Slides for a talk on "Open Educational Practices (OEP): What They Mean For Me and How I Use Them" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton for a webinar organised by Salford University from 09.30-10.30 on Thursday 5 December 2013.
See http://ukwebfocus.wordpress.com/events/webinar-on-open-educational-practices/
Using the Social Web to Maximise Access to your Resources
Slides for workshop session A2 at UKOLN's IWMW 2009 on "Using the Social Web to Maximise Access to your Resources".
See http://iwmw.ukoln.ac.uk/iwmw2009/sessions/kelly/
Slides for a workshop on Managing Your Research Profile given by Brian Kelly, UKOLN at the University of Edinburgh on 20 June 2013.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sgs-dtc-edinburgh-2013-06/
- The document is a slide presentation from the Institutional Web Management Workshop 2010 that provides an overview and history of the event as well as discussion of current challenges and the future.
- It discusses how the IWMW event has been held annually since 1997 to provide a forum for UK higher education institutions to discuss web management best practices and innovations.
- Recent budget cuts and changing priorities threaten the sustainability of the event, raising questions around reducing its length, making it virtual, or allowing commercial alternatives. The role of professional networks and adapting to change are emphasized.
Slides for a paper by Brian Kelly, UKOLN presented at the W4A 2007 conference in Banff, Canada in May 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2007/
This document provides a summary of a blog post from 2009 discussing technology trends and forecasting the future. It begins by describing the optimistic views of technologies at the time, like videoconferencing and Twitter. However, it notes critics who argue this is "technological determinism" that promises more than technologies deliver.
The blog post then discusses an approach the author took - forecasting technologies backwards in time to give plausible reasons for their demise. For example, it suggests Twitter would not scale and become "clogged", seen as similar to email spam, and be replaced by meeting in real pubs with real friends. For videoconferencing, it speculates research may find people prefer face-to-face meetings and
Mobile Technologies: Why Library Staff Should be Interested
The document discusses how library staff should be interested in mobile technologies. It provides examples of how the speaker uses their mobile device for professional purposes like consuming content on RSS feeds and social media, enhancing productivity with apps, and developing networks. The speaker argues mobile devices provide opportunities to support teaching, learning and research in libraries, and that libraries need to support information and new media literacy in this changing environment.
Slides for paper on "One World, One Web ... But Great Diversity" given by Brian Kelly, UKOLN at the W4A 2008 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2008/
C2: Digital Badges: Future Technologies and Their Applications
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
Metrics for Understanding Personal and Institutional Use of the Social Web
Slides for a talk on "Evidence, Impact, Value: Metrics for Understanding Personal and Institutional Use of the Social Web" given by Brian Kelly, UKOLN at the Digital Impacts: How to Measure and Understand the Usage and Impact of Digital Content held at the University of Oxford on 20 May 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/digital-impacts-2011/
Slides for a talk on "What Can We Learn From Amplified Events?" given by Brian Kelly, UKOLN at the University of Girona on 2 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/seminars/girona-2010/
This document describes the qualifications and experience of Brian Kelly for a Community Engagement Manager position at an organization focused on open data. It outlines Brian's technical skills and experience with open data, social media management of organizational accounts, strong written and oral communication abilities, experience defining metrics and strategies for community engagement, and proven ability to work with diverse professionals and create impact. Brian has over 15 years of experience advocating for open practices through numerous conference talks, published papers, openly licensed resources, and events promoting openness in areas like education and cultural heritage.
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
What Does Openness Mean To The Openness Museum Community
Slides used in a professional forum on "What Does Openness Mean To The Museum Community" given at the Museums and Web 2008 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/mw-2008/openness-forum/
Slides for talk on "Organisational Use of Twitter" given by Brian Kelly, UKOLN at a workshop on "Engagement, Impact, Value" on 24 May 2010.
See http://www.ukoln.ac.uk/web-focus/events/workshops/engagement-impact-value-201005/
"Pimp Up Your Stuff!": How To Exploit The Social Web
Using social web services like blogs, wikis, social networks and video sharing sites can help maximize access to an organization's resources, ideas and brand. These services allow engagement with potential audiences and monitoring how the organization is discussed online. An example is given of the Brooklyn Museum which uses services like blogs, Facebook, Flickr and YouTube very effectively. It is concluded that ignoring the potential of social media risks losing out to peers, and using these services can support an organization's mission.
Slides for a talk on "Engagement, Impact, Value: Introduction " given by Brian Kelly, UKOLN in Manchester on 24 May 2010.
See http://www.ukoln.ac.uk/web-focus/events/workshops/engagement-impact-value-201005/
Open educational resources (OER) and open educational practices (OEP) have evolved over time. Originally focused on making resources openly available (Phase 1), there is now a push to support users in implementing OER through practices (Phase 2) to improve quality and learning. OEP moves beyond access by promoting open learning architectures, external validation, and changes to educational culture. Proper governance structures and guidelines can help institutions progress along the trajectory towards more established and embedded OEP.
The document discusses the need to move beyond initial advocacy and experimentation with Web 2.0 technologies, and to address challenges of sustainability, deployment strategies, and education. It notes that early adopters may lose interest over time, and services and platforms can fail if not properly supported and maintained. The author argues for a more serious approach that acknowledges limitations and barriers to wider adoption, and ensures technologies are embedded and sustainable in the long run.
Pre-recorded Slidecast of a rehearsal of a talk on "Linking Feral Event Data: IWMW 2009 Case Study" given at the DC09 conference in Seoul, South Korea on 14 October 2009.
See http://www.ukoln.ac.uk/web-focus/events/online/dc09/
Talk on "Web Futures: Implications For HE" given at Kings College London on 27 January 2006.
See http://www.ukoln.ac.uk/web-focus/events/seminars/kcl-2006-01/
Showcasing: Open Educational Practices’ Models Using Open Educational Resources
This document summarizes models for using open educational resources (OER) and open educational practices (OEP) in teaching. It discusses traditional instructivist models and argues for new pedagogical models using OER and OEP to develop skills needed for the new economy, including collaboration, innovation, and initiative. Examples are provided of courses that use topic projects, Wix websites, YouTube videos, and student-created content to implement OEP models with OER. The conclusion is that authentic learning through OEP and OER better prepares students for the new economy.
Managing New Technologies: The Challenge Of Web 2.0
Slides for a workshop session on \"Managing New Technologies: The Challenge Of Web 2.0\" given at the Umbrella 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/umbrella-2007/
Open educational practices and resources in the Global South: Recommendations...
Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
Open learning in higher education an institutional approach
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
This document discusses developing a flexible collaborative learning framework for open cross-institutional academic development courses at the postgraduate level. It outlines the author's revised research questions which aim to explore open collaborative learning and develop a collaborative design framework for open online cross-institutional courses. The document also summarizes the author's research design involving two case studies and data collection methods.
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the ILI 2013 conference in London on Tuesday 15 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-plenary-talk/
Social Media: For Ourselves and For Our Customerslisbk
Slides for a talk on "Social Media: For Ourselves and For Our Customers" given by Brian Kelly, UKOLN at the UCISA Support Services Conference held in Crewe on 10-12 July 20-12.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-support-service-2012/
Slides for a talk on "Embedding & Sustaining University 2.0 " given be Brian Kelly, UKOLN at the University 2.0 conference in Santander on 8 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/conferences/uimp-2010/
Using the Social Web to Maximise Access to your Resourceslisbk
Slides for workshop session A2 at UKOLN's IWMW 2009 on "Using the Social Web to Maximise Access to your Resources".
See http://iwmw.ukoln.ac.uk/iwmw2009/sessions/kelly/
Slides for a workshop on Managing Your Research Profile given by Brian Kelly, UKOLN at the University of Edinburgh on 20 June 2013.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sgs-dtc-edinburgh-2013-06/
- The document is a slide presentation from the Institutional Web Management Workshop 2010 that provides an overview and history of the event as well as discussion of current challenges and the future.
- It discusses how the IWMW event has been held annually since 1997 to provide a forum for UK higher education institutions to discuss web management best practices and innovations.
- Recent budget cuts and changing priorities threaten the sustainability of the event, raising questions around reducing its length, making it virtual, or allowing commercial alternatives. The role of professional networks and adapting to change are emphasized.
Accessibility 2.0: People, Policies and Processeslisbk
Slides for a paper by Brian Kelly, UKOLN presented at the W4A 2007 conference in Banff, Canada in May 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2007/
This document provides a summary of a blog post from 2009 discussing technology trends and forecasting the future. It begins by describing the optimistic views of technologies at the time, like videoconferencing and Twitter. However, it notes critics who argue this is "technological determinism" that promises more than technologies deliver.
The blog post then discusses an approach the author took - forecasting technologies backwards in time to give plausible reasons for their demise. For example, it suggests Twitter would not scale and become "clogged", seen as similar to email spam, and be replaced by meeting in real pubs with real friends. For videoconferencing, it speculates research may find people prefer face-to-face meetings and
Mobile Technologies: Why Library Staff Should be Interestedlisbk
The document discusses how library staff should be interested in mobile technologies. It provides examples of how the speaker uses their mobile device for professional purposes like consuming content on RSS feeds and social media, enhancing productivity with apps, and developing networks. The speaker argues mobile devices provide opportunities to support teaching, learning and research in libraries, and that libraries need to support information and new media literacy in this changing environment.
Slides for paper on "One World, One Web ... But Great Diversity" given by Brian Kelly, UKOLN at the W4A 2008 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2008/
C2: Digital Badges: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
Metrics for Understanding Personal and Institutional Use of the Social Weblisbk
Slides for a talk on "Evidence, Impact, Value: Metrics for Understanding Personal and Institutional Use of the Social Web" given by Brian Kelly, UKOLN at the Digital Impacts: How to Measure and Understand the Usage and Impact of Digital Content held at the University of Oxford on 20 May 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/digital-impacts-2011/
Slides for a talk on "What Can We Learn From Amplified Events?" given by Brian Kelly, UKOLN at the University of Girona on 2 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/seminars/girona-2010/
This document describes the qualifications and experience of Brian Kelly for a Community Engagement Manager position at an organization focused on open data. It outlines Brian's technical skills and experience with open data, social media management of organizational accounts, strong written and oral communication abilities, experience defining metrics and strategies for community engagement, and proven ability to work with diverse professionals and create impact. Brian has over 15 years of experience advocating for open practices through numerous conference talks, published papers, openly licensed resources, and events promoting openness in areas like education and cultural heritage.
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
What Does Openness Mean To The Openness Museum Communitylisbk
Slides used in a professional forum on "What Does Openness Mean To The Museum Community" given at the Museums and Web 2008 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/mw-2008/openness-forum/
Slides for talk on "Organisational Use of Twitter" given by Brian Kelly, UKOLN at a workshop on "Engagement, Impact, Value" on 24 May 2010.
See http://www.ukoln.ac.uk/web-focus/events/workshops/engagement-impact-value-201005/
"Pimp Up Your Stuff!": How To Exploit The Social Weblisbk
Using social web services like blogs, wikis, social networks and video sharing sites can help maximize access to an organization's resources, ideas and brand. These services allow engagement with potential audiences and monitoring how the organization is discussed online. An example is given of the Brooklyn Museum which uses services like blogs, Facebook, Flickr and YouTube very effectively. It is concluded that ignoring the potential of social media risks losing out to peers, and using these services can support an organization's mission.
Slides for a talk on "Engagement, Impact, Value: Introduction " given by Brian Kelly, UKOLN in Manchester on 24 May 2010.
See http://www.ukoln.ac.uk/web-focus/events/workshops/engagement-impact-value-201005/
Open educational resources (OER) and open educational practices (OEP) have evolved over time. Originally focused on making resources openly available (Phase 1), there is now a push to support users in implementing OER through practices (Phase 2) to improve quality and learning. OEP moves beyond access by promoting open learning architectures, external validation, and changes to educational culture. Proper governance structures and guidelines can help institutions progress along the trajectory towards more established and embedded OEP.
The document discusses the need to move beyond initial advocacy and experimentation with Web 2.0 technologies, and to address challenges of sustainability, deployment strategies, and education. It notes that early adopters may lose interest over time, and services and platforms can fail if not properly supported and maintained. The author argues for a more serious approach that acknowledges limitations and barriers to wider adoption, and ensures technologies are embedded and sustainable in the long run.
Linking Feral Event Data: IWMW 2009 Case Studylisbk
Pre-recorded Slidecast of a rehearsal of a talk on "Linking Feral Event Data: IWMW 2009 Case Study" given at the DC09 conference in Seoul, South Korea on 14 October 2009.
See http://www.ukoln.ac.uk/web-focus/events/online/dc09/
Talk on "Web Futures: Implications For HE" given at Kings College London on 27 January 2006.
See http://www.ukoln.ac.uk/web-focus/events/seminars/kcl-2006-01/
This document summarizes models for using open educational resources (OER) and open educational practices (OEP) in teaching. It discusses traditional instructivist models and argues for new pedagogical models using OER and OEP to develop skills needed for the new economy, including collaboration, innovation, and initiative. Examples are provided of courses that use topic projects, Wix websites, YouTube videos, and student-created content to implement OEP models with OER. The conclusion is that authentic learning through OEP and OER better prepares students for the new economy.
Managing New Technologies: The Challenge Of Web 2.0lisbk
Slides for a workshop session on \"Managing New Technologies: The Challenge Of Web 2.0\" given at the Umbrella 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/umbrella-2007/
Open educational practices and resources in the Global South: Recommendations...ROER4D
Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
This document discusses developing a flexible collaborative learning framework for open cross-institutional academic development courses at the postgraduate level. It outlines the author's revised research questions which aim to explore open collaborative learning and develop a collaborative design framework for open online cross-institutional courses. The document also summarizes the author's research design involving two case studies and data collection methods.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
2014 oct7 cemca-hyd-session-1-introduction to OERsRamesh C. Sharma
The document discusses the history and development of open educational resources (OER). It notes that while the term OER was coined in 2002, initiatives sharing openly licensed educational content began earlier, including MIT's OpenCourseWare project launched in 2001. Key developments included the introduction of the term "learning object" in 1994, the coining of "open content" in 1998, and the founding of Creative Commons in 2001 to provide improved open licenses.
Introduction to Open Educational Resources (OER)Monica Sharma
The document discusses the history and development of open educational resources (OER). It describes how the concept of OER emerged from earlier open movements like open source software and open access. Key events and organizations that advanced OER include the introduction of learning objects in 1994, MIT's OpenCourseWare project launching in 2001, and the first Global OER Forum held by UNESCO in 2002 where the term OER was adopted. The document provides definitions of OER, examples of OER types, and discusses strategies for finding, creating, licensing, and sharing OER.
Introduction to Open Educational Resources (OER)CEMCA
The document discusses the history and development of open educational resources (OER). It describes how the concept of OER emerged from earlier open movements like open source software and open access. Key events and organizations that advanced OER include the introduction of learning objects in 1994, MIT's OpenCourseWare project launching in 2001, and the first Global OER Forum held by UNESCO in 2002 where the term OER was adopted. The document provides definitions of OER, outlines the 5R framework for open licensing, and discusses strategies for finding, creating, sharing, and collaborating around OER.
Invited talk given to faculty and staff at Kwantlen Polytechnic University 2-Apr-2013. Explores the many ways Creative Commons and open are impacting higher education with a particular focus on OER, Open Textbooks, Open Access and MOOC's.
This document discusses the concept of openness in education, focusing on four facets: open design, open delivery, open evaluation, and open research. It explores what adopting a more open approach could mean for each facet, such as making the entire design process open and transparent or capitalizing on open access research. The document also examines principles of openness like sharing ideas and designs to foster dialogue. Adopting more open practices may lead to benefits like better sharing of teaching practices and a more research-led, evidence-based approach. The concept of openness is difficult to define but generally refers to accessibility, participation, and availability of educational resources and practices.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
The document provides an overview of open educational resources (OER). It discusses the history of OER, including early initiatives like Project Gutenberg and MIT OpenCourseWare. It defines OER according to organizations like UNESCO and the William and Flora Hewlett Foundation. The document outlines the principles of OER, including being freely available, adaptable, and openly licensed. It discusses advantages like lower costs, improved access, and customization possibilities. Potential weaknesses include issues with quality control, sustainability, and reliance on internet access.
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
How can open educational practices and openly licensed courses support transi...OEPScotland
Open educational resources (OER) and open educational practices (OEP) can support student transitions in three key ways:
1. They acknowledge students' prior digital experiences and develop their digital literacy skills, which are increasingly incorporating open resources.
2. They allow for new pedagogical models that shift boundaries between institutions and blur formal/informal learning.
3. When coupled with new authoring tools, OER have potential to disrupt traditional curriculum design and bring more contextualized, collaborative courses within practitioners' reach.
Latest developments in open source educational materials including open textbooks. Special talk given to Douglas College Faculty of Science and Technology at their 2012 Christmas Luncheon.
Similar to Open Educational Practices (OEP): What They Mean For Me and How I Use Them (20)
This document provides an introduction to cloud storage and summarizes a presentation on the topic. It discusses the history of storage systems and how cloud storage works. Popular cloud storage services like Google Drive, Dropbox, and iCloud are examined. The document outlines some risks of cloud storage like security and privacy issues. It also provides a framework for selecting cloud services and questions to consider regarding purposes, benefits, costs and risks.
This document provides the agenda and brief technical tips for Wyld Morris Zoom Meeting No. 7, which is a new members evening that will include welcoming new potential members, learning about morris dancing from the squire, understanding the basic moves, and perspectives from a new dancer on why they enjoy morris dancing. The technical tips explain how to switch between speaker and gallery view and how to pin a video to focus on one participant.
The document provides information about an online meeting of the Wyld Morris group who enjoy morris dancing and singing. It outlines that the group will continue enjoying their interests during lockdown, support each other, and be even better when they next meet in person. The meeting agenda includes introductions, warm-ups, demonstrations, group dancing and music, an open discussion, and tips for using Zoom including muting audio when not speaking and only having one musician unmuted at a time. Links to online dance instruction videos and resources are also provided.
Predicting and Preparing For Emerging Learning Technologieslisbk
The document summarizes Brian Kelly's presentation on predicting and preparing for emerging learning technologies. It discusses identifying technology trends, drivers, and challenges through the Delphi process used by the NMC Horizon Report. It also provides tools and methods for institutions to plan for future technologies, including scenario planning, acknowledging risks, and engaging with challenges. The presentation aims to help attendees understand limitations of future forecasting and apply similar methodologies to plan locally.
Web Preservation, or Managing your Organisation’s Online Presence After the O...lisbk
Slides for talk on "Web Preservation, or Managing your Organisation’s Online Presence After the Organisation Ceases to Exist" given by Brian Kelly, UK Web Focus at the IRMS 2016 conference in Brighton on 17 May 2016.
See http://ukwebfocus.com/events/irms-2016-web-preservation
This document provides a summary and conclusions from a workshop on "Preparing for the Future: Technological Challenges and Beyond". It recaps the workshop which explored tools for thinking differently about the future, used a Delphi process to gather expert opinions, and developed an action brief planning template. It notes limitations in approaches and the importance of acknowledging risks while also learning from past examples. Contact details and additional resources are provided for those interested in further information.
This document discusses making a case to senior management for funding to explore innovative technologies. It provides guidance on identifying implications, risks, and risk management strategies for new technologies. It also presents an action brief statement template to convince management of a technology's potential benefits. The document concludes with an exercise where attendees in groups prepare a short presentation making a case for funding to investigate one technology.
This document discusses scenario planning as a strategic planning method. It describes the scenario planning process, which involves defining assumptions and drivers of change, developing initial scenarios, and identifying issues. The document then provides examples of scenarios for the library sector, including the effects of UK withdrawal from the EU or greater power for the European Court. Small groups are asked to develop scenarios focusing on alternative discovery sources, changed librarian roles, or other topics. Finally, the document summarizes scenarios developed in a previous workshop on commercialization of libraries, devolved ownership of services, universal skills, and niche librarians.
Slides "D1: The NMC Methodology" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
For further information see
http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
Slides "C1: Future Technology Detecting Tools & Techniques" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
See http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
This document discusses exploring emerging technologies. It provides information on discovering new technologies through peers, publications, experts, and online sources. The document outlines the ILI 2015 conference program and highlights some topics that may be relevant or surprising. It also describes the NMC Horizon Report, which is produced by an international community of experts and identifies important emerging technologies for libraries through a refined expert panel process. The conclusion emphasizes the importance of exploring emerging technologies through various approaches, but also understanding the wider context for implications and planning.
Preparing for the Future: Technological Challenges and Beyond A1 Introductionlisbk
Slides "A1 Introduction" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015.
For further information seehttp://ukwebfocus.com/events/ili-2015-preparing-for-the-future
Developing an Ethical Approach to Using Wikipedia as the Front Matter to all ...lisbk
Slides for a talk on "Developing an Ethical Approach to Using Wikipedia as the Front Matter to all Research" given by Brian Kelly, UK Web Focus Ltd. at the Wikipedia Science 2015 conference at The Wellcome Trust, London on 3 September 2015.
See http://ukwebfocus.com/events/an-ethical-approach-to-using-wikipedia-as-the-front-matter-to-research/
Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
This document provides information about the IWMW 2015 conference taking place from July 27-29 at Edge Hill University in Ormskirk. The conference theme is "Beyond Digital: Transforming the Institution" and will feature talks, workshops and master classes on digital transformation in higher education. Over the three days, participants can learn new skills, engage with peers, and identify new approaches for their institutions. Social events include a conference dinner and opportunities to explore Ormskirk and meet up in local bars and restaurants.
BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and ...lisbk
Slides for a workshop session on "BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and Practices" facilitated by Brian Kelly at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27 July 2015.
See http://iwmw.org/iwmw2015/talks/systematic-approaches-to-documenting-web-accessibility-policies-and-practices/
Preparing Our Users For Digital Life Beyond the Institutionlisbk
Sides for a talk on "Digital Life Beyond the Institution" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at a seminar for the iSchool, University of Northumbria on 11 February 2015.
See https://ukwebfocus.wordpress.com/events/digital-life-beyond-the-institution/
Why and how librarians should engage with Wikipedialisbk
Slides for a talk on "Why and How Librarians Should Engage With Wikipedia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the CILIPS Autumn Gathering 2014 event in Edinburgh on 30 October 2014.
See http://ukwebfocus.wordpress.com/events/why-and-how-librarians-should-engage-with-wikipedia/
Slides for a talk on "Working with Wikimedia Serbia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the Eduwiki 2014 conference in Edinburgh on Friday 31 October 2013.
See https://ukwebfocus.wordpress.com/events/eduwiki-2014/
Major Technology Trends that will Impact Library Services?lisbk
Slides for talk on "What are the Major Technology Trends that will Impact Library Services and their Users?" to be given by Brian Kelly, Innovation Advocate, Cetis at the ILI 2014 conference in London on 21-22 October 2014.
See http://ukwebfocus.wordpress.com/events/ili-2014/
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
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.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
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.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
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.
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
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.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Open Educational Practices (OEP): What They Mean For Me and How I Use Them
1. Open Educational Practices (OEP):
What They Mean For Me and
How I Use Them
Brian Kelly
Contact Details
Innovation Advocate
Cetis
University of Bolton
Bolton, UK
Email: ukwebfocus@gmail.com
Twitter: @briankelly
Cetis Web site: http://www.cetis.ac.uk/
Blog: http://ukwebfocus.wordpress.com/
Slides and further information available at
http://ukwebfocus.wordpress.com/events/webinar-on-open-educationalpractices/
1
2. Abstract
We have seen a growing interest across a spectrum of
openness, covering definitions of the technical infrastructure (open
standards), licences for the technical implementation of products & services
(open source software), licences which permit reuse of content (Creative
Commons), content with minimal barriers to reuse (open access
papers, OERs, open data) & encouragement for wider engagement in
activities (open science / citizen science). These are complemented by a
culture of openness for those involved in a variety of professional
activities, including open notebook approaches taken by scientific
researchers, open educational practices taken by those involved in supporting
teaching & learning & the generic open practices embraced by those in a
range of disciplines who feel that such approaches can enhance the
quality of their activities.
Brian Kelly has embraced open practices to support his work in advising
the UK's higher and further education sector on best practices for exploiting
the potential of the Web, as well as helping to ensure that the ideas described
in his research papers are exposed to a wide audience
In this webinar Brian summarises the benefits he feels he has gained from
open practices & how such approaches can be applied in a teaching &
learning context. However he acknowledges there may be associated risks.
Brian provides a risks and opportunities framework which may help in
2
3. About Me: My Past
Brian Kelly:
• Was UK Web Focus at UKOLN from 1997 – July 2013
• Embraced open practices to support work in helping UK
HE/FE sector to exploit potential of Web
• Approaches included use of:
UK Web Focus blog as an open notebook
Twitter for engagement and dissemination
Facebook for syndication of blog posts to new
audiences
Slideshare for enhancing access to my slides and
enabling them to be embedding in blogs posts and on
Web sites
Amplified events for extending the reach of ideas and
discussions at events
…
3
4. Characteristics of the
UK Web Focus blog:
• Open notebook
• Can provide
„flipped talks‟
• Channel to support
the amplification of
events
Also provides links to
• Repositories of
open access
publications
• Range of personal
professional online
services
4
5. About Me: My Present
Brian Kelly:
• Now Innovation Advocate at Cetis, University of Bolton
since October 2013
• Remit to promote innovative technologies and
practices
Work will include:
• Continued used of Open Educational Practices (OEP)
• Promotion of Open Educational Practices
• Evidence-gathering of benefits of OEP
• Acknowledgement of possible risks in use of OEP
• Development of a framework to support take-up of
OEP
5
7. Moral Definitions of Openness
See Beyond Property Rights: Thinking About Moral Definitions of Openness, David Eaves, 6 Aug 2013
7
8. Moral Definitions of Openness
How long should patents be given for
life-saving medicines that cost more than
many make in a year? Should Indian
universities spend millions on academic
journals and articles?
See Beyond Property Rights: Thinking About Moral Definitions of Openness, David Eaves, 6 Aug 2013
8
9. The Numbers Behind #ICanHazPDF
The #icanhazpdf hastag:
• Developed as an “efficient way
for science journalists and
bloggers to quickly obtain PDF
versions of scholarly articles”
• Infringes copyright
• Practice fiercely defended by
many
Interactions: The Numbers Behind #ICanHazPDF, Jean Lie, 9 May 2013,
http://www.altmetric.com/blog/interactions-the-numbers-behind-icanhazpdf/
9
10. Linked Open Data
Tim Berners-Lee‟s categories for open
(linked) data:
• Content is on the Web (with open
licence)
• Content is machine-readable (e.g.
Excel rather than an image)
• Content is in an open format (e.g.
CSV rather than Excel)
• Content uses RDF
• Links to related content published
using RDF
See http://www.w3.org/DesignIssues/LinkedData.html
10
11. Open Notebook Science
Open Notebook Science:
• The practice of making the entire primary record of a
research project publicly available online as it is recorded.
• Placing the personal, or laboratory, researcher‟s
notebook online with all raw & processed data and
associated material, as material is generated.
• Approach may be summed up by the slogan 'no insider
information'.
• Forms part of general trend towards more open
approaches in research practice and publishing.
• Can be described as part of a wider open science
movement that includes the advocacy and adoption
of open access publication, open
data, crowdsourcing data, and citizen science.
From Open notebook
science, Wikipedia, https://en.wikipedia.org/wiki/Open
11
12. Characteristics of Open Practices
What we have seen:
• Open licensing to minimise legal barriers
to reuse
• Technical aspects which facilitate reuse
• Disciplines moving towards open
approaches (e.g. scientists and
researchers)
We have also seen:
• Legal and licensing barriers and a
willingness to challenges such barriers
12
13. OEP: a Definition
Open Educational Practices are:
Teaching techniques that draw upon open technologies and high-quality Open
Educational Resources (OER) in order to facilitate collaborative and flexible
learning.
They may involve students participating in online, peer production communities
within activities intended to support learning or more broadly, any context where
access to educational opportunity through freely available online content and
services is the norm.
Such activities may include the creation, use and repurposing of Open Educational
Resources and their adaptation to the contextual setting.
OEP can also include the open sharing of teaching practices and aim "to raise the
quality of education and training and innovate educational practices on an
institutional, professional and individual level".
The OEP community includes policy makers, managers/ administrators of
organisations, educational professionals and learners. OEP are also viewed as the
next phase in OER development that continues to transform 21st century learning
and learners.
Taken from Wikipedia entry for Open educational practices
13
14. More Definitions
• The Center for Open Learning and Teaching (University of
Mississippi) state that "Open Educational Practices (OEP) are
teaching techniques that introduce students to online peer
production communities. Such communities (for
instance, Wikipedia, YouTube, Open Street Map) host dynamic
communities and offer rich learning environments“
• The UK OER support and evaluation team suggest that
"a broader definition would encompass all activities that open up
access to educational opportunity, in a context where freely
available online content and services (whether
'open', 'educational' or not) are taken as the norm".
• Cape Town Open Education Declaration: “ open education
is not limited to just open educational resources. It also draws
upon open technologies that facilitate collaborative, flexible
learning and the open sharing of teaching practices that
empower educators to benefit from the best ideas of their
colleagues. It may also grow to include new approaches to
assessment, accreditation and collaborative learning".
14
15. Promoting open educational practices
through social and participatory media
Keynote talk given by
Grainne Conole in
Finland in June 2011:
• Consider
implications of new
social &
participatory media
on educational
practices
• How they can be
used to promote
more open practices
See http://cloudworks.ac.uk/cloud/view/5571
15
16. Should Projects Be Required To Have Blogs?
Twitter discussion
on whether Jiscfunded projects
should be
required to
embrace
openness through
blogging.
Led to discussion
as to whether it
was appropriate
to cite tweets
without
permission
16
17. Use of Storify
Twitter curation tools such as Storify:
• Facilitate rapid creation of event tweets
• Little evidence of concerns over
publication of tweets with event hashtag
Emerging accepted (scholarly) practice:
• Use of hashtag (esp. for events) seen
as endorsing reuse
• Expectations that
embarrassing, inappropriate or out-ofscope tweets won‟t be curated
• Newspapers will publish embarrassing
tweets posted by
celebrities, politicians, etc.
17
18. Understanding One’s Communities
You Are Not Alone – You Do Not Live In A
Vacuum!
Blog post which showed how:
• Frintr service provides a mosaic which
depicts my Twitter community
• Tony Hirst‟s analysis and labelling of my
Twitter community
18
19. Stories of the Benefits of Open Practices
You Have 5 Seconds to Make an
Impression!
• You receive a tweet
• You look at their Twitter profile
• They have similar interests to you (Web
accessibility)
• You follow a link to their blog (not to their
University home page!)
• Their research ideas complement yours
• You swap ideas
• You write a joint paper
• The paper is accepted at an international
conference
• The paper wins a prize for the Best
Communication Paper
19
20. Is It For Me?
See http://ukwebfocus.wordpress.com/2009/05/27/
the-social-web-and-the-belbin-model/
20
21. Risks In Use of Third Party Services
• Wikipedia
See http://ukwebfocus.wordpress.com/2013/11/18/spotlight-on-wikipedia-the-opportunities-and-the-risks/
21
22. Wikipedia and Uncertainties
Risk assessment and risk minimisation plans for use of
Wikipedia in teaching and learning
Risk
Likelihood
Risk minimisation
Wikipedia service is not
sustainable.
Not able to answer.
As a global company the Wikimedia Foundation is able to seek
funding from ventures around the globe. It is also successful in
having a high profile.
Other Wikimedia services, such
as Wikimedia Commons, are not Not able to answer.
sustainable.
See above.
Content hosted in Wikipedia
changes.
Very likely, but a feature
not a risk!
Wikipedia articles can be changed rapidly, which can be
advantageous. Note that risks in use of conventional text books,
which cannot be updated easily, such be highlighted as a risk in
use of conventional teaching and research resources!
Content hosted in Wikipedia is
deleted.
Possible in some areas.
Articles published Wikipedia can be deleted. If articles are
merged with existing articles or renamed, appropriate redirects
will be provided. Articles could also be deleted if they are felt
not to be noteworthy. However in such cases articles are
unlikely to be used in an institutional context.
Wikipedia user interface (UI)
changes.
Very likely, but a feature
not a risk!
The UI for Wikipedia services can (and does) change. However
this is the norm for online services.
22
23. Legal Uncertainties
Keir Starmer, the director of
public prosecutions insisted that
it:
“would be very unhealthy if
you had a situation where a
journalist felt that they
needed to go to their lawyer
before they pursued any lead
or asked any question“.
23
24. Legal Uncertainties of the Past
Some legal challenges the Web has faced:
• Do web caches infringe copyright?
• Can search engines provide an index of
Web sites without infringing copyright?
• Can Web archive services (e.g.
archive.org) copy Web site
• Do you need permission to link to a Web
page? Is it good etiquette to ask for
permission?
• Can you use cookies on your Web site
without users opting-in?
24
26. Legal Uncertainties of the Past
Do you need permission to
link to a Web page? Is it good
etiquette to ask for
permission?
• Olympic Games 2004 Web
site:
“For your protection and
ours we have established
a procedure for parties
wishing to introduce a
link to the ATHENS 2004
website on their site. By
introducing a link to the
ATHENS 2004 official
Website on your site you
are agreeing to comply
with the ATHENS 2004
Website General Terms
and Conditions.”
• Restriction later removed
26
27. Legal Uncertainties of the Past
Do you need permission to
link to a Web page? Is it
good etiquette to ask for
permission?
• Olympic Games 2004
Web site
• Nikkei web site:
Links to Nikkei’s home
page require a detailed
written application.
Among other
things, applicants must
spell out their reasons
for linking to the site.
• Web site no longer
available
27
28. Jisc Legal:
In
summary, linking
is usually
fine, unless it is
used to bypass
'economically
significant'
elements. In
such a case, a
risk-averse
approach would
be to seek
28
permission.
29. Jisc Legal Web
site conforms
with widely
accepted
practice of
informing users
of cookie
use, but not
requiring opt-in 29
30. Legal Risks
Which reflects your view:
• “We should ensure that we never infringe
the law or other‟s licence conditions”
• “Yes, we will infringe the law and break
licence conditions. Accept it!”
30
31. Dealing With Legal People
Compare
• “Is there any reason
why the try cannot be
awarded?”
with
• “Can you confirm that
it was a try”
Shane Williams scores a try for Ospreys against Ulster at
Ravenhill, Belfast in a Magner's League match, Wikipedia
CC BY-SA licence
31
32. Dealing With Legal People
In 2004:
• “Creative
Commons
has not been
ratified in UK
legislation”
Question I
asked:
• “Is there any
reason why I
should not
include a
Creative
Commons
licence on the
JISC-funded
QA Focus
project web
site”
32
33. Hardline Approaches to Copyright
Boarded up houses on Thursfield
Street, Salford
Licence: Licensed under the Creative
Commons BY-SA 2.0 license.
This image, originally posted to
Flickr, was reviewed on February
25, 2010 by … Magnus Manske, who
confirmed that it was available on Flickr
under the stated license on that date.
Likely to be
minimal risk
approaches to
copyright
infringement at
organisations
such as
• British Library
• Government
Bodies
• Wikimedia (e.g.
Wikimedia
Commons)
33
34. Risks and Opportunities
Risks and opportunities framework:
• Addresses tensions between early adopter
and enthusiasts and sceptics and doubters
• Initially developed to support polices in use of
social media services
• Subsequently enhanced to support adoption
of open practices
See Empowering users and their institutions: A risks and opportunities
framework for exploiting the potential of the social web,
B. Kelly and C. Oppenheim, Cultural Heritage
Online, Florence, December 2009
34
35. Risks and Opportunities
The framework:
•
•
•
•
•
•
•
Intended use: Rather than talking about Social Web services in an
abstract context (“shall we have a Facebook page” for example)
specific details of the intended use should be provided.
Perceived benefits: A summary of the perceived benefits which use
of the Social Web service are expected to provide should be
documented.
Perceived risks: A summary of the perceived risks which use of the
Social Web service may entail should be documented.
Missed opportunities: A summary of the missed opportunities and
benefits which a failure to make use of the Social Web service
should be documented.
Costs: A summary of the costs and other resource implications of
use of the service should be documented.
Risk minimisation: Once the risks have been identified and
discussed approaches to risk minimisation should be documented.
Evidence base: Evidence which back up the assertions made in
use of the framework.
35
36. Using The Framework
The updated framework:
•
•
•
•
•
•
•
Intended use: We shall publish slides and an accompanying blog post
in advance of talks (towards the „flipped lecture‟).
Perceived benefits: Motivated students will be in a better position to
maximise their understanding of ideas outlined in the lecture.
Perceived risks: May be perceived as unfair for those unable or
unwilling to access the resources in advance.
Missed opportunities: Seeing the talk in advance may result in
additional interest in the talk.
Resource implications: Minimal additional costs.
Risk minimisation: May chose not to do this if the slides will give
away a significant point, if content is embargoed, …
Evidence base: Evidence which back up the assertions made in use
of the framework.
36
37. Planning For Open Educational Practices
Planning process described on the Hyperlinked Library
MOOC:
• Convince ______ that by _______ they will
________ which will ________ because _______.
How I used it:
• Convince the senior management team in the
Library that by promoting creation and maintenance
of content using Wikipedia and Wikimedia
Commons they will provide a cost-effective way of
providing access to quality content and provide
students with valuable skills which will enhance the
employability of students and raise the profile of the
institution within the local town because of the
popularity of the service and its growing importance
within the educational and cultural heritage sectors.
37
38. Personal Approaches to Open Practices
My personal approaches to open practices:
• I will publish regular blog posts about areas of
professional interest to myself and my peers which
can be beneficial and encourage open feedback:
To me, by getting feedback from my peers
(“That’s a daft idea Brian, you haven’t
considered …”)
To my peers, as they may benefit from the
ideas
To both parties, as discussions can provide
new insights
38
39. Personal Approaches to Open Practices
My personal approaches to open practices:
• In publishing blog posts I understand the risks and
will use the following risk minimisation strategies:
My posts may contain errors, due to lack of
reviewing before publication:
Response: the open peer-reviewing will help
avoid such errors in presentations
My posts may infringe copyright or have other
legal concerns:
Response: No evidence of this in over 7 years
Comments on posts may include spam, bad
language, …
Response: Spam occurs, and is dealt with.
One occurrence of a swear word which was
deleted (as policy permits)
39
40. What Next?
Conclusions
To conclude:
• Be open for a purpose (which may include
experimentation)
• There are risks, but they needn‟t be an
insurmountable barriers
• Documented risk and opportunities statements
may help in appreciating the risks approaches to
minimising such risks
• The norms are decided by society. Question for
individuals and institutions as to whether we
should lead moves towards greater openness?
40
41. Questions?
Any questions, comments, …?
Continue the discussion: blog post about this presentation published at
http://ukwebfocus.wordpress.com/2013/12/06/open-educationalpractices-oep-what-they-mean-for-me-and-how-i-use-them/
41
42. Licence and Additional Resources
This presentation, “Open Educational Practices (OEP): What They
Mean for Me and How I Use Them” by Brian Kelly, Cetis is licensed
under the Creative Commons Attribution 3.0 Unported Licence
Note the licence covers most of the text in this presentation. Quotations
may have other licence conditions.
Images may have other licence conditions. Where possible links are
provided to the source of images so that licence conditions can be found.
Slides and further information available at
http://ukwebfocus.wordpress.com/events/webinar-on-open-educationalpractices
42
Editor's Notes
Hello. My name is Brian Kelly. I’m the Innovation Advocate at Cetis, a national Centre for Educational Technologies and Innovation Standards based atthe University of Bolton in the UK.The title of my talkis "Open Educational Practices (OEP): What They Mean for Me and How I Use Them".
The abstract for this talk is shown.
I’d welcome questions and comments. Note that I’ve published a blog post on which can be used for questions.Thank you.