scholarly journals Online Instructor Development: A COOL story

2020 ◽  
Vol 13 ◽  
pp. 120-130
Author(s):  
Nick Baker ◽  
Freer John ◽  
Fujita Nobuko ◽  
Higgison Alicia ◽  
Lubrick Mark ◽  
...  
Keyword(s):  
Collective Learning ◽  
Open Educational Resources ◽  
Learning Theories ◽  
Traditional Teaching ◽  
Prior Learning ◽  
Online Learners ◽  
Evidence Based Practices ◽  
Nous Montrons ◽  
Recognition Of Prior Learning ◽  
Online Instructor

This paper explores the development of a flexible, free, online certificate program built on open educational resources to support instructors transitioning to online and non-traditional teaching modes. The program offers multiple pathways to completion, including recognition of prior learning and immersing participants in the online learning environment. We describe the challenges learners had to overcome to engage in the program and how, in doing so, they were able to embrace constructivist and connectivist approaches. These, in turn, afforded them ongoing connections, broke the mold of preconceptions and myths when preparing to engage future online learners, and shaped their practice through exposure to learning theories and evidence-based practices. In this paper, we explore the initial design of the program through the lens of the program facilitators and learners from the first cohort, and share our collective learning and reflections from this process.   Nous nous penchons ici sur l’élaboration d’un programme de certificat gratuit, souple et basé sur des ressources éducationnelles ouvertes. Offert en ligne, ce programme est conçu pour aider les professeurs à faire la transition vers l’enseignement en ligne et vers des méthodes d’enseignement non traditionnelles. Il existe de nombreuses manières de satisfaire aux exigences du programme, y compris la reconnaissance de l’apprentissage et de l’immersion dans un environnement d’apprentissage en ligne. Dans notre article, nous faisons état des difficultés auxquelles les apprenants ont été confrontés lors de leur participation au programme. Nous montrons comment, en surmontant ces obstacles, ils se sont approprié des approches constructivistes et connectées, lesquelles leur ont permis d’établir des connexions et de déconstruire certains mythes et préjugés au bénéfice des futurs apprenants en ligne, tout en les aidant à façonner leur pratique au moyen de théories de l’apprentissage et de pratiques fondées sur des données probantes. Notre étude examine la conception initiale du programme à partir du point de vue des animateurs et des apprenants de la première cohorte. Nous présentons également les réflexions et les leçons que nous avons tirées, collectivement, de cette expérience.

The Use of Principles of Good Assessment in Recognition of Prior Learning Practice in Library and Information Science in South Africa

Mousaion ◽  
2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Ike Khazamula Hlongwane
Keyword(s):  
South Africa ◽  
Information Science ◽  
Good Practice ◽  
Survey Method ◽  
Library And Information Science ◽  
Prior Learning ◽  
Good Assessment ◽  
Recognition Of Prior Learning ◽  
Appeals Process ◽  
South African Higher Education

Recognition of Prior Learning (RPL) practice offers sound benefits to library and information science (LIS) schools. Despite these envisaged benefits, very little is known about RPL practice in LIS schools in South Africa. This study sought to establish whether principles of good assessment were being followed in the LIS schools to ensure the integrity of the RPL outcomes. A combination of a questionnaire and document analysis were used to collect data from the ten LIS schools in the South African higher education and training landscape. The questionnaire was used to collect quantitative data through a survey method. In addition, the researcher employed content analysis to collect qualitative data from institutional RPL policy documents. The findings indicate that RPL assessment processes across LIS schools in South Africa were largely subjected to principles of good practice. The study found that in accordance with the SAQA RPL policy the purpose of assessment was clarified to the candidate upfront, the quality of support to be provided to the candidate in preparing for the assessment was established, an appeals process was made known to the candidate, and the choice of assessment methods was fit for purpose to ensure credible assessment outcomes. It is therefore recommended that other disciplines or departments use LIS schools’ experiences as a benchmark to improve their own RPL endeavours.

scholarly journals The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework

2021 ◽  
pp. 0961463X2110060
Author(s):  
Tomáš Karger
Keyword(s):  
Adult Education ◽  
Technological Change ◽  
Document Analysis ◽  
Further Education ◽  
Prior Learning ◽  
The Czech Republic ◽  
Organizational Hierarchy ◽  
National Qualifications Framework ◽  
Recognition Of Prior Learning ◽  
Recent Developments

The aim of this study is to interpret recent developments in the field of adult education in the Czech Republic through the theory of social acceleration. The study is designed as focused ethnography, drawing upon observation, interviewing, and document analysis. The material is read through the concepts of acceleration and frenetic standstill and contextualized in the discourses on industry 4.0 and recognition of prior learning. The study shows how the notion of constant technological change drives the Czech discourse of adult education, introducing a sense of urgency and pressing for faster developments in the further education of adults. However, the field of adult education exhibits a lack of consistency in its development, translating into absenting sense of progress. Within this context, the Czech National Qualifications Framework (NQF) has produced a steady output of qualification standards even though its internal processes have been prolonged. The tempo of the NQF and the absenting sense of progress can be read as signs of a frenetic standstill, accompanied by a high fluctuation of individuals on all levels of an organizational hierarchy. The study argues that acceleration is not driven by technological change in the observed context as the examined discourses expect. Instead, social acceleration seems to be perpetuating itself as a relatively independent force, eroding institutions that are seen as key in adapting to the incoming transition.

scholarly journals Bridging Recognition of Prior Learning (RPL) and Corporate Social Responsibility (CSR): Circular Flow of Interaction among the University, Industry, and People

2021 ◽  
Vol 13 (8) ◽  
pp. 4532
Author(s):  
Rumpa Roy ◽  
Hesham El Marsafawy
Keyword(s):  
Sustainable Development ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Well Being ◽  
Prior Learning ◽  
Hands On ◽  
Recognition Of Prior Learning ◽  
Corporate Social ◽  
The University ◽  
University Industry

Universities foster a collaboration with industry with their commitment towards society. Corporate social responsibility (CSR) practices of organizations facilitate implementation of the recognition of prior learning (RPL) in higher education, while creating long-term opportunities for sustainable development. The researchers of this study come from two different disciplines, and aim to embed sustainable development strategies for transforming education by utilizing the capacity of educators and industry professionals, while also contributing to the community and economy. The researcher with a specialization in economics identified the well-being of the community and economy, and another researcher with a design and ergonomics background brought the concept of service design. Results of the conducted surveys imply that a skill gap exists in the labor market and participants from the community are interested in receiving hands on training from the industry. The researchers introduce a model focusing on the significance and implementation of RPL, allowing youth and adults to accumulate credit through non-formal and informal learning experiences. The model reflects how the university assesses the current skills and needs of the target communities, how they are communicated to industry by identifying potential areas of development, how industry responds to the needs by providing training, and how the university acknowledges prior learning and promotes potential candidates to contribute towards industry.

Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

2016 ◽  
Vol 17 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Yael Feldman-Maggor ◽  
Amira Rom ◽  
Inbal Tuvi-Arad
Keyword(s):  
Collaborative Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Theories ◽  
Pedagogical Issues ◽  
Chemistry Teaching ◽  
Learning Materials ◽  
Teaching Chemistry ◽  
Content Sharing ◽  
Mapping Tool

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

scholarly journals Recognition of prior learning: its relevance to the proposed unified model o f education and training for South African nurses.

Curationis ◽  
2000 ◽  
Vol 23 (2) ◽  
Author(s):  
T Khanyile
Keyword(s):  
South Africa ◽  
South African ◽  
Nurse Educators ◽  
Education And Training ◽  
Unified Model ◽  
Historical Background ◽  
Nurse Training ◽  
Prior Learning ◽  
Recognition Of Prior Learning ◽  
And Training

Recognition of Prior Learning (RPL) is a fairly new concept in South Africa, and hence different people have different views about RPL . Through this paper, an attempt is made to shed some light on the historical background as well as the philosophical and theoretical underpinnings of RPL . It is hoped that this information will help those nurse educators wishing to experiment with RPL to have a better understanding of how the concept came about. The relevance of RPL to the Unified model of nurse training proposed by the South African Nursing Council is also discussed.

scholarly journals The Recognition of Prior Learning in Quebec: Current practices

2012 ◽  
Vol 46 (3) ◽  
pp. 395-406
Author(s):  
Leah Moss
Keyword(s):  
School Boards ◽  
Historical Context ◽  
Learning Program ◽  
Prior Learning ◽  
Recognition Of Prior Learning ◽  
Public Offering ◽  
Current Practices

The curse of being the “new, new” thing was initially hung around the neck of the current incarnation of Quebec’s ‘recognition of prior learning’ program. However, this has changed as the program has evolved into a working service for Quebec residents. This article will examine the current public offering of the recognition of prior learning program in Quebec school boards and colleges, and will briefly discuss the historical context of the program in the province of Quebec.

scholarly journals Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology

2021 ◽  
Vol 83 (1) ◽  
pp. 5-11
Author(s):  
Travis T. Fuchs ◽  
Kevin M. Bonney ◽  
Mike Arsenault
Keyword(s):  
Cell Biology ◽  
Natural World ◽  
Learning Theories ◽  
Collaborative Approach ◽  
Evidence Based Practices ◽  
Educational Levels ◽  
Instructional Focus ◽  
Student Misconceptions ◽  
Using Data ◽  
The University

Students come to science class with many ideas of how the natural world works, some of which do not match the consensus of the scientific community and can lead to misunderstandings. Because a growing body of educational research indicates that these misconceptions can serve as resources for learning, we developed a four-point plan to leverage knowledge of common misconceptions to improve classroom teaching by refining instructional focus, providing opportunities for reflective practice, applying evidence-based practices, and promoting exploration of learning theories. By sharing this plan with our teaching colleagues, we were able to foster a collaborative approach to our and others’ practice. To do this, we compiled a resource bank of common student misconceptions using data collected from the University of Toronto’s National Biology Competition, developed a guide for using this misconception resource bank to promote best teaching practices, then shared this plan with our teaching colleagues in order to foster a collaborative approach to our pedagogy. In this article, we present the resource bank and guide and provide teaching tips that can be applied to a wide array of scientific course types and educational levels.

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