scholarly journals A case study investigation of academic library support for open educational resources in Scottish universities

2019 ◽  
Vol 52 (3) ◽  
pp. 685-693
Author(s):  
Seth D. Thompson ◽  
Adrienne Muir
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Academic Library ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Institutional Commitment ◽  
Case Study Methodology

The aim of the research was to investigate why and how Scottish university libraries support open educational resources and to assess their ability to provide support services for their development and use within higher education institutions. There has been little research on the role of academic libraries in supporting open educational resources in Scotland and previous research found that there is a lack of awareness of them in Scottish higher education institutions and few have open educational resources policies. The case study methodology therefore involved two Scottish academic libraries providing open educational resources services. The libraries’ motivation includes supporting teaching and learning and the development of educator digital skills and copyright knowledge. However, there are a number of barriers limiting the services the libraries are able to provide, particularly lack of human resources. The research confirmed the findings of previous research on the importance of institutional commitment, incentives for educator engagement, and understanding of copyright and licensing issues by educators and library staff.

scholarly journals Challenges for implementing open educational resources by teachers in higher education

2018 ◽  
Vol 325 ◽  
pp. 479-490
Author(s):  
Roza Dumbraveanu
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Educational Philosophy ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Fair Use ◽  
Open Educational Resources ◽  
Educational Resources ◽  
European Universities ◽  
Teachers Training

Higher Education Institutions (HEI) are facing a number of problems during the last decades: the need to update the curricula to make it compatible with the similar ones from other national and European universities; demand to update the content and the pedagogical approach due to knowledge, technological and research development. Open Educational Resources (OER) might be a sound strategy for institutions to meet these challenges. At the same time OER are themselves one of the challenges that the teachers are faced with. OER could be implemented in courses in different ways, depending on the types of OER and the educational philosophy adopted by the teachers. The paper describes some challenges for implementing Open Educational Resources by teachers in Higher Education in Moldova: the level of awareness on availability and usage of OER; fair use matters; quality assurance of resources; pedagogical approaches for implementing OER into teaching and learning. The paper also grasps the issues of the digital divide that emerge when investigating these challenges. The judgment is based on the literature analysis and on the author’s teaching experience within courses for initial and continuous professional teachers’ training.

AN APPROACH TO RESEARCH IN HIGHER EDUCATION INSTITUTIONS THROUGH OPEN EDUCATIONAL RESOURCES

2019 ◽  
Author(s):  
Rafaela Blanca Silva-López ◽  
Ricardo Marcelín Jiménez ◽  
Iris Iddaly Méndez Gurrola ◽  
Hugo Pablo Leyva
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Open Educational Resources ◽  
Educational Resources

Sharing higher education learning and teaching resources in art, design and media

2010 ◽  
Vol 35 (3) ◽  
pp. 35-39
Author(s):  
Stephen Mallinder ◽  
Debbie Flint
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Art Design ◽  
The Uk

Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.

scholarly journals How Doba Business School Adopted its Business Model due to Coronavirus Pandemic?

2021 ◽  
pp. 486-493
Author(s):  
Marina Letonja ◽  
Živa Veingerl Čič ◽  
Anita Maček ◽  
Marko Divjak
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Business Model ◽  
Business School ◽  
Business Models ◽  
Higher Education Institutions ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Working Mechanisms

The coronavirus pandemic (pandemic) is posing difficult and unpredictable challenges for Higher Education Institutions (HEIs). They have to adapt their business models (BMs), traditional working mechanisms and the way they transfer their knowledge to their students. The aim of this paper is to show how HEI of applied sciences overcame these challenges, and how they adapted its BM. The case study methodology was used. Based on the case of DOBA Business School Maribor, Slovenia, authors present how it reacted to the changed business and education circumstances. Discussion and concluding remarks stress out the lessons Doba Business School has learned from the pandemic so far and how these insights can help other HEIs to change their BMs in order to cope better in these challenging times.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

Countering extremism through service learning: narratives learned from journalism students

2019 ◽  
Vol 11 (4) ◽  
pp. 686-697
Author(s):  
Maria Robert Bou Zeid
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Single Case ◽  
Higher Education Institutions ◽  
Social Implications ◽  
Case Study Methodology ◽  
Content Type ◽  
Higher Educational ◽  
Journalism Students

Purpose The purpose of this paper is to examine the case of the Aspiration, Communication and Transformation campaign conducted by journalism students to counter extremism as a form of experiential learning in Lebanese higher educational context. It documents the views and experiences of students in a service learning (SL) project for redressing a timely social issue. Design/methodology/approach This study employed a descriptive case study methodology involving a portraiture naturalistic approach for data gathering. It conducted semi-structured interviews with three participating students to learn from their experiences in countering extremism. This was complemented by two interviews with the instructor in charge of the project and an external stakeholder. Findings Results emphasized the combination of applying the broadcast technical skills of the course to countering extremism in a volatile political context. Research limitations/implications The findings are only a mild reflection of countering extremism through SL since it focused on a single case study involving a limited number of participants. However, the study offered common sense conclusions having broader applicability. Practical implications This topic is of particular importance to higher educational institutions and communities working on countering extremism through education, particularly in contexts rife with violence and ideological indoctrination. Social implications This paper has social implications on promoting awareness about extremism as a challenging social debacle. It presents workable recommendations for fostering a stronger relationship between higher education institutions and communities to defy extremism. It shows the importance of connecting curricula to community needs. Originality/value This paper fills a gap in the literature pertaining to the role of higher education institutions in countering extremism through SL in Lebanon and the MENA region.

The Types of Case Studies in Research and Career-Based Endeavors

2022 ◽  
pp. 548-567
Author(s):  
Laurie Wellner ◽  
Kathleen Pierce-Friedman
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Design ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Teaching Tool ◽  
Additional Structure ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the overarching components of the case study methodology in the context of research and career-based teaching and organizational learning settings. More specifically, this chapter, presented in several distinct sections, provides a description of the various types of case studies that can be selected for research purposes as well as for use as a teaching tool for career professionals, higher education faculty, and others interested in employing this type methodology. This chapter is intended to serve as a foundation to the subsequent text in this book pertaining to the detailed descriptions and elements of the case study serving as either a research design or a function of the teaching and learning process in academic and career-based settings. Providing a rich initial presentation of the types and qualities of the case study research design, this chapter will launch additional structure for the later chapters to offer a deeper understanding for the reader.

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