Relevant bibliographies by topics / Open Learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Open Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Open Learning"

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Stephen Oliver. "Open-Learning Workshops." Antipodes 27, no. 1 (2013): 38. http://dx.doi.org/10.13110/antipodes.27.1.0038.

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Parer, Michael S., and Chris Game. "Unlocking open learning." Collegian 2, no. 3 (January 1995): 44. http://dx.doi.org/10.1016/s1322-7696(08)60119-5.

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Barber, Jenny. "Open-ended LEARNING." Early Years Educator 8, no. 1 (May 2006): 34–39. http://dx.doi.org/10.12968/eyed.2006.8.1.20757.

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Clark, E. "Open learning (Journal)." Nurse Education Today 10, no. 5 (October 1990): 402. http://dx.doi.org/10.1016/0260-6917(90)90019-m.

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Kır, Şeyda, and Aras Bozkurt. "Analysis of Open and Distance Learning Narratives Within a Lifelong Learning Context." Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–25. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.10m.

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Nicholl, DST. "The Open Learning Handbook: Selecting, Designing and Supporting Open Learning Materials." Biochemical Education 19, no. 2 (April 1991): 100. http://dx.doi.org/10.1016/0307-4412(91)90031-3.

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Das Pratyusha Mukherjee, Gargi. "Open Educational Resources, Online Learning and Indian Initiatives." International Journal of Science and Research (IJSR) 12, no. 4 (April 5, 2023): 1652–57. http://dx.doi.org/10.21275/sr23427080057.

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Roche, David. "7. Open Learning from the Open University." Journal of European Industrial Training 10, no. 6 (June 1986): 59–64. http://dx.doi.org/10.1108/eb043363.

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Eric Nenzhelele, Tshilidzi. "Sustaining employment through administrative management experiential learning in an open distance learning institution." Problems and Perspectives in Management 14, no. 2 (June 13, 2016): 385–92. http://dx.doi.org/10.21511/ppm.14(2-2).2016.14.

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The supply of business and management graduates to the labor market has grown significantly. However, these graduates still find themselves without employment for years. This is because employment is lagging behind economic growth. As a result, unemployment rate in South Africa has increased from 22% in 1994 to 25% in 2014. In response, government, employers and managers are striving to create sustainable employment. However, creating sustainable employment is both challenging and difficult. No wonder that there is a constant cry to establish factors that enable sustainable employment. The aim of this research is to establish the impact of experiential learning in administrative management on sustainable employment. The research is quantitative in nature, and a questionnaire is used to collect data from the respondents. The research establishes that experiential learning in administrative management enables sustainable employment
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Angell, Nate, and Angela Gunder. "Open Learning Experience Bingo." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (December 24, 2021): 1–9. http://dx.doi.org/10.18357/otessac.2021.1.1.58.

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Definitions of openness and open education abound, but with so many, how can we use them effectively to explore the openness of assignments, activities, classes, or programs? Open Learning Experience Bingo is a game that a group of collaborators have created to give people a way to surface and discuss the many different ways that educational experiences can “open” beyond traditional practices. Each bingo card includes boxes containing possible “ingredients” in a learning experience, and radiating from the center of each box, “dimensions” of openness along which an ingredient might be opened. You “play” bingo by reading or hearing about a learning experience and marking areas on the bingo card that you think the experience opens. The game incorporates broad concepts of openness and seeks not to measure the openness of learning experiences, but to identify and spark discussion about areas in which experiences are opening — or might be opened further. As artifacts, completed bingo cards display a sort of “heat map” of openness that can be used to compare and contrast bingo evaluations of various learning experiences.
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Dissertations / Theses on the topic "Open Learning"

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Rigobón, Roberto. "Open economy, reform, and learning." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10390.

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Harrison, Michelle. "Developing spaces for learning in online open learning environments." Thesis, Lancaster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719806.

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With the adoption of social technologies in mainstream society, post-secondary educators have been adopting social technologies as alternatives to traditional learning management systems, perceiving them to be more open, participatory, student-centered, and reflective of socio-constructivist approaches to learning. At the same time, as we open up our boundaries of learning, researchers have suggested that these spaces can be uncanny, unsettling or troublesome as they challenge traditional, hierarchical learning models and their more familiar and comfortable references, roles and norms of the academy. How we incorporate these networked learning principles into the design of open online learning spaces, and how these spaces then are enacted as learning spaces is the focus of this project. A virtual ethnographic case study of an open boundary course was conducted to investigate how the available learning spaces are perceived and used by both teachers and learners, particularly as they intersect formal and informal contexts. To answer the overall research question "What effects do open online learning spaces have on the development of a learning culture in networked learning environments?" a two-tiered analytic framework was developed. The first tier examined the everyday practices within the course, including interactions between material and social spaces, through examination of the structures, communications and resulting practices. The second stage used a spatial lens, based on Boys' (2011) adaptation of Lefebvre's spatial triad (1991), to explore the tensions between how space is perceived (daily practices), conceived (designed), and lived (enacted) by participants. One finding is that participants all valued direct pathways for their learning experiences and felt that too many resources and routes lead to confusion and disorientation. Finding and maintaining coherence was a challenge for both instructors and participants, with each wrangling with the principles of openness, autonomy and social dialogue to meet their own needs and create different learning spaces. For the instructors this meant providing wayfinding and mooring points through the signalling of pathways, active participation and a repurposing/remixing of the different tools and structures available to them. The designed environment was inscribed with the familiar indicators of formal educational spaces (timeframes, structured activities, roles, active facilitation, educational metaphors, familiar asynchronous and synchronous communication) and provided a "homely" feel (Knox, 2014b). The participants chose different pathways depending on their expectations and learning needs (assessed/non- assessed), made visible their struggles with technology, and stuck to the course "home" space where visibility, recognition and meaningful connections were more likely to be encountered. This allowed for the development of a small cohort of engaged, active learners who developed an open and supportive learning culture where they could take risks in their own learning processes. The spatial analysis highlighted that there is a constant shifting and renegotiating within the learning spaces we try to create, both as designers and as learners. In this case tensions related to visibility/anonymity, assessment, flexibility (pathways, time), resources, conceptions of openness, and complexity of the learning environment, all had an impact on how the learning spaces were perceived or enacted. The hierarchically defined spaces created through digital tools, even those created by social technologies that many consider inherently more open and participatory, are only permeable and accessible in certain ways, and to certain types of practices. As the results of this research highlight, these underlying structures, with their own set of rules, ownership, and hierarchical ordering affects the resulting spaces, dictating how learners and teachers can shape and interact with them. Those considering designing learning experiences with more open, permeable boundaries will need to ask critical questions about how resulting tensions may create different types of enclosures or barriers, and flow this impacts on the spaces for learning.
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Williams, Helen Margaret. "Curriculum conceptions of open learning : theory, intention and student experience in the Australian Open Learning Initiative." Thesis, Queensland University of Technology, 1995.

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This thesis addresses the need to clarify the meaning of the open learning concept. It does so from a curriculum perspective and with a particular focus on curriculum control. The reason for this is that open learning is said to involve control of curriculum by learners. The study draws on curriculum theory to identify three alternative conceptions of curriculum which are used as alternative ways of considering open learning. Thus,open learning is examined as an element of social theory, as an intended curriculum and as a perceived student learning experience. The analysis is facilitated by the development of a suite of analytical tools, comprising curriculum code theory and the concepts of frame and decision-making space. Students are considered as curriculum decision-makers in order to investigate their latitude for curriculum control from their own perspective. By comparing the three conceptions of open learning listed above as they apply to a particular case of open learning provision, by analysing that case in terms of the suite of analytical tools and by considering the relevant historical and socio-cultural context, a new theory of open learning is generated. In the first instance, the three curriculum conceptions of open learning are applied to the Australian Open Learning Initiative. The methodology is based on a research philosophy of realist-coherentism. Theory on open learning, which is generic and inclusive of a wide range of views, is analysed and reviewed. Three major categories of theory on open learning (descriptive, prescriptive and explanatory) are considered. The intended curriculum of the Initiative is then detailed primarily from documentary evidence with support from key informant interviews. Students' curriculum experiences are studied by means of a series of telephone interviews with a targeted sample of 44 students registered for units of study with Open Learning Australia (the Open Learning Agency of Australia) in the first study period of 1993. Comparing theory on open learning with the evidence of the intended curriculum and student experience indicates that a technocratic approach to opening access, rather than learner control of curriculum, is the central feature of this case. Learner-centred features of the curriculum and learner control are not primary aims but rather the byproducts of increasing participation primarily through flexibility in the location and timing of study and an open entry policy. Students are seen to be essentially curriculum-takers with curriculum structures acting as strong frames on their decision-making. In relation to its context, the Initiative is seen as a pragmatic response to economic and political pressures to expand participation in higher education and to have implications for centralising control of higher education. It is proposed that open learning is understandable as a manifestation of educational democratisation. Rather than being a novel post-Fordist or neo-Fordist form of education, it is argued that open learning is a continuation of longer term, progressive educational trends. Open learning is distinctive from earlier progressive educational movements in its adult focus and use of communications technologies. It is suggested that, in the post-industrial era, pressures associated with the attainment of mass higher education are inducing reforms at that level similar to reforms previously enacted in primary and secondary education as these reached mass levels of provision. Evidence for this interpretation extends beyond the Australian case and includes parallels between open learning and the reforms characteristic of democratisation as well as historical data on the expansion of opportunities for adult education. In terms of curriculum code theory, open learning is seen as an expression of the rational curriculum code. This suggests an amendment to curriculum code theory to acknowledge a lag in the implementation of certain codes at post-secondary level in comparison with schooling. If the patterns previously observed in school education continue to be followed, state intervention is likely to involve further technocratic and internalised controls at this level. The new theory implies that a systems wide, rather than a piecemeal, approach to the development of national systems of open learning is needed. In Australia, this means fully integrating the Initiative within the Unified National System of Higher Education and making its funding base and systems of student support more equitable with conventional provision. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decision-making and learner control of curriculum. It notes that transfer of control over entering a program of study is not automatically conferred by an open admissions policy but is, instead, dependent on providers meeting the information needs of students.
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MARMOREO, FEDERICO. "Learning with Unavailable Data: Generalized and Open Zero-Shot Learning." Doctoral thesis, Università degli studi di Genova, 2022. http://hdl.handle.net/11567/1069118.

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The field of visual object recognition has seen a significant progress in recent years thanks to the availability of large-scale annotated datasets. However, labelling a large amount of data is difficult and costly and can be simply infeasible for some classes due to the long-tail instances distribution problem. Zero-Shot Learning (ZSL) is a framework that consider the case in which for some of the classes no labeled training examples are available to train the model. To solve the problem a multi-modal source of information, the class (semantic) embeddings, is exploited to extract knowledge from the available classes, the seen classes, and recognize novel categories for which the class embeddings is the only information available, namely, the unseen classes. To directly targeting the extreme imbalance in the data, in this thesis, we first propose a methodology to improve synthetic data generation for the unseen classes through their class embeddings. Second, we propose to generalize the Zero-Shot Learning framework towards a more competitive and real-world oriented scenario. Thus, we formalize the problem of Open Zero-Shot Learning as the problem of recognizing seen and unseen classes, as in ZSL, while also rejecting instances from unknown categories, for which neither visual data nor class embeddings are provided. Finally, we propose methodologies to not only generate unseen categories, but also the unknown ones.
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李漢傑 and Hon-kit Lee. "The Open Learning Institute of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982037.

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Baird, N., and Beer K. De. "Why podcasting in open higher distance learning?" Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/366.

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Throughout history children have been taught by means of stories told by their parents, and for many centuries this was the primary method of transferring knowledge and information. As time progressed, we spent less and less time listening to stories, although to this day storytelling is still being used as an education methodology. People of our modern century are accustomed to receiving information in an audio format. It is natural for us to absorb information through an auditory medium, and since such information transfer takes place on such a personal level, we tend to form a personal relationship with radio presenters. They become like family members who visit every time one turns on the radio. Podcasting has grown over the past year and is seen as a major leap forward in mobile learning, or as we like to call it, "learning-on-the-go". The learner is able to download lectures or information to his or her iPod or any other MP3 player, and no matter where he is or what he is doing, he will be able to gain knowledge. Whether the learner is working out at the gym or driving a car, the lecturer is always there with him, allowing the learner to constantly absorb information as it is presented in an amazingly personal way. When lectures are presented in this way, it of course remains the learner's responsibility to absorb the information made available to him. The whole idea of self-regulated learning comes to the fore and learners actually take responsibility for what they learn and the pace at which they learn. Lecturers are advised to record their lectures and make them available online as an essential tool in the education process. Language lecturers in particular should use pod casting as the main feature of their courses. Providing learners with a podcast of information on the next face-to-face lecture and having them prepare according to what they have been told in the podcast will truly enhance learning in the lecture room and stimulate discussion. The main aim of all lecturers should be to have their learners prepare to such a degree that all face-to-face sessions become discussion sessions. The iPod and podcasting have changed the face of open higher distance education as we know it. All we need to do is jump aboard and make the most of the amazing opportunities this paradigm shift is offering.
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Hornik, Kurt, Christian Buchta, and Achim Zeileis. "Open-Source Machine Learning: R Meets Weka." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 2007. http://epub.wu.ac.at/1188/1/document.pdf.

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Two of the prime open-source environments available for machine/statistical learning in data mining and knowledge discovery are the software packages Weka and R which have emerged from the machine learning and statistics communities, respectively. To make the different sets of tools from both environments available in a single unified system, an R package RWeka is suggested which interfaces Weka's functionality to R. With only a thin layer of (mostly R) code, a set of general interface generators is provided which can set up interface functions with the usual "R look and feel", re-using Weka's standardized interface of learner classes (including classifiers, clusterers, associators, filters, loaders, savers, and stemmers) with associated methods.
Series: Research Report Series / Department of Statistics and Mathematics
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Björk, Friström Viking. "Mapping of open-answers using machine learning." Thesis, KTH, Matematisk statistik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-228616.

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This thesis investigates if a model can be created to map misspelled answers from open-ended questions to a finite set of brands. The data used for the paper comes from the company Nepa that uses open-questions to measure brand-awareness and consists of misspelled answers and brands to be mapped to. A data structure called match candidate was created and consists of a misspelled answer and brand that it poten-tially be mapped to. Features for the match candidates were engineered and based on the edited distances, posterior probability and common misspellings among other. Multiple machine learning models were tested for classifying the match candidates as positive if the mapping was correct and negative otherwise. The model was tested in two scenarios, one when the answers in the training and testing data came from the same questions and secondly when they came from different ones. Among the classifiers tested, the random forest model performed best in terms of PPV as well as sensitivity. The resulting mapping identified on average 92% of the misspelled answers and map then with 98% accuracy in the first scenario. While in the second scenario 70% of the answers were identified with 95% confidence in the mapping on average.
Detta examensarbete undersöker huruvida en modell kan skapas för att kartlägga fel-stavade svar till öppna frågor till ett finit set av företagsnamn. Datan till denna uppsats kommer ifrån företaget Nepa som använder öppna frågor för att mäta märkesmedvetenhet. Denna data består av öppna svar samt företagsnamn som dessa kan matchas till. En datastruktur skapades som kallas för match candidate och består av ett felstavat svar samt ett företagsnamn som svaret kan matchas med. Attribut skapades till match candidate och bygger bland annat på sträng likhet, aposteriorisan-nolikhet samt vanliga fel stavningar med mera. Ett flertal maskininlärningsmodeller testades för att klassifiera match candidates som korrekt om och endast om svaret och företagsnamnet matchade och inkorrekt annars. Modellen testades i två olika scenarior. I det första kom datan som modellen tränade och testade på ifrån samma frågor. I det andra scenariot var det olika frågor som tränings och test data byggdes på. Av de maskininlärningsmodeller som testades så presterade radom forest modellen bäst i avseende på PPV och sensitivity. Den resulterande kartläggningen lyckades i genomsnitt identifiera 92% av alla felstavade svar och matchades i 98% till korrekt företagsnamn i det första scenariot. I det andra scenariot identifiera 70% av alla felstavade svar och matchades i 95% till korrekt företagsnamn i genomsnitt.
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Lee, Hon-kit. "The Open Learning Institute of Hong Kong." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946985.

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Mina, Christakis. "Open Technological Standardization Processes Through Learning Networks." 京都大学 (Kyoto University), 2010. http://hdl.handle.net/2433/120839.

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Books on the topic "Open Learning"

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Gartside, Peter. Open learning by open learning. 2nd ed. Dundee: SCOTTSU International Ltd, 1987.

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Edinburgh's Telford College. Open Learning Support Unit. Open learning. [Edinburgh]: Edinburgh's Telford College, 1995.

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Board, Construction Industry Training. Open learning in construction: Guides to open learning : developing learning packages. [s.l.]: CITB, 1986.

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Great Britain. Department of Employment. Learning Methods Branch., ed. Open & flexible learning: Learning methods. Sheffield: Learning Methods Branch, Employment Department, 1994.

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Rienties, Bart, Regine Hampel, Eileen Scanlon, and Denise Whitelock. Open World Learning. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003177098.

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Ehlers, Ulf-Daniel. Open Learning Cultures. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38174-4.

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Bagley, Bill. Inside open learning. Bristol: Further Education Staff College, Coombe Lodge, 1985.

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Authority, National Health Service Training. Open learning guidelines. [s.l.]: NHS Training Authority, 1989.

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Race, Phil. Assesing open learning. Pontypridd: University of Glamorgan, 1994.

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Project, Lancashire Open Learning, ed. Lancashire open learning. Nelson: Lancashire Open Learning Project, 1988.

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Book chapters on the topic "Open Learning"

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Caliskan, Hasan. "Open Learning." In Encyclopedia of the Sciences of Learning, 2516–18. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_52.

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Ehlers, Ulf-Daniel. "Open Learning." In Akademisch ausgebildetes Pflegefachpersonal, 59–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-54887-5_5.

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Rennie, Frank, and Keith Smyth. "Open learning." In Digital Learning: The Key Concepts, 110–11. 2nd ed. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-145.

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Falmagne, Jean-Claude, and Jean-Paul Doignon. "Open Problems." In Learning Spaces, 375–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-01039-2_18.

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Rose, Sherri, and Mark J. van der Laan. "The Open Problem." In Targeted Learning, 3–20. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9782-1_1.

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Zaikin, Oleg. "Open Distance Learning." In Open Distance Learning, 1–41. New York: Jenny Stanford Publishing, 2022. http://dx.doi.org/10.1201/9781003132615-1.

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Gaskell, Anne. "Open Distance Learning." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_215-1.

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Gaskell, Anne. "Open Distance Learning." In Encyclopedia of Educational Philosophy and Theory, 1688–93. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_215.

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Peters, Michael A., Tze-Chang Liu, and David J. Ondercin. "Open Learning Systems." In The Pedagogy of the Open Society, 55–65. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-967-1_4.

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Land, Susan M., and Kevin Oliver. "Open Learning Environments." In Encyclopedia of the Sciences of Learning, 2518–21. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1102.

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Conference papers on the topic "Open Learning"

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"Hyperspectral imaging and machine learning for monitoring grapevine physiology." In Open-GPB. International Viticulture and Enology Society, 2024. http://dx.doi.org/10.58233/v7vzpw9f.

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Duval, E. "Global open learning." In 28th International Conference on Information Technology Interfaces, 2006. IEEE, 2006. http://dx.doi.org/10.1109/iti.2006.1708440.

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"Learning from remote sensing data: a case study in the Trentino region." In Open-GPB. International Viticulture and Enology Society, 2024. http://dx.doi.org/10.58233/ubeltmry.

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Sack, Mandy. "A data-centric reinforcement learning approach for self-updating machine learning models." In Open Architecture/Open Business Model Net-Centric Systems and Defense Transformation 2022, edited by Raja Suresh. SPIE, 2022. http://dx.doi.org/10.1117/12.2615873.

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"A novel dataset and deep learning object detection benchmark for grapevine pest surveillance." In Open-GPB. International Viticulture and Enology Society, 2024. http://dx.doi.org/10.58233/1mcoer58.

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Lagido, Cristina, Kristian Nielsen, Gitte Kragh, Pascal Flohr, Louise Bezuidenhout, Loek Brinkman, Agnese Baini, et al. "OPEN EDUCATIONAL RESOURCES ON OPEN SCIENCE AND RESPONSIBLE RESEARCH AND INNOVATION (OPEN RRI)." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1601.

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Mays, Tony, and Wayne Mackintosh. "OER-Enabled Online Micro-Courses for Teachers - Remixing for Resilience in the South Pacific." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5682.

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Open, distance and flexible learning (ODFL) is a key strategy for building resilient education systems in the Pacific, given the difficulty of providing more traditional campus-based learning for widely distributed and culturally diverse learners. However, few of the teachers currently in-service have received training in or through ODFL. It is therefore necessary to make such training available in ways that both model and build such capacity in cost-effective and scalable ways. This paper explores the rationale for and design of an open learning ecosystem as exemplified in a micro-course called Digital Skills for OER Sharing (DS4OERS), which is the first of several courses that have been developed or are in development under the Pacific Partnership for Open, Distance and Flexible Learning led by the Commonwealth of Learning. The platform and course were designed to be as open and flexible as possible and use was made of digital badging both to encourage active learning and to allow for multiple exit and re-entry points. Moreover, the pedagogical approach and technologies deployed were designed for remix to build resilience for professional development solutions in the region. Feedback from participants in the first mediated iteration of the course offered to 1560 teachers will be shared as will core learnings which have influenced subsequent design and implementation. Published as OER using free and open source software digital learning environment, the course was remixed and deployed by the Ministry of Education, Sports and Culture in Samoa demonstrating the potential for scaling professional development using open online micro-courses.
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Lane, Paul, and Ryan Lafferty. "OPEN HEARTS, OPEN MINDS: THANKS TO COVID-19." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0741.

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Araújo, Sílvia, and Micaela Aguiar. "OPEN SCIENCE AND OPEN DATA TOWARDS OPEN EDUCATION — PORTLINGUE: A DIGITAL HUMANITIES RESEARCH PROJECT." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1268.

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Bloch, Anthony. "Online deep learning for behavior prediction." In Open Architecture/Open Business Model Net-Centric Systems and Defense Transformation 2022, edited by Raja Suresh. SPIE, 2022. http://dx.doi.org/10.1117/12.2619359.

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Reports on the topic "Open Learning"

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Adamu, Abdalla Uba. Status of Open and Distance Learning in Nigeria. Commonwealth of Learning (COL), October 2022. http://dx.doi.org/10.56059/11599/4070.

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"Status of Open and Distance Learning in Nigeria" reviews current policy and practice in relation to issues of access, equity, quality and costs. This was done using a survey of ODL institutions, data from different institutions, and available studies conducted by COL. The report identifies innovations and best practices that institutions adopted as a response to the Covid-19 crisis. The objective of this report is to provide recommendations and concrete actions to enable policy makers and distance education leaders to transform the sector for national development.
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Kanwar, Asha. A Green Learning Agenda. Commonwealth of Learning (COL), August 2022. http://dx.doi.org/10.56059/11599/4077.

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Presented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 3 August 2022.
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Grindle, Charles E. 21st Century Senior Leader Education: Ubiquitous Open Access Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, February 2011. http://dx.doi.org/10.21236/ada543398.

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Lovett, Andrew, Morteza Dehghani, and Kenneth Forbus. Incremental Learning of Perceptual Categories for Open-Domain Sketch Recognition. Fort Belvoir, VA: Defense Technical Information Center, January 2007. http://dx.doi.org/10.21236/ada470431.

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Izquierdo Sanchez, Sofia. The Microeconomics Blog: Inclusive Learning Using Open Educational Resources (OER). The Economics Network, July 2024. http://dx.doi.org/10.53593/n4120a.

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Uandela, André, and Mimi Coultas. Learning from ODF Districts in Mozambique. The Sanitation Learning Hub, Institute of Development Studies, June 2023. http://dx.doi.org/10.19088/slh.2023.006.

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ozambique has committed to achieving the UN Sustainable Development Goal (SDG) 6.2 to achieve access to adequate and equitable sanitation and hygiene for all and end open defecation by 2030. Much progress is still needed, with recent data indicating that 36 per cent of the population (11.6 million people) still use unimproved facilities which are not designed to hygienically separate excreta from human contact. In addition, Mozambique has a high rate of open defecation at 23 per cent (7.1 million people). The prevalence of unsafe sanitation practices, regarded as the use of either unimproved sanitation facilities or open defecation, is particularly high in rural areas, with an alarming 75 per cent of the rural population lacking access to safe sanitation facilities. Based on these trends, it is projected that Mozambique will not achieve an open defecation free (ODF) status until 2068. To accelerate results, the Government of Mozambique (GoM) recently approved the Rural Sanitation Strategy (2021-2030) which aims at eliminating open defecation and achieving universal access to basic sanitation by 2030 using Community-led Total Sanitation (CLTS) as the core approach. As a key partner of the GoM in the rural sanitation subsector, UNICEF has been supporting large scale sanitation programmes in several provinces.
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Megogo Bokamba, Tania. The “Improving learning through classroom experience” study. Open Development & Education, March 2023. http://dx.doi.org/10.53832/opendeved.1038.

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Pattni, Ravina. Improving learning through classroom experience in Tanzania. Undefined, September 2023. http://dx.doi.org/10.53832/opendeved.1025.

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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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