scholarly journals Open badges for education: what are the implications at the intersection of open systems and badging?

2014 ◽  
Vol 22 ◽  
Author(s):  
June Ahn ◽  
Anthony Pellicone ◽  
Brian S. Butler
Keyword(s):  
Education Reform ◽  
Digital Media ◽  
Open Systems ◽  
Educational Practice ◽  
Learning Technology ◽  
Open Education ◽  
Complex Phenomenon ◽  
Design Considerations

Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges.Keywords: open education; gamification; learning; credentials; badges; education reform(Published: 8 August 2014)Citation: Research in Learning Technology 2014, 22: 23563 -http://dx.doi.org/10.3402/rlt.v22.23563

scholarly journals Social Annotation Enabling Collaboration for Open Learning

2019 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Social Life ◽  
Meaning Making ◽  
Educational Practice ◽  
Learning Technology ◽  
Open Education ◽  
Open Learning ◽  
Computer Supported Collaborative Learning ◽  
Case Study Analysis ◽  
Social Annotation ◽  
Open Educational Practice

Collaboration is a conceptually ambiguous and understudied aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests that collaboration be defined and studied as a distinct OEP. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, case study analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals Rural access to education through digital media

2021 ◽  
Author(s):  
Bezayit Menker
Keyword(s):  
Education Reform ◽  
International Development ◽  
Digital Media ◽  
Informal Education ◽  
Education Technology ◽  
Access To Education ◽  
Development Education ◽  
Factors Affecting ◽  
International Development Education ◽  
Rural Access

This paper is a summary of the research conducted during the development and design of Rural Access To Education Through Digital Media, a pilot education technology project in Tipling, Nepal. Beginning with an analysis of the relevant socioeconomic factors affecting school attainment nationally and those affecting Tipling in particular; the current challenges to formal and informal education are identified. The considerable potential of digital media and ICTs to address long-standing issues of access to both childhood and adult learning and thereby contribute to international development and education reform efforts are explored. Key project considerations and challenges are discussed along with project outcomes. Keywords: ICTs, Rural Education, Literacy, International Development, Education Technology

scholarly journals Pedagogical discourse of curriculum development based on the orientation of educational practice

2021 ◽  
Vol 16 (1 (30)) ◽  
pp. 57-76
Author(s):  
Šejla Bjelopoljak ◽  
Arijana Midžić
Keyword(s):  
Education Reform ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Pedagogical Discourse ◽  
Teaching Goals ◽  
Teaching Content

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

scholarly journals Navigating the Open Educational Practice Landscape

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Martin Weller
Keyword(s):  
Online Courses ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Open Access Publishing ◽  
Open Education ◽  
Access To Education ◽  
Creative Commons ◽  
Growth Area ◽  
Open Educational Practice ◽  
Open Textbooks

Open education is an evolving term that covers a range of philosophies and practices aimed at widening access to education for those wishing to learn, with the current focus predominantly on practices based around reuse and sharing. This current focus can be traced back to the Open Educational Resources (OER) movement, and the use of open licences, such as Creative Commons licences. However, it also has links to open universities, open access publishing, MOOCs, open source software and open approaches to teaching.The current interpretation of open education is heavily influenced by the OER movement with an emphasis on the ‘5Rs of reuse’ (Reuse, Revise Remix, Redistribute and Retain - Wiley 2014). The profile of open education has been further raised in recent years by the popularity of Massive Open Online Courses (MOOCs). Although they do not always meet the 5Rs criteria, MOOCs are open to all and freely available, and have gained considerable attention and funding. Another growth area is that of open textbooks, which can be viewed as a specific form of OER, and is particularly prevalent in North America through projects such as OpenStax and BC Campus

scholarly journals Truth Communication in Times of Digital Abundance: A Practical Theological Perspective

Open Theology ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 420-429 ◽  
Author(s):  
Thomas Schlag
Keyword(s):  
Digital Media ◽  
Educational Practice ◽  
Basic Question ◽  
Public Theology ◽  
Digital World ◽  
Educational Processes ◽  
Theological Perspective ◽  
Practical Theological ◽  
The Individual ◽  
Theological Understanding

Abstract Digital providers inundate their users with an abundance of words, as well as pictorial and iconic information that has long become almost unmanageable. In terms of religious communicative usage, there are some indications that a new, perhaps even disruptive quality is being introduced into these digital practices, particularly with regard to truth communication. For both the individual actors and their places of lived religion and religious communication, the claim to truth expressed in each case is influenced by the very dynamics of digital use. Against this background, the basic question arises of whether a practical-theological reflection in the mode of a critical observation of these digital dynamics is conceivable at all. Therefore, I examine the current dynamics of digital media use in more detail by focusing on the anthropologically and theologically relevant concept of “searching” in a fundamental sense. The question arises of whether the implied, highly intensive and independent religious search developments are actually able to represent and promise in their entirety that “truth” which can be meaningfully searched for and found according to theological understanding. From these reflections on a practical public theology, some exemplary consequences for the field of religious educational practice are subsequently pointed out. I argue that, in the sense of cultivating critical perception and interpretation competence, an awareness of the significance of this abundance of analogous expressions and behaviors should be created in concrete educational processes. But an awareness should also be created of the relevance of developing an identity and a personal relationality in the digital world, shaped by the theological idea not only of “searching,” but of “finding” and “being found.”

Involving Service Users Through Digital Means to Enhance Interprofessional Learning

2010 ◽  
pp. 129-140
Author(s):  
Frances Gordon ◽  
Karen Booth ◽  
Helen Bywater
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Interprofessional Education ◽  
Service User ◽  
User Involvement ◽  
Educational Practice ◽  
Service Users ◽  
Learning Materials ◽  
Interprofessional Learning ◽  
E Learning

This chapter will provide guidance for educational practice founded on theory and on the experience of involving service users and carers in student education. Whilst this is an accepted philosophy and practice it is not necessarily easy to achieve. There are numerous ways of including service users in education but the era of digital media has added a means of bringing the service user into the learning environment and of overcoming many of the barriers to their effective engagement. The Centre for Interprofessional e-learning (CIPeL) has been engaged in developing e-learning materials which address some of the barriers to interprofessional education and issues related to user involvement in education. This experience is outlined and some examples from practice are given.

A Model for Product Design Process via Social Media

2019 ◽  
pp. 268-278
Author(s):  
Vahap Tecim ◽  
Ceyda Unal ◽  
Hakan Asan
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Open Systems ◽  
Rapid Development ◽  
Communication Technologies ◽  
Active Role ◽  
Technological Infrastructure ◽  
Information And Communication ◽  
Product Design Process

Recently, with the rapid development of information and communication technologies, alternative solutions have emerged to respond to changing user requirements. The most important of these are digital media and technologies that allow users to share with each other and create media content within individuals or groups. These platforms, called social media, offer a technological infrastructure where sharing and discussion are principle concepts. Social media can provide not only increase in communication, but also it allows customers to take an active role in creating value in business. This means that social media have changed the way companies innovate with individuals. The purpose of the research is to reveal how social media is used for product development in the context of one of the most used technique by open systems called co-creation approach. This chapter can be considered as a model designed to demonstrate the use of social media's power.

scholarly journals An Innovative Method for Digital Media Education Based on Mobile Internet Technology

2021 ◽  
Vol 16 (13) ◽  
pp. 68
Author(s):  
Hongxia Ma ◽  
Jing Li
Keyword(s):  
Education Reform ◽  
Digital Media ◽  
Mobile Internet ◽  
Media Education ◽  
Internet Technology ◽  
Teaching Model ◽  
Online Evaluation ◽  
Innovative Method ◽  
Proposed Model ◽  
Key Competencies

The progress and popularization of the mobile Internet herald the age of Internet plus education. With the deepening of education reform, China raises new requirements on the key competencies of students. Focusing on the cultivation of these competencies, this paper develops an innovative method for digital media education based on mobile Internet technology. After surveying the current learning state of students majoring in digital media, the authors proposed a blended teaching model with digital media based on mobile Internet technology. There are four parts of the model, namely, frontend analysis, online autonomous learning, offline teaching, and after-class online evaluation. The design of each part was described in details. Then, the proposed model was applied to the Poster Design course of digital media major. Comparative analysis shows that the model promotes students’ learning efficiency, and their key competencies, and receives high recognition from the students. This research provides new impetus to the innovation of digital media education based on mobile Internet technology.

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