Tracy Rains, Virtual Learning Specialist at Appalachia Intermediate Unit, talks about developing two key components of the OER-DEIA Action Plan for K-12 District Implementation:  The Collaboration Plan and the Educator and Staff Professional Learning Plan.  She provides insight into why both of these sections are critical to the success of any OER-DEIA initiative.

Il volume rappresenta la tappa finale della prima stagione di implementazione del Progetto ABACUS (giugno 2019 - settembre 2020), sostenuta dal finanziamento pubblico garantito dalla Regione Siciliana e dalla Presidenza del Consiglio dei Ministri. In tal senso, la pubblicazione raccoglie sia una sezione di materiali di discussione critica sul percorso progettuale e sui primi esiti maturati, sia una ricca parte di contributi tematici offerti da referenti istituzionali, studiosi ed esperti, docenti accademici e ricercatori, professionisti e rappresentanti di organismi del Terzo settore Sono state così affrontate ed esaminate differenti tematiche e problematiche socio-culturali e socio-economiche, e prospettive e approcci metodologico-operativi tra loro affini e convergenti, che si sviluppano a cavallo delle politiche sociali, giovanili e culturali, della progettazione sociale e culturale, dell'innovazione sociale e della diversità culturale, in differenti contesti socio-territoriali siciliani e italiani, con una particolare attenzione per quelle iniziative che rappresentano casi paradigmatici in cui le istanze istituzionali, della ricerca, dell'educazione e della formazione si incontrano con le aspettative dei pubblici differenziati e, specialmente, delle giovani generazioni, anche sull'orizzonte della innovazione dell'occupazione giovanile.

This presentation uses Beyonce's album "Lemonade" as an example to explain the concept of open access. By framing "Lemonade" as an information resource, the presentation explores modes of and barriers to access and encourages participants to discuss questions of privilege, power, and equity in relation to access to information.

This Workshop in a Box (WIB) contains everything you need to prepare for and deliver a workshop for faculty, researchers, and students on open access. After attending this workshop, participants will have a better understanding as to whether open access is right for them and their works and, if so, how to make their works openly accessible.

Nowadays, the use of technologies is deeply embedded in the teaching and learning of foreign languages. Therefore, students and teachers are compelled to continuously update their digital skills. Moreover, the need for online teaching has been spurred by the COVID pandemics, which has posed new challenges in this regard. When searching for online tools, one of the main difficulties is the vast amount and disparity of resources available to both teachers and students, who often feel overwhelmed due to the lack of time or assessment criteria. In such cases, the potential of existing resources remains largely unexplored. In this context, we developed an online open access database of digital resources for Teaching and Learning Chinese as a Foreign Language. It includes a collection of metadata to satisfy users with different profiles and needs. In sum, we set up a multilingual (Catalan, Spanish, English and Chinese) and dynamic website, which can be useful for both teachers and learners who, in turn, will be able to enrich it through different types of feedback. Check our website and subscribe to our newsletter to be informed of the latest resources added to the database.

“What’s the difference between ResearchGate, Academia.edu, and the institutional repository?”

“I put my papers in ResearchGate, is that enough for the open access policy?

These and similar questions have been common at open access events over the past couple of years. Authors want to better understand the differences between these platforms and when they should use one, the other, or some combination.

This blog post is a primer on understanding the differences between academic social networking sites and institutional repositories (IRs).