scholarly journals OERlabs: Empathy first, solution later?

2018 ◽  
Author(s):  
Bence Lukács ◽  
Mathias Andrasch ◽  
Sandra Hofhues
Keyword(s):  
Student Teachers ◽  
Developmental Process ◽  
Methodological Approach ◽  
Ministry Of Education ◽  
Open Book ◽  
Paper Briefly ◽  
Entire Process ◽  
Creative Commons ◽  
Shared Goal ◽  
Multi Stakeholder

The project ‘OERlabs - jointly training student (teachers) for Open Eductional Resources (OER) use’ is funded by the Federal Ministry of Education and Research Germany (BMBF[SH1] ) and aims to sensitize and contextualize OER for all relevant university actors by strategically carrying out an open developmental process. This process includes organizing regular Multi-Stakeholder[SH2] Dialogues (MSD) over the course of the project. This paper briefly outlines the kick-off MSD event, its methodological approach in context of the entire process, i.e. building a base for working on solutions with implicit use of OER-principles and presents the participants feedback and provides results from the event. In contrast to committee work, our MSD-approach provides participants with more spacefor open discussions while still working towards a shared goal. In the context of OER, these events show the importance of focusing on the participants attitudes and mindset, rather than confronting them with general OER-related topics right away, such as licensing and creative commons. The project OERlabs will organize its final MSD in July of 2018, while also documenting additional experiences in an Open Book.

scholarly journals OERlabs: Strategies for University-wide OER Advancement

2019 ◽  
Author(s):  
Bence Lukács ◽  
Sandra Hofhues
Keyword(s):  
Student Teachers ◽  
Organizational Development ◽  
New Technologies ◽  
Developmental Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
University Leadership ◽  
Dialogue Process ◽  
Multi Stakeholder ◽  
The University

As part of the project ‘OERlabs – jointly training student(-teachers) for Open Educational Resources (OER) use’ at the University of Cologne, Germany, various university stakeholders participated in an open developmental process through attending Multi-Stakeholder Dialogues (MSD). The goal was to sensitize and educate student teachers for Open Educational Resources. During a 6-month process the stakeholders collaboratively explored the challenges and developed solutions for initiating and advancing the use of OER during teacher training. This paper provides the solutions developed by the participants with the help of an impact-effort-matrix, which enabled the stakeholders to assess and evaluate all solutions accordingly. A key to this development was the participatory nature and open dialogue process among all relevant stakeholders, i.e. student teachers, administrators, lecturers and university leadership. A majority of the solutions can be described as low-effort but high-impact, therefore showing a promising outlook for further innovation and organizational development in regards to implementing new technologies.

Multi-Stakeholder and Multilevel Food Governance

2020 ◽  
pp. 60-72
Author(s):  
Sérgio Pedro
Keyword(s):  
Food Systems ◽  
Food System ◽  
Methodological Approach ◽  
Central Element ◽  
Sustainable Food Systems ◽  
Sustainable Food ◽  
Food Governance ◽  
Food And Agriculture ◽  
Multi Stakeholder ◽  
Global And Local

The contemporary food system, in its global and local dimensions, is a central element of the debate on the sustainability of the planet, a debate that increasingly involves more stakeholders and areas of knowledge in the search for answers to the multiple questions related to the attainment of more sustainable patterns for food and agriculture. The present chapter analyses the participative multi-stakeholder and multilevel model of food governance of the Community of Portuguese Speaking Countries (CPLP), in which stakeholders from different societal and expertise sectors participate in equal manners in the process of co-construction of institutional, technical, and financing measures for the functioning of a given food system. The present chapter has the main goal of sharing and critically analysing the CPLP´s institutional context for the promotion of sustainable food systems as an example of an integrated methodological approach to support the creation of coordinated public policies and institutional conditions to implement a transition to more sustainable food systems and diets.

Animalia

2016 ◽  
pp. 360-384
Author(s):  
Sara Bakken ◽  
John Bielinski ◽  
Cheryl K. Johnson ◽  
Yigal Rosen
Keyword(s):  
United States ◽  
Problem Solving ◽  
International Student ◽  
The United States ◽  
Complex Problem ◽  
Ministry Of Education ◽  
Student Collaboration ◽  
Time Zones ◽  
Shared Goal ◽  
Different Cultures

The study described in this chapter is based on a joint World ORT, Israeli Ministry of Education and Pearson initiative to provide an opportunity for international student collaboration on a series of complex science problems. Students from four schools in Israel, three in the United States and one in Mexico, participated in collaborative complex problem-solving on science topics selected by teachers at the participating schools. The intent was to expose students to the realities of collaborating with people under unfamiliar conditions (such as different cultures, languages, and time zones) in order to reach a shared goal, and to foster the value of this practice. The chapter presents the rationale for the project, describes the Animalia mini-course in detail, presents major findings and discusses implications for future curriculum development and further research.

scholarly journals Multidimensional Assessment for “Culture-Led” and “Community-Driven” Urban Regeneration as Driver for Trigger Economic Vitality in Urban Historic Centers

2019 ◽  
Vol 11 (24) ◽  
pp. 7237 ◽  
Author(s):  
Lucia Della Spina
Keyword(s):  
Cultural Heritage ◽  
Local Development ◽  
Methodological Approach ◽  
Urban Regeneration ◽  
Decisive Role ◽  
Well Being ◽  
Scientific Debate ◽  
Main Driver ◽  
Inclusive Processes ◽  
Multi Stakeholder

In the current scientific debate, cities represent the contexts in which resources, capital, skills, and talents are concentrated and, at the same time, they are places where many challenges are concentrated regarding environmental (pollution, waste, climate change), economic (unemployment, social exclusion, well-being), political (instability in governance processes, lack of strategic planning), and cultural (training, creativity and innovation) dimensions. The city and historic centers in particular, are able to experiment the paradigm shift from a linear economy to a circular economy, in which synergic, fair, and inclusive processes capable of activating new forms of urban productivity and social and economic innovation are promoted. In particular, the European Commission identifies cultural heritage as the main driver of development and supports strategies in which it is considered as one of the founding elements of possible transformations, which can be activated through mixed top-down/bottom-up approaches, in the short and long term. In this perspective, cultural heritage can play a decisive role in terms of the urban strategy capable of generating new economic, cultural, and social values, which trigger innovative dynamics of local development. To address current urban challenges, this paper attempts to use a multi-criteria analysis to decision support, starting with a Multi-Stakeholder Decision Analysis (M-SDA), in order to assist decision makers in choosing suitable scenarios to trigger circular development processes, taking into account the role of cultural heritage in a systemic landscape perspective. The result is a hybrid methodological approach for designing complex urban regeneration processes able to assess which new uses/functions and potential actions, identified by the involved community, can trigger a circular development model which could be more suitable to implement a model of “culture-led” and “community-driven” development.

scholarly journals City Data Plan: The Conceptualisation of a Policy Instrument for Data Governance in Smart Cities

Urban Science ◽  
2019 ◽  
Vol 3 (3) ◽  
pp. 91
Author(s):  
Lucia Lupi
Keyword(s):  
Smart City ◽  
Smart Cities ◽  
Methodological Approach ◽  
Policy Instrument ◽  
City Development ◽  
Data Governance ◽  
Analytic Process ◽  
Development Goals ◽  
Multi Stakeholder ◽  
The City

This paper presents the conceptualisation of the City Data Plan, a data governance policy instrument intended to connect the production and use of urban data in a comprehensive and evolutive long-term strategy aligned with city development goals. The concept of the City Data Plan had been elaborated by taking into account current issues related to privacy and manipulation of data in smart city. The methodological approach adopted to define the nature of a City Data Plan is grounded on the conceptual and empirical parallelism with corporate data governance plans and general urban plans, respectively aimed to regulate decision-making powers and actions on data in enterprise contexts, and the interests of local stakeholders in the access and use of urban resources. The result of this analytic process is the formulation of the outline of a City Data Plan as a data governance policy instrument to support the iterative negotiation between the instances of data producers and data users for instantiating shared smart city visions. The conceptualisation of the City Data Plan includes a description of the multi-stakeholder organisational structures for the city data governance, cooperation protocols and decision areas, responsibilities assignments, components of the plan and its implementation mechanisms.

A proposal for an open content licence for research paper (Pr)ePrints

First Monday ◽  
2005 ◽  
Author(s):  
Roger Clarke
Keyword(s):  
Modern World ◽  
Access To Information ◽  
Paper Briefly ◽  
Conventional Vehicle ◽  
For Profit ◽  
Creative Commons ◽  
Working Paper ◽  
Early Access ◽  
Open Content ◽  
E Mail

Many academic papers that are to be submitted to refereed conferences and journals have been previously exposed to the author’s colleagues. The term ‘preprints’ has long been used to describe such documents. ‘Departmental Working Paper’ series were for many years a conventional vehicle for their publication. In the modern world, preprints are frequently transmitted electronically, variously as e–mail attachments and as files available for download via FTP or HTTP. When a preprint is made available electronically, it is likely that the author provides the recipient not only with a copy, but also with a copyright licence. In most cases, however, the licence is only implicit, and the terms of the licence are unclear. This creates the potential for considerable uncertainties, and those uncertainties are of serious concern in the context of tension between for–profit publishers of refereed articles and the research communities that referee and edit them gratis, and depend on them for early access to information. This paper briefly reviews the open content and ePrints movements, considers the interests of the various stakeholders, proposes a set of licence terms intended to satisfy the needs of all parties, and concludes that a particular Creative Commons licence type should be applied to all electronic preprints.

scholarly journals Recursion. The Undimensional Method: A speculative exploration of formalism through an unconventional approach to the orthographic, scale and site.

2021 ◽  
Author(s):  
◽  
Jessica York
Keyword(s):  
Architectural Design ◽  
Developmental Process ◽  
Methodological Approach ◽  
Building Design ◽  
Psychological Needs ◽  
Design Methods ◽  
Town Planning ◽  
Orthographic Projection ◽  
Traditional Design ◽  
Urban Issues

<p><b>In a society of mass-production, architects, conscious of their social responsibilities, can be lead to focus on urban issues such as town planning, prefabrication, housing or building developments that often prioritise time and money over human needs. The architect’s duty, however, should embody the emotional and psychological needs of both, people and place. In the context of this thesis, formalism, scale and the orthographic will be the measures to which people (humans) and place (site) are represented. Traditionally, scale and the orthographic drawing in architecture have been independently discussed, but their dependant relationship is yet to be creatively challenged. This thesis argues that formalism can act as a mechanism to vehicle a relationship between the two.</b></p> <p>This thesis re-evaluates some of the traditional design methods and conventional approaches to architecture. A speculative and unconventional approach will aim to reconstruct the orthographic, test the limits of translation in scale and redefine a new conceptual term to ‘formalism’. To achieve this, an anthropomorphic and unidimensional methodology will be generated, considering the site as the client, a representation of people and place simultaneously. This project will not present a resolved building design as an ending solution but looks to present a methodological process to find the outcome of this research. It is through the application of this method that a novel strategy for formal design is identified.</p> <p>In a digital age, the use of the orthographic projection has gradually become marginalised in preliminary architectural design processes and is generally utilised in succeeding final designs in the technical construction drawings. The orthographic, as a device of representation, demonstrates an inability to be manipulated and is commonly interpreted as a static construct. This limitation activated an interest to challenge or reconfigure the constructs in the early design phases.</p> <p>There is a significant relationship between representation and perception. How something is perceived visually and the way it is experienced spatially, can offer direct comparisons but also provides the potential to discover what happens in between. In architecture, the perception of the conceptual drawings to the final built design is almost disparate. To explore this relationship; representation, perception and experience, this work will oscillate between the 2nd and 3rd dimensions. Drawing will be used as the mechanism for the 2D realm and modelling the mechanism to demonstrate the 3D realm.</p> <p>This investigation will position its focus into two main parts. First, critiquing the orthographic projection and notions of form and formalism, creating the methodology and initial designs. The second part concerns challenging the idea of fixed scale in the application and development of the design. A speculative and explorative process gives rise to the creation of a new methodological approach to architecture. A formally recursive theme is discovered through the developmental process which denotes infinite iterative possibilities that can be applied and adapted repeatedly to any specific site.</p> <p>Architects should aim to contest the traditional design methods codified in our field, and not always conform to the conventional approaches. The method proposed could be a solution for a future of architecture that can adhere to the many different layers and values in our society simultaneously. As a result, architectural formalism could embody the needs of both people and place in an era where this has slowly been diminished.</p>

scholarly journals Induction in Estonia: Over Fifteen Years of Experience – Successes and Struggles

2020 ◽  
pp. 87-106
Author(s):  
Eve Eisenschmidt ◽  
Katrin Poom-Valickis
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Methodological Approach ◽  
Implementation Process ◽  
Ministry Of Education ◽  
Qualified Teachers ◽  
Implementation Model ◽  
Successful Launch ◽  
Close Cooperation ◽  
Doctoral Dissertations

This article gives a brief historical perspective of how the induction programme for newly qualified teachers was launched in Estonia. The induction programme was the result of a combined effort from universities, schools and policymakers. A pilot study was carried out in the academic year 2002/2003. The following year, a group of educators and researchers from Tallinn and Tartu Universities analysed the results, improved the implementation model, and in 2004 launched the programme with the support of the Ministry of Education and Research throughout Estonia. In this paper, we introduce the theoretical framework, the roles of different parties to the induction programme, and analyse the implementation process in order to find answers to the following questions: Firstly, what are the developments and challenges in the Estonian induction programme? Secondly, what are the perspectives for the induction programme in the future? The methodological approach reviewed policy documents, research articles and doctoral dissertations on induction from 2004–2019. The analysis showed that close cooperation between parties was required to achieve a successful launch, but it seems that the main responsibility for implementation was left to the universities, who were seen as a party highly interested in the continuity of teacher education. Moreover, the execution and quality of mentoring varies among the schools, which can be a problem for new teachers. Based on research evidence and the current situation in teacher education, we will endeavour to give a forward-looking view on how to support beginning teachers in Estonia.

scholarly journals When Politics Drive Program Innovation

2018 ◽  
Vol 2 (2) ◽  
pp. 10
Author(s):  
Judith Zamir ◽  
Khaled Al-Sayed ◽  
Ibrahim Elbadour ◽  
Saleem Abu Jaber
Keyword(s):  
Student Teachers ◽  
Social Issues ◽  
Classroom Teacher ◽  
Policy Decision ◽  
Training Programme ◽  
Social Protest ◽  
Ministry Of Education ◽  
The Social ◽  
Program Innovation ◽  
Education Decision

This article presents a discussion of the evaluation of an educational intervention introduced by the Ministry ofEducation in response to social and political pressure. The social protest that started in Israel during the summerof 2011 addressed a variety of social issues, lasted through 2016 and led to the Ministry of Education decision toopen a new training programme for teachers. One of the aims of the intervention was to provide an additionaladult in classrooms of more than 32 pupils. To meet this goal, the Ministry required third-year student teachers towork at schools co-teaching with the classroom teacher three days a week. Twenty-five institutions of higherlearning representing 81 cities and communities responded “yes” to the call for a pilot programme. Using mixedmethods, the evaluation of the pilot was attentive to the voices of all participants and revealed the complexity ofthe programme. The conclusions and suggestions of the evaluation were supposed to feed into a policy decision,but unfortunately did not. Through a presentation of the evaluation of the programme and the issues it raised, thearticle contributes a significant example of how political constraints prevent institutions from dealing withevaluation conclusions and unintended outcomes of programs.

Names matter

2015 ◽  
Vol 39 (5) ◽  
pp. 640-660 ◽  
Author(s):  
Elizabeth S. Barron ◽  
Chris Sthultz ◽  
Dale Hurley ◽  
Anne Pringle
Keyword(s):  
Local Ecological Knowledge ◽  
Methodological Approach ◽  
Ecosystem Dynamics ◽  
Ecological Knowledge ◽  
Edible Fungi ◽  
Types Of Knowledge ◽  
Wild Edible Fungi ◽  
Multi Stakeholder ◽  
Widespread Interest

Local ecological knowledge (LEK) is increasingly used to provide insights into ecosystem dynamics and to promote stakeholder inclusion. However, research on how to incorporate LEK into ecosystem management rarely discusses taxonomy and nomenclature despite the fact that processes of naming are deeply implicated in what types of knowledge are validated and used. Too often, local names are vetted against and then subsumed under ‘true’ scientific names, producing an oversimplified understanding of local names and perpetuating stereotypes about communities that use them. Ongoing revisions in mycological taxonomy and widespread interest in wild edible fungi make mushrooms an excellent case study for addressing nomenclature as an important part of multi-stakeholder research. We use morel mushrooms collected from the Mid-Atlantic United States to demonstrate a methodological approach to nomenclature – performative method – that focuses both on maintaining culturally meaningful aspects of local names and on recognizing culture and meaning behind scientific names. While recognizing the utility of the Linnaean nomenclatural system, we argue that acknowledging the contextual meanings of names avoids the unequal power relations inherent in integrating local knowledge into scientific discourse, and instead reframes knowledge production around shared interests in environmental questions and challenges.

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