Embedding WikiVet in the curriculum

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Examples of how WikiVet is and could be used to support teaching and learning.

RVC 2011 Integrating WikiVet into teaching and learning 13th July 2011Nottingham Nick Short, Chris Trace & Octavio Lopez Albors

Outline Overview of Site Learning vs Teaching User Experiences Nottingham Murcia Your Views.... Next Steps RVC 2011

Nick Short 2011 Collaboration Graduate Authored Undergraduate Focus IntuitiveDesign Shared Learning Resources Business Model International

Learning in the Future Self directed learning Peer review of content Anytime anywhere learning New technologies and competencies Sourcing content from other sites Social networking Needs of 2020 Graduate WikiVet.....? RVC 2011

Examples Nottingham Focus Group Murcia/RVC Dragster RVC 2011

Dragster as a WaytoReinforceSelfLearning and AssistDirectedStudy Collaboration between: University of Murcia (UMU) Royal Veterinary College (RVC) Years 2009-10 2010-11

Surveysheet Likert scale: 1 (--) to 5(++) Material UMU2009-10 85 students RVC2009-10 22 students UMU2010-11 46 students UMU2009-10 10 activities RVC2009-10 5 activities UMU2010-11 35 activities

TheDragsterquestionswere? n=22 n=46 n=85 Verymuch A lot Quite a bit A little bit Not at all

TheFeed back questionswere? Verymuch A lot Quite a bit A little bit Not at all

Workshop Task How could your own institution use online resources such as those available on WikiVet more effectively to enhance teaching and learning? RVC 2011

RVC 2011

RVC 2011

Next Steps Identify key contacts in vetschools Review content and integrate with curriculum Raise awareness amongst students and staff Contribute new content Get involved... RVC 2011

Collaboration RVC 2011

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POERUP was an EU-funded project which began in November 2011 and produced its final report in October 2014. Its purpose was to develop OER-friendly policy recommendations, based on analysis of existing OER initiatives, countries, policies and case studies. A key part of the work was collecting a wide range of OER and MOOC initiatives from countries round the world. By the end of the project POERUP had created a curated map/database of over 500 open education initiatives, both OER and MOOC. This mapping work had three important aspects: 1. The project began by creating a number of Google Map Tools consisting of ad hoc maps and charts, using Google Map Engine Pro and Google Charts. The initial aim was to gain familiarity with the mapping issues, but the end result was a simple set of procedures whereby many projects can map their results using data from a spreadsheet such as Excel or GoogleDocs, rather than from a sophisticated database. 2. The project then created a Custom Map Tool driven by the sophisticated "noSQL" database MongoDB to allow display of and search for OER initiatives, as part of a wider initiative to document and allow search for open education initiatives, including MOOCs. The core database technology and approach were chosen to be scalable to high performance as well as being open source and Linked Data-ready. The Open API it makes available facilitates future use by different groups working collaboratively on problems of collecting, mapping and analysing open education initiatives, including but not only eMundus, SharedOER, D-TRANSFORM, OER Africa and Hewlett-funded initiatives in this area. Though sophisticated, the database can be loaded from a standard spreadsheet using some simple mark-up conventions. 3. Sero created Semantic Map Tools using Semantic Maps, a module of Semantic MediaWiki, hosted on Referata to support the POERUP wiki. Semantic MediaWiki is a powerful extension of the MediaWiki software. (MediaWiki is used also for WikiEducator and Wikipedia.) The implication of this work is that a wide range of projects looking to analyse "initiatives" of a wide range of types, can now represent them on maps. It is especially easy and powerful to do this if the project makes use of Semantic MediaWiki. Since standard MediaWiki databases can be loaded into Semantic MediaWiki and spreadsheets can be used to create sets of template-driven wiki pages, this means that many of the existing wikis of educational material can rapidly benefit from this approach. Already this work is being applied to wikis of virtual schools, virtual universities and quality and benchmarking projects and agencies. The presentation concludes with some reflections on the POERUP and related work and leaves the audience with some Thoughts.

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IMPORTANT: The audio to this presentation is available at http://reganmian.net/files/Chinese%20OCW%20talk%20Houston.mp3. I'm having some problems turning it into a slidecast, but I will try again. Presentation given at OCWC/Connexions conference at Rice University, February 2009. Abstract: Since the MIT OCW program was started in 2002, the OCW movement and idea have spread to many different countries and linguistic contexts. Wonderful innovation, production and research is happening in different countries, and often published in different languages. For the OCW and OER movements to progress, it is imperative that we be able to learn from each other, and bridge these linguistic barriers. China has been one of the most aggressive adopters of the OCW idea. Not only is China Open Resources for Education (CORE) coordinating efforts to translate MIT OCW into Chinese, but the Chinese Ministry of Education has since 2003 been operating a national OCW program called China Quality OpenCourseWare (精品课程). Chinese universities submit proposals, and can receive between $7,300 and $14,600 per course that is made freely available online. By 2007, there were already over 1,100 courses available online, many of these with extensive resources, and video recordings. In addition to this large-scale production OCW, the Chinese scholarly community has also been prolific in researching and publishing about the program. The China Academic Journals database, which provides the full text of over 7,000 Chinese scholarly articles, lists 2,137 articles with the term 精品课程 (China Quality OCW), of which 421 were published in 2008. In numbers, this is roughly equivalent to all the scholarly publication that mention OCW in English and other Latin languages in total - however, the story becomes even more impressive when initial sampling shows that most of the Chinese articles listed mention OCW in their title, and have OCW as their main topic, whereas many of the English language publications are writing about broader issues, and only refer to OCW in passing. I am currently conducting a research project on this wealth of literature. Initially I will try to provide a broad grouping of the Chinese articles on OCW, provide statistics on number of articles in each group (for example: articles that describe the process of producing individual OCW courses, articles that present surveys on student usage, etc), and in what kind of journals these articles appear. My ultimate objective is not only to gain a good understanding of the state of research around the Chinese Quality OCW program, but also identify specific journal articles that provide theoretical models, methodological approaches or accounts of experiences that are very relevant and useful to the North-American research on OER and OCW. In my presentation, I will give a brief overview of the history and current state of China Quality OpenCourseWare, how it is funded, produced, and used, and also how it interacts with the Chinese translations of for example MIT OCW. I will give an overview over the “state of research”, both in terms of poignant research questions, methodologies and also relevant findings, from the Chinese context. I will also argue for a more integrated research roadmap for OCWs in North America, that actively engages with researchers and the literature from around the world.

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This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.

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This project was developed at Macquarie ICT Innovations Centre (MacICT). MacICT is located at Macquarie University, Sydney, Australia. It is a collaborative agreement between the NSW Department of Education and Training (DET) and Macquarie University, which provides the opportunity for NSW DET schools access to the use of innovative technologies in teaching and learning. MacICT’s mission statement: to develop, implement, and evaluate innovative ways of enhancing learning through the application of dynamic and emerging information and communication technologies. This projects investigates local ecosystems to identify factors affecting survival of organisms in an ecosystem. Once a shared environemnment is selected, our project teams will work together to collect the relevant data and begin monitoring their ecosystem as a joint collaborative community project

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Presentation at the Visionary Leadership for Digital Transformation Forum, 24-25 May 2017, Paris organised by UNESCO, ICDE, and D-Transform Projecthttps://www.icde.org/index.php?option=com_jevents&task=icalrepeat.detail&evid=124&Itemid=177&year=2017&month=05&day=24&title=visionary-leadership-for-digital-transformation&uid=3768a6eceb5c8ad98257f39ac0c21a2a In order to better integrate OERs and MOOCs in traditional higher education on a large scale and maybe to use MOOCs as a method to offer new training opportunities to the business world, universities need to adopt clear policies on the accreditation of MOOCs and OERs. The three models proposed for the integration of MOOCs and OERs need to be included in university policies. The lessons learned until now show that a strategic approach, involving policies and quality validation are important but that clear guidelines and support also need to be given to professors and students, for universities to be more influential in the digital world. Today's students will learn independently and digitally throughout their lives. They will therefore need to develop a robust set of Open Life Long Learning Student skills. When they graduate, they will need to be ready to identify, access, learn, analyse, apply and practice new knowledge using different media, information channels, and communication tools to enhance their skills and develop their careers. But does traditional higher education prepare them for this? Do we use models, methods and tools for learning and knowledge acquisition that will develop their skills as creative, independent, confident learners? Are they equipped for learning in a classroom-less society throughout their lives?

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The project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Dutch Ministry of OC&W in order to promote online education. Until 31.12.2016 this project will develop multipurpose online content and create flexible learning paths in Responsible Innovation (RI) for different target groups: - Our on-campus engineering students. - Professionals (engineers/designers/architects and decision makers/executives). This presentation gives an update on the progress so far.

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TU Delft, Faculty of Technology, Policy and Management

Opening Keynote Presentation on day two of the Blackboard Teaching and Learning Conference in Seoul, South Korea. 16 October 2019 #TLCAsia19 Abstract: As institutions are increasingly testing the boundaries of technology enhanced learning with emergent and exciting new online learning tools, the responsibility on HE institutions to mediate a level of rigor in this area also increases. One of the really interesting evolving trends is the prospect that institutions are not all doing this alone. And that as a higher education community there are opportunities to strategically partner with both other institutions and with vendors so that we do not all have to reinvent the same wheel over and over again. At the same time, we need to be very conscious of not prematurely throwing out the baby with the bath water and that too sudden a shift can create problems for our students that could be easily avoided. This presentation will look at a range of current practices being seen within the sector that stand as great examples of partnering around new: learning and teaching initiatives; quality practices; models of credentialing; technology mashups, and more. All of these are leading us to develop new models of practice in how we mediate our virtual learning environments (VLEs) of the future.

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Charles Darwin University

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Plattformar för e-learning har huvudsakligen varit teknologier för att organisatoriskt kunna hantera stora studentgrupper som är skilda åt i tid och rum. Detta görs fortfarande men sådan undervisning sker inte alltid enligt den traditionella hierarkiska formen, utan iscensätts även i nya undervisningsformer. Denna presentation tar utgångspunkt i James Surowieckis begrepp "the wisdom of crowds" för att diskutera formerna för aggregering av kunskap och den dynamik som uppstår i kunskapssökande grupper. Webbplattformen Math.se komer att presenteras liksom nya initiativ inom e-learning på KTH såsom KTH Virtuellt campus. Litteratur: James Surowiecki "The wisdom of crowds" http://www.randomhouse.com/features/wisdomofcrowds/ http://en.wikipedia.org/wiki/The_Wisdom_of_Crowds

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Digital education cu

Digital education cu

Digital education cu

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Digital education cu

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Embedding WikiVet in the curriculum

1. RVC 2011 Integrating WikiVet into teaching and learning 13th July 2011Nottingham Nick Short, Chris Trace & Octavio Lopez Albors

2. Outline Overview of Site Learning vs Teaching User Experiences Nottingham Murcia Your Views.... Next Steps RVC 2011

3. Nick Short 2011 Collaboration Graduate Authored Undergraduate Focus IntuitiveDesign Shared Learning Resources Business Model International

4. Learning in the Future Self directed learning Peer review of content Anytime anywhere learning New technologies and competencies Sourcing content from other sites Social networking Needs of 2020 Graduate WikiVet.....? RVC 2011

5. Examples Nottingham Focus Group Murcia/RVC Dragster RVC 2011

6. Dragster as a WaytoReinforceSelfLearning and AssistDirectedStudy Collaboration between: University of Murcia (UMU) Royal Veterinary College (RVC) Years 2009-10 2010-11

7.

8.

9.

10. Surveysheet Likert scale: 1 (--) to 5(++) Material UMU2009-10 85 students RVC2009-10 22 students UMU2010-11 46 students UMU2009-10 10 activities RVC2009-10 5 activities UMU2010-11 35 activities

11. TheDragsterquestionswere? n=22 n=46 n=85 Verymuch A lot Quite a bit A little bit Not at all

12. TheFeed back questionswere? Verymuch A lot Quite a bit A little bit Not at all

13. Workshop Task How could your own institution use online resources such as those available on WikiVet more effectively to enhance teaching and learning? RVC 2011

16. Next Steps Identify key contacts in vetschools Review content and integrate with curriculum Raise awareness amongst students and staff Contribute new content Get involved... RVC 2011

17. Collaboration RVC 2011