Telesoftware—a new educational resource?

1984 ◽  
Vol 54 (3) ◽  
pp. 114 ◽  
Author(s):  
M. White
Keyword(s):  
Educational Resource

Emotional intelligence as educational resource for parents

2015 ◽  
Author(s):  
Aliya Tolegenova ◽  
Shugyla Duanayeva ◽  
Danna Naurzalina ◽  
Baidlayeva Akmarala ◽  
Laura Baimoldina ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Educational Resource

Transvenous Cardiac Pacemaker Educational Resource

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Jmir Cousar ◽  
Michael Bohanske ◽  
Jeffery Hill
Keyword(s):  
Cardiac Pacemaker ◽  
Educational Resource

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

PREP — The Preoperative Risk Education Package: an online educational resource for primary care clinicians to encourage community based prehabilitation prior to major surgery

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697277
Author(s):  
James Durrand ◽  
F McHardy ◽  
E Land ◽  
Z Llewellyn ◽  
C Norman ◽  
...  
Keyword(s):  
Risk Factors ◽  
Primary Care ◽  
Perioperative Risk ◽  
Perioperative Outcomes ◽  
Major Surgery ◽  
Educational Resource ◽  
Major Step ◽  
Early Evaluation ◽  
Risk Education ◽  
Primary Care Clinicians

BackgroundPrehabilitation prior to major surgery mandates cross-sector working. Utilising the preoperative window from referral requires clinician engagement. Awareness of perioperative risk factors is crucial. A national survey uncovered gaps in knowledge and understanding.AimCreate an open-access, online educational resource for primary care clinicians.MethodOur multidisciplinary team developed a focused CPD resource targeting lifestyle factors and chronic health conditions influencing perioperative risk (www.prepwell.co.uk).ResultsPREP highlights seven risk factors influencing perioperative risk: Smoking, alcohol, inactivity, anaemia, cognitive impairment, frailty and low BMI. A case study frames each factor alongside perioperative impact and prehabilitation strategies.ConclusionPREP is the first educational resource of its type. Early evaluation through local clinicians, the RCGP and RCOA has resulted in very positive feedback. We are working with Royal College representatives to gain formal endorsement and facilitate wider scale rollout, a major step towards raised clinician awareness and enhanced collaboration for improved perioperative outcomes.

TEACH THE EARTH’S DECENTRALIZED MODEL FOR CENTRALIZED EDUCATIONAL RESOURCE DISCOVERY

2016 ◽  
Author(s):  
Rory R. McFadden ◽  
◽  
Sean P. Fox ◽  
Sean P. Fox ◽  
Cathryn A. Manduca ◽  
...  
Keyword(s):  
Resource Discovery ◽  
Educational Resource ◽  
Decentralized Model

scholarly journals Cultivating Textbook Alternatives From the Ground Up: One Public University’s Sustainable Model for Open and Alternative Educational Resource Proliferation

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Jonathan Lashley ◽  
Rebel Cummings-Sauls ◽  
Andrew B. Bennett ◽  
Brian L. Lindshield
Keyword(s):  
Public Universities ◽  
Institutional Support ◽  
Educational Resources ◽  
Educational Resource ◽  
Faculty Participation ◽  
State University ◽  
Methodical Approach ◽  
The Creation ◽  
Kansas State University ◽  
Open Materials

<p class="3">This note from the field reviews the sustainability of an institution-wide program for adopting and adapting open and alternative educational resources (OAER) at Kansas State University (K-State). Developed in consult of open textbook initiatives at other institutions and modified around the needs and expectations of K-State students and faculty, this initiative proposes a sustainable means of incentivizing faculty participation via institutional support, encouraging the creation and maintenance of OAER through recurring funding, promoting innovative realizations of “educational resources” beyond traditional textbooks, and rallying faculty participation in adopting increasingly open textbook alternatives. The history and resulting structure of the initiative raise certain recommendations for how public universities may sustainably offset student textbook costs while also empowering the pedagogies of educators via a more methodical approach to adopting open materials.</p>

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