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A series of high-end complementary maths teaching resources directly aligned with the Irish Department of Education’s “Project Maths” syllabus and the Irish Leaving Certificate Exam are being offered by Alison (Advance Learning Interactive Systems Online).
These resources were created in collaboration with two Galway-based, Project Maths trained, secondary school teachers in partnership with the Galway Education Centre and the Athenry Maths Academy.
Currently available is Strand One of the curriculum: Probability and Statistics (Ordinary Level and Higher Level), an area found to be of traditional difficulty among students, and an area of increasing importance in the growing knowledge economy.
These are a complementary resource, not a replacement to in-classroom teaching of maths, and are made up of video lectures as well as interactive lessons from teachers and tutors from all over the world.
A Certificate of Completion is awarded to students who complete the full course.
The paper “If we open it will they come? Towards a new OER Logic Model” presents the result of a multilingual empirical survey on the ‘micro level factors’ of using, creating sharing and reusing open educational resources (OER).
Authored by Dr Ulf-Daniel Ehler, Professor for Educational Management and Lifelong Learning at Baden-Wurttemberg Cooperative State University, the paper emerges from the assumption that current models of OER integration are often lacking factors to support the creation of a sustainable open educational practice culture in organisations.
Micro level factors for integration of OER into teaching and learning on basis of the results of an empirical survey are presented and interpreted. They are used to enhance the OER logic model(s) into an “enhanced OER logic model” which, in addition to create equalized access, is capable of creating a culture of open educational practices as well.
Wiki for Higher Education (wiki4HE) is a research project being carried out by Spanish researchers aiming to analyse the use of Internet open content for university teaching and explore and propose new ways for using these resources in learning processes.
wiki4HE will specifically examine the educational uses of one of the most important open repositories of knowledge nowadays, Wikipedia, and explore the attitudes and perceptions of university teachers towards this virtual collaborative encyclopaedia (and open resources in general).
The expected outcomes of the project are a clear understanding of the perception, attitudes and uses of Wikipedia by university faculty and the identification of factors influencing these perceptions and practices. Moreover, taking into account this information, wiki4HE will produce a catalogue of educational practices and tutorials involving the use of Wikipedia, which teachers and university staff will be able to adapt to suit their needs and their pedagogical orientations.
Finally a set of recommendations will be drafted in order to help any university teacher to design, plan and implement new teaching practices using open resources in the Internet.
The latest issue of THEMES IN SCIENCE AND TECHNOLOGY EDUCATION is now available on the THESTE Journal Web Site.
THEMES IN SCIENCE AND TECHNOLOGY EDUCATION invites contributions in the form of original theoretical works, research reports and literature reviews about the development of Science Education, eLearning and ICT in Education.
The editors cordially invite contributions for review and publication.
Observing the 1980s offers a unique and inspiring insight into the lives and opinions of British people from all social classes and regions during the 1980s decade. A lot of the material comprises the personal memories of people who lived through the Thatcher era, making this resource seem all the more resonant now.
The Observing the 1980s project brings together ‘voices’ from the Mass Observation Project and the British Library’s Oral history collections, alongside 1980s documents and ephemera such as public information leaflets, pamphlets, posters and tickets from the University of Sussex Library’s archives.
The value of digitising these collections and disseminating them as open educational resources is that currently no established historiography of the 1980s exists. The decade is largely represented as polarised and the work that does exist is similarly divided into oppositional camps.
By bringing together these resources, students and academics will be able to make and illustrate connections across and between these polarised approaches. Additionally, a key benefit for educators at all levels is in the raw nature of the information and its potential use across subject areas such as politics, sociology, oral history, cultural and media studies, linguistics, gender studies, narrative and memory studies, migration studies, folklore studies, anthropology and contemporary history.
The material is also embedded into the University of Sussex Virtual Learning Environment (VLE) using open Moodle software. A variety of open education resources have been created, including one titled “Thatcher's Britain: Observing the 1980s”, with videos, images and slides that can be accessed by anyone through a guest login with no need sign up. There are also several infographics covering the Falklands Conflict, unemployment, the miners’ strike and sexuality in Thatcher’s Britain.
The Observing the 1980s material will also be available through HumBox and JORUM as well as via other educational resource sites such as the British Library.