Freeing up access to learning: the role for Open Educational Resources

The internet revolution of the last few years has had an impact on how we all live our lives. So it is not surprising that this is also a time of change in attitudes towards how we learn. Free access to information through computer networks has expanded, and part of that information flow are materials designed to help people learn. In addition there are many further online resources that help the learning process, even if that was not the original aim. However, there are risks in this evolution in access to information both for the end user, who can be confused by the options available to them, and to those involved in providing education, who may see their traditional role changing and becoming harder to perform. This situation provides the background for a growing movement to directly consider how education can be provided in a freer and more open way. This has been termed “Open Educational Resources” (OER). The exact definition of the term depends on interpretation, however a useful statement was provided as an outcome from an event organized by UNESCO in 2002 as: “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (Atkins, Brown and Hammond, 2007, p4).” Arguably the only difference between an online learning object and an open educational resource is the declaration that it is open. This may be true but that turns out to be a powerful difference. By being open the content can be accessed by any learner who can do so, it can be taken and run in new contexts, it can be reworked by others and adapted for local needs (with the result shared back if desired), it can be made part of shared pool of resources, it can be the shared point of reference for collaboration, and it can be the key to building policies that work in different domain

Knowledge sharing implementation and job searching in Malaysia

The aim of this research is to integrate analysis through case studies on how knowledge sharing could be implemented successfully. Furthermore, this study also will clarify a conceptualisation that provides a new understanding of the relationship between unemployed graduates and the human capital concept. This paper used web documentation for the research technique, and an interpretive approach was used as the research paradigm. Two online recruitment agency sites were analysed thoroughly, and a qualitative analysis was made on them. The connections show how knowledge sharing can be used as a medium to help unemployed graduates to get jobs through online recruitment agencies. An online recruitment agency can help fresh graduates to find good jobs because most of the agencies have thousands of corporate clients. High quality candidates must have good soft skills, problem-solving skills and employable value-added skills to get the best jobs. This study will look at how far online recruitment agencies can better assist new graduates to get the best job for them. The findings will be expressed as qualitative results from the two online recruitment agencies researched as the case studies for the paper. From these case studies, the findings will contribute to the ongoing study on how to implement knowledge sharing among undergraduates after they finished their studies

Low-Cost Air Quality Monitoring Tools: From Research to Practice (A Workshop Summary).

In May 2017, a two-day workshop was held in Los Angeles (California, U.S.A.) to gather practitioners who work with low-cost sensors used to make air quality measurements. The community of practice included individuals from academia, industry, non-profit groups, community-based organizations, and regulatory agencies. The group gathered to share knowledge developed from a variety of pilot projects in hopes of advancing the collective knowledge about how best to use low-cost air quality sensors. Panel discussion topics included: (1) best practices for deployment and calibration of low-cost sensor systems, (2) data standardization efforts and database design, (3) advances in sensor calibration, data management, and data analysis and visualization, and (4) lessons learned from research/community partnerships to encourage purposeful use of sensors and create change/action. Panel discussions summarized knowledge advances and project successes while also highlighting the questions, unresolved issues, and technological limitations that still remain within the low-cost air quality sensor arena

Open educational resources : conversations in cyberspace

172 p. : ill. ; 25 cm.Libro ElectrónicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni

Policy Issues of e-Commerce Technology Diffusion in Southeast Nigeria: The Case of Small Scale Agribusiness

The benefits brought about by the emergence of e-commerce, e-business and other Information Communication Technologies (ICTs) applications have not been fully explored in the developing economies of the world. The less developed economies are still struggling to catch up with ICT application as opposed to its heavy deployment in the developed economies. Empirical evidence suggests that ICTs and other related technologies are increasingly emerging in the communities of the developing economies such as Nigeria. Rural actors engaged in the Agricultural industries (Agribusiness) feel that the implementation of ICTs can influence the development of new business processes and the way existing processes are organised. In the Southeast of Nigeria, which is a typical example of a less developed community, the impact of e-business technologies has yet to be determined. This paper identifies two classical traditional agribusiness supply chains and hence reports on the impact of e-commerce technology diffusion along the equilibrium of the supply chains, focusing on the elimination of intermediary actors from the chain. It provides an assessment of the Governments’ policies and strategies on e-commerce adoption for the sustainability of small-scale agricultural businesses. The paper examines the politics surrounding ICT implementations by actors engaged in the agribusiness sector. This research has motivated The South East State Government, in collaboration with the Federal Government, to give closer attention to their earlier policy of making Nigeria an ICT-enabled country

What do Neural Machine Translation Models Learn about Morphology?

Neural machine translation (MT) models obtain state-of-the-art performance while maintaining a simple, end-to-end architecture. However, little is known about what these models learn about source and target languages during the training process. In this work, we analyze the representations learned by neural MT models at various levels of granularity and empirically evaluate the quality of the representations for learning morphology through extrinsic part-of-speech and morphological tagging tasks. We conduct a thorough investigation along several parameters: word-based vs. character-based representations, depth of the encoding layer, the identity of the target language, and encoder vs. decoder representations. Our data-driven, quantitative evaluation sheds light on important aspects in the neural MT system and its ability to capture word structure.Comment: Updated decoder experiment

Community innovation for sustainable energy

As in other countries, there is a growing public, policy and business interest in the UK in the roles and potential of community-led initiatives for sustainable energy consumption and production. Such initiatives include green lifestyle-based activities to reduce energy consumption (e.g. Transition Towns, and Carbon Reduction Action Groups), more traditional behaviour change initiatives such as neighbourhood insulation projects and energy-saving campaigns, as well as renewable energy generation projects such as community-owned windfarms and biofuel projects. Case studies of specific projects identify a variety of rationales amongst participants, whilst policy interest suggests a more instrumental concern for facilitating additional, larger-scale sustainable energy transitions. Amongst participant rationales are ideas that bottom-up, community-based projects deliver energy savings and behaviour changes that top-down policy instruments cannot achieve, due to the greater local knowledge and engagement they embody, the sense of common ownership and empowerment, and the social capital and trust that is generated among local actors. These resources provide organisational and values-based 'grassroots innovations' which experiment with new consumption practices based on alternative 'new economics' values. However, previous research shows 'grassroots innovations' face a series of critical challenges requiring support to overcome, in order to achieve their potential benefits more widely. This includes developing 'niche' networks for mobilising reforms both to highly centralised energy institutions and infrastructures, as well as deeply ingrained social practices of 'normal' energy consumption and everyday life. What makes this experience fascinating for the purposes of the SCORAI workshop is the way these community-based initiatives are trying to develop new energy-related consumption practices with a view to the socio-technical transition to local, renewable or lower carbon energy systems. Understandably, many projects remain practically focused on securing early successes and resourcing their long-term survival. However, the institutional and infrastructure reforms that will help in this endeavour require strategies for addressing the wider (national and international) political economy of consumption which adopts an ecological modernisation approach to sustainability. In surveying the community energy scene in the UK, our paper pays particular attention to this last issue

Personalised Learning: Developing a Vygotskian Framework for E-learning

Personalisation has emerged as a central feature of recent educational strategies in the UK and abroad. At the heart of this is a vision to empower learners to take more ownership of their learning and develop autonomy. While the introduction of digital technologies is not enough to effect this change, embedding the affordances of new technologies is expected to offer new routes for creating personalised learning environments. The approach is not unique to education, with consumer technologies offering a 'personalised' relationship which is both engaging and dynamic, however the challenge remains for learning providers to capture and transpose this to educational contexts. As learners begin to utilise a range of tools to pursue communicative and collaborative actions, the first part of this paper will use analysis of activity logs to uncover interesting trends for maturing e-learning platforms across over 100 UK learning providers. While personalisation appeals to marketing theories this paper will argue that if learning is to become personalised one must ask what the optimal instruction for any particular learner is? For Vygotsky this is based in the zone of proximal development, a way of understanding the causal-dynamics of development that allow appropriate pedagogical interventions. The second part of this paper will interpret personalised learning as the organising principle for a sense-making framework for e-learning. In this approach personalised learning provides the context for assessing the capabilities of e-learning using Vygotsky’s zone of proximal development as the framework for assessing learner potential and development