Designing Open Educational Resources through Knowledge Maps to enhance Meaningful learning

This paper demonstrates some pedagogical strategies for developing Open Educational Resources (OERs) using the knowledge mapping tool Compendium. It also describes applications of Knowledge Maps to facilitate meaningful learning by focusing on specific OER examples. The study centres on the OpenLearn project, a large scale online environment that makes a selection of higher education learning resources freely available via the internet. OpenLearn, which is supportedby William and Flora Hewlett Foundation, was launched in October 2006 and in the two year period of its existence hasreleased over 8,100 learning hours of the OU's distance learning resources for free access and modification by learnersand educators under the Creative Commons license. OpenLearn also offers three knowledge media tools: Compendium(knowledge mapping software), MSG (instant messaging application with geolocation maps) and FM (web-based videoconferencing application). Compendium is a software tool for visual thinking, used to connect ideas, concepts, arguments, websites and documents. There are numerous examples of OERs that have been developed and delivered by institutions across the world, for example, MIT, Rice, Utah State, Core, Paris Tech, JOCW. They present a wide variety of learning materials in terms of styles as well as differing subject content. Many such offerings are based upon original lecture notes, hand-outs and other related papers used in face-to-face teaching. Openlearn OERs, however, are reconstructed from original self study distance learning materials developed at the Open University and from a vast academic catalogue of materials. Samples of these “units” comprise a variety of formats: text, images, audio and video. In this study, our findings illustratethe benefits of sharing some OER content through knowledge maps, the possibility of condensing high volumes of information,accessing resources in a more attractive way, visualising connections between diverse learning materials, connecting new ideas to familiar references, organising thinking and gaining new insights into subject specific content

ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R

The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC). Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources. This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details). Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work

Framing headship:A demand-side analysis of how the headteacher role is articulated in job descriptions

The majority of studies into recruitment to the headship role have focused on supply-side dynamics and teachers’ own accounts of the factors that (dis)incentivize them from aspiring or progressing to headship. Significantly less work has been done in analyzing demand-side factors. This paper addresses the gap by presenting findings from a mixed-methods analysis of headteacher job descriptions (n = 67) published in a complete school year within Wales – one of the UK’s devolved education systems. A discourse analysis was conducted, based on organizational and occupational conceptions of professional work, which informed a subsequent content analysis of the job descriptions. Our findings identified a dominance of articulations that privileged organizationally-orientated understandings of headship and evidence of a lack of contextualization and agency by stakeholders responsible for recruitment. Such ‘demand-side’ analysis offers scope for examining and understanding the way in which headship is framed and aligns with policy within a variety of international educational contexts and jurisdictions

Identifying characteristics that enable resilient immunisation programmes: a scoping review

Objectives: The COVID-19 pandemic highlighted the fragility of immunisation programmes and resulted in a significant reduction in vaccination rates, with increasing vaccine-preventable disease outbreaks consequently reported. These vulnerabilities underscore the importance of resilient immunisation programmes to ensure optimal performance during crises. To date, a framework for assessing immunisation programme resilience does not exist. We conducted a scoping review of immunisation programmes during times of crisis to identify factors that characterise resilient immunisation programmes, which may inform an Immunisation Programme Resilience Tool. Design: Scoping review design followed the Arksey and O’Malley framework, and manuscript reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews guidelines. Data sources: CINAHL, CENTRAL, Embase, Google Scholar, MEDLINE, PsycINFO and Web of Science and databases were searched between 1 January 2011 and 2 September 2023. Citation searching of identified studies was also performed. Eligibility criteria: We included primary empirical peer-reviewed studies that discussed the resilience of immunisation programme to crises, shocks or disruptions. Data extraction and synthesis: Two independent reviewers screened records and performed data extraction. We extracted data on study location and design, crisis description, and resilience characteristics discussed, and identified evidence gaps in the literature. Findings were synthesised using tabulation and an evidence gap map. Results: Thirty-seven studies met the eligibility criteria. These studies captured research conducted across six continents, with most concentrated in Africa, Asia and Europe. One study had a randomised controlled trial design, while 36 studies had observational designs (15 analytical and 21 descriptive). We identified five characteristics of resilient immunisation programmes drawing on the Health System Resilience Index (Integration, Awareness, Resource Availability and Access, Adaptiveness and Self-regulation) and several evidence gaps in the literature. Conclusions: To our knowledge, no immunisation programme resilience tool exists. We identified factors from the Health System Resilience Index coupled with factors identified through primary empirical evidence, which may inform development of an immunisation programme resilience tool

Identifying factors that can be used to assess a country’s readiness to deploy a new vaccine or improve uptake of an underutilised vaccine: a scoping review

Objectives: Identifying whether a country is ready to deploy a new vaccine or improve uptake of an existing vaccine requires knowledge of a diverse range of interdependent, context-specific factors. This scoping review aims to identify common themes that emerge across articles, which include tools or guidance that can be used to establish whether a country is ready to deploy a new vaccine or increase uptake of an underutilised vaccine. Design: Scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews guidelines. Data sources: Embase, CINAHL, Cochrane Library, Google Scholar, MEDLINE, PsycINFO and Web of Science were searched for articles published until 9 September 2023. Relevant articles were also identified through expert opinion. Eligibility criteria: Articles published in any year or language that included tools or guidance to identify factors that influence a country’s readiness to deploy a new or underutilised vaccine. Data extraction and synthesis: Two independent reviewers screened records and performed data extraction. Findings were synthesised by conducting a thematic analysis. Results: 38 articles met our inclusion criteria; these documents were created using methodologies including expert review panels and Delphi surveys and varied in terms of content and context-of-use. 12 common themes were identified relevant to a country’s readiness to deploy a new or underutilised vaccine. These themes were as follows: (1) legal, political and professional consensus; (2) sociocultural factors and communication; (3) policy, guidelines and regulations; (4) financing; (5) vaccine characteristics and supply logistics; (6) programme planning; (7) programme monitoring and evaluation; (8) sustainable and integrated healthcare provision; (9) safety surveillance and reporting; (10) disease burden and characteristics; (11) vaccination equity and (12) human resources and training of professionals. Conclusions: This information has the potential to form the basis of a globally applicable evidence-based vaccine readiness assessment tool that can inform policy and immunisation programme decision-makers

Comparing transgender and cisgender experiences of being taken advantage of sexually while under the influence of alcohol and/or other drugs

A small body of literature suggests that transgender people are more frequently exposed to sexual violence while they are under the influence of alcohol than cisgender counterparts. The goal of this study was to report any differences between transgender (n=1,136) and cisgender (n=74,277) respondents to the Global Drug Survey on their experiences of being taken advantage of sexually while under the influence of alcohol and/or other drugs. We found that transgender people were more likely than cisgender people to have experienced being taken advantage of in the last year (9.3% vs 4.2%) and more than 12 months preceding the survey (24.9% vs 14.3%). Non-binary participants were more likely than binary transgender participants (27.7% vs 17.8%) to report being taken advantage of sexually more than a year preceding the survey. Similarly, trans respondents assigned female at birth were more likely than trans respondents assigned male at birth to report this (30.0% vs 19.7%). Non-specialist services for survivors of sexual violence should be adequately prepared for and accommodating towards transgender clients. Future research should explore their unique needs. Moreover, clinicians who assess transgender people should remain mindful of their increased likelihood of being taken advantage of sexually while under the influence of alcohol and other drugs and consider trauma-informed interventions