scholarly journals PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research

Open Praxis ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 381
Author(s):  
Ada Czerwonogora ◽  
Virginia Rodés
Keyword(s):  
Action Research ◽  
Professional Learning ◽  
Open Science ◽  
Educational Practices ◽  
Public Higher Education ◽  
Action Research Project ◽  
Teaching Innovation ◽  
Open Educational Practices ◽  
Participatory Technologies ◽  
The Impact

The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital technologies in a meaningful way into teaching. The approach was based on Open Science (OS) and Open Educational Practices (OEP) as foundational frameworks to face the challenges of critical Educational Action Research. Key findings of the project emphasise the impact of PRAXIS framework combining OEP, OS, and academic PLC, as well as collaborative and participatory technologies for the transformation of teaching and educational research practices.

scholarly journals Die Offenheit der wissenschaftlichen Ausbildung:

2018 ◽  
Vol 32 (Offenheit in Lehre und Forschung) ◽  
pp. 72-95 ◽  
Author(s):  
Tamara Heck ◽  
Anna Heudorfer
Keyword(s):  
Open Science ◽  
Educational Practices ◽  
Selbstreguliertes Lernen ◽  
Soziales Lernen ◽  
Forschendes Lernen ◽  
Open Educational Practices

Dieser Artikel befasst sich mit zwei Lehr-/Lernansätzen, die aktuell stark diskutiert werden. Beiden ist gemeinsam, dass sie die Selbstständigkeit und die hohe Aktivität der Lernenden in den Mittelpunkt stellen (selbstreguliertes Lernen) und einen Fokus auf das kollaborative Arbeiten (soziales Lernen) legen. Forschendes Lernen zeichnet sich dadurch aus, dass es die wissenschaftliche Ausbildung an Hochschulen durch forschende Tätigkeiten der Studierenden umsetzen will. Offene Lehr-/Lernpraktiken (Open Educational Practices) werden in Zusammenhang mit der Öffnung von Lehre diskutiert, beinhalten in der Umsetzung jedoch auch Aspekte, die für eine offene Wissenschaft (Open Science) von Bedeutung sind. Sollen Studierende durch forschendes Lernen in Wissenschaft hineinwachsen, so spielt die Öffnung der Wissenschaft auch für sie eine Rolle. In unserem Beitrag diskutieren wir den Begriff der Offenheit aus diesen unterschiedlichen Perspektiven und gehen der Frage nach, inwieweit sich Aspekte offener Lehr-/Lernpraktiken in das Konzept des forschenden Lernens integrieren lassen. Wir schlagen eine Matrix vor, um die Offenheit im forschenden Lernen anhand der Merkmale offener Lehr-/Lernpraktiken sowie verschiedener Varianten forschenden Lernens zu vergleichen und diskutieren die Relevanz der Ansätze für die offene Wissenschaft. Die Zusammenführung von offenen Lehr-/Lernpraktiken und forschendem Lernen kann erste Einblicke geben, wie sich die an Hochschulen stattfindenden Öffnungsprozesse auf die wissenschaftliche Ausbildung auswirken.

Making and measuring “good” HR practice in an SME: the case of a Yorkshire bakery

2013 ◽  
Vol 36 (2) ◽  
pp. 128-147 ◽  
Author(s):  
Liz Doherty ◽  
Ann Norton
Keyword(s):  
Action Research ◽  
Design Methodology ◽  
Participant Observation ◽  
Good Practice ◽  
Original Model ◽  
Structured Interviews ◽  
Action Research Project ◽  
Content Type ◽  
The Impact ◽  
The Relationship

Purpose – The purpose of this paper is to understand how “good” HR practice is characterised in SMEs and what the drivers are for adopting this good practice. The paper also explores methods for measuring the impact of HR practice which are helpful and realistic in the context of an SME. Design/methodology/approach – The research was carried out in one SME, a bakery based in South Yorkshire. It was an action research project which utilised semi-structured interviews, participant observation on the factory floor and analysis of company documentation in the diagnosis phase. In addition, reflections on action interventions have informed the findings, together with post-project, semi-structured interviews with key actors three years after the completion of the project. Findings – The drivers of good HR practice were found to be size, market position, external “coercive networks”, presenting issues, the ideology of the managing director and the energy of an HR champion. The findings demonstrate that the impact of “good” HR practice can be best evaluated in SMEs through one-shot, cost-based metrics or more strategic qualitative measures. Originality/value – The paper develops an original model to show the relationship between the drivers, the HR practices adopted and measurable outcomes. This makes an important contribution to the debate about HRM within SMEs and it has practical value for informing the development of good HR practice in SMEs.

scholarly journals The Impact of Service-Oriented Undergraduate Research on an Ongoing Participatory Community Action Research Project at Homeless Shelters

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jennifer Leigh Zicka ◽  
Roger Nathan Reeb
Keyword(s):  
Action Research ◽  
Undergraduate Research ◽  
Community Action ◽  
Homeless Shelters ◽  
Action Research Project ◽  
Research Project ◽  
Ongoing Research ◽  
Related Development ◽  
Service Oriented ◽  
The Impact

This article provides (a) a brief description of an ongoing research project at homeless shelters, (a) an example of an undergraduate student’s independent (and unique) contributions to the Project; and (c) the student’s reflection on civic-related and professional-related development associated with the work.

Making Choices to Resolve Conflict: An Evaluation of the Kelso’s Choice Program for Elementary Students

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094066
Author(s):  
Melissa Mariani ◽  
Kristi Silvestro
Keyword(s):  
Conflict Resolution ◽  
Action Research ◽  
Elementary Students ◽  
School Counselor ◽  
Action Research Project ◽  
Research Project ◽  
Making Choices ◽  
Conflict Resolution Strategies ◽  
The Impact ◽  
Choice Program

This article outlines an action research project designed to deliver and assess the impact of a conflict-resolution intervention for elementary-aged students, Kelso’s Choice (KC). Findings gathered by the school counselor indicated that participating students increased in their ability to accurately identify a majority of conflict-resolution strategies taught in the program. Teachers also reported that students’ behavior improved greatly after KC was implemented. This article is meant to encourage expansion on the evaluation of KC.

scholarly journals A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions

2020 ◽  
Vol 12 (21) ◽  
pp. 9129
Author(s):  
Xiangling Zhang ◽  
Ahmed Tlili ◽  
Ronghuai Huang ◽  
Tingwen Chang ◽  
Daniel Burgos ◽  
...  
Keyword(s):  
Higher Education ◽  
Quantitative Methods ◽  
Open Educational Resources ◽  
Learning Motivation ◽  
Educational Practices ◽  
Open Education ◽  
Education Development ◽  
Qualitative And Quantitative Methods ◽  
Open Educational Practices ◽  
The Impact

Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.

scholarly journals THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON LEARNERS� WRITING SKILLS

2019 ◽  
Vol 5 (2) ◽  
pp. 41
Author(s):  
Luz Elena Madera Gonzalez ◽  
Margarita Maria Lopez Pinzon
Keyword(s):  
Action Research ◽  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
Writing Strategies ◽  
Action Research Project ◽  
Policy Makers ◽  
National Education ◽  
Evaluation Stage ◽  
The Impact

This article gives an account of an action research project aimed at determining the effect of Task-Based Language Teaching and various writing strategies on public school learners� writing skills. The study implicated a diagnostic stage, an action stage and an evaluation stage within an Action Research methodology. Initially, at the diagnostic stage, it was detected that the participants had to improve their writing production and reach the levels of competence established by the Common European Framework (CEFR) and The Ministry of National Education (MEN) guidelines. In the following developed phase, six workshops were designed within the framework for Task-Based Learning (Willis & Willis, 2007), including pre-task, task, planning, report, and language focus. Along with this, various writing strategies were used, including brainstorming, listing, questioning, reading pictures, and classifying words. Finally, the evaluation stage revealed that students achieved better results in written production; they increased their vocabulary, reduced the amount of grammar errors, improved the syntax of the language, and became more autonomous and responsible. Basides, students� confidence in the writing processes also improved. Findings reported that the use of TBLT improved the students� writing skills. Conclusions and pedagogical implications are presented for teachers, schools and policy makers to incorporate TBLT and writing strategies in the future curriculum development as a means to contribute to the English language methodology.

scholarly journals The Experience of Reading

2021 ◽  
pp. 233-244
Author(s):  
Susan La Marca
Keyword(s):  
Action Research ◽  
Strong Preference ◽  
Action Research Project ◽  
Research Project ◽  
Pleasure Reading ◽  
Advantages And Disadvantages ◽  
Different Types ◽  
Digital Formats ◽  
Survey Responses ◽  
The Impact

This paper describes an action research project conducted in 2013 that questioned 262 students from years 5 to 10 about their use of eBooks and audio books for pleasure reading. The students’ responses demonstrated a strong preference for paper over digital versions of texts, a range of interesting feedback about their experiences with digital formats and their preferences for different formats in light of different types of reading needs. The responses also included a range of advantages and disadvantages, as perceived by the respondents, of the different formats. The survey responses, in line with current research, indicate value in exploring how readers respond to format types – the importance of format should not go unacknowledged, as it is clear that the interaction of the reader with format is complex. This paper considers the important areas of comprehension, concentration, eye strain the impact of format on our senses and the need for adequate support.

Exploring the implementation of mindfulness approaches in an early years setting

2021 ◽  
pp. 1476718X2110527
Author(s):  
Stephanie Holt ◽  
Cathy Atkinson ◽  
Erica Douglas-Osborn
Keyword(s):  
Action Research ◽  
School Psychologists ◽  
School Context ◽  
Early Years ◽  
Future Research ◽  
Research Approach ◽  
Successful Implementation ◽  
Action Research Project ◽  
Action Research Approach ◽  
The Impact

Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their perceptions of the impact, facilitators and challenges to successful implementation. Findings revealed various facilitating factors including: developing effective and inclusive mindfulness approaches; reflecting on practice; working collaboratively and creating a supportive community. Challenges included issues related to the school context and delivery of mindful approaches. Findings revealed perceived benefits for the children, staff and the EYs setting. Implications for practice suggest it is feasible for school psychologists to support EYs settings to develop mindfulness practices using an action research approach. Future research and study limitations are discussed.

A collaborative action research project towards embedding ESD within the higher education curriculum

2017 ◽  
Vol 18 (6) ◽  
pp. 857-876 ◽  
Author(s):  
Gisela Cebrián
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Collaborative Action Research ◽  
Research Approach ◽  
Action Research Project ◽  
Research Project ◽  
Content Type ◽  
Collaborative Action ◽  
Action Research Approach ◽  
The Impact

Purpose This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice. Findings The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.

scholarly journals An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis

2021 ◽  
Vol 13 (19) ◽  
pp. 10798
Author(s):  
Ahmed Tlili ◽  
Daniel Burgos ◽  
Ronghuai Huang ◽  
Sanjaya Mishra ◽  
Ramesh Chander Sharma ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Open Data ◽  
Open Science ◽  
Future Research ◽  
Educational Practices ◽  
Bibliometric Mapping ◽  
Mapping Analysis ◽  
Open Educational Practices ◽  
New Research

This study undertook a bibliometric mapping analysis of research papers on Open Educational Practices (OEP) in the Web of Science and Scopus databases. This study functions as a guide for new research, serving to identify trends in the OEP field and compare the existing research so as to identify gaps and promising future paths. A total of 635 studies were obtained; however, only 156 were finally selected for the analysis. VOSviewer software was used to identify the most frequently used keywords and terms in the abstracts and titles. This software was also used to analyse the studies for co-authorship and citations. The findings showed that research on OEP started in 2007 and focused on higher education, including open and distance higher education. Most of the OEP studies were published in English as journal articles, in particular, many were published in Distance Education, International Review of Research in Open and Distributed Learning, and Open Praxis. The United Kingdom, Spain, and Australia were the top contributors to the OEP literature. The analysis of keywords and terms in the titles and abstracts revealed that current OEP trends covered only open pedagogy and open collaboration, suggesting a need for more research on other trends, such as open assessment, open data, and open science. The results also suggested that future research needs to focus more on inclusive open educational practices that accommodate students with disabilities.

Sign in / Sign up

Export Citation Format

Share Document