17,208 research outputs found

    Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

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    OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices

    Knowledge Management and Sustainable Agriculture:the Italian Case

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    The contemporary knowledge-based economy requires global usage of information in all aspects of modern society. Pertinent information is an important asset for successful business, therefore an application of knowledge management in organisational practice has become a crucial factor for the viability and sustainable development of enterprises. This is particularly relevant for the agricultural context, which needs modern practices for enhancement and development. However, information and knowledge, due to their intangible character, seem difficult to manage and organize. Therefore the paper targeted at developing sustainable organizational model of knowledge management for small and medium enterprises. Italian agriculture is considered as a context for this study, and knowledge management was offered as a tool for facilitating agricultural performance and increasing competitiveness of agricultural sector. A wide concept of knowledge management and specified agricultural context require a theory-based approach to research and a survey. Thus, the research methodology includes the next four parts. The first one contains literature review and examines definitions, strategies, approaches and models of sustainable knowledge management. The second part includes content analysis of 105 scientific publications. The third part of methodology is based on the results of the two previous parts and includes creating the model of knowledge management. Verification of this model is the last part of the research. Verification was executed through on-line questionnaire distributed to Italian agricultural enterprises throughout the country on their intentions and awareness towards knowledge management and developed model of knowledge management. The results of the survey have demonstrated farmer’s incentives to implement the developed knowledge management model with flexible approach in its organisation

    Action learning as an enabler for successful technology transfer with construction SMEs

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    There is an increasing demand for construction companies to adopt and use new technologies. At the same time universities are increasingly being called upon to assist with ‘technology transfer’ through positive engagement with industry. However, there is little literature investigating technology transfer from the perspective of small construction companies which make up the overwhelming majority of firms in the sector. This paper contributes to this developing area by providing a literature review of technology transfer and proposing a holistic system required for success. Building upon this review it assesses the potential use of action learning as a means of providing this holistic solution and, in so doing, promoting technology transfer and improving the links between higher education institutions (HEIs) and the construction industry. The assessment is made through a literature review of action learning in construction and an analysis of results from the national Construction Knowledge Exchange (CKE) initiative which uses an action learning methodology to assist HEIs in supporting local construction small and medium-sized enterprises (SMEs). The initial results show that this innovative approach, has been successful in creating synergies between academic and business worlds, helping HEIs to communicate more effectively with businesses and vice versa. However, the results indicate that innovations which small construction companies tend to more successfully adopt are those which can contribute to the business in a quick, tangible fashion, and which can be dovetailed into existing rganisational capabilities. This is found to be in marked contrast to the relevant literature which depict large companies operating in more complex networks, drawing upon them for new tacit and explicit technologies which support more long term, formal technology strategies, and which often complement some form of specialised internal research and development capability. The implication for policy is that any technology transfer initiatives need to appreciate and actively manage the different motivations and capabilities of small and large construction companies to absorb and use new technology

    Catalytic Philanthropy In India

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    Catalytic Philanthropy is still in its infancy in India. Despite this, there are a surprising number of exemplary cases where Indian philanthropists are creating large-scale social change far beyond the resources invested. This report highlights these practices as well as the key issues that need to be addressed to accelerate its evolution

    A case study investigation of academic library support for open educational resources in Scottish universities

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    The aim of the research was to investigate why and how Scottish university libraries support open educational resources and to assess their ability to provide support services for their development and use within higher education institutions. There has been little research on the role of academic libraries in supporting open educational resources in Scotland and previous research found that there is a lack of awareness of them in Scottish higher education institutions and few have open educational resources policies. The case study methodology therefore involved two Scottish academic libraries providing open educational resources services. The libraries’ motivation includes supporting teaching and learning and the development of educator digital skills and copyright knowledge. However, there are a number of barriers limiting the services the libraries are able to provide, particularly lack of human resources. The research confirmed the findings of previous research on the importance of institutional commitment, incentives for educator engagement, and understanding of copyright and licensing issues by educators and library staff

    Using the Community of Practice model to shape approaches to Education for Sustainable Development across disciplines in a Technological University context: A Roundtable Podcast

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    This roundtable discussion podcast comprises eight colleagues engaged in reflective discussion of their shared experiences of being members of SDG Literacy.ie, a Community of Practice (CoP) first established in TU Dublin in 2020. This CoP focuses on and promotes the enhancement of Sustainability Literacy among student cohorts as one measure to be employed in strengthening Education for Sustainable Development (ESD) in line with the broader strategic aims of the university. Harvey et al. (2021) in a case-based paper which includes examination of the CoP discussed here conclude that teaching and learning innovation took place as a consequence of the resource-sharing, idea-generation and overall peer support that CoP members experience. The voices you will hear in this podcast discussion represent the inter-disciplinary SDG Literacy academic community who all share an interest in the sustainability domain and are acutely aware of SDG4.7 which focuses on ensuring all learners acquire the knowledge and skills for sustainable development by 2030. Discussion themes include (i) our shared understanding of ESD, (ii) how membership of SDGLiteracy.ie shaped our Teaching, Learning and Assessment (TLA) approaches in relation to ESD, Sustainability Literacy and Authentic Assessment, (iii) how membership of SDGLiteracy.ie shaped our broader personal and professional development (research, collaboration, output etc.) and (iv) our future plans in relation to ESD and the CoP model. The podcast transcript has been annotated through footnotes to direct the listener/reader to further reading on the various topics that emerge in the discussion
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