* pedagogical approaches are not always clearly indicated, except in many MOOCs and other open courses. QA models range from centralised top/down systems, through peer reviewing to contributor/user-driven models. * educators express some continuing concern about quality assurance, but learners appear largely confident in identifying good quality resources. * the licensing picture is complex and it is not always easy to discern the degree of openness from an initial scrutiny of websites. However the list of notable initiatives includes 13 single-language initiatives, ten languages of which are European languages. * most OER are in English, some exclusively and many others with English as one of a range of languages. there is greater diversity of formats than has previously been suspected and mobile apps for accessing OER are increasingly available. * almost all initiatives cover a wide range of subjects. * almost half of the initiatives are focused on higher and further/technical/vocational education with only a quarter on schools - though there is further work to be done in separating higher from vocational education, and from CPD and lifelong learning initiatives. * whilst the largest number of initiatives (in all three categories) are to be found in north America, there are more than might have been suspected across Europe and rather fewer than expected in the far East. The analysis indicates a complex and changing tapestry of significant OER initiatives across the world: * we identify three distinct categories of initiatives: open courses, open textbooks and collections of digital assets. Individual countries, mission groups and institutions should review and revise their own policies and strategies to ensure that OER-based learning can play a role in their existing framework of online provision to help them achieve their educational, economic and social goals in a sustainable way. In order to foster effective deployment of OER in a country or an institution, policy advice is needed explicitly to address issues such as business models and the use of new technologies/media to enable pedagogical innovation and enhance quality. The report demonstrates that OER-based learning, as an extension of online education, offers the potential of wider access to high quality education at relatively low cost, across a range of countries. I do not think going to deans or complaining on reddit is going to actually make a difference, but emailing them will.This report synthesizes key findings by examining similarities and differences in 120 "notable" OER initiatives worldwide against a number of key areas concerning OER development. They are involved in extensive research to figure out the best way to encourage this, and your feedback will be taken into consideration and appreciated. I promise they are open to your constructive comments and only want to encourage all of you to learn. Ultimately, I would encourage anyone that has issues with this to contact the professors directly. If you want clear weightings, I would encourage you to explain how this caused you more stress, when the goal was to cause you less stress. If you think the grading is unfair, I would encourage you to go and speak to the professors about it - they only did exemptions out of kindness, and they will be receptive to what you have to say.
Courseforum uva trial#
something in an experimental way has to go through trial and error. This course is being done in an experimental format to encourage learning, and unfortunately doing. Nobody is going to do average on the final and get severely punished, and everyone will get the opportunity to share their opinions of this. The professors chose to keep the final grade calculations to themselves because they are not going to be purely weighted.
While I don't know exactly what went into these decisions, I can say that it was done with the best intentions. Unfortunately this does not always end up fair. It was a combination of getting virtually perfect scores on the cohort/writeups, getting good cohort evaluation scores, and participating in office hours, in-class meetings, and the discord. The TAs had no input on these decisions, which is why some of the students picked may seem unfair/ unrelated to the actual performance. The exemptions were given based on a subjective assessment of students' contributions to the class. As a TA for the class, I just wanted to comment and help shed some light on the situation.
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