Capacity-building in open education: an Australian approach

Addressing the gap between global open educational resource (OER) proliferation and the slow adoption of OER and open educational practices (OEP) in Australian higher education, this paper focuses on a capacity-building project targeting academics, academic support staff and educational developers. The conception, design, development, piloting and evaluation of an open, online professional development micro course are detailed, highlighting key aspects of the open design and considerations for sharing and reuse across higher education institutions. The open micro course introduces five key OEP concepts through five contemporary curriculum design topics, using knowledge co-creation activities which engage learners in iterative shaping of the course, and generate artefacts for demonstration and recognition of learning. Opportunities for short to longer term capacity-building which leverage the micro course are also discussed, in response to significant shifts underway in higher education funding and professional development priorities

Developing Australian Academics' Capacity: Supporting the Adoption of Open Educational Practices in Curriculum Design

This seed project initiative addressed an identified gap in Australian higher education between awareness of open educational practices (OEP) and implementation of OEP, particularly the production, adaptation and use of open educational resources (OER) to support the design of innovative, engaging and agile curriculum. In response, the authors aimed to design, develop, pilot and evaluate a free, open and online professional development course focused on supporting curriculum design in higher education. The specific aim of the course - Curriculum design for open education (CD4OE) - is to develop the capacity of academics in Australia to adopt and incorporate OER and OEP into curriculum development, for more effective and efficient learning and teaching across the sector

Educating the creative workforce: New directions for 21st Century schooling

This article sets out reasons for arguing that creativity is not garnish to the roast of industry or of education—i.e. the reasoning behind Mihalyi Csikszentmihalyi's insistence that creativity is not only about elites but involves everyone. This article investigates three key domains—scholarship, commerce and learning—to argue the importance of moving creativity from the margins of formal education to its centre. First, the article elaborates the scholarly work being done to bring definitional clarity to the concept of creativity, moving it from the realm of mystery, serendipity and individual genius to a definitional field that is more amenable to analysis. It then provides evidence about the extent to which creative capacity is being understood to be a powerful economic driver, not simply the province of the arts and the hobbyist. Finally, it examines new learning theory and its implications for formal education, noting both the possibilities and pitfalls in preparing young people for creative workforce futures

Growing the use of Virtual Worlds in education : an OpenSim perspective

The growth in the range of disciplines that Virtual Worlds support for educational purposes is evidenced by recent applications in the fields of cultural heritage, humanitarian aid, space exploration, virtual laboratories in the physical sciences, archaeology, computer science and coastal geography. This growth is due in part to the flexibility of OpenSim, the open source virtual world platform which by adopting Second Life protocols and norms has created a de facto standard for open virtual worlds that is supported by a growing number of third party open source viewers. Yet while this diversity of use-cases is impressive and Virtual Worlds for open learning are highly popular with lecturers and learners alike immersive education remains an essentially niche activity. This paper identifies functional challenges in terms of Management, Network Infrastructure, the Immersive 3D Web and Programmability that must be addressed to enable the wider adoption of Open Virtual Worlds as a routine learning technology platform. We refer to specific use-cases based on OpenSim and abstract generic requirements which should be met to enable the growth in use of Open Virtual Worlds as a mainstream educational facility. A case study of a deployment to support a formal education curriculum and associated informal learning is used to illustrate key points.Postprin

A Vision for and Brief History of Youth Philanthropy

AFP offers this report as both an evaluation and marker of the state of the youth philanthropy field and as a record of the Youth in Philanthropy Summit -- its proceedings, outcomes and next steps. Significant progress was achieved; partnerships were forged; a future was envisioned; and each of the participants agreed to ownership of results. The Summit provided direction for what needs to happen for youth philanthropy to become both recognized as a movement and fully integrated into the national and international consciousness.This document has three primary purposes: to offer information on youth philanthropy, its origins and history; to present the development of the Summit; and to document the key themes and outcomes

A simulation model of reinforced concrete beam containing expanded polystyrene beads (EPS) and palm oil fueled ash (POFA) using finite element method

In this study, Expanded Polystyrene bead (EPS) and Palm Oil Fuelled Ash (POFA) will be used to replace several percents of cement and aggregate in reinforced concrete beam construction. EPS can produce lightweight concrete, and the use of POFA can produce high strength concrete and can also reduce waste disposal. The reinforced concrete beams were analysed using computer software called ABAQUS. The main reason Abaqus software is used as analytics software for this project is that the software is designed specifically for analyzing advanced structural and heat transfer. It is designed for both linear and nonlinear pressure analyses for both tiny and huge structures. This software can also be used to analyze the proposed reinforced concrete beam failure pattern of EPS and POFA. The percentage of EPS and POFA were 40% to 60% in concrete as replacement material. The information obtained from Abaqus is then used to verify the experimental results. The data also contains the appropriate percentage of EPS and POFA in the reinforced concrete beam where performance in terms of bending, pressure, and failure pattern is at maximum. The result shows decrease performance of RC beam containing 40-60% EPS and POFA