Guidelines for structuring learning and teaching opportunities relevant to educators’ open educational resource (OER) engagement

Six guidelines for structuring learning and teaching opportunities relevant to educators’ open educational resource (OER) engagement are proposed in this document. The guidelines are designed to provide information and guidance to facilitate the design and construction of professional learning opportunities to support educators in building new learning practices around OER. In determining how best to support educators’ learning with and from OER, it is necessary to consider not only the nature and structure of learning opportunities they require but also the knowledge and content these opportunities should encompass. Six areas of knowledge that need to be targeted are proposed by these guidelines

Questions of quality in repositories of open educational resources: a literature review

Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources; user evaluation tools; peer review; authorship of the resources; keywords of the resources; use of standardised metadata; multilingualism of the repositories; inclusion of social media tools; specification of the creative commons license; availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development. Keywords: open educational resources; open access; open educational practice; repositories; quality assuranc

Community Environment Project: Newcastle Recycling Champions

No abstract available

The realities of ‘reaching out’: enacting the public-facing open scholar role with existing online communities

A core tenet of the open educational resources (OER) movement has long been that 'the world's knowledge is a public good' (Smith & Casserly, 2006, p.2) and should be available for everyone to use, reuse and share. However, this vision of openness and of the connection between OER and social justice, which McAndrew and Farrow (2013) observe is currently re-emerging, is limited by the fact that OER-provision is typically top-down, driven by higher education suppliers with the needs of higher education (HE) in mind. As a consequence, the OER that are released can be hard to find for potential users outside HE and often fail to meet those potential users' needs in respect of the content, size, format and level of the OER. Seeking to increase the impact of OER and open educational practices (OEP) beyond higher education we conceptualised a new role for academics - the public-facing open scholar. The role involves academics working with online communities outside HE to source OER to meet the specific needs of those communities. Having developed detailed guidelines for performing the role we piloted it within a voluntary sector child welfare community in order to explore its viability. To date, our pilot findings indicate that the role of public-facing open scholar is both viable and well-received by the case study community. However, the pilot process, conducted in a community which requires all participants to be anonymous, has also highlighted the need to be aware of the impact of privacy constraints when choosing a community with which to work. In addition, the pilot indicated that listening to a community's needs involves more than noting requests for advice and includes attentiveness to a community's culture and typical modes of participation. This, in turn, can help the public-facing open scholar to fit in with the community and gain members' trust. The implications of these findings are wide-ranging. Voluntary sector online communities offer one platform for the public-facing open scholar to realise the transformative potential of open education, raising awareness and increasing the use and reuse of OER by people outside HE. However, the scope for the role is not limited to the voluntary sector and academics could find opportunities to perform the role in many different types of community. Furthermore, whilst we have concentrated on the role of the individual academic, institutional dimensions are also relevant. For example, higher education institutions which formally recognise the public-facing open scholar role as an important component of academic output, rather than an activity which is in tension with the demands of paid employment, may themselves be seen as taking on the role of a benevolent academy that is contributing to a global movement for free and open access to knowledge

Towards A regional resources strategy consultation

Report produced for emda to inform the agency's input into regional Waste and Resources Strategies. Reviews policy context, available data and views from key stakeholders

Monitor Sustainable Municipalities Report 2019 Key topic Circular Economy. Bertelsmann Stiftung Study 4 November 2019

At first sight, the concept for a recycling economy appears to be just the latest trend in the field of urban development, but in fact conversion to circular value creation also contains numerous oppor-tunities for the creation of long-term sustainable economic, social and environmental benefits for local communities. We have therefore chosen to look at this topic in this, our fourth, Monitor Report. Recycling Economy, Circular Value Creation and Cradle To Cradle are three concepts which – alt-hough each has a different main focus – basically all describe the same paradigm shift: away from a classic linear economy (“Take, Make, Use, Dispose”) towards a model based on restoration and regeneration. The recycling economy principle is actually anchored in the United Nations’ 17 Sustainable Devel-opment Goals, or SDGs. Goal 12 calls for sustainable consumption and sustainable production patterns. The recycling economy is also associated with a number of other sustainability goals, as it makes a significant contribution to their achievement. We are convinced that it is worth considering the applicability of the concept to local communities in Germany. What does transferring the recycling economy principle to local communities entail? How can towns be converted into “Recycling Cities”? Where are the obstacles and what potential is there? This Monitor Report is a first – it is the first bilingual version. With the kind permission of the Collab-orating Centre for Sustainable Consumption and Production (CSCP) in Wuppertal, we have issued their “Circular Economy Guidebook for Cities” in the original English with a German translation. We hope that, by looking at the bigger picture, we will also generate the impulse to consider how the topic can be adopted in (European) towns and cities, and what the resulting benefits could be. We are fully aware that a one-to-one transfer will not work. “One size fits all” does not apply to local communities. Although something that makes sense in Amsterdam, Copenhagen or Oslo may not necessarily work in towns, districts and local communities in Germany, it is definitely worth looking at how things are done in other countries. I would sincerely like to thank everyone who contributed to the creation of this Report, and especially the CSCP for its trust and invaluable cooperation. We hope you enjoy reading the Report, and look forward as always to your feedback and suggestions

Research Objects: Towards Exchange and Reuse of Digital Knowledge

What will researchers be publishing in the future? Whilst there is little question that the Web will be the publication platform, as scholars move away from paper towards digital content, there is a need for mechanisms that support the production of self-contained units of knowledge and facilitate the publication, sharing and reuse of such entities.

 In this paper we discuss the notion of _research objects_, semantically rich aggregations of resources, that can possess some scientific intent or support some research objective. We present a number of principles that we expect such objects and their associated services to follow

Open science in archaeology

No abstract available