Search: Select Topic Focus: down "Educational Media & ICTs" and Publication Type: down "Guidelines, Manuals, Training Materials, Textbooks"
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1. Free Access
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title:
Guidelines for quality assurance and accreditation of MOOCs
author(s):
year:
2016
place:
Burnaby (CA)
publisher:
ISBN:
ISBN 978-1-894975-82-7
comment:
"Two main factors influence how we might assess the quality of a massive open online courses (MOOC): purpose and perspective. By purpose we mean the reason(s) the MOOC has been developed and facilitated. By perspective we mean who is measuring the quality. These two factors are intrinsically linked. From a university perspective, investing in setting up and running a MOOC in, for example, Clinical Trials, may be a worthwhile investment if it serves the purpose of extending global reputation. But for a learner, the purpose of participating in the MOOC could be to network with other students. The university may measure quality by monitoring the scale and reach of the students — so, if the MOOC has over 25,000 participants from 46 countries, it could be viewed as high quality. However, learners may find it difficult to connect with other students on the MOOC platform. For this reason, the MOOC will appear low quality to them. This link between purpose and perspective makes the measurement of quality challenging. The present Guidelines for Quality Assurance and Accreditation of MOOCs have been developed to guide the selection of quality metrics by four stakeholder groups: governments, accreditation bodies, institutions and learners. There are two stages for using the guidelines. The first stage involves identifying the purpose(s) of the MOOC from the stakeholders′ perspectives. In the second stage, stakeholders are encouraged to reflect on the metrics that will determine whether that purpose has been achieved. A range of quality metrics, associated with different stages of learning (before, during or after MOOC creation and participation), is provided in Appendix 1. Each of the stakeholder groups is likely to be interested in different stages of the learning process and different measures." (p.4-5)
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E-Lib
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2. Free Access
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title:
Guide to developing open textbooks
author(s):
year:
2016
place:
Burnaby (CA)
publisher:
pages:
62 p.
ISBN:
978-1-894975-88-9
comment:
"The Guide to Developing Open Textbooks has been developed to assist teachers, teaching support personnel and educational technology administrators to: 1. understand the value of open education, OER and open textbooks for teaching and learning; 2. appreciate the potential value of developing an open textbook platform; 3. select appropriate technology to build an open textbook platform, using either existing services offered free on the Internet or open-source tools, based on local needs and resources; and 4. build, manage and maintain an open textbook platform." (objectives, p.5-6)
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E-Lib
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3. Free Access
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title:
Cine y cuidado de la casa común: manual de cine foros sobre ambiente
author(s):
year:
2016
place:
Quito
publisher:
pages:
212 p.
collation:
bibliogr. p.205-212
comentario:
"En este manual se ofrecen herramientas y estrategias de comunicación para la capacitación, además de una riquísima selección de alrededor de 200 películas recomendadas para los procesos de reflexión y debate sobre la urgencia de cuidar y defender la naturaleza. Este manual es fruto de varios talleres organizados por Signis ALC en América Latina, en los cuales comunicadores, agentes pastorales, líderes de organizaciones sociales, profesores, académicos y realizadores de cine, han compartido diversas experiencias contemporáneas y ensayado nuevas formas de hacer cine-foro. Así también se ha intercambiado y debatido sobre la problemática, e incidido en algunas claves para construir mensajes comunicacionales, partiendo de la producción de audiovisuales movilizadores, para contribuir al cambio de la cultura consumista, defensa y cuidado del ambiente." (página web signisalc.org)
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E-Lib
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4. Free Access
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title:
A basic guide to open educational resources (OER)
author(s):
year:
2015
place:
Paris
publisher:
place:
Vancouver (CA)
publisher:
pages:
iv, 133 p.
ISBN:
978-1-894975-41-4
comment:
"This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ′Frequently Asked Questions′. Its purp ose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively. The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest." (back cover)
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E-Lib
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5. Free Access
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title:
Click! Using YouTube as a training tool
author(s):
year:
2015
publisher:
pages:
15 p.
series:
comment:
"This praxis note suggests some possible ways to harness YouTube in support of civil society development. Firstly, it examines the ways in which YouTube might be used. Secondly, there are suggestions of particular clips that INTRAC staff and others have found useful." (p.2)
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signature:
E-Lib
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6. Free Access
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title:
Quality models in online and open education around the globe: state of the art and recommendations
author(s):
year:
2015
place:
Oslo
publisher:
pages:
52 p.
collation:
bibliogr. p.49-52
comment:
"The report provides the first global overview of quality models in online and open education, an overview which is very timely, delivered as it is for Global Education 2030, the new global educational agenda which replaces Education For All, EFA. The report paints with a broad brush the landscape of quality in online and open education – and its challenges. Illustrating that quality in online learning is as complex as the reality of online learning itself. It addresses new needs such as quality in MOOCs and Open Education Resources. It shows that one size does not fit all, that improving quality of student experiences is more than ever extremely important, and it warns against implementation of quality models that restrict innovation and change." (preface)
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7. Free Access
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title:
Designing behavior change communication interventions in education: a practitioner's guide
year:
2014
publisher:
pages:
33 p.
comment:
"Section 2 introduces some behavioral theories and models of behavior change. Section 3 describes the process of designing an intervention using behavior change communication strategies: (1) identifying the specific behavioral objectives and conducting the formative research to understand barriers and facilitators to behavior adoption, (2) designing the strategy, (3) testing the strategy, (4) implementing and monitoring and (5) evaluating the intervention." (section 1, introduction)
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signature:
E-Lib
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8. Free Access
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title:
Edutainment: using stories and media for social action and behaviour change
year:
2013
place:
Johannesburg
publisher:
pages:
141 p.
contents:
What is edutainment? -- An overview of edutainment activities -- Building partnerships -- Qualitative formative audience research -- Choosing your edutainment media & format -- Creating a total communication strategy -- Developing the message and story -- Marketing & promoting your edutainment -- Evaluation - List of case studies.
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E-Lib
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9. Free Access
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title:
Integrating low-cost video into agricultural development projects: a toolkit for practitioners
author(s):
year:
2012
publisher:
pages:
xiv, 196 p.
other ed.:
also published in French
comment:
"Using low-cost videos within your agricultural development project can be an effective way for increasing the scale of your activities by leveraging the expertise of local experts and farmers for a broader audience. Since the videos may be created in the field by your staff, the cost will be lower than professionally produced videos, and the turnaround time from concept to final product will likely be much faster. Given the cost and time benefits, you will also likely be able to create many more videos than you would be able to do otherwise. Also, if you find that one of your videos is not having the desired impact, it is much less expensive to create a newer, more effective video than it would be using a professional videographer. Last, producing videos with local stakeholders will likely increase local ownership of content, empower local farmers by giving them a voice, and increase local exposure to ICT tools." (introduction, p.ix-x)
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E-Lib
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10. Free Access
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title:
El radiodrama en la comunicación de mensajes sociales: apuntes teórico-prácticos para la producción integral
author(s):
year:
2010
place:
Buenos Aires
publisher:
pages:
166 p.
collation:
bibliogr. p.155-166
series:
topics:
publ.type:
signature:
E-Lib
online:


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