ORCID Profile
0000-0001-5006-529X
Current Organisations
University of Suffolk
,
University of California Davis
,
Universitat de Barcelona
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Publisher: Association for Learning Technology
Date: 24-07-2014
Abstract: Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources user evaluation tools peer review authorship of the resources keywords of the resources use of standardised metadata multilingualism of the repositories inclusion of social media tools specification of the creative commons license availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development.Keywords: open educational resources open access open educational practice repositories quality assurance(Published: 24 July 2014)Citation: Research in Learning Technology 2014, 22: 20889 -0.3402/rlt.v22.20889
Publisher: Springer Science and Business Media LLC
Date: 20-02-2023
DOI: 10.1186/S41239-023-00380-Y
Abstract: This paper presents an ethical framework designed to support the development of critical data literacy for research methods courses and data training programmes in higher education. The framework we present draws upon our reviews of literature, course syllabi and existing frameworks on data ethics. For this research we reviewed 250 research methods syllabi from across the disciplines, as well as 80 syllabi from data science programmes to understand how or if data ethics was taught. We also reviewed 12 data ethics frameworks drawn from different sectors. Finally, we reviewed an extensive and erse body of literature about data practices, research ethics, data ethics and critical data literacy, in order to develop a transversal model that can be adopted across higher education. To promote and support ethical approaches to the collection and use of data, ethics training must go beyond securing informed consent to enable a critical understanding of the techno-centric environment and the intersecting hierarchies of power embedded in technology and data. By fostering ethics as a method, educators can enable research that protects vulnerable groups and empower communities.
Publisher: Association for Learning Technology
Date: 05-10-2020
Publisher: Edutec
Date: 29-09-2023
Publisher: Wiley
Date: 20-05-2003
DOI: 10.1002/MOP.10895
Publisher: Zenodo
Date: 2020
Publisher: No publisher found
Date: 10-2015
Publisher: International Council for Open and Distance Education
Date: 2014
Publisher: Graz University of Technology
Date: 2020
Publisher: Wiley
Date: 2023
DOI: 10.1002/ECS2.4342
Abstract: Synthesis research in ecology and environmental science improves understanding, advances theory, identifies research priorities, and supports management strategies by linking data, ideas, and tools. Accelerating environmental challenges increases the need to focus synthesis science on the most pressing questions. To leverage input from the broader research community, we convened a virtual workshop with participants from many countries and disciplines to examine how and where synthesis can address key questions and themes in ecology and environmental science in the coming decade. Seven priority research topics emerged: (1) ersity, equity, inclusion, and justice (DEIJ), (2) human and natural systems, (3) actionable and use‐inspired science, (4) scale, (5) generality, (6) complexity and resilience, and (7) predictability. Additionally, two issues regarding the general practice of synthesis emerged: the need for increased participant ersity and inclusive research practices and increased and improved data flow, access, and skill‐building. These topics and practices provide a strategic vision for future synthesis in ecology and environmental science.
Publisher: Zenodo
Date: 2019
Publisher: Springer Science and Business Media LLC
Date: 09-1993
DOI: 10.3758/BF03204528
Publisher: Wiley
Date: 07-04-2021
DOI: 10.1002/EAP.2321
Abstract: Although different fisheries can be tightly linked to each other by human and ecosystem processes, they are often managed independently. Synchronous fluctuations among fish populations or fishery catches can destabilize ecosystems and economies, respectively, but the degree of synchrony around the world remains unclear. We analyzed 1,092 marine fisheries catch time series over 60 yr to test for the presence of coherence, a form of synchrony that allows for phase‐lagged relationships. We found that nearly every fishery was coherent with at least one other fishery catch time series globally and that coherence was strongest in the northeast Atlantic, western central Pacific, and eastern Indian Ocean. Analysis of fish biomass and fishing mortality time series from these hotspots revealed that coherence in biomass or fishing mortality were both possible, though biomass coherence was more common. Most of these relationships were synchronous with no time lags, and across catches in all regions, synchrony was a better predictor of regional catch portfolio effects than catch ersity. Regions with higher synchrony had lower stability in aggregate fishery catches, which can have negative consequences for food security and economic wealth.
Publisher: International Council for Open and Distance Education
Date: 2023
Publisher: No publisher found
Date: 30-06-1920
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Javiera Atenas.