badging. It discusses the development of metaliteracy models and badges to assess skills like collaboration, participation, and digital citizenship. It also describes two MOOCs created on the Coursera and Canvas platforms to teach metaliteracy skills to over 5,000 global students, and the use of videos, challenges, and peer assessments. Feedback showed the MOOCs helped students improve skills and understand responsible social media use and online participation.
This document discusses MOOCs (Massive Open Online Courses) at Stanford University and the Stanford Libraries. It provides an overview of MOOCs in general and their benefits of being massive, open, online, and having low or no costs. However, it also notes the high costs of creating MOOCs and that they may not be best for all learning styles. It then discusses several of Stanford's MOOC and online learning programs. Finally, it outlines how the Stanford Libraries provides copyright education to faculty around MOOCs and online courses, but is not responsible for directly clearing copyrights. The Libraries is also learning from taking MOOCs and using online systems themselves.
Integrating MOOCs in Traditional Higher Education- eMOOCs15Diana Andone
This document discusses integrating Massive Open Online Courses (MOOCs) into traditional higher education. It notes that worldwide participation in higher education is expected to grow significantly by 2025. MOOCs can help address this growth by supplementing traditional courses. The document outlines several ways MOOCs have been integrated into existing university classes, such as having students participate in MOOCs and complete assessments. Student surveys found positive reactions to supplementing courses with MOOCs. MOOCs exposure increased students' interest in online learning.
Integrating moocs into university practice Lisa Harris
This document discusses integrating MOOCs into university practice for education and research purposes. It describes a series of MOOCs created by the University of Southampton's Web Science Institute on topics like digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The document advocates that MOOCs can be used for blended learning, to gather large research samples, and should be designed from the start with clear pedagogical and research goals.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
Similar to Library 2.013 MOOCs and Constructivist Learning (20)
Metaliteracy for Elderly Digital CitizensValerie Hill
Valerie Hill's presentation discusses the impact of digital technologies on literacy and learning environments. It covers topics like how the internet and devices have changed how people access health information and socialize. New technologies like telemedicine, social robots as caregivers, and artificial intelligence are discussed. The presentation suggests literacy must now account for digital culture and notes future research is needed on digital citizenship for all age groups. It proposes the term "Metamodernism" may be an appropriate label for our current time period characterized by fast-paced technological change.
The document provides instructions for using the VWEC Metaverse Community Directory database. The directory is managed by CVL, the VWEC supporting library, and contains information about education-oriented virtual world communities. It describes how the directory can be viewed and searched in different ways, such as by community name, virtual world, or community focus. The goal is to document virtual worlds over time to preserve information about what educators have accomplished with them.
Libraries in Virtual Reality EnvironmentsValerie Hill
A presentation for the SJSU Library 2.021 Conference in June 2021.
I am not sure why the title slide will not show the full title! No time to troubleshoot that problem. Oh well, technology :)
Digital citizenship involves understanding how to balance personal and professional identities online as good digital citizens. It is important to know your audience and speak with an appropriate voice. While technology enhances our lives, too much use can lead to issues like lack of focus, addiction, and promoting self-centeredness over empathy. As our brains change with constant online stimulation, we must find ways to cope like mindfulness and taking breaks from technology to allow for reflection.
This document discusses various virtual worlds and opportunities to connect and collaborate within them. It provides information on sharing work in Second Life communities, exploring tools to connect different virtual worlds, and lists some open source virtual world options like Kitely and OpenSim. Upcoming session events are also advertised, such as digital citizenship museum tours in Kitely and a cybersecurity presentation in the virtual DC Museum. Contact information is provided for those interested in the virtual explorer opportunities.
A presentation for the Virtual World Education Round Table in Second Life, June 2020 which was held in voice with the following script available: https://drive.google.com/file/d/1jU_vsFeguvC-tV_DZakwwQLED36FUF1I/view?usp=sharing
The document discusses common anxieties people have with technology and provides tips to reduce anxiety. It addresses concerns about constant changes requiring updates, unfamiliar technical terms, distraction and too much information online, cybersecurity and privacy issues, fear of breaking hardware, devices becoming obsolete, and general feelings of anxiousness. The main tips suggested are to embrace change, ask questions when unsure of terms, focus only on needed information, be cautious of oversharing personal data online, remember devices can withstand accidents, only purchase what meets needs, keep software updated, and get help from someone more knowledgeable.
Senior citizens have rich histories to share with a new generation who sometimes prefers texting to oral conversation. This presentation is meant to promote awareness of digital citizenship with a focus on seniors and tips for understanding digital culture and youth today.
Senior citizens have rich histories to share with a new generation who sometimes prefers texting to oral conversation. This presentation is meant to promote awareness of digital citizenship with a focus on seniors and tips for understanding digital culture and youth today.
Virtual Worlds Database: Connect with the MetaverseValerie Hill
A presentation for the OpenSim Community Conference 2017 sharing a database of virtual worlds to connect communities and landmarks to immersive learning environments.
Twitter for Seniors (or anyone interested)Valerie Hill
This document provides an overview of Twitter and how it can be used for educational purposes by Dr. Valerie Hill, who has a background in education, library science, and digital literacy. She explains that Twitter allows for one-to-one and one-to-many communication to build networks around shared interests using hashtags and handles. While Twitter can be used to share information live, one must be cautious of information silos, personal involvement, confirmation bias, and respecting intellectual property and digital citizenship. Twitter may not be the right tool for everyone.
This document discusses the potential for using virtual reality in libraries and education. It describes how students have used Minecraft to build a virtual library and learn digital citizenship skills. The document also outlines some of the history of virtual reality technologies, from early viewing devices to their use in virtual worlds like Second Life. Researchers examined over 75 virtual libraries created in Second Life and believe new virtual environments will also be used to create virtual libraries and information spaces. The document promotes trying virtual reality and lists several references on topics like using games to teach design, exploring virtual reality for science learning, and how the Oculus Rift could be used in libraries.
Information Literacy in Virtual WorldsValerie Hill
Information literacy skills are changing as we now live in a participatory digital culture where we are both consumers and producers of online information. This new environment requires personal responsibility and trust as connections and content become blurred both personally and professionally. Librarians must serve people in new ways by embedding information literacy instruction into various digital tools and ensuring trust, authenticity, and authority online. While balancing tradition and innovation, librarians can take risks and apply their skills in virtual worlds and new technologies to help the next networked generation navigate the increasing flood of online information.
Embedding Librarians in Virtual CommunitiesValerie Hill
This document discusses embedding librarians in virtual communities. It provides contact information for six librarians who presented on this topic at the 2014 ALA Conference. The document also includes slides from their presentations which discuss embedding librarians both physically and virtually through online guides, tutorials, virtual worlds and social media. The librarians emphasize the importance of information literacy in all formats and embedding services wherever patrons need assistance.
Embedding Librarians in Virtual CommunitiesValerie Hill
1) The document discusses the concept of embedding librarians in virtual communities and environments. It argues that with the rise of digital information and virtual worlds, librarians need to provide services to patrons wherever they are, including online spaces.
2) An embedded librarian model is proposed where librarians actively participate in virtual communities and worlds, providing information literacy instruction, reference services, and curating online content and resources. This allows librarians to reach patrons in the digital spaces they increasingly inhabit.
3) Examples of embedded librarianship discussed include creating exhibits and displays, participating in collaborative learning environments, engaging in reference work and instruction, and networking with other professionals in virtual spaces. The document advocates
Digital Citizenship for 21st Century LearnersValerie Hill
This document discusses digital citizenship and information literacy for 21st century learners. It outlines 7 elements of information literacy using frameworks like the Big 6 and SCONUL7 Pillars. The elements are: identifying needs, determining scope, planning strategies, gathering and analyzing information, managing participation, constructing new knowledge, and reflecting on the learning process. The document advocates embedding digital citizenship within information literacy instruction. It provides examples of how one school integrates digital citizenship lessons and badges through a Minecraft game, ongoing lessons, and library resources.
Information Literacy & Gamification Using MinecraftValerie Hill
This document discusses using the virtual world Minecraft to teach information literacy skills. It describes how Minecraft allows students to both consume and produce digital content, engaging in skills like reading, writing, video creation. The author worked with students to create an original video game in Minecraft focused on teaching digital citizenship. Students found the project fun and engaging. The author argues virtual worlds like Minecraft are effective ways to teach 21st century skills and can embed learning in new, collaborative formats enjoyed by students.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
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How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
1. Valerie Hill, PhD
LISD School Librarian, Adjunct Instructor TWU
School of Library and Info Studies
Michelle Keba
Distance & Instructional Services
Librarian
Nova Southeastern University
Ilene Frank
Director of Library Services
University of the People
2. First
MOOC Offered in 2008
• “Connectivism and Connective Knowledge”
• Created by George Siemens and Stephen
Downes at the University of Manitoba
At
this time Dave Cormier and Bryan
Alexander coined the phrase “Massive
Open Online Course”
3. Massive
• Over 2,000 students signed up for the course
• Had a steady enrollment of 1,870 persistent
students
Open
Online
Course
4. Massive
Open
• 24 tuition paying students from the University of
Manitoba
• 2,200 non-paying participants from around the
world
Online
Course
5. Massive
Open
Online
• Information was conveyed by the instructors via a
wiki, a blog, Moodle, Elluminate, and a newsletter
• Students created Second Life communities, blogs,
concept maps, Wordle summaries, and a Google
group
Course
7. In
2011 over 160,000 students enrolled in
an Artificial Intelligence course
The
course was co-taught by a Stanford
professor, Sebastian Thrun and Peter
Norvig, Director of Research at Google
8. In
2012 three major providers of MOOCs,
Udacity, Coursera, and edX are launched
9. Founded
by Stanford professors Sebastian
Thrun, David Stavens, and Mike Sokolsky
Includes
25 courses focused on
business, mathematics, computer science
and physics
10. Founded
by computer science professors
Andrew Ng and Daphne Koller from
Stanford University
Offers
378 courses from 81 partners in 25
different categories
11. MOOC
platform founded in 2012 by MIT
and Harvard
Partners
with 27 colleges and universities
of June 4th, 55 courses are available for
registration
As
14. Traditional
Focus
on knowledge duplication
Emphasis
Follow
course/lecture format
on video presentations
a linear, instructor lead path
Objective
feedback from online quiz results
15. Based
on the principles of Connectivism
Focus
on knowledge creation
Emphasis
Course
Crowd
on social networked learning
path evolves from student input
sourced learning through peer
interaction
16. Open
to students, but not free to create
SellingCertificates
of Completion
Identifying promising students to
headhunters
Georgia Tech/Udacity Master of Science in
Computer Science (Spring 2014)
17. mooc.org
• Partnership between Google and edX
• “YouTube for MOOCs”
• Set to launch mid 2014
mooccampus.org
• “world‟s first residential campus for DIY education”
18. Open Courses:
Who has access to a course?
What kinds of resources can we use?
Who owns the course?
20. Students in a MOOC may be from anywhere on
the planet – and be almost any age.
Do MOOCers have…
Academic affiliation - anywhere?
Access to a library?
Access to necessary technology ? What about
older computers, mobile devices, quality of
Internet access?
21. Open
educational resources
Proprietary resources
• Licensed ? For 140,000 students who are not
registered at our institution?
• Fee-based ? For 140,000 students??
• Can we rely on fair use ? What about
international laws?
• Can we get permission from copyright holders?
22. A
Beginner‟s Guide to Irrational Economic
Behavior (Duke)
E-Learning
and Digital Media (University of
Edinburgh)
Organizational
Analysis (Stanford)
23. A
bundle of Professor Dan‟s popular books via
Amazon available but not necessary for the
course. Geo-blocked!
400 pages of required reading – available
for student use via freely accessible material on
the Web ranging from New York Times articles to
scholarly works – self-archived or deposited in
institutional repositories
Over
24.
Video clips – trailers, animated shorts, etc. from
YouTube, Vimeo
Readings from open access scholarly journals
Some secondary reading suggestions were not available
for free online
Students shared their digital artifacts on the course site –
and via links.
Students were reminded about copyright and the use of
digital images , etc. in their projects
25. Textbook:
Custom made e-textbook, $5.86
(USD) including tax.
Supplemental Readings: Prices range
from free to US$17 (for a book) for a total
of around US$100 for 25 items. Purchase
individually or as a package.
Problem: Students can only use PayPal
and some countries do not allow its use
26. Can
faculty and/or the instituion withdraw
the course and re-use the course
elsewhere?
For stand-alone open courses: It‟s up to
each institution to set policies
For platforms such as Coursera, edX,
Udacity, etc.: Institutions need to look at
and negotiate Terms of Service.
27.
Does the University retain ownership of the content in a
Coursera course?
The content in our MOOCs is governed by the same rules of
ownership as apply to our on-campus or traditional online
courses, i.e., unless otherwise agreed to by the instructor,
intellectual property rights to any course content created by
the instructor independently and at the instructor‟s initiative,
rest with the instructor. Where the course support provided by
the University is over and above the University resources
usually and customarily provided, as will likely be the case
with most MOOCs, course content created by the instructor
shall be owned by the instructor and licensed to the University.
See “The General Rules Concerning University Organization
and Procedure,” Article III, particularly Section 4(b)
at http://www.bot.uillinois.edu/general-rules.
28. Can students reuse the material elsewhere?
https://www.coursera.org/about/terms
Take the course –
but don‟t take anything (?)
29.
Permission to Use Materials
All content or other materials available on the Sites, including but not limited
to code, images, text, layouts, arrangements, displays, illustrations, audio
and video clips, HTML files and other content are the property of Coursera
and/or its affiliates or licensors and are protected by copyright, patent and/or
other proprietary intellectual property rights under the United States and
foreign laws. In consideration for your agreement to the terms and
conditions contained here, Coursera grants you a personal, nonexclusive, non-transferable license to access and use the Sites. You may
download material from the Sites only for your own personal, noncommercial use. You may not otherwise
copy, reproduce, retransmit, distribute, publish, commercially exploit or
otherwise transfer any material, nor may you modify or create derivatives
works of the material. The burden of determining that your use of any
information, software or any other content on the Site is permissible rests
with you.
30. By
submitting the Feedback, you hereby
grant Coursera and the Participating
Institutions an irrevocable license to use,
disclose, reproduce, distribute, sublicense,
prepare derivative works of, publicly
perform and publicly display any such
submission.
31. You may not take any Online Course offered by
Coursera or use any Statement of
Accomplishment as part of any tuition-based or
for-credit certification or program for any
college, university, or other academic institution
without the express written permission from
Coursera. Such use of an Online Course or
Statement of Accomplishment is a violation of
these Terms of Use.
32. OER university
A collaboration of
universities to provide
courses for self-directed
learners using open
content (with no cost to
students)
Collaborating
universities will assess
the work and offering
credits (with some cost
to students)
39. Students “enter”
the cramped
annex where Anne
lived
in hiding during
WWII.
Fall 2012
Educators met weekly for MOOC
office hours on Wed. evenings.
Assignments presented in
a 3D virtual world.
42. No
cost (or low cost)
Personal interest
Convenient (no travel)
Access to experts and global
participants
43. Lack
of assessment
Accreditation & quality assurance
Future of academic careers
Potential for isolation
47. “…Student research and critical thinking
skills are not so simply accomplished in
this environment (Cantrell, 2013).”
Cantrell‟s study demonstrates need for
embedded librarianship.
48. “…one can readily see overlap between the
MOOC„s opportunity to provide global
learning environments and the kindred
opportunity for librarians to investigate and
incorporate metaliteracies into the MOOC
curriculum in collaboration with MOOC
faculty (Cantrell, 2013).”
49. “Of course this puts the responsibility
for information gathering, the validation
of resources, and the learning process
in the hands of learners themselves,
and one should question if all adult
learners are capable of taking on this
responsibility (2012, Kop et al.).”
50. “It may be that the great age of libraries is
waning, but I am here to tell you that the great age
of librarians is just beginning. It‟s up to you to
decide if you want to be a part of it.”
~T. Scott Plutchak
52. Anne Frank MOOC. (2013). Anne Frank MOOC Reflection. http://www.youtube.com/watch?v=W-LpnY6AhLw&feature=share [Accessed
September 29, 2013]
Bell, M. (2012). Massive open online courses. Internet@schools, 19(5), 23-25.
Cantrell, L. (2013). (in press) Internet Learning.
Carey, K. (2012). Into the Future With MOOC's. Chronicle Of Higher Education, 59(2), 29.
CLmooc. (2013) #CLMOOC Make Cycle 4, Satuday Morning Hangout: Credos and Their Values
http://www.youtube.com/watch?v=Sid7RqQW5U8&feature=share [Accessed October 6, 2013]
Copyright Challenges in the MOOC Environment. (2013). Educause Brief.
Crews, Kenneth. (2012). MOOCs, Distance Education, and Copyright: Two Wrong Questions to Ask. Columbia University Libraries
Copyright Advisory Office. http://copyright.columbia.edu/copyright/2012/11/09/moocs-distance-education-and-copyright-two-wrongquestions-to-ask/ [Accessed September 29, 2013].
Keba, M,. Rayl, H., Frank, I., and Hill. V. Massive Open Online Courses. http://www.slideshare.net/valibrarian/massive-open-onlinecourses-the-future-of-learning-24073209 [Accessed September 1, 2013].
Kop, R., Fournier, H., & Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on
Massive Open Online Courses. International Review Of Research In Open And Distance Learning, 12(7), 74-93. http://bit.ly/17xC1dz
[Accessed September 1, 2012].
The Legal Side of MOOCs (2013, September 26). Webinar with Madelyn Wessel, Associate General Counsel, University of Virginia.
Available at http://www.educause.edu/events/educause-live-legal-side-moocs/2013/legal-side-moocs
Mangan, K. (2012). MOOC mania. Chronicle of Higher Education, 59(6), B4-B5.
Marovich, B. (2012). More than MOOCs. Chronicle of Higher Education, 59(2), 5.
Massis, B. E. (2013). MOOCs and the library. New Library World, 114(5/6), 267-270.
Plutchak, T. Scott. 2007. The Librarian: Fantastic Adventures in the Digital World. Serials, 20(2),
87-91.
Editor's Notes
According to an interview with NPR, the course was decided on an impulse. The professors sent out an e-mail to a professional group and within hours had 5,000 students signed up. They hadn’t really informed Stanford prior to the announcement, so when they got back to work on Monday they had several meetings about the MOOC. All students received grades and class ranking, but did not receive credit for the course.
Just a few months ago Coursera was offering 222 courses from 33 universities
A few months ago edX was partnered with only 6 different universities including the University of Texas University System, Wellesley, Georgetown, Berkley, as well as MIT and Harvard and offered 24 courses for registrationOther providers to note are Google which began by hosting a “power searching” MOOC and Course Sites by Blackboard.
If you’re like me, you may have been wondering how MOOCs work logistically when there are so many students. The majority of MOOCs can be broken down into two types proposed by George Siemens.
http://www.mindingthecampus.com/originals/2013/09/what_do_moocs_cost.html“Udacity budgets $200,000 for each course it makes.EdX gives its partners the option of producing a MOOC on their own and then submitting the finished product to EdX, or else paying for EdX's design and consulting services at a rate of $250,000 per course plus another $50,000 each time the course is re-run. - See more at: http://www.mindingthecampus.com/originals/2013/09/what_do_moocs_cost.html#sthash.J4wUUGoq.dpuf”“Udacity and Coursera have also experimented with doubling as paid headhunters; they sift course participation and assignment grades to identify promising students, offering to match them with a potential employer who pays a fee for each introduction. - See more at: http://www.mindingthecampus.com/originals/2013/09/what_do_moocs_cost.html#sthash.J4wUUGoq.dpuf”
“All MOOC Campus students have access to a personal curriculum advisor included with their registration.For students interested in living on campus for a full 9 months, we offer a 9-month package that includes room and board. For those who prefer to find their own housing, or those wishing to commute from the Asheville area, we also offer many other packages that include only daytime use of our facilities.”
Stephen Downeshttp://www.downes.ca/post/57915
Does open include open to students with disabilities? Are the materials device agnostic – including mobile devices? Is “I can’t read it on my iPad” a reason not to include some resources? Does open include open to anyone from any country? Start working with OER and you’ll start to realize how privileged we are to be connected to academic institutions with decent budgets. What compromises do we have to make?
The video lectures were interrupted by surveys and quizzes. This doesn’t work well for those who have to (or choose to) work with the videos offline.
University of Edinburgh - The course was offered simultaneously with the for-credit on-campus graduate course with the open version taking up a few weeks of the term. I have an acquaintance who said this is the best MOOC she ever took.