The Truth is Out There: Dutch Nursing realized sustainable adoption of OERRobert Schuwer
油
The document discusses a national project in the Netherlands aimed at promoting the sharing of 1,900 open educational resources (OER) among nursing professionals across 17 universities, with over 200,000 nurses involved. It outlines the project's goals, methodology, and key findings from an analysis of factors influencing OER adoption, including management support and the importance of engaging early adopters. The document concludes with lessons learned and recommendations for future projects, emphasizing quality improvement and community sustainability.
The Role of Brokers in Cultivating an Inter-Institutional Community around Op...Robert Schuwer
油
The study investigates the role of brokers in fostering an inter-institutional community around open educational resources (OER) in higher education. It explores brokers' actions, the conflicts they face, and the overall impact on inter-institutional collaboration. Findings suggest that while brokers are crucial for community development, their role is complicated by conflicts and lack of support from management.
Everything You Always Wanted To Know About OERRobert Schuwer
油
This document provides an overview of Open Educational Resources (OER). It defines OER as learning materials that can be freely accessed, reused, revised and redistributed. The document discusses the history of OER and policies around OER. It also covers practices for adopting OER and providing examples of OER cases. Throughout, it addresses common questions around OER, such as what rights users have, different license types, and barriers to sharing and reuse.
1) The document discusses research on optimizing the use of open educational resources (OER) by teachers. It outlines motivators and barriers for teachers in adopting OER.
2) Quality is identified as a key factor, and a quality model is proposed with criteria for OER content and design.
3) Two scenarios for OER use are described: a reading list and instruction model with more student agency. Support needs for teachers and students are noted.
Framework for categorizing digital learning materialsRobert Schuwer
油
The document presents a framework for categorizing digital learning resources in higher education, particularly focusing on open educational resources (OER). It distinguishes various types of resources based on accessibility and adaptation rights, which aids in institutional policy formulation. The framework is an extension of an earlier model by David Wiley and serves to clarify the relationships among different educational materials.
A process model of using digital (open) learning materials in teaching and le...Robert Schuwer
油
The document presents a process model for using digital open learning materials in teaching and learning. The model includes context, learning outcomes, teaching/learning activities, assessment, constructive alignment, infrastructure, learning materials, and principles. It describes two scenarios - a reading list and instruction - and the support needed for teachers and students in each activity. The model aims to better determine the support and professionalization required when working with open educational resources.
Dutch acceleration plan, the butterfly effect 2.0Robert Schuwer
油
The Dutch Acceleration Plan aims to have teachers and students easily determine and use their optimal mix of learning materials by 2023. In 2020, working groups supported change, stimulated reuse of open educational resources, and professionalized working with OER. A vision was developed for making optimal use of digital learning materials by 2025, with 11 focus areas and 8 vision statements. Five building blocks were proposed to realize the vision from 2020-2025, including developing nationwide infrastructure for teachers to find, create, edit, and share various forms of open and closed content. Suggestions are sought to improve the vision and ideas for the infrastructure.
This document discusses micro-credentialing and open badges. It explains that micro-credentials can recognize individual student achievements and help make unique learning pathways visible on certificates. Badges endorsed by third parties can provide recognition of skills, and institutions can further recognize badges by awarding credits. The document uses an example of a student earning an open badge from an online course who wants their university to recognize it for credit. Key questions are discussed around how institutions can determine the value of badges from unknown third parties and design an organizational "badge structure" to recognize informal learning through micro-credentials and open badges.
The document presents research on the practices of reuse of educational resources among teachers at Fontys School of ICT and the Nursing program. It reveals significant differences in the types and frequency of reused learning materials between the two programs, with ICT teachers exhibiting more reuse of third-party materials. Future plans include a national survey on OER reuse and the potential creation of an OER reuse hub.
The butterfly effect: how connecting digital learning materials to the constr...Robert Schuwer
油
This document outlines an innovation plan between Dutch higher education institutions to accelerate innovation in three shared ambitions: better job market connection, more flexible education, and smarter technology use. It focuses on developing digital and open learning materials. The plan runs from 2019-2023 and is funded with 3.8M annually. Regarding learning materials, the ambition is that by 2023 teachers and students can easily determine and use an optimal mix of materials. Actions include insight into optimal mixes, support models, a shared infrastructure, and greater open material sharing awareness. Results so far include studies on 2035 materials roles and current practices, as well as requirements for a sharing platform and an open pedagogy guide.
Accelerating Educational Innovation of Dutch HE with ICTRobert Schuwer
油
This document summarizes an innovation plan by the Association of Universities in the Netherlands to accelerate educational innovation using information and communication technology (ICT) in Dutch higher education from 2019 to 2023. The plan establishes eight zones focused on making education more flexible and connected to the job market, and using technology to improve learning. Each zone has a team that will collaborate across institutions on shared goals and receive 1.6 million in annual funding. One zone focuses on developing open digital learning materials, with goals of ensuring affordability, accessibility, and reuse of high-quality materials by 2023. Activities for 2019 include assessing how instructors and learners select learning materials, cataloging existing material repositories, creating a search engine, and sharing
Prepare TVET teachers for the digital futureRobert Schuwer
油
This document discusses preparing TVET teachers for the digital future. It outlines several global trends including globalization, the rise of megacities, and new technologies that are influencing education. The document examines how ready teachers are to teach in the digital future and what skills they need, including technical skills to use new technologies, pedagogical skills to teach with and about new technologies, and strategic and organizational skills. It concludes that teachers must be aware of opportunities and challenges of new technologies to effectively prepare students.
This document summarizes key findings from a study on open educational resources (OER) for technical and vocational education and training (TVET) commissioned by UNESCO-UNEVOC. The study found that while OER have high relevance for TVET based on international declarations, there is surprisingly little research published on OER for TVET. Through a literature review and additional searches, the study only found a small number of publications discussing OER for TVET. This suggests that OER for TVET is an under-researched area that warrants further discussion and study.
Open Educational Resources in Technical and Vocational Education and Training...Robert Schuwer
油
The document discusses a study on the landscape of open educational resources (OER) in technical and vocational education and training (TVET), commissioned by UNESCO-UNEVOC. It reveals a lack of substantial research and uneven project development in OER for TVET, with many experts recognizing the potential benefits yet facing significant barriers to adoption. The findings underline the importance of broader access to resources and the need for an integrated approach to incorporate OER into educational ecosystems.
This document discusses experiences with evaluating open educational resources (OER) in the Netherlands. It describes Wikiwijs, a national OER platform launched in 2009 to develop and share OER. Wikiwijs now hosts over 1.6 million OER building blocks and 48,000 lessons. The document then discusses using quality marks assigned by peer review or organizations to help teachers identify high-quality OER. It notes that teachers find quality marks more reliable than ratings, and that transparency is important to build trust. Finally, it shares that teachers report the presence of a quality mark is more important than which specific mark is used.
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
油
The study on open educational resources (OER) in technical and vocational education and training (TVET) identifies significant gaps in awareness and adoption across various countries and highlights the potential of OER to enhance access, quality, and efficiency in education. Key challenges include inadequate ICT skills among educators and the need for effective capacity-building programs, while recommendations suggest embedding OER initiatives within broader educational policies and frameworks. The research underscores the importance of collaboration among stakeholders to foster an ecosystem that supports the integration of OER into TVET.
Dutch acceleration plan, the butterfly effect 2.0Robert Schuwer
油
The Dutch Acceleration Plan aims to have teachers and students easily determine and use their optimal mix of learning materials by 2023. In 2020, working groups supported change, stimulated reuse of open educational resources, and professionalized working with OER. A vision was developed for making optimal use of digital learning materials by 2025, with 11 focus areas and 8 vision statements. Five building blocks were proposed to realize the vision from 2020-2025, including developing nationwide infrastructure for teachers to find, create, edit, and share various forms of open and closed content. Suggestions are sought to improve the vision and ideas for the infrastructure.
This document discusses micro-credentialing and open badges. It explains that micro-credentials can recognize individual student achievements and help make unique learning pathways visible on certificates. Badges endorsed by third parties can provide recognition of skills, and institutions can further recognize badges by awarding credits. The document uses an example of a student earning an open badge from an online course who wants their university to recognize it for credit. Key questions are discussed around how institutions can determine the value of badges from unknown third parties and design an organizational "badge structure" to recognize informal learning through micro-credentials and open badges.
The document presents research on the practices of reuse of educational resources among teachers at Fontys School of ICT and the Nursing program. It reveals significant differences in the types and frequency of reused learning materials between the two programs, with ICT teachers exhibiting more reuse of third-party materials. Future plans include a national survey on OER reuse and the potential creation of an OER reuse hub.
The butterfly effect: how connecting digital learning materials to the constr...Robert Schuwer
油
This document outlines an innovation plan between Dutch higher education institutions to accelerate innovation in three shared ambitions: better job market connection, more flexible education, and smarter technology use. It focuses on developing digital and open learning materials. The plan runs from 2019-2023 and is funded with 3.8M annually. Regarding learning materials, the ambition is that by 2023 teachers and students can easily determine and use an optimal mix of materials. Actions include insight into optimal mixes, support models, a shared infrastructure, and greater open material sharing awareness. Results so far include studies on 2035 materials roles and current practices, as well as requirements for a sharing platform and an open pedagogy guide.
Accelerating Educational Innovation of Dutch HE with ICTRobert Schuwer
油
This document summarizes an innovation plan by the Association of Universities in the Netherlands to accelerate educational innovation using information and communication technology (ICT) in Dutch higher education from 2019 to 2023. The plan establishes eight zones focused on making education more flexible and connected to the job market, and using technology to improve learning. Each zone has a team that will collaborate across institutions on shared goals and receive 1.6 million in annual funding. One zone focuses on developing open digital learning materials, with goals of ensuring affordability, accessibility, and reuse of high-quality materials by 2023. Activities for 2019 include assessing how instructors and learners select learning materials, cataloging existing material repositories, creating a search engine, and sharing
Prepare TVET teachers for the digital futureRobert Schuwer
油
This document discusses preparing TVET teachers for the digital future. It outlines several global trends including globalization, the rise of megacities, and new technologies that are influencing education. The document examines how ready teachers are to teach in the digital future and what skills they need, including technical skills to use new technologies, pedagogical skills to teach with and about new technologies, and strategic and organizational skills. It concludes that teachers must be aware of opportunities and challenges of new technologies to effectively prepare students.
This document summarizes key findings from a study on open educational resources (OER) for technical and vocational education and training (TVET) commissioned by UNESCO-UNEVOC. The study found that while OER have high relevance for TVET based on international declarations, there is surprisingly little research published on OER for TVET. Through a literature review and additional searches, the study only found a small number of publications discussing OER for TVET. This suggests that OER for TVET is an under-researched area that warrants further discussion and study.
Open Educational Resources in Technical and Vocational Education and Training...Robert Schuwer
油
The document discusses a study on the landscape of open educational resources (OER) in technical and vocational education and training (TVET), commissioned by UNESCO-UNEVOC. It reveals a lack of substantial research and uneven project development in OER for TVET, with many experts recognizing the potential benefits yet facing significant barriers to adoption. The findings underline the importance of broader access to resources and the need for an integrated approach to incorporate OER into educational ecosystems.
This document discusses experiences with evaluating open educational resources (OER) in the Netherlands. It describes Wikiwijs, a national OER platform launched in 2009 to develop and share OER. Wikiwijs now hosts over 1.6 million OER building blocks and 48,000 lessons. The document then discusses using quality marks assigned by peer review or organizations to help teachers identify high-quality OER. It notes that teachers find quality marks more reliable than ratings, and that transparency is important to build trust. Finally, it shares that teachers report the presence of a quality mark is more important than which specific mark is used.
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
油
The study on open educational resources (OER) in technical and vocational education and training (TVET) identifies significant gaps in awareness and adoption across various countries and highlights the potential of OER to enhance access, quality, and efficiency in education. Key challenges include inadequate ICT skills among educators and the need for effective capacity-building programs, while recommendations suggest embedding OER initiatives within broader educational policies and frameworks. The research underscores the importance of collaboration among stakeholders to foster an ecosystem that supports the integration of OER into TVET.
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14. digitale leermaterialen
14
Wat pakken we op als zone in 2021-2022?
Doorontwikkeling technische infrastructuur
Ondersteuning organisatie infrastructuur
Ondersteuning kwartiermaker (aangesteld vanuit Koerszone)