scholarly journals Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning & Scholarship

Open Praxis ◽  
2015 ◽  
Vol 7 (2) ◽  
Author(s):  
Thomas Carey ◽  
Alan Davis ◽  
Salvador Ferreras ◽  
David Porter
Keyword(s):  
Educational Practices ◽  
Open Educational Practices ◽  
Teaching Learning ◽  
Excellence In Teaching

scholarly journals Open Educational Practices in Romanian Universities during the Educational Disruption

2020 ◽  
pp. 416-425
Author(s):  
Diana Andone ◽  
Gabriella Grosseck ◽  
Carmen Holotescu
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Learning Activity ◽  
Educational Practices ◽  
Face To Face ◽  
Teachers And Students ◽  
The Face ◽  
Open Educational Practices ◽  
The Many ◽  
Teaching Learning

The Covid-19 pandemic led to an unprecedented situation, when education worldwide moved online, leading to what is called Emergency Remote Teaching. Completed three months after the suspension of face-to-face activities in schools and universities, this paper aims to capture the actions taken in three Romanian universities, for the continuity of education in online environment. How prepared were the higher institutions in terms of infrastructure, teacher training, digital competences of teachers and students, open education strategy? What educational technologies have been used, what is the role of Open Educational practices, the integration of Open Educational Resources and Massive Open Online Courses? How were accessed, adopted and adapted the many international initiatives, projects and resources? What are the results of the studies already carried out on the efficiency of the actions taken? What can be done better until the return to the face-to-face activities, what are the lessons learned and how this knowledge will be applied for a better future? What current practices will have an impact on the teaching-learning activity, on the opening of education?

scholarly journals INTERDISCIPLINARIDADE E OUTROS NÍVEIS DE CONHECIMENTO: DESAFIOS CONTEMPORÂNEOS ÀS PRÁTICAS EDUCATIVAS

polemica ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 68-83
Author(s):  
Antônio Roberto Xavier ◽  
José Gerardo Vasconcelos ◽  
Maria Jucilene Freire Lopes Marinho ◽  
Ana Paula Sthel Caiado
Keyword(s):  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Practices ◽  
Formal Knowledge ◽  
Secondary Sources ◽  
Interdisciplinary Teaching ◽  
Cultural Framework ◽  
Depth Analysis ◽  
Epistemological Debate ◽  
Teaching Learning

Resumo: Este artigo objetiva, sobretudo, promover o debate teórico-epistemológico sobre os desafios e possibilidades do desenvolvimento de ensino-aprendizagem interdisciplinar em razão das matrizes curriculares adotadas. É fato que a discussão sobre interdisciplinaridade no trabalho docente, apesar de não ser tão nova, encontra-se em alta e mantém interfaces com outras categorias do gênero, principalmente quando se relaciona com a gestão e as práticas educativas em sala de aula. Nesse sentido, para a produção deste artigo, seguiram-se os caminhos metodológicos da pesquisa bibliográfica do tipo descritiva com base em revisão de literatura de fontes secundárias de livros, artigos, legislação e documentos oficiais. No tocante à abordagem, acolheu-se a qualitativa, visando análise mais aprofundada das categorias elencadas, a saber: interdisciplinaridade, etnociência, multidisciplinaridade, pluridisciplinaridade e transdisciplinaridade, destacadas nos respectivos tópicos deste artigo. Com relação à técnica interpretacional, recorreu-se à análise do discurso na perspectiva da relação indissociável do histórico com o social. Como conclusão sucinta, deixou-se posto que as práticas educativas de forma interdisciplinar são dinamizadoras e facilitadoras para uma compreensão mais ampla e diversa do ensino-aprendizagem. Desse modo, possibilitam a formulação de um saber crítico-reflexivo, promovendo a integração de conteúdos nas mais diversas áreas de conhecimento, incluindo, inclusive, o arcabouço cultural dos saberes populares e não formais aos formais e científicos.Palavras-chave: Interdisciplinaridade. Etnociência. Multidisciplinaridade.Abstract: This article aims, above all, to promote the theoretical-epistemological debate on the challenges and possibilities of the development of interdisciplinary teaching-learning due to the curricular matrices adopted. It is a fact that the discussion about interdisciplinarity in teaching work, although not so new, is up and maintains interfaces with other categories of the genre, especially when it is related to management and educational practices in the classroom. In this sense, for the production of this article, we followed the methodological paths of bibliographic research of the descriptive type based on literature review of secondary sources of books, articles, legislation and official documents. With regard to the approach, the qualitative approach was adopted, aiming at a more in-depth analysis of the categories listed, namely: interdisciplinarity, ethnoscience, multidisciplinarity, multidisciplinarity and transdisciplinarity, highlighted in the respective topics of this article. With regard to the interpretative technique, we used the analysis of discourse in the perspective of the inseparable relationship between historical and social. As a succinct conclusion, it is emphasized that interdisciplinary educational practices are dynamic and facilitating a broader and more diverse understanding of teaching and learning. In this way, its allows the formulation of a critical-reflexive knowledge, promoting the integration of contents in the most diverse areas of knowledge, including the cultural framework of popular and non-formal knowledge to formal and scientific knowledge.Keywords: Interdisciplinarity. Ethnoscience. Multidisciplinarity.

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.

scholarly journals Open Universities and Open Educational Practices

2019 ◽  
Vol 20 (4) ◽  
Author(s):  
Irwin J. DeVries
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Relevant Literature ◽  
Educational Practices ◽  
Open University ◽  
University Websites ◽  
Open Educational Practices ◽  
Non Traditional Students ◽  
Website Content ◽  
Institutional Engagement

The purpose of this study is to provide an overview of how open universities depict their current institutional engagement in open educational practices. In view of the growth of programming for non-traditional students by conventional universities, particularly through online learning and increasing interest in open educational practices, the intention is to gain a better understanding of the unique contributions currently made, or potentially to be made, by open universities in comparison to conventional universities. The study is conducted through a content analysis of open university websites, exploring key themes related to access-oriented open educational practices derived from terms and related concepts in relevant literature. With the growth of distance education, online learning, and other emerging access-oriented open educational practices in traditional higher education, open universities should be uniquely situated to provide visible leadership in these domains. The open university website content analysis explores the extent to which this is the case.

scholarly journals A design-based approach to support and nurture open educational practices

2017 ◽  
Vol 12 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Shironica P. Karunanayaka ◽  
Som Naidu
Keyword(s):  
Belief Systems ◽  
Real Life ◽  
Two Dimensions ◽  
Educational Resources ◽  
Pedagogical Practices ◽  
Educational Practices ◽  
Process Data ◽  
Instructional Resources ◽  
Content Type ◽  
Open Educational Practices

Purpose A critical attribute of open educational practices (OEP) is the pursuit of open scholarship which comprises the release of educational resources under an open licence scheme that permits no-cost access, use, reuse, adaptation, retention and redistribution to others. The degree of openness in relation to this attribute will depend on the context and culture of the place and the people in it. When left to chance, the adoption and practice of open scholarship by educators is at best sketchy. For optimum impact, a design-based approach is essential. A central focus of such an approach will need to target educators’ belief systems and practices about their scholarship. Any such work will involve researchers collaborating with practitioners in real-life settings to improve educational practices through iterative analysis, design, development and implementation. The purpose of this paper is to report on how the development and use of such a design-based approach, implemented by the Open University of Sri Lanka, impacted the adoption and uptake of open scholarship among teachers in the Sri Lankan school system in terms of changes in their use of instructional resources, pedagogical thinking and pedagogical practices. Design/methodology/approach The study adopted a design-based research (DBR) approach (Reeves, 2006), which involved researchers collaboratively working with practitioners in real-life settings to improve their educational practices along three aspects – instructional resource use, pedagogical perspectives and pedagogical practices. Based on the four stages of the DBR approach – analysis, solution, testing and refinement, and reflection, a professional development intervention programme was designed and implemented to support teachers on the integration of open educational resources (OER) and adoption of OEP in their teaching-learning process. Data collected throughout the process using multiple strategies such as questionnaire surveys, concept mapping, lesson plans, focus group interviews, self-reflections and “stories”, were analyzed using both qualitative and quantitative methods. Findings By the end of the intervention, significant changes were observed in teachers’ use of instructional resources, their pedagogical thinking and pedagogical practices. While resource usage has shifted from no or low usage of OER to reuse, revise, remix and creation of OER, the pedagogical thinking and practices of teachers moved from a content-centric and individualized patterns to more constructivist, context centric and collaborative ways. The diffusion of OEP was prominent along two dimensions – enhancements in the individual practices in innovative OER use as well as collaborative practices of sharing of resources, knowledge and good practices. Practical implications The systematic and flexible methodology adopted based on the DBR approach via a framework designed as a contextualized, process oriented and a self-reflective enquiry has been very useful to support changes in OEP among practitioners over time. Originality/value This iterative process allowed the researchers to function as “designers”, while investigating real-life issues in collaboration with the practitioners through reflective enquiry to further refine innovative practices towards OEP. This provides valuable insights for improved design solutions for future interventions in similar contexts.

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