Opening Doors to Open Digital Practice for Educators: The Open Page Project

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Bonnie Stewart ◽  
Nick Baker
Keyword(s):  
Educational Practice ◽  
Open Educational Resource ◽  
Digital Learning ◽  
Digital Literacies ◽  
Bachelor Of Education ◽  
Open Educational Practice ◽  
Faculty Of Education ◽  
Differentiated Learning ◽  
Production Capacities ◽  
The University

This paper outlines the design and purpose of an open educational resource (OER) project focused on developing digital literacies and open educational practice (OEP) within a Canadian Faculty of Education. Called The Open Page, the project features a Tool Parade of videos and podcasts created with and by Bachelor of Education (B.Ed.) students). Designed to enable students to build critical and participatory digital literacies with common classroom tools, and to encourage the development of OEP, the project assesses classroom uses of specific educational technology platforms. It also engaged student creators in analysis of various platforms' implications for student data and for differentiated learning. Featured on the University of Windsor Faculty of Education's website, The Open Page and its Tool Parade of OER offer professional development resources for faculty and practicing teachers and contributes to a common conversation about digital learning between educators at all levels. This paper will overview The Open Page and its creation, and the ways in which it represents an effort to focus pre-service teachers on the participatory and production capacities of the web for digital learning.

scholarly journals The Open Page Project

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Bonnie Stewart
Keyword(s):  
Educational Technology ◽  
Educational Practice ◽  
Open Educational Resource ◽  
Digital Learning ◽  
Bachelor Of Education ◽  
Open Educational Practice ◽  
Digital Classroom ◽  
Faculty Of Education ◽  
Differentiated Learning ◽  
Learning Principles

This paper overviews an Open Educational Resource (OER) project aimed at developing digital literacies and open educational practice within a Faculty of Education. The project, titled (redacted), modelled and enacted three core digital learning principles – produsage, presence, and authentic audiences – for a broad audience of faculty and educators through the creation of videos and podcasts about educational technology tools. Designed to enable Bachelor of Education students to work towards authentic assignments and open practice, while leading professional development for faculty and practicing teachers, (redacted) also developed student literacies in assessing and evaluating educational technology platforms. The project’s video and podcast outputs, showcased on a sub-page of the official Faculty of Education website, reflect intensive student research into the classroom uses, data implications, and differentiated learning possibilities of digital classroom tools. The paper will introduce readers to the principles and pedagogy that shaped the design of (redacted), and examine its efforts to create a common conversation about digital learning between educators at all levels.

scholarly journals Participation in OER Creation: A Trajectory of Values

2021 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Erin Meger ◽  
Michelle Schwartz ◽  
Wendy Freeman
Keyword(s):  
Educational Practice ◽  
Faculty Members ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Government Grants ◽  
Teaching Support ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Resource Creation ◽  
Open Textbooks

This paper provides an analysis of interviews with seven faculty members who engaged in creating Open textbooks funded by government grants at a university in Canada in 2018. Using four values—access and equity, community and connection, agency and ownership, and risk and responsibility—identified by Sinkinson (2018), McAndrew (2018), and Keyek-Fransen (2018), we traced the ways in which university faculty members’ understanding of Open changed through the process of Open Educational Resource creation. As a teaching support-focused unit, we explore ways to provide our faculty and instructors with meaningful opportunities to develop their Open pedagogy. These findings reconceive the way that Open Educational Practice can be promoted at our University and others. Instead of focusing solely on OER creation, our faculty started engaging in thinking through the different conceptions of Open educational practice and identifying which concepts resonated with them. By reframing the ways in which faculty thought about Open Educational Practices, we have been better able to address the ways in which we support them.

scholarly journals Pre-service teachers’ views about their mathematics teacher education modules

Pythagoras ◽  
2012 ◽  
Vol 33 (1) ◽  
Author(s):  
Faaiz Gierdien
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
School Mathematics ◽  
Analytic Framework ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
The University ◽  
Teaching Implications

This article reports on the views of intermediate and senior phase pre-service teachers (PSTs) enrolled in mathematics education modules that attempt to teach both content and pedagogy. The PSTs are students in a four-year Bachelor of Education (BEd) model located in a faculty of education. Findings were analysed by means of an analytic framework that takes into account the university–school divide. Findings indicate that the PSTs position themselves in different ways with regard to their preparation for school mathematics teaching. Implications are considered, especially the PSTs’ affective views such as their anxiety and apprehension related to the discursive differences between the content in the university modules and school mathematics.

scholarly journals Educação aberta e flexível: uso do Facebook como ambiente virtual de aprendizagem

2013 ◽  
Vol 13 (3) ◽  
pp. 403-414
Author(s):  
Adriana Alves Novais Souza ◽  
Henrique Nou Schneider
Keyword(s):  
Social Network ◽  
Learning Environment ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Network Resources ◽  
Dynamic Learning ◽  
Open Educational Practice

O trabalho em questão discute as possibilidades de uso da rede social Facebook como um Recurso Educacional Aberto, pela possibilidade de recursos semelhantes aos de um Ambiente Virtual de Aprendizagem. A utilização do Facebook sob essa perspectiva de aprendizagem pressupõe flexibilidade, aqui tratada como uma Prática Educacional Aberta, reafirmando a eficácia da Educação Aberta para o apoio, avaliação e consolidação de uma aprendizagem mais dinâmica. Desenvolveu-se uma prática em uma disciplina ministrada na graduação da Universidade Federal de Sergipe, explorando as possibilidades dos recursos da rede social em questão, levantando-se dados a partir da observação diária do ambiente, das interações entre os alunos, verificando-se uma alta frequência e adesão destes à proposta. A pesquisa avançará na fase seguinte, aplicando questionários e entrevistando os discentes, a fim de obter suas perspectivas diante da prática. Palavras-chave: Recurso Educacional Aberto (REA). Ambiente Virtual de Aprendizagem (AVA). Facebook.  ABSTRACT This paper discusses the possibilities of using the social network Facebook as an Open Educational Resource, because it has a possibility of resources similar to those of a Virtual Learning Environment. The use of Facebook in this learning perspective presupposes flexibility, here treated as an Open Educational Practice, reaffirming the effectiveness of Open Education to support, evaluation and consolidation of a more dynamic learning. It was developed a practice in a subject taught at an undergraduate course of the Federal University of Sergipe, exploring the possibilities of this social network resources, collecting data from the daily observation of the environment, from the interactions among students, verifying a high frequency and accession of the students to the proposal. The research will advance in the next phase, conducting surveys and interviewing the students, in order to get their perspectives on the practice. Keywords: Open Educational Resource (OER). Virtual Learning Environment (VLE). Facebook.

scholarly journals Evolutions of Carpe Diem for learning design

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Julie Usher ◽  
Sheila MacNeill ◽  
Linda Creanor
Keyword(s):  
Design Process ◽  
Educational Practice ◽  
Comparative Case Study ◽  
Learning Design ◽  
Original Process ◽  
Challenges And Opportunities ◽  
Open Educational Practice ◽  
The University ◽  
Carpe Diem

This paper presents a comparative case study from two UK universities that contextualises their use of the Carpe Diem Learning Design methodology.  The aim of the case study is not to share an evaluation of the Carpe Diem process per se, as both institutions are confident in the validity of the design process it scaffolds. Rather, it explores the different contexts, institutional drivers and evolutions of the original process in both institutions: supporting the development of online programmes at Glasgow Caledonian University, and blended programmes through the CAIeRO framework (Creating Aligned Interactive educational Resource Opportunities) at the University of Northampton. It then shares common challenges and opportunities; in particular the use of Carpe Diem to support open educational practice. The aim is to contribute to an ongoing collaborative narrative around the processes involved in implementing and embedding a formal learning design process such as Carpe Diem.

scholarly journals The Reform of Teacher Education at the University of New Brunswick: Why and How?

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Mark Hirschkorn ◽  
Alan Sears ◽  
Sharon Rich
Keyword(s):  
Teacher Education ◽  
New Brunswick ◽  
Education Students ◽  
Education Literature ◽  
Number Of Factors ◽  
Education Community ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
One Year ◽  
The University

In the fall of 2008, the Faculty of Education at the University of New Brunswick implemented its ‘new’ Bachelor of Education program. This was precipitated by a number of factors including pressure from the education community in New Brunswick, streamlining due to declining faculty numbers, and a drive to incorporate recommendations drawn from recent teacher education literature. Two of the changes made were: (a) the program is now completed in 1 year (formerly 2 years); (b) education students complete a one year practical component at the same time they complete their on campus components. The article concludes with some implications for faculty at other institutions who may be asking themselves – are they ready to make changes in their programs?

scholarly journals Development of IT competence of master students of pedagogical education in the context of the pedagogical university electronic educational space development

2017 ◽  
Vol 6 (1) ◽  
pp. 182-188
Author(s):  
Tatyana Valeryanovna Dobudko ◽  
Valeriy Isaakovich Pugach ◽  
Nikolay Pavlovich Burtsev ◽  
Olga Isaakovna Pugach ◽  
Irina Viktorovna Tyuzhina ◽  
...  
Keyword(s):  
Information Technologies ◽  
Educational Practice ◽  
Learning System ◽  
Digital Learning ◽  
Continuous Processes ◽  
Wide Range ◽  
E Learning ◽  
The University ◽  
Role Of It ◽  
Pedagogical Discourses

A two-level education system bachelor-master, designed to ensure transparency, academic mobility, competitiveness and integration with the European institutions acts as a subject of social and pedagogical discourses on a wide range of issues to this day. The paper discusses the issue of training of masters majoring in pedagogical education, the development of general and professional competencies, and readiness for pedagogical activities. The authors note the key role of IT competence of graduates, linking it with the continuous processes of education informatization, development of the electronic educational space of pedagogical universities. It is also noted that the development of IT competence of masters of pedagogical education is one of the most important conditions for leveling students and ensuring a personal experience with electronic educational space of the university. IT competence consists of electronic (mainly remote) education; digital learning resources; software e-learning system; virtual processes and resources of educational activities; technical means that generate electronic space. The authors propose to develop the basic level of the competence within the discipline Information technologies using a set of specially selected competence-oriented tasks. The assumptions made by the authors were reflected during educational practice which is also described in this paper.

scholarly journals The DIP-approach: student-staff partnerships as a vital tool for learning developers and educators to develop academic [and digital] literacies

2018 ◽  
Author(s):  
Alexandra J F Patel ◽  
Mark Van Der Enden ◽  
Frances Deepwell ◽  
Bethany Cox ◽  
Patsy Clarke ◽  
...  
Keyword(s):  
Digital Learning ◽  
Academic Literacies ◽  
Digital Literacies ◽  
Political Factors ◽  
Digital Innovation ◽  
Educational Design ◽  
Learning And Teaching ◽  
The University ◽  
Support Students ◽  
It Skills

Student-staff partnerships can be used to support the development of contextualised digital learning and teaching practices. This can be done by shifting the focus from IT skills to addressing a priority in learning and teaching using a digital approach that is appropriate for that discipline. The development of a formal ‘Digital Innovation Partnership’ (DIP) scheme at the University of Leicester brings students’ digital confidence, perspectives and motivation to enhance learning and teaching. It also recognises the valuable contribution and expertise of student and staff participants. This draws on the academic literacies work of Lea and Street (1998; 2006) and digital literacies work of Sharpe and Beetham (2010) to appreciate that staff and students are developing social practices that are situated within a discipline and intertwined with social, cultural and political factors, power and identity.The reasons for the success of the scheme are explored here, with recommendations for how the model can be applied more generally to educational design to support students’ academic literacies development.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

scholarly journals Study protocol: content and perceived educational utility of different modalities of clinical teaching visit (CTV) workplace-based assessments within Australian general practice vocational training: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e045643
Author(s):  
Alison Fielding ◽  
Benjamin Eric Mundy ◽  
Amanda Tapley ◽  
Linda Klein ◽  
Sarah Gani ◽  
...  
Keyword(s):  
General Practice ◽  
Clinical Teaching ◽  
Educational Practice ◽  
Cross Sectional Study ◽  
Practice Session ◽  
Cross Sectional ◽  
Human Research Ethics ◽  
General Practice Registrar ◽  
Australian General Practice ◽  
The University

IntroductionClinical teaching visits (CTVs) are formative workplace-based assessments that involve a senior general practitioner (GP) observing a clinical practice session of a general practice registrar (specialist vocational GP trainee). These visits constitute a key part of Australian GP training. Despite being mandatory and resource-intensive, there is a paucity of evidence regarding the content and educational utility of CTVs. This study aims to establish the content and educational utility of CTVs across varying practice settings within Australia, as perceived by registrars and their assessors (‘CT visitors’). In addition, this study aims to establish registrar, CT visitor and practice factors associated with CTV content and perceived CTV utility ratings.Methods and analysisThis study will collect data prospectively using online questionnaires completed soon after incident CTVs. Participants will be registrars and CT visitors of CTVs conducted from March 2020 to January 2021. The setting is three Regional Training Organisations across four Australian states and territories (encompassing 37% of Australian GP registrars).Outcome factors will be a number of specified CTV content elements occurring during the CTV as well as participants’ perceptions of CTV utility, which will be analysed using univariate and multivariable regression.Ethics and disseminationEthics approval has been granted by the University of Newcastle Human Research Ethics Committee, approval number H-2020-0037. Study findings are planned to be disseminated via conference presentation, peer-reviewed journals, educational practice translational workshops and the GP Synergy research subwebsite.

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