64 results on '"Connolly, Teresa"'
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2. A multi-center prospective study of plant-based nutritional support in adult community-based patients at risk of disease-related malnutrition
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Delsoglio, Marta, primary, Griffen, Corbin, additional, Syed, Rakshan, additional, Cookson, Tobias, additional, Saliba, Hanorah, additional, Vowles, Amanda, additional, Davies, Samuel, additional, Willey, Nicola, additional, Thomas, Jennifer, additional, Millen, Nicola, additional, Odeh, Nour, additional, Longstaff, Jayne, additional, Westran, Naomi, additional, Allan, Lindsey, additional, Offer, Hannah, additional, Howell, Chloe, additional, Sanders, Meg, additional, Gaffigan, Kirsty, additional, Garrett, Kirby, additional, Foster, Sally, additional, Salt, Agnes, additional, Carter, Emily, additional, Moore, Sarah, additional, Bergin, Nick, additional, Roper, Jane, additional, Alvarez, Joe, additional, Voss, Christine, additional, Connolly, Teresa, additional, MacDonald, Clare, additional, Thrower, Tracey, additional, Sills, Darren, additional, Baxter, Janet, additional, Manning, Rhonda, additional, Gray, Lynsey, additional, Voas, Karen, additional, Richardson, Scot, additional, Hurren, Anne-Marie, additional, Murphy, Daniel, additional, Blake, Susan, additional, McArdle, Paul, additional, Walsh, Sinead, additional, Booth, Lucy, additional, Albrich, Louise, additional, Ashley-Maguire, Sarah, additional, Allison, Joanna, additional, Brook, Sarah, additional, Capener, Rebecca, additional, Hubbard, Gary P., additional, and Stratton, Rebecca J., additional
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- 2023
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3. Visualization Mapping Approaches for Developing and Understanding OER
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Connolly, Teresa
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Open educational resources (OER) can be described in numerous ways (Creative Commons, 2012). In this visualization based context, however, OER can be defined as ...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. (Hewlett Foundation, 2007) This definition emphasizes some of the aspects highlighted in this article, namely that an OER approach has also been taken to capture and visualize OER materials. In addition reference is made to the forthcoming paper, "How Diagrams Aid Teaching and Learning in STEM Subjects as Exemplified by the Teaching and Learning of Systems Thinking in Practice" (Lane, 2012, in press), which outlines how the educational process often involves a mediated discourse between teachers and learners to aid sense or meaning for both parties. (Contains 15 figures and 14 online resources.)
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- 2013
4. Case Study 3: Exploring Open Educational Resources for Informal Learning
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Mikroyannidis, Alexander, Connolly, Teresa, Kroop, Sylvana, editor, Mikroyannidis, Alexander, editor, and Wolpers, Martin, editor
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- 2015
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5. The experience of uncertainty for patients, families and healthcare providers in post-stroke palliative and end-of-life care: a qualitative meta-synthesis
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Connolly, Teresa, primary, Coats, Heather, additional, DeSanto, Kristen, additional, and Jones, Jacqueline, additional
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- 2020
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6. An Open Networking Lab for practical open education
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Kear, Karen, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Jones, Allan, Rosewell, Jonathan, Wermelinger, Michel, Connolly, Teresa, Sanders, Chris, Peasgood, Alice, Williams, Judith, Moss, Nicky, and Third, Allan
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The Cisco Networking Academy programme (NetAcad) supports education and training in network engineering worldwide. NetAcad works with diverse educational institutions to offer an educational ‘vertical’ from beginner to advanced network engineer. However, as recognised by employment stakeholders, skills shortages in networking remain (Tech Partnership, 2016), particularly at the entry point (vocational levels two/three).\ud \ud NetAcad has been seen as a closed community based on the use of proprietary (Cisco) technology, but since 2013 it has moved towards openness through the release of APIs, free-to-use software/content, and the adoption of open standards. This has been, in part, enabled via scalable engagement projects with diverse stakeholders, including the UK Open University (OU). The OU is an Academy Support Centre (ASC) within NetAcad, supporting the growth and academic development of network engineering.\ud \ud In collaboration with Cisco and funded by the Ufi Charitable Trust, the OU is developing an online Badged Open Course (BOC), as part of the Open Networking Lab project (onl.kmi.open.ac.uk). Using the OU’s OpenLearn Create educational platform (www.open.edu/openlearncreate) under a CC-BY-SA-NC licence, material from the course can be taken and reused. The BOC will provide what is colloquially described as ‘zero to hero’ learning in network engineering and represents approximately 24 hours of study over 8 weeks. The course, which is free and open to all, is aimed at post-16 learners and is intended for use both by individuals engaged in independent study and classroom-based learners. Early versions of the course have been used by a number of UK further education colleges over the past 12 months. These institutions have been using the course with students who are studying towards a vocational qualification but currently have little previous experience of networking.\ud \ud Drawing on Sfard (1998), who argued that acquisition and participation are both necessary for learning, the course is primarily a combination of screencasts (acquisition) followed by experience/practice (participation) with a web-based computer network simulator. With the use of an Open API, integration between Cisco’s freely available and powerful ‘Packet Tracer’ network simulator and any compatible browser is enabled. The web-based network simulator, known as ‘PT Anywhere’ (Mikroyannidis et al., 2017) offers an authentic experience of networking, while developing learners’ confidence. Students can put into immediate practice technological skills learned via the screencasts. Each new practical activity delivers a network with configurable components. Students can follow the instructions, as well as freely exploring the network – adding, removing or modifying components.\ud \ud We will present findings from two large-scale evaluations of different stages of the course development. These evaluations took place with FE colleges using the course, and include student surveys, observations, learning analytics and interviews with staff. We will consider how these findings have shaped the development of the course as it moves towards becoming a BOC, hosted on the OU’s OpenLearn platform (www.open.edu/openlearn) and also accessible via the OU’s OpenSTEM Labs (stem.open.ac.uk/study/openstem-labs). We will discuss with participants the implications of being open to a range of learners with different learning preferences, learning needs and prior experience.\ud \ud References\ud Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall Inc., New Jersey.\ud \ud Mikroyannidis, A., Gomez-Goiri, A., Smith, A. & Domingue, J. (2017) Online Experimentation and Interactive Learning Resources for Teaching Network Engineering. IEEE Global Engineering Education Conference (EDUCON). Athens, Greece http://oro.open.ac.uk/49733/, IEEE Education Society Publications.\ud \ud Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing just One.\ud Educational Researcher, Vol. 27, No. 2, pp.4-13\ud \ud Tech Partnership (2016). Factsheet: Demand for Digital specialists [online]. Available at:https://www.tpdegrees.com/globalassets/pdfs/research-2016/factsheet_demandfordigitalspecialists_july16.pdf. [Accessed 30 November 2018].
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- 2019
7. Open Networking Lab: online practical learning of computer networking
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Rosewell, Jonathan, Kear, Karen, Jones, Allan, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Peasgood, Alice, Sanders, Chris, Third, Allan, Wermelinger, Michel, Moss, Nicky, Williams, Judith, and Connolly, Teresa
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ComputingMilieux_COMPUTERSANDEDUCATION - Abstract
Learning to configure computer networks is a topic requiring a substantial practical component and suggesting a pedagogic approach that foregrounds experiential learning. However, providing appropriate computer networking hardware is expensive for classroom labs, and is not viable for individual distance learners. \ud \ud Simulation offers an alternative basis for practical learning and supports a range of modes, from individual distance learning to in-class blended learning. Sophisticated network simulation packages, such as Cisco’s Packet Tracer, have high fidelity to networking devices and can simulate complex network scenarios. Unfortunately their complex interfaces make it difficult for a novice student to engage productively.\ud \ud The Open Networking Lab (ONL) will provide online resources for students of introductory computer networking. It will take an activity-centred approach, supported with video and screencasts, in preference to lengthy text. Practical activity is based on PT Anywhere, a network simulator that provides students with an easy-to-use, browser-based interface over Cisco’s Packet Tracer. PT Anywhere thus provides fully authentic simulation but, by only revealing a subset of features, supports a carefully scaffolded approach to teaching and learning.\ud \ud We report at an early stage in the development of the ONL. Material is being piloted with students at UK Further Education colleges. Evaluation will include observation, surveys and interviews with students and staff; PT Anywhere also provides learning analytics. A further stage of development will culminate in a badged open course on the Open University’s OpenLearn platform.\ud \ud The ONL will provide vocational learning at scale in educational institutions, employment contexts and for individual learners.
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- 2018
8. The experience of uncertainty for patients, families and healthcare providers in post-stroke palliative and end-of-life care: a qualitative meta-synthesis.
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Connolly, Teresa, Coats, Heather, DeSanto, Kristen, and Jones, Jacqueline
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META-synthesis , *PSYCHOLOGY information storage & retrieval systems , *CINAHL database , *TERMINAL care , *MEDICAL information storage & retrieval systems , *SYSTEMATIC reviews , *UNCERTAINTY , *STROKE rehabilitation , *COMMUNICATION , *DECISION making , *MEDLINE - Abstract
Purpose recent data show that there is limited evidence and guidance regarding the best practices for the integration of palliative care (PC) and end-of-life (EOL) post-stroke. The purpose of this meta-synthesis is to understand the PC/EOL experiences after a stroke. Methods a meta-synthesis was conducted to answer the following research question—What are post-stroke PC/EOL experiences from the perspectives of patients, families and healthcare professionals (HCPs)? This approach was completed through two main phases—a systematic search and appraisal of the literature and reciprocal translation with interpretive triangulation of the extracted data. Databases searched were MEDLINE, EMBASE, PsycINFO, Joanna Briggs Institute and CINAHL databases (from their inception to April 2020). After data were extracted, a qualitative exploratory design was used to evaluate the PC/EOL in post-stroke experiences. Results the search identified 696 studies. A total of 14 studies were included in this meta-synthesis as they satisfied our eligibility criteria. Uncertainty post-stroke was the overarching main theme that emerged across post-stroke PC/EOL experiences. Within this theme of uncertainty, opportunities to decrease uncertainty emerged from two interdependent themes—presence of cohesive communication and shared dynamic decision process for both families and HCPs. Conclusions to mitigate the degree of uncertainty post-stroke, HCPs should be present, provide clear direct communication and incorporate the value-based goals of care within their medical treatment plan. These findings suggest that future research is needed to focus on how PC approaches can be integrated into stroke care programmes. [ABSTRACT FROM AUTHOR]
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- 2021
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9. Introducing Personal Learning Environments to Informal Learners: Lessons Learned from the OpenLearn Case Study
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Mikroyannidis, Alexander, The Open University Milton Keynes, and Connolly, Teresa
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- 2012
10. Responsive Open Learning Environments at the Open University
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Alexander Mikroyannidis and Connolly, Teresa
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Personal Learning Environments (PLEs) offer new opportunities for supporting personalized and self regulated learning both in formal and in informal education. The Open University in the UK is an early adopter of PLEs through a number of different initiatives, one of which is the European project ROLE (Responsive Open Learning Environments). This paper presents some of the lessons learned and best practices from the introduction of ROLE technologies within an informal learning test-bed at the Open University.
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- 2012
11. ICOPER Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R
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Okada, Alexandra, Connolly, Teresa, Scott, Peter, and Klemke, Roland
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recommendations ,authoring ,ICOPER ,reuse - Abstract
The overall aim of this document (an ICOPER Suitability Report for better practice: ISURE) is to present significant recommendations for extending the effective reuse of educational resources embodied in the ICOPER Community. It is drawn upon and extends the investigation that started from the previous two deliverables: • D4.1: Content Development Methodologies Survey outlined key topics related to best practice issues, associated standards and specifications to develop educational resources open for reuse, tailored to the European dimension. • D4.2: Quality Control and Web 2.0 technologies report, analysed best practices related to the use of Web 2.0 and quality control mechanisms within the ICOPER community. This ISURE document, therefore, promotes a set of key issues that summarise the established and recommended methods for the effective remixing and repurposing of educational resources tailored to a European dimension. It also includes a detailed description of an ICOPER application for authoring Reusable Learning Content (RLC) known as the “Authoring for Reuse” application. The thematic analysis of our investigation has revealed valuable best practice experience in our SIG (Special Interest Group) with respect to standards and specifications of reusable learning content, in addition to highlighting many significant barriers of content development for reuse. The benefits of adopting standards and specifications, embracing current challenges as well key trends for extending effective reuse have also been considered. The variety and shape of the collected best practice case studies gathered in our research work has demonstrated that there is much variety within and across institutions. Several popular scenarios were analysed: Open Educational Resources (OER) for Higher Education and those covering the areas of Teacher training, Educational Podcasting OERs, as well as examining a number of best practice networks in competency-driven Higher Education institutions and Schools. Thematic findings from this report indicated an interesting range of standards and specifications that may be used to extend effective reuse of learning content. These are described in detail in Appendix A and summarised in Section 5. The majority of best practices highlighted by the SIG demonstrated key factors for increasing reusability, for instance, adopting a variety of specifications, developing as many different download formats as possible, improving collaborations for the global standardization efforts and making the authoring content process very easy for end users. In addition, the SIG also indicated several key benefits of developing reusable learning content, such as time reduction, improved quality, wide coverage of key educational concepts and fostering expertise. Many of the interviewed experts remarked, however, upon significant barriers to be overcome, particularly the lack of a culture of reuse, which includes social, technical, pedagogical and legal aspects. Several examples were mentioned such as the lack of interest for developing open reusable content, efficient technologies for facilitating and simplifying reusability, communication among different stakeholders, social collaboration for discoverability and credibility around the content. In addition, several others barriers were indicated, such as understanding and meeting the changing learners’ needs, designing reusable resources taking into consideration several requirements, implementing appropriate legal aspects and disseminating clear issues with respect to copyright. Some of the important challenges described by the SIG focussed on the need to offer appropriate and efficient tools for searching, managing, adapting and developing reusable learning content. Some of the important trends indicated by the SIG were developing innovative strategies for extending effective reuse such as promoting different workflows for developing RLC, freeing different OER assets to be reused independently and content tracking facility. Group members also commented on deploying content by dynamic transformation, adopting open standards, developing new concepts related to reusability and offering training and support for users. This should improve their practice, as well as identifying perceived barriers and thus avoiding the direction in which the disruptions are headed. Additionally, the associated literature review and the collection of best practice case studies, including the ICOPER Application: Authoring for Reuse, have contributed to this research work. This ICOPER application has demonstrated how authoring tools might be used for reusing learning materials. Its implementation also analyses how the OAI-PMH standard might be significant in connecting repositories of learning objects. This interoperability protocol is particularly relevant for connecting the different steps of the authoring process for reuse. It was also recognised that the infrastructure, as realized by the ICOPER application, might be appropriate for a number of different learning delivery scenarios. A combination of the findings from the SIG survey and the implementation of ICOPER Application has led to a series of recommendations and key actions in this report, which were grouped into seven key categories for extending effective reuse, embodied in the ICOPER content development for reuse arena. The primary recommendation of this report highlights the endorsement of a broad initiative to promote a “culture of reuse” in tandem with the promotion of a philosophy of "openness" and the provision of meaningful and effective support and training. For industry, particularly for technology providers, the importance of encouraging the development of tools that meet the needs of users, easy-to-use and efficient for saving time as well as effort is noted. With respect to standards and specifications, it is recommended that technology providers keep standards and specifications implicit and thoroughly tested by different stakeholders. The recommendation for the Higher Education Management and Faculty stakeholder group is to encourage them to promote effective reuse through raising a range of OER-related skills and expertise amongst colleagues. Our report concludes that appropriate training and support, to help identify and develop the necessary processes involved in searching, authoring, adapting, delivering and sharing, are essential to increase our understanding and awareness of the key issues related to the area of Content Development for Reuse.
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- 2011
12. Creating open educational resources: a workshop
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Wilson, Tina, Webb, Rose, Ferreira, Giselle, and Connolly, Teresa
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This session aims to provide an opportunity for conference participants to learn about and share their knowledge and expertise in the creation of Open Educational Resources (OERs). In the first part of the session, the convenors will share their experience from the OpenLearn project, describing some examples from different disciplines and topic areas, with a view to illustrating broad areas of concern as well as opportunities for re-use and repurposing. The main part of the session, however, will offer participants the opportunity to co-create an OER, share their views and experiences and discuss the benefits, limitations and issues they envisage.
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- 2007
13. Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators
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Hassler, Bjoern, primary, Hennessy, Sara, additional, Knight, Simon, additional, and Connolly, Teresa, additional
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- 2014
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14. Visualization mapping approaches for developing and understanding OER
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Connolly, Teresa, primary
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- 2013
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15. Achadh na Sealbhaighe
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Achadh Na Sealbhaighe, Maguidhir, T., Maguire, Mary, Maguire, Thomas, Connolly, Teresa, Flynn, Margaret, and Rooney, Margaret
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History ,Famine, 1845-1852 ,Traditional medicine ,Occupations ,Marriage ,Potatoes ,Ireland ,Weather ,Folklore ,Animal culture - Abstract
A collection of folklore and local history stories from Achadh na Sealbhaighe (school) (Aghnashalvy, Co. Monaghan), collected as part of the Schools' Folklore Scheme, 1937-1938 under the supervision of teacher T. Maguidhir., Churning / Maguire, Mary -- Famine Times / Maguire, Thomas -- Michael (Mickey) Brady / Maguire, Thomas -- Herbs / Maguire, Mary -- Old Crafts and Trades / Maguire, Mary -- Local Cures / Connolly, Teresa -- David Hutchinson / Connolly, Teresa -- Weather-Lore / Flynn, Margaret -- Potato Crop / Flynn, Margaret -- Seasons and Days Lucky and Otherwise / Maguire, Mary -- Farm Animals / Flynn, Margaret -- List of Names of Fields in the District / Flynn, Margaret -- Local Marriage Customs / Connolly, Teresa -- Games Played Formerly / Rooney, Margaret, Supported by funding from the Department of Arts, Heritage and the Gaeltacht (Ireland), University College Dublin, and the National Folklore Foundation (Fondúireacht Bhéaloideas Éireann), 2014-2016.
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- 1937
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16. Convent of Mercy, Buncrana
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Convent Of Mercy, Buncrana, Josephine, Sr Mary, Connolly, Teresa, Suibhne, Siubhan Nic, Colgan, Eilís Níc, Cormick, Leonora Mc, Porter, Mary, Deeney, Mona, Ghailineach, Róisín Ní, Grant, Mary C., Aindreis, Eibhlin Nic, Connaghaoile, Tréasa Ní, Ghráinne, Máire Ní, Chonnaghaoile, Treasa Ní, Colgan, Eilís Nic, Gráinne, Máire Ní, Aindreis, Eibhlin Nich, and Riada, Eithne Nic
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History ,Historic sites ,Folk poetry ,Schools ,Buncrana ,Bun Cranncha ,Traditional medicine ,Manners and customs ,Saint Brigid's Day ,Famine, 1845-1852 ,Severe storms ,Ringforts ,Butter ,Marriage ,Occupations ,Ireland ,Weather ,Folklore ,Treasure troves ,belief - Abstract
A collection of folklore and local history stories from Convent of Mercy, Buncrana (school) (Buncrana, Co. Donegal), collected as part of the Schools' Folklore Scheme, 1937-1938 under the supervision of teacher Sr Mary Josephine., Weather-Lore / Connolly, Teresa -- Folklore in Connection with St Columcille / Suibhne, Siubhan Nic -- Churning / Colgan, Eilís Níc -- Bishop Maggin / Connolly, Teresa -- Loss of the Laurentic / Cormick, Leonora Mc -- Pilgrimages / Porter, Mary -- St Bodeirn's Boat -- Old Cures / Deeney, Mona -- St Patrick on Aileach / Ghailineach, Róisín Ní -- Mountilly Barracks / Grant, Mary C. -- Saldana -- Our Holy Wells and Herbs / Aindreis, Eibhlin Nic -- Severe Weather / Connaghaoile, Tréasa Ní -- Fairy Fort / Ghráinne, Máire Ní -- Old Cures / Chonnaghaoile, Treasa Ní -- Herbs / Connaghaoile, Tréasa Ní -- St Brigid's Day / Colgan, Eilís Nic -- Local Marriage Customs / Gráinne, Máire Ní -- Weather-Lore / Aindreis, Eibhlin Nic -- Funny Story / Cormick, Leonora Mc -- Clagan Glenelly -- Hidden Treasure -- Old Crafts / Colgan, Eilís Nic -- Local Cures -- Folklore / Aindreis, Eibhlin Nich -- Old Schools / Riada, Eithne Nic -- Herbs -- All people around Buncrana will tell you the story about the Rushfield priest. -- Baile an Mhullaigh agus Cinn Arda -- Micheal O'Cranny ó Tuirc said that the islanders of Inistrahull got Evishabreadia as a 'Barr' i.e. maountainm ground for turf cutting etc., Supported by funding from the Department of Arts, Heritage and the Gaeltacht (Ireland), University College Dublin, and the National Folklore Foundation (Fondúireacht Bhéaloideas Éireann), 2014-2016.
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- 1937
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17. Áth na gClaidheamh
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Belpatrick, Collon, Domhnaill, S. Mac, Marray, Kathleen, Connolly, Teresa, Loughran, Marcella, Shevlin, Kathleen, Conlon, Benny, Fitzpatrick, May, Fitzpatrick, Benny, Shevlin, Annie, Forde, Mickeal, Garvey, Patrick, Clarke, Lizzie, Loughran, Kathleen, Conlon, Henry, Fitzgerald, May, Shevlin, Alice, Meegan, Lizzie, and Meegan, John James
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Irish Travellers (Nomadic people) ,Annagleve ,Folk poetry ,Historic sites ,History ,local legends ,Legal status, laws, etc ,Smithing ,Severe storms ,Riddles ,Áth na gCliabh ,Cemeteries ,Marriage ,Weather ,Poverty ,Folklore ,Treasure troves ,Schools ,Bread ,Roads ,Animal culture ,Famine, 1845-1852 ,Food ,Land use ,Butter ,Dissenters, Religious ,Recreation ,Ireland - Abstract
A collection of folklore and local history stories from Áth na gClaidheamh (school) (Annagleve, Co. Monaghan), collected as part of the Schools' Folklore Scheme, 1937-1938 under the supervision of teacher S. Mac Domhnaill., Hidden Treasure / Marray, Kathleen -- Hidden Treasure / Connolly, Teresa -- Hidden Treasure / Loughran, Marcella -- My District / Marray, Kathleen -- Hidden Treasure / Shevlin, Kathleen -- Marriage Customs / Loughran, Marcella -- Travelling People / Loughran, Marcella -- Story / Loughran, Marcella -- Churning / Loughran, Marcella -- My District / Loughran, Marcella -- Local Forges / Loughran, Marcella -- Local Roads / Loughran, Marcella -- Our Farm Animals / Loughran, Marcella -- Bread / Loughran, Marcella -- Local Heroes / Loughran, Marcella -- Local Songs - Lord Blayney's Demesne / Loughran, Marcella -- Local Songs / Loughran, Marcella -- Local Song - McNally's Tea / Connolly, Teresa -- Local Songs - Dog Racing / Marray, Kathleen -- Local Song - A Hallow Eve Night / Marray, Kathleen -- Local Song - Bridget Fitzpatrick's Dance / Shevlin, Kathleen -- Local Song / Conlon, Benny -- Local Song / Fitzpatrick, May -- Local Song - Oweny Haggan's Ball / Fitzpatrick, Benny -- Local Song - Sir John and His Runaway Bus / Shevlin, Annie -- Local Song - Horse Racing / Forde, Mickeal -- Local Heroes / Connolly, Teresa -- Local Roads / Connolly, Teresa -- Local Forges / Connolly, Teresa -- Our Farm Animals / Connolly, Teresa -- Bread / Connolly, Teresa -- Travelling Folk / Connolly, Teresa -- Churning / Connolly, Teresa -- My District / Connolly, Teresa -- Marriage Customs / Connolly, Teresa -- Marriage Customs / Marray, Kathleen -- Travelling People / Marray, Kathleen -- Old Story / Marray, Kathleen -- Churning / Marray, Kathleen -- Local Forges / Marray, Kathleen -- Local Roads / Marray, Kathleen -- Care of Farm Animals / Marray, Kathleen -- Bread / Marray, Kathleen -- Weather-Lore / Connolly, Teresa -- Old Schools / Connolly, Teresa -- Games I Play / Garvey, Patrick -- Landlord / Shevlin, Annie -- Local Happenings / Clarke, Lizzie -- Folklore - The Landlord / Conlon, Benny -- Folklore - Old Graveyards / Conlon, Benny -- Folklore - Local Schools / Conlon, Benny -- Folklore - Weather-Lore / Conlon, Benny -- Folklore - Weather-Lore / Marray, Kathleen -- Folklore - A Collection of Riddles / Loughran, Kathleen -- Collection of Riddles / Conlon, Benny -- Folklore - A Collection of Riddles / Conlon, Henry -- Folklore - A Collection of Riddles / Clarke, Lizzie -- Folklore - A Collection of Riddles / Fitzgerald, May -- Local Place Names / Conlon, Benny -- Local Place Names / Marray, Kathleen -- Folklore - Old Graveyards / Marray, Kathleen -- Games I Play / Shevlin, Alice -- Folklore - The Famine / Shevlin, Alice -- Folklore - A Collection of Riddles / Shevlin, Alice -- Folklore - A Collection of Riddles / Meegan, Lizzie -- Folklore - A Poem on the Landlord / Meegan, Lizzie -- Severe Weather / Meegan, Lizzie -- Folklore - A Collection of Riddles / Garvey, Patrick -- Song on the Landlords / Meegan, John James, Supported by funding from the Department of Arts, Heritage and the Gaeltacht (Ireland), University College Dublin, and the National Folklore Foundation (Fondúireacht Bhéaloideas Éireann), 2014-2016.
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- 1937
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18. The Open Networking Lab: an open online course for experiential learning of computer networking
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Kear, Karen, Smith, Andrew, Mikroyannidis, Alex, Jones, Allan, Rosewell, Jon, Donelan, Helen, Wermelinger, Michel, Sanders, Chris, Third, Allan, and Connolly, Teresa
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ComputingMilieux_COMPUTERSANDEDUCATION - Abstract
The Open Networking Lab project (https://onl.kmi.open.ac.uk/) aims to provide open online resources to enable anyone to learn the basics of computer networking. The project is hosted at The UK Open University and is supported by funding from UfI (www.ufi.co.uk) as part of their ‘VocTech Impact 2017’ funding initiative for vocational learning using digital technologies. Central to the project is the PT Anywhere network simulation software (Mikroyannidis et al. 2017) based on Cisco’s powerful Packet Tracer simulator. Learners can use PT Anywhere to develop their skills in solving computer networking problems. The ultimate aim is to enable as many learners as possible, regardless of prior educational background, to access employment in computer networking - an area which is in high demand from industry.\ud \ud The Open Networking Lab project is developing a Badged Open Course, which will be hosted on the Open University’s OpenLearn platform, where it will be accessible without cost to any learner or educator worldwide. Initial development is being carried out using the ‘sister’ platform OpenLearn Create so that the learning resources can be iteratively developed, piloted and improved prior to launch on OpenLearn itself.\ud \ud The Open Networking Lab course and resources will be evaluated with learners and teachers from Further Education colleges within the Cisco Networking Academy (www.netacad.com). The evaluation will involve hundreds of learners at different colleges within the UK. Data will be gathered from learners using surveys and observation, and from teachers via interviews. PT Anywhere and OpenLearn also provide various kinds of learning analytics. This data, with appropriate ethical considerations, will form a key part of the evaluation. \ud \ud Using PT Anywhere enables an experiential and practical approach to learning (Kolb, 1984; Brown et al., 1989). Learners will be shown, primarily via videos, screencasts and animations, how computer networks are set up and configured. They will then try out these ideas for themselves using the PT Anywhere simulator. Quizzes and other forms of assessment will enable learners to demonstrate that they have gained specific skills; they will then be able to claim corresponding digital badges. This package of activity-based learning should help learners feel motivated and engaged, and enable them to gain a sense of achievement as they progress through the online course. \ud \ud References:\ud Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.\ud Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.\ud Mikroyannidis, A., Gomez-Goiri, A.; Smith, A. and Domingue, J. (2017). Online experimentation and interactive learning resources for teaching network engineering. In: 2017 IEEE Global Engineering Education Conference (EDUCON), 25-28 Apr 2017, Athens, Greece, IEEE, pp. 181–188.
19. A small project and a big venture: sharing practices between two different scale OER developments
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Connolly, Teresa, Lane, Andrew, Hasseler, Bjorn, and Hennesy, Sarah
- Abstract
Sharing knowledge between OER initiatives and the reality of what actually happens in practice can lead to the fostering of openness amongst yet further initiatives and consequently enable our communities of practice to grow (Lane and Darby, 2012). Such knowledge sharing and learning of valuable lessons involves OER projects both large and small; projects ranging from those involving a few individuals, to those based in departments, and covering discipline areas as well as those that have arisen as a result of large institutional OER investments. This paper sets out to offer insight into, and contrast, the practices and knowledge sharing of two very different UK based OER projects: the internationally recognised OpenLearn project (McAndrew et al, 2009), established by the Open University in 2006 and the smaller scale Open Resource Bank for Interactive Teaching (ORBIT) project established at the University of Cambridge in 2012 (Hassler at al, 2012). In turn it highlights the other initiatives that informed or were informed by these two projects.\ud \ud On the one hand we provide a direct comparison between OpenLearn, established at a University as a big institutional approach and aiming to reach a broad academic audience, with ORBIT, developed as a small specialised project within a Faculty of Education and focused on a more targeted audience: that of primary and secondary school teachers of mathematics and science, and teacher educators in those areas. On the other hand we set out the expectations of the principal stakeholders - learners and educators – as well as mapping out the wide range of other projects and initiatives that they shared knowledge with and vice versa. If we are to understand and facilitate the spread of open practice, it is important to examine the knowledge sharing practices and approaches of both smallscale and large-scale ventures as well as the role of knowledge brokers.
20. OERopoly : A Game to Generate Collective Intelligence around OER
- Author
-
Connolly, Teresa, Makriyanni, Elpida, De Liddo, Anna, Wilson, Tina, and Open Ed (7th : 2010 : Barcelona)
- Subjects
Open access ,Web-based instruction ,Enseñanza virtual ,Ensenyament virtual ,Accés obert ,Acceso libre - Abstract
Collective Intelligence (CI ) is a phenomenon that emerges at the crossroads of three worlds: Open Educational Resources (OER), Web 2.0 technologies and Online Learning Communities. Building CI for the OER movement means capturing the richness of information, experiences, knowledge and resources, that the movement is constantly generating, in a way that they can be shared and reused for the benefit of the movement itself. The organisation of CI starts from collecting the knowledge and experiences of OER's practitioners and scholars in new creative forms, and then situating this knowledge in a collective 'pot' from where it can be leveraged with new 'intelligent' meanings and toward new 'intelligent' goals. This workshop is an attempt to do so by engaging participants in a CI experience, in which they will contribute to, and at the same time take something from, the existing CI around OER, Web 2.0 technologies and Online Learning Communities.
21. An Open Networking Lab for practical open education
- Author
-
Kear, Karen, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Jones, Allan, Rosewell, Jonathan, Wermelinger, Michel, Connolly, Teresa, Sanders, Chris, Peasgood, Alice, Williams, Judith, Moss, Nicky, Third, Allan, Kear, Karen, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Jones, Allan, Rosewell, Jonathan, Wermelinger, Michel, Connolly, Teresa, Sanders, Chris, Peasgood, Alice, Williams, Judith, Moss, Nicky, and Third, Allan
- Abstract
The Cisco Networking Academy programme (NetAcad) supports education and training in network engineering worldwide. NetAcad works with diverse educational institutions to offer an educational ‘vertical’ from beginner to advanced network engineer. However, as recognised by employment stakeholders, skills shortages in networking remain (Tech Partnership, 2016), particularly at the entry point (vocational levels two/three). NetAcad has been seen as a closed community based on the use of proprietary (Cisco) technology, but since 2013 it has moved towards openness through the release of APIs, free-to-use software/content, and the adoption of open standards. This has been, in part, enabled via scalable engagement projects with diverse stakeholders, including the UK Open University (OU). The OU is an Academy Support Centre (ASC) within NetAcad, supporting the growth and academic development of network engineering. In collaboration with Cisco and funded by the Ufi Charitable Trust, the OU is developing an online Badged Open Course (BOC), as part of the Open Networking Lab project (onl.kmi.open.ac.uk). Using the OU’s OpenLearn Create educational platform (www.open.edu/openlearncreate) under a CC-BY-SA-NC licence, material from the course can be taken and reused. The BOC will provide what is colloquially described as ‘zero to hero’ learning in network engineering and represents approximately 24 hours of study over 8 weeks. The course, which is free and open to all, is aimed at post-16 learners and is intended for use both by individuals engaged in independent study and classroom-based learners. Early versions of the course have been used by a number of UK further education colleges over the past 12 months. These institutions have been using the course with students who are studying towards a vocational qualification but currently have little previous experience of networking. Drawing on Sfard (1998), who argued that acquisition and participation are both necessary for learning
22. The Open Networking Lab: Hands-on Vocational Learning in Computer Networking
- Author
-
Mikroyannidis, Alexander, Kear, Karen, Smith, Andrew, Jones, Allan, Rosewell, Jonathan, Donelan, Helen, Wermelinger, Michel, Sanders, Chris, Third, Allan, Connolly, Teresa, Mikroyannidis, Alexander, Kear, Karen, Smith, Andrew, Jones, Allan, Rosewell, Jonathan, Donelan, Helen, Wermelinger, Michel, Sanders, Chris, Third, Allan, and Connolly, Teresa
- Abstract
An increasingly connected society demands people who can design, set up, monitor and maintain networks of computers and devices. Traditional classroom instruction cannot keep pace with demand, and networking hardware costs can be too high for widespread classroom use. This paper presents the Open Networking Lab, a new UK initiative for supporting hands-on vocational learning in computer networking. The Open Networking Lab will facilitate the development of introductory practical networking skills without using hardware, through the provision of a web-based network simulation package integrated into learning resources and activities. These learning resources will be evaluated by students and lecturers from a cluster of Further Education colleges in the UK and will subsequently be made available to learners worldwide via free and open courseware.
23. The Open Networking Lab: an open online course for experiential learning of computer networking
- Author
-
Kear, Karen, Smith, Andrew, Mikroyannidis, Alex, Jones, Allan, Rosewell, Jon, Donelan, Helen, Wermelinger, Michel, Sanders, Chris, Third, Allan, Connolly, Teresa, Kear, Karen, Smith, Andrew, Mikroyannidis, Alex, Jones, Allan, Rosewell, Jon, Donelan, Helen, Wermelinger, Michel, Sanders, Chris, Third, Allan, and Connolly, Teresa
- Abstract
The Open Networking Lab project (https://onl.kmi.open.ac.uk/) aims to provide open online resources to enable anyone to learn the basics of computer networking. The project is hosted at The UK Open University and is supported by funding from UfI (www.ufi.co.uk) as part of their ‘VocTech Impact 2017’ funding initiative for vocational learning using digital technologies. Central to the project is the PT Anywhere network simulation software (Mikroyannidis et al. 2017) based on Cisco’s powerful Packet Tracer simulator. Learners can use PT Anywhere to develop their skills in solving computer networking problems. The ultimate aim is to enable as many learners as possible, regardless of prior educational background, to access employment in computer networking - an area which is in high demand from industry. The Open Networking Lab project is developing a Badged Open Course, which will be hosted on the Open University’s OpenLearn platform, where it will be accessible without cost to any learner or educator worldwide. Initial development is being carried out using the ‘sister’ platform OpenLearn Create so that the learning resources can be iteratively developed, piloted and improved prior to launch on OpenLearn itself. The Open Networking Lab course and resources will be evaluated with learners and teachers from Further Education colleges within the Cisco Networking Academy (www.netacad.com). The evaluation will involve hundreds of learners at different colleges within the UK. Data will be gathered from learners using surveys and observation, and from teachers via interviews. PT Anywhere and OpenLearn also provide various kinds of learning analytics. This data, with appropriate ethical considerations, will form a key part of the evaluation. Using PT Anywhere enables an experiential and practical approach to learning (Kolb, 1984; Brown et al., 1989). Learners will be shown, primarily via videos, screencasts and animations, how computer networks are set up and configured. They
24. Open Networking Lab: online practical learning of computer networking
- Author
-
Rosewell, Jonathan, Kear, Karen, Jones, Allan, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Peasgood, Alice, Sanders, Chris, Third, Allan, Wermelinger, Michel, Moss, Nicky, Williams, Judith, Connolly, Teresa, Rosewell, Jonathan, Kear, Karen, Jones, Allan, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Peasgood, Alice, Sanders, Chris, Third, Allan, Wermelinger, Michel, Moss, Nicky, Williams, Judith, and Connolly, Teresa
- Abstract
Learning to configure computer networks is a topic requiring a substantial practical component and suggesting a pedagogic approach that foregrounds experiential learning. However, providing appropriate computer networking hardware is expensive for classroom labs, and is not viable for individual distance learners. Simulation offers an alternative basis for practical learning and supports a range of modes, from individual distance learning to in-class blended learning. Sophisticated network simulation packages, such as Cisco’s Packet Tracer, have high fidelity to networking devices and can simulate complex network scenarios. Unfortunately their complex interfaces make it difficult for a novice student to engage productively. The Open Networking Lab (ONL) will provide online resources for students of introductory computer networking. It will take an activity-centred approach, supported with video and screencasts, in preference to lengthy text. Practical activity is based on PT Anywhere, a network simulator that provides students with an easy-to-use, browser-based interface over Cisco’s Packet Tracer. PT Anywhere thus provides fully authentic simulation but, by only revealing a subset of features, supports a carefully scaffolded approach to teaching and learning. We report at an early stage in the development of the ONL. Material is being piloted with students at UK Further Education colleges. Evaluation will include observation, surveys and interviews with students and staff; PT Anywhere also provides learning analytics. A further stage of development will culminate in a badged open course on the Open University’s OpenLearn platform. The ONL will provide vocational learning at scale in educational institutions, employment contexts and for individual learners.
25. ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R
- Author
-
Okada, Alexandra, Connolly, Teresa, Scott, Peter, Klemke, Roland, Okada, Alexandra, Connolly, Teresa, Scott, Peter, and Klemke, Roland
- Abstract
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 m
26. Collaborating over rich media: The Open University and BBC partnership
- Author
-
Okada, Alexandra, Connolly, Teresa, Scott, Peter J., Lane, Andy, Law, Andrew, Okada, Alexandra, Connolly, Teresa, Scott, Peter J., Lane, Andy, and Law, Andrew
- Abstract
Open Educational Resources comprise many types of assets including rich media. However dynamic rich media offer different opportunities and challenges for learners, teachers and higher education institutions alike than do more static items such as text. The Open University in the UK (OUUK) has been extensively developing and using rich media in collaboration with the British Broadcasting Corporation (BBC) for its distance teaching and outreach programmes since it was established in 1969. As new media technologies have arrived so have the capabilities of the OUUK and the BBC to create rich media in partnership and make them openly accessible. This paper describes these developments and then discusses the approaches and evidence required to guide them in a way that both serves the BBC, the OUUK, the higher education sector and the wider community. It concludes that rich media are an essential part of the developing OER landscape and that openly sharing them brings defined benefits to an HEI beyond their traditional student body.
27. Widening participation in higher education through open educational resources
- Author
-
Okada, Alexandra, Connolly, Teresa, Scott, Peter J., Lane, Andy, Okada, Alexandra, Connolly, Teresa, Scott, Peter J., and Lane, Andy
- Abstract
This chapter examines the role that open educational resources might play in widening participation in higher education. It begins by highlighting the perceived importance of widening participation in higher education throughout the world and how that is defined, followed by the role that openness plays more generally in higher education, and then discusses the many ways in which open educational resources may help in opening up higher education by widening the audiences for them. It goes on to set out a conceptual framework for analysing both widening participation activities and open educational resources. It concludes that openness, as exemplified by open educational resources, is beginning to influence educational opportunities around the world, but that care is needed in setting out the contexts in which such activity is taking place.
28. Crowdsourcing education on the Web: a role-based analysis of online learning communities
- Author
-
Okada, Alexandra, Connolly, Teresa, Scott, Peter, Corneli, Joseph, Mikroyannidis, Alexander, Okada, Alexandra, Connolly, Teresa, Scott, Peter, Corneli, Joseph, and Mikroyannidis, Alexander
- Abstract
Learning online has significantly evolved over the past decade due to the emergence of Web 2.0 and 3.0 technologies that facilitate social learning in adaptive online environments. The open content movement and the associated techniques of crowdsourcing (i.e. assimilating several small contributions into resources of high quality) have further influenced education on the Web. This chapter investigates the concept of crowdsourcing in education through an analysis of case studies dealing with two open online learning communities, Peer 2 Peer University, and PlanetMath.org. The case studies proceed via an analysis of the various roles played by the individuals involved in each organization. The outcomes of this analysis are used to extract general recommendations for building online communities and applying crowdsourcing techniques in educational contexts.
29. Responsive Open Learning Environments at the Open University
- Author
-
Mikroyannidis, Alexander, Connolly, Teresa, Mikroyannidis, Alexander, and Connolly, Teresa
- Abstract
Personal Learning Environments (PLEs) offer new opportunities for supporting personalized and self regulated learning both in formal and in informal education. The Open University in the UK is an early adopter of PLEs through a number of different initiatives, one of which is the European project ROLE (Responsive Open Learning Environments). This paper presents some of the lessons learned and best practices from the introduction of ROLE technologies within an informal learning test-bed at the Open University.
30. Self-regulated learning in formal education: perceptions, challenges and opportunities
- Author
-
Mikroyannidis, Alexander, Connolly, Teresa, Law, Effie Lai Chong, Schmitz, Hans-Christian, Vieritz, Helmut, Nussbaumer, Alexander, Berthold, Marcel, Ullrich, Carsten, Dhir, Amandeep, Mikroyannidis, Alexander, Connolly, Teresa, Law, Effie Lai Chong, Schmitz, Hans-Christian, Vieritz, Helmut, Nussbaumer, Alexander, Berthold, Marcel, Ullrich, Carsten, and Dhir, Amandeep
- Abstract
Self-Regulated Learning (SRL) is a term that can be used to describe an individual's ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.
31. Case Study 3: Exploring open educational resources for informal learning
- Author
-
Mikroyannidis, Alexander, Connolly, Teresa, Mikroyannidis, Alexander, and Connolly, Teresa
- Abstract
This chapter explores the potential of informal learning within a Personal Learning Environment (PLE), as well as the identified informal learning cultures that have evolved from the use of Open Educational Resources (OER). A variety of research instruments and strategies have been employed to promote the use of PLEs in this case study and capture a rich variety of feedback from Communities of Practice. In particular, there is a focus on the active use of a PLE and its integration with OER available from the OpenLearn project of the Open University. Additionally, this chapter describes the discovered necessary guidance conditions, emergent contrasting learning contexts and evolving different scenarios in use within the selected Communities of Practice. This research has led to the identification of valuable lessons as well as the documentation of challenges that are faced by those using PLEs in the context of informal learning scenarios.
32. A small project and a big venture: sharing practices between two different scale OER developments
- Author
-
Connolly, Teresa, Lane, Andrew, Hasseler, Bjorn, Hennesy, Sarah, Connolly, Teresa, Lane, Andrew, Hasseler, Bjorn, and Hennesy, Sarah
- Abstract
Sharing knowledge between OER initiatives and the reality of what actually happens in practice can lead to the fostering of openness amongst yet further initiatives and consequently enable our communities of practice to grow (Lane and Darby, 2012). Such knowledge sharing and learning of valuable lessons involves OER projects both large and small; projects ranging from those involving a few individuals, to those based in departments, and covering discipline areas as well as those that have arisen as a result of large institutional OER investments. This paper sets out to offer insight into, and contrast, the practices and knowledge sharing of two very different UK based OER projects: the internationally recognised OpenLearn project (McAndrew et al, 2009), established by the Open University in 2006 and the smaller scale Open Resource Bank for Interactive Teaching (ORBIT) project established at the University of Cambridge in 2012 (Hassler at al, 2012). In turn it highlights the other initiatives that informed or were informed by these two projects. On the one hand we provide a direct comparison between OpenLearn, established at a University as a big institutional approach and aiming to reach a broad academic audience, with ORBIT, developed as a small specialised project within a Faculty of Education and focused on a more targeted audience: that of primary and secondary school teachers of mathematics and science, and teacher educators in those areas. On the other hand we set out the expectations of the principal stakeholders - learners and educators – as well as mapping out the wide range of other projects and initiatives that they shared knowledge with and vice versa. If we are to understand and facilitate the spread of open practice, it is important to examine the knowledge sharing practices and approaches of both smallscale and large-scale ventures as well as the role of knowledge brokers.
33. OERopoly: A game to generate collective intelligence around OER
- Author
-
Connolly, Teresa, Makriyanni, Elpida, De Liddo, Anna, Wilson, Tina, Connolly, Teresa, Makriyanni, Elpida, De Liddo, Anna, and Wilson, Tina
34. Creating open educational resources: a workshop
- Author
-
Wilson, Tina, Webb, Rose, Ferreira, Giselle, Connolly, Teresa, Wilson, Tina, Webb, Rose, Ferreira, Giselle, and Connolly, Teresa
- Abstract
This session aims to provide an opportunity for conference participants to learn about and share their knowledge and expertise in the creation of Open Educational Resources (OERs). In the first part of the session, the convenors will share their experience from the OpenLearn project, describing some examples from different disciplines and topic areas, with a view to illustrating broad areas of concern as well as opportunities for re-use and repurposing. The main part of the session, however, will offer participants the opportunity to co-create an OER, share their views and experiences and discuss the benefits, limitations and issues they envisage.
35. Introducing personal learning environments to informal learners: lessons learned from the OpenLearn case study
- Author
-
Mikroyannidis, Alexander, Connolly, Teresa, Mikroyannidis, Alexander, and Connolly, Teresa
- Abstract
Personal Learning Environments (PLEs) hold the potential to address the needs of informal learners for multi-sourced content and easily customisable learning environments. This paper presents the lessons learned from a case study regarding the use of widget-based PLEs by informal learners for finding and evaluating Open Educational Resources (OER). The lessons learned from this case study have allowed the authors to detect some of the obstacles for the successful adoption of PLEs by informal learners, as well as to identify ways for overcoming these obstacles.
36. Designing Open Educational Resources through Knowledge Maps to enhance Meaningful learning
- Author
-
Okada, Alexandra, Connolly, Teresa, Okada, Alexandra, and Connolly, Teresa
- Abstract
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 mate
37. An Open Networking Lab for practical open education
- Author
-
Kear, Karen, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Jones, Allan, Rosewell, Jonathan, Wermelinger, Michel, Connolly, Teresa, Sanders, Chris, Peasgood, Alice, Williams, Judith, Moss, Nicky, Third, Allan, Kear, Karen, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Jones, Allan, Rosewell, Jonathan, Wermelinger, Michel, Connolly, Teresa, Sanders, Chris, Peasgood, Alice, Williams, Judith, Moss, Nicky, and Third, Allan
- Abstract
The Cisco Networking Academy programme (NetAcad) supports education and training in network engineering worldwide. NetAcad works with diverse educational institutions to offer an educational ‘vertical’ from beginner to advanced network engineer. However, as recognised by employment stakeholders, skills shortages in networking remain (Tech Partnership, 2016), particularly at the entry point (vocational levels two/three). NetAcad has been seen as a closed community based on the use of proprietary (Cisco) technology, but since 2013 it has moved towards openness through the release of APIs, free-to-use software/content, and the adoption of open standards. This has been, in part, enabled via scalable engagement projects with diverse stakeholders, including the UK Open University (OU). The OU is an Academy Support Centre (ASC) within NetAcad, supporting the growth and academic development of network engineering. In collaboration with Cisco and funded by the Ufi Charitable Trust, the OU is developing an online Badged Open Course (BOC), as part of the Open Networking Lab project (onl.kmi.open.ac.uk). Using the OU’s OpenLearn Create educational platform (www.open.edu/openlearncreate) under a CC-BY-SA-NC licence, material from the course can be taken and reused. The BOC will provide what is colloquially described as ‘zero to hero’ learning in network engineering and represents approximately 24 hours of study over 8 weeks. The course, which is free and open to all, is aimed at post-16 learners and is intended for use both by individuals engaged in independent study and classroom-based learners. Early versions of the course have been used by a number of UK further education colleges over the past 12 months. These institutions have been using the course with students who are studying towards a vocational qualification but currently have little previous experience of networking. Drawing on Sfard (1998), who argued that acquisition and participation are both necessary for learning
38. Open Networking Lab: online practical learning of computer networking
- Author
-
Rosewell, Jonathan, Kear, Karen, Jones, Allan, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Peasgood, Alice, Sanders, Chris, Third, Allan, Wermelinger, Michel, Moss, Nicky, Williams, Judith, Connolly, Teresa, Rosewell, Jonathan, Kear, Karen, Jones, Allan, Smith, Andrew, Donelan, Helen, Mikroyannidis, Alexander, Peasgood, Alice, Sanders, Chris, Third, Allan, Wermelinger, Michel, Moss, Nicky, Williams, Judith, and Connolly, Teresa
- Abstract
Learning to configure computer networks is a topic requiring a substantial practical component and suggesting a pedagogic approach that foregrounds experiential learning. However, providing appropriate computer networking hardware is expensive for classroom labs, and is not viable for individual distance learners. Simulation offers an alternative basis for practical learning and supports a range of modes, from individual distance learning to in-class blended learning. Sophisticated network simulation packages, such as Cisco’s Packet Tracer, have high fidelity to networking devices and can simulate complex network scenarios. Unfortunately their complex interfaces make it difficult for a novice student to engage productively. The Open Networking Lab (ONL) will provide online resources for students of introductory computer networking. It will take an activity-centred approach, supported with video and screencasts, in preference to lengthy text. Practical activity is based on PT Anywhere, a network simulator that provides students with an easy-to-use, browser-based interface over Cisco’s Packet Tracer. PT Anywhere thus provides fully authentic simulation but, by only revealing a subset of features, supports a carefully scaffolded approach to teaching and learning. We report at an early stage in the development of the ONL. Material is being piloted with students at UK Further Education colleges. Evaluation will include observation, surveys and interviews with students and staff; PT Anywhere also provides learning analytics. A further stage of development will culminate in a badged open course on the Open University’s OpenLearn platform. The ONL will provide vocational learning at scale in educational institutions, employment contexts and for individual learners.
39. The Open Networking Lab: an open online course for experiential learning of computer networking
- Author
-
Kear, Karen, Smith, Andrew, Mikroyannidis, Alex, Jones, Allan, Rosewell, Jon, Donelan, Helen, Wermelinger, Michel, Sanders, Chris, Third, Allan, Connolly, Teresa, Kear, Karen, Smith, Andrew, Mikroyannidis, Alex, Jones, Allan, Rosewell, Jon, Donelan, Helen, Wermelinger, Michel, Sanders, Chris, Third, Allan, and Connolly, Teresa
- Abstract
The Open Networking Lab project (https://onl.kmi.open.ac.uk/) aims to provide open online resources to enable anyone to learn the basics of computer networking. The project is hosted at The UK Open University and is supported by funding from UfI (www.ufi.co.uk) as part of their ‘VocTech Impact 2017’ funding initiative for vocational learning using digital technologies. Central to the project is the PT Anywhere network simulation software (Mikroyannidis et al. 2017) based on Cisco’s powerful Packet Tracer simulator. Learners can use PT Anywhere to develop their skills in solving computer networking problems. The ultimate aim is to enable as many learners as possible, regardless of prior educational background, to access employment in computer networking - an area which is in high demand from industry. The Open Networking Lab project is developing a Badged Open Course, which will be hosted on the Open University’s OpenLearn platform, where it will be accessible without cost to any learner or educator worldwide. Initial development is being carried out using the ‘sister’ platform OpenLearn Create so that the learning resources can be iteratively developed, piloted and improved prior to launch on OpenLearn itself. The Open Networking Lab course and resources will be evaluated with learners and teachers from Further Education colleges within the Cisco Networking Academy (www.netacad.com). The evaluation will involve hundreds of learners at different colleges within the UK. Data will be gathered from learners using surveys and observation, and from teachers via interviews. PT Anywhere and OpenLearn also provide various kinds of learning analytics. This data, with appropriate ethical considerations, will form a key part of the evaluation. Using PT Anywhere enables an experiential and practical approach to learning (Kolb, 1984; Brown et al., 1989). Learners will be shown, primarily via videos, screencasts and animations, how computer networks are set up and configured. They
40. Self-regulated learning in formal education: perceptions, challenges and opportunities
- Author
-
Mikroyannidis, Alexander, Connolly, Teresa, Law, Effie Lai Chong, Schmitz, Hans-Christian, Vieritz, Helmut, Nussbaumer, Alexander, Berthold, Marcel, Ullrich, Carsten, Dhir, Amandeep, Mikroyannidis, Alexander, Connolly, Teresa, Law, Effie Lai Chong, Schmitz, Hans-Christian, Vieritz, Helmut, Nussbaumer, Alexander, Berthold, Marcel, Ullrich, Carsten, and Dhir, Amandeep
- Abstract
Self-Regulated Learning (SRL) is a term that can be used to describe an individual's ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.
41. ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R
- Author
-
Okada, Alexandra, Connolly, Teresa, Scott, Peter, Klemke, Roland, Okada, Alexandra, Connolly, Teresa, Scott, Peter, and Klemke, Roland
- Abstract
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 m
42. Case Study 3: Exploring open educational resources for informal learning
- Author
-
Mikroyannidis, Alexander, Connolly, Teresa, Mikroyannidis, Alexander, and Connolly, Teresa
- Abstract
This chapter explores the potential of informal learning within a Personal Learning Environment (PLE), as well as the identified informal learning cultures that have evolved from the use of Open Educational Resources (OER). A variety of research instruments and strategies have been employed to promote the use of PLEs in this case study and capture a rich variety of feedback from Communities of Practice. In particular, there is a focus on the active use of a PLE and its integration with OER available from the OpenLearn project of the Open University. Additionally, this chapter describes the discovered necessary guidance conditions, emergent contrasting learning contexts and evolving different scenarios in use within the selected Communities of Practice. This research has led to the identification of valuable lessons as well as the documentation of challenges that are faced by those using PLEs in the context of informal learning scenarios.
43. Responsive Open Learning Environments at the Open University
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Mikroyannidis, Alexander, Connolly, Teresa, Mikroyannidis, Alexander, and Connolly, Teresa
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Personal Learning Environments (PLEs) offer new opportunities for supporting personalized and self regulated learning both in formal and in informal education. The Open University in the UK is an early adopter of PLEs through a number of different initiatives, one of which is the European project ROLE (Responsive Open Learning Environments). This paper presents some of the lessons learned and best practices from the introduction of ROLE technologies within an informal learning test-bed at the Open University.
44. Introducing personal learning environments to informal learners: lessons learned from the OpenLearn case study
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Mikroyannidis, Alexander, Connolly, Teresa, Mikroyannidis, Alexander, and Connolly, Teresa
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Personal Learning Environments (PLEs) hold the potential to address the needs of informal learners for multi-sourced content and easily customisable learning environments. This paper presents the lessons learned from a case study regarding the use of widget-based PLEs by informal learners for finding and evaluating Open Educational Resources (OER). The lessons learned from this case study have allowed the authors to detect some of the obstacles for the successful adoption of PLEs by informal learners, as well as to identify ways for overcoming these obstacles.
45. A small project and a big venture: sharing practices between two different scale OER developments
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Connolly, Teresa, Lane, Andrew, Hasseler, Bjorn, Hennesy, Sarah, Connolly, Teresa, Lane, Andrew, Hasseler, Bjorn, and Hennesy, Sarah
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Sharing knowledge between OER initiatives and the reality of what actually happens in practice can lead to the fostering of openness amongst yet further initiatives and consequently enable our communities of practice to grow (Lane and Darby, 2012). Such knowledge sharing and learning of valuable lessons involves OER projects both large and small; projects ranging from those involving a few individuals, to those based in departments, and covering discipline areas as well as those that have arisen as a result of large institutional OER investments. This paper sets out to offer insight into, and contrast, the practices and knowledge sharing of two very different UK based OER projects: the internationally recognised OpenLearn project (McAndrew et al, 2009), established by the Open University in 2006 and the smaller scale Open Resource Bank for Interactive Teaching (ORBIT) project established at the University of Cambridge in 2012 (Hassler at al, 2012). In turn it highlights the other initiatives that informed or were informed by these two projects. On the one hand we provide a direct comparison between OpenLearn, established at a University as a big institutional approach and aiming to reach a broad academic audience, with ORBIT, developed as a small specialised project within a Faculty of Education and focused on a more targeted audience: that of primary and secondary school teachers of mathematics and science, and teacher educators in those areas. On the other hand we set out the expectations of the principal stakeholders - learners and educators – as well as mapping out the wide range of other projects and initiatives that they shared knowledge with and vice versa. If we are to understand and facilitate the spread of open practice, it is important to examine the knowledge sharing practices and approaches of both smallscale and large-scale ventures as well as the role of knowledge brokers.
46. Widening participation in higher education through open educational resources
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Okada, Alexandra, Connolly, Teresa, Scott, Peter J., Lane, Andy, Okada, Alexandra, Connolly, Teresa, Scott, Peter J., and Lane, Andy
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This chapter examines the role that open educational resources might play in widening participation in higher education. It begins by highlighting the perceived importance of widening participation in higher education throughout the world and how that is defined, followed by the role that openness plays more generally in higher education, and then discusses the many ways in which open educational resources may help in opening up higher education by widening the audiences for them. It goes on to set out a conceptual framework for analysing both widening participation activities and open educational resources. It concludes that openness, as exemplified by open educational resources, is beginning to influence educational opportunities around the world, but that care is needed in setting out the contexts in which such activity is taking place.
47. Crowdsourcing education on the Web: a role-based analysis of online learning communities
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Okada, Alexandra, Connolly, Teresa, Scott, Peter, Corneli, Joseph, Mikroyannidis, Alexander, Okada, Alexandra, Connolly, Teresa, Scott, Peter, Corneli, Joseph, and Mikroyannidis, Alexander
- Abstract
Learning online has significantly evolved over the past decade due to the emergence of Web 2.0 and 3.0 technologies that facilitate social learning in adaptive online environments. The open content movement and the associated techniques of crowdsourcing (i.e. assimilating several small contributions into resources of high quality) have further influenced education on the Web. This chapter investigates the concept of crowdsourcing in education through an analysis of case studies dealing with two open online learning communities, Peer 2 Peer University, and PlanetMath.org. The case studies proceed via an analysis of the various roles played by the individuals involved in each organization. The outcomes of this analysis are used to extract general recommendations for building online communities and applying crowdsourcing techniques in educational contexts.
48. Collaborating over rich media: The Open University and BBC partnership
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Okada, Alexandra, Connolly, Teresa, Scott, Peter J., Lane, Andy, Law, Andrew, Okada, Alexandra, Connolly, Teresa, Scott, Peter J., Lane, Andy, and Law, Andrew
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Open Educational Resources comprise many types of assets including rich media. However dynamic rich media offer different opportunities and challenges for learners, teachers and higher education institutions alike than do more static items such as text. The Open University in the UK (OUUK) has been extensively developing and using rich media in collaboration with the British Broadcasting Corporation (BBC) for its distance teaching and outreach programmes since it was established in 1969. As new media technologies have arrived so have the capabilities of the OUUK and the BBC to create rich media in partnership and make them openly accessible. This paper describes these developments and then discusses the approaches and evidence required to guide them in a way that both serves the BBC, the OUUK, the higher education sector and the wider community. It concludes that rich media are an essential part of the developing OER landscape and that openly sharing them brings defined benefits to an HEI beyond their traditional student body.
49. OERopoly: A game to generate collective intelligence around OER
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Connolly, Teresa, Makriyanni, Elpida, De Liddo, Anna, Wilson, Tina, Connolly, Teresa, Makriyanni, Elpida, De Liddo, Anna, and Wilson, Tina
50. Designing Open Educational Resources through Knowledge Maps to enhance Meaningful learning
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Okada, Alexandra, Connolly, Teresa, Okada, Alexandra, and Connolly, Teresa
- Abstract
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 mate
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