Ubiquity Proceedings最新文献

{"title":"Transforming the Culture and Innovating the Practices of Digital Assessment: How MOOCs Can Scale Up the Impact","authors":"António Moreira Teixeira, Lúcia Amante, E. Souza, Maria Do Carmo Teixeira Pinto, João Paz","doi":"10.5334/uproc.101","DOIUrl":"https://doi.org/10.5334/uproc.101","url":null,"abstract":"The emerging new learning scenarios made possible by the rapid dissemination of adaptive digital technologies are deeply changing higher education processes. They provide educators and learners with new opportunities for transforming their educational practices. encouraging learning innovation and challenging traditional teaching methods. This transformation is particularly significant in how learning achievement is measured, assessed, and certified. The use of learning analytics and adaptive digital technologies not only contribute to consolidate an assessment for learning approach as call for it. In the face of this challenge, educators must speedily adapt their practices to ensure that they are effectively using digital tools to support this new assessment culture. In the framework of the Erasmus+ project PROF-XXI, a Massive Open Online Course (MOOC) entitled \"The 21st Century Teacher: Learning to Teach with Digital Technologies\" was designed and delivered to facilitate teachers’ access to good practices in this field. The MOOC included four modules covering various aspects of digital education and was designed taking as a reference the competences defined in the DigCompEdu framework. It was delivered on an Open edX instance. A total of 5,660 participants, mainly from Latin America, took this course in two cohorts, with 681 participants completing it. In this paper we describe the experience of designing a learning module specifically dedicated to digital assessment innovation for this MOOC, The aim was to inspire educational change and promote a more sustainable approach to assessment for learning based on the PrACT framework. The main results of this experience are presented and discussed, as well as lessons learnt.","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Story as Pedagogy: Leveraging Narrative Digital Learning Practices in the Instructional Design Process","authors":"Angela Gunder, Melody Buckner","doi":"10.5334/uproc.88","DOIUrl":"https://doi.org/10.5334/uproc.88","url":null,"abstract":"This paper examines the pedagogical value of using narrative digital learning practices (NDLP) in instructional design. Through a thematic review of the literature, the authors illustrate that NDLP, which are the intentional use of storytelling techniques to inform and enhance the student experience within digital learning environments, can increase student engagement and help them meet the outcomes and goals for instruction. It discusses the different ways in which NDLP can be used to support such practices as course mapping, digital storytelling, adaptive and/or differentiated learning, scenario-based and case-based learning, gameful learning, and the application of universal design for learning principles. Additionally, the authors present backward design as a way to ensure that narrative structures used in courses are supportive of learning objectives. The future of learning is discussed, including the role of NDLP in facilitating more personalized and immersive learning experiences. The paper concludes by noting that NDLP is a valuable tool for instructional designers and educators and has the potential to transform teaching and learning through the unique affordances of narrative structure and digital tools.","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons from a 2-Hub Life-Science Training Course: From Heidelberg to Bangalore and Beyond","authors":"Irena Provazníková, Nathalie Sneider, Maria Bacadare Goitia, Juergen Deka, Elizabeth Zielonka","doi":"10.5334/uproc.89","DOIUrl":"https://doi.org/10.5334/uproc.89","url":null,"abstract":"Technologies are rapidly evolving in the life sciences and other STEM areas. Advanced hands-on practical courses are key for life-science researchers to stay ahead of the game. Although the Covid-19 pandemic propelled/accelerated the transformation in remote training opportunities, it is clear that training in molecular biology methodologies requires and greatly benefits from hands-on face-to-face courses. Here we present a novel 2-hub course format, with teaching of cutting-edge technologies simultaneously in Germany (EMBL Heidelberg) and India (BLiSC in Bangalore). The format combines active-based learning on a scientific case study with collaborative exercises and networking that foster scientific exchange. We describe the digital technologies utilised in course design and delivery, and the multi-layered planning phase. Analysis of the participant and trainer feedback questionnaires demonstrates the benefits and challenges of the 2-hub format and illustrates the success of the course. The concept allows us to broaden our reach, while reducing overall CO2 emission in comparison to a 1-hub course. We show that thanks to digital tools and collaboration of dedicated organisers, we can provide conceptual design and create sophisticated active-learner training opportunities with world-wide reach.","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"H5P and Canvas - The Best Pair Since Salt and Pepper?","authors":"Lauren Maher","doi":"10.5334/uproc.86","DOIUrl":"https://doi.org/10.5334/uproc.86","url":null,"abstract":"The demand from lecturing staff that desire to improve the engagement levels of their students is continuously increasing. Learning Management System integrations such as H5P are a simple and effective way to improve student engagement and learning within modules. This paper explores the benefits of staff adopting the H5P integration in Canvas for developing engaging and interactive content in the context of higher education. It examines a pilot initiative developed by Munster Technological University’s Department of Technology Enhanced Learning that investigated the needs of individual staff members and how they could make small changes to their teaching content to help improve student engagement. The results of this pilot indicated that participating staff had improved knowledge surrounding the development of interactive content through the use of H5P following one-to-one sessions carried out as part of the initiative and revealed that staff intends to apply the H5P approach to their everyday teaching activities to encourage student motivation and engagement in modules. This paper discusses further plans for the use of H5P within the Learning Management System at Munster Technological University and how it will be facilitated by the Department of Technology Enhanced Learning.","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Global OER Graduate Network: An Example of a Community of Care","authors":"Martin Weller, Francisco Iniesto, Beck Pitt, Rob Farrow, Carina Bossu","doi":"10.5334/uproc.70","DOIUrl":"https://doi.org/10.5334/uproc.70","url":null,"abstract":"The Global OER (Open Educational Resources) Graduate Network (GO-GN) was founded in 2013 to support and connect doctoral researchers on OER worldwide and to promote open education research and its potential impact on society. In its ten-year history GO-GN has brought together doctoral students, experts, and educators from all five continents. GO-GN organises face-to-face events, online webinars and other activities that promote support and collaboration among its members. The pandemic impacted on GO-GN members and the network; this research shows how the network moved from a community of practice to a community of care.","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pre-Visions: First Results of the EDEN Fellows Survey on the Futures of Learning","authors":"António Moreira Teixeira, Deborah Arnold, Diana Andone","doi":"10.5334/uproc.103","DOIUrl":"https://doi.org/10.5334/uproc.103","url":null,"abstract":"Technology is pervasive and intertwined in many aspects of modern life and society. The digital revolution that is sweeping the world has shown its potential in education during the Covid-19 pandemic. It is rapidly transforming the way students learn, and as a result, technology is expected to improve the face of education by making it more inclusive and accessible. In the framework of the EDEN Pre-Visions project, the EDEN fellows conducted a prospective study on the future trends of open and digital education in Europe in the next decade. 40 EDEN Fellows took part in an online survey launched in January 2023. In this paper, we present and analyse the first results of this exercise, describing the views of the experts on six dimensions: the European context evolution and socio-economic dynamics; EdTech research and development; EdTech practices; institutional digital transformation; societal impacts and implications; policies and regulations.","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Digital Capabilities with DigitalEd.ie: Learnings from the Digital Transformation Journey at ATU","authors":"Carina Ginty, Annette Cosgrove","doi":"10.5334/uproc.63","DOIUrl":"https://doi.org/10.5334/uproc.63","url":null,"abstract":"In 2019, the Atlantic Technological University (ATU) Ireland (previously known as GMIT, IT Sligo and LYIT) were awarded a HEA Innovation and Transformation award to build digital capabilities across 8 campuses. The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). The Teaching and Learning Centre (Galway-Mayo) is leading the development of DigitalEd.ie Knowledge Platform and digital teaching and learning development initiatives (i.e., Work Package 2 of the iNOTE project). DigitalEd.ie, is a digital teaching and learning knowledge platform, which provides access to professional development pathways and a suite of digital resources, to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively. This paper will discuss: the development journey of DigitalEd.ie; building a digital education community; designing digital learning pathways; creating a digital resources directory; insights and impact of building digital teaching and learning capabilities during the pandemic; and the creation of a suite of digital education services and resources, that is transforming the higher education learning experience. The development journey of DigitalEd.ie knowledge platform uncovered several resources and learnings, including a discovery tool, digital tools to support online student engagement, meaningful and robust assessment strategies, digital badges and learning pathways, and teaching and learning techniques moving from online to hybrid delivery. In addition, 20 digital teaching and learning impact case studies were developed across eight themes (https://DigitalEd.ie/book), outlining how and why educators transformed their teaching and learning practice and the impact on student engagement.  This paper will conclude with feedback from participants who undertook digital learning opportunities through the DigitalEd.ie monthly training programme, the Discovery Tool, Digital Badge pathways, and an accredited postgraduate Certificate in Digital Teaching and Learning. The feedback gathered through the action research study provides insights on the value of Continuous Professional Development (CPD) and considerations for the digital learning environment in higher education, post Covid-19.","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do Live Writing/ Study Sessions for At-Risk Students, in an Online, Distance Learning Environment, Demonstrate the Same Benefits Documented for Face-to-Face Shared Writing Events?","authors":"Hannah Lavery, Debbie Kinch, Jennifer Hillman","doi":"10.5334/uproc.72","DOIUrl":"https://doi.org/10.5334/uproc.72","url":null,"abstract":"A recent project focussing on students studying an Arts and Humanities Access module at the Open University revealed that students in IMD Q1 are disproportionately more likely to ‘passively’ withdraw than their peers (i.e. not submit an assignment, not register with the university their intention to defer, ultimately leading to a ‘fail’ grade for that module: Lavery & Padley, 2022). Recent data shows a significant award gap for students studying Arts and Humanities modules who have a mental health need registered with the university. Colleagues were therefore motivated to assess whether the inclusion of synchronous, online, study and support opportunities, training students in the use of the Pomodoro technique, might support success for participants. This paper outlines the approach of two projects that applied techniques associated with group writing sessions, reflecting on whether their findings demonstrate similar benefits for participants in an online, distance learning environment as for those traditionally run in the physical space (i.e. writing retreats).","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Communities of Teachers: Stories from the Classroom, How to Scaffold Learning Adventures Through Trust","authors":"Zeta Dooly","doi":"10.5334/uproc.69","DOIUrl":"https://doi.org/10.5334/uproc.69","url":null,"abstract":"Education is recognised as a viable pathway to a better future. It is not a linear rite of passage but a meandering recognition of learning along the way. The advocacy of education for all, internationally, has led to education policy implementation across our global citizenship albeit at differing levels of accessibility and quality. It is widely recognised that the seminal work of Freire, Rousseau and Dewey have embedded the importance of active learning and critical pedagogy in our modern society. But have our leaders of education sufficiently recognised the need to promote education as a sustainable, complementary activity to social and caring aspects of our society. This paper focuses on strategies used to build a sense of community in a classroom of educationalists who through their own learning experiences gain empowerment.  Drawing on 3 iterations of delivering a module in synchronous virtual classroom, the strategies adopted are outlined, the overall theme is to enable the building of trustworthy relationships and to teach educationalists to embed beliefs and values into their teaching practice. Aspects of the induction period are designed to foster resilience and wellbeing in the teacher cohort for digital and physical life so that students feel nurtured and gain confidence to grow and empower others within the learning lifecycle. Following on from the global pandemic, most formal education ecosystems had to temporarily pivot to digital education. Reflection and critical thinking beyond COVID position digital education at a juncture that needs careful consideration to understand the giant leap required to utilise advancements in technology in a classroom. This paper presents a pedagogical approach that tightly couples classroom dialogue with the application of existing technology for teaching and learning at level 9 (Masters) to surmount a sense of uncomfortableness encountered for teachers when faced with moving from a whole group, self-contained classroom approach to a multi-faceted learning ecosystem. Furthermore, the case studies described here address complexity in the classroom, acknowledging the ‘valley of death’ approach used in transitioning research into practice, and furthering our understanding how innovative technologies only make a difference when deployed and used in line with user needs and requirements (Maughan et. al, 2018). Students describe how they overcome fear from one’s own comfort zone toward recognising the power of teachers as change agents using an array of community communication platforms to equip and enhance their toolkit with engagement tools tailored for their subject expert domain needs.  Technology is a critical enabler to access knowledge, resources and people and has empowered those unable to engage with traditional educational settings to gain formal and informal knowledge whilst making learning more fun and engaging alongside other life responsibilities. Education as a career has expand","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139313129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Lifelong Learning Participation with the ATU Higher Education 4.0 Project: Recognising Prior Learning (RPL) and Providing Career and Learning Pathways with MyCareerPath.ie","authors":"Carina Ginty, Bridie Killoran, Gavin Clinch","doi":"10.5334/uproc.93","DOIUrl":"https://doi.org/10.5334/uproc.93","url":null,"abstract":"Higher Education 4.0 (HE 4.0) is an ambitious, innovative, and collaborative project from the Atlantic Technological University (ATU), Ireland. A €12.3 million project supported by the Higher Education Authority (HEA) in Ireland under the HCI, Human Capital Initiative.  It is a vision for future agility in higher education and provides for opportunities into and through higher education.     The Careers and RPL Learning Pathways platform under HE 4.0 incorporates a regional service from the ATU for the assessment of Recognised Prior Learning (RPL) and the development of personalised career and learning pathways. This new university service is delivered through an online platform at www.mycareerpath.ie and an RPL information site for the ATU at www.myexperience.ie         The online MyCareerPath.ie platform involves engagement with employers and potential students to the Atlantic Technological University. The service involves advising candidates on the learning pathways available and appropriate to them, and how to achieve their career objectives or improve their employability.   This paper will explore the ATU Career and RPL learning pathways project development journey to date and how the findings emerging from the research and evaluation activities, are informing the establishment of a regional careers and RPL service, supporting lifelong learning participation and upskilling in the workforce. In addition, the process is informing enhancements to the university’s RPL assessment process, policy development and access to higher education initiatives. To conclude, industry pilot case exemplars will be discussed and their engagement with MyCareerPath.ie assessment services, an RPL assessment portfolio and a variety of micro-courses supporting the transition to higher education.","PeriodicalId":102060,"journal":{"name":"Ubiquity Proceedings","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}