The Open/Technology in Education, Society, and Scholarship Association Journal最新文献

Generative AI Adoption in Postsecondary Education, AI Hype, and ChatGPT’s Launch 中学后教育对人工智能的采用、人工智能炒作和 ChatGPT 的发布

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2024-07-22 DOI: 10.18357/otessaj.2024.4.1.59

Isabel Pedersen

引用次数: 0

Developing the Technology-Integrated Assessment Framework 制定技术综合评估框架

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2024-05-01 DOI: 10.18357/otessaj.2024.4.1.63

Colin Madland, Valerie Irvine, Chris DeLuca, Okan Bulut

引用次数: 0

Technology-Integrated Assessment: A Literature Review 技术综合评估：文献综述

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2024-05-01 DOI: 10.18357/otessaj.2024.4.1.57

Colin Madland, Valerie Irvine, Chris DeLuca, Okan Bulut

引用次数: 1

Student Co-Creation of Open Textbooks: Reflections on Power Dynamics and Building a Sense of Belonging in Higher Education 学生共创开放式教科书：对高等教育中权力动态和建立归属感的思考

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2024-01-17 DOI: 10.18357/otessaj.2023.3.2.54

Glenda Cox, B. Masuku

{"title":"Student Co-Creation of Open Textbooks: Reflections on Power Dynamics and Building a Sense of Belonging in Higher Education","authors":"Glenda Cox, B. Masuku","doi":"10.18357/otessaj.2023.3.2.54","DOIUrl":"https://doi.org/10.18357/otessaj.2023.3.2.54","url":null,"abstract":"Despite calls for social justice and inclusion in higher education, there is still growing structural inequality in terms of access to education, which extends to structural and economic oppression of marginalised groups. Student inclusion in design, creation and evaluation of curricula is lauded in research as essential for student belonging, with open textbook production as one way in which student co-creation is being explored. Yet, little work has been done to look at the challenges involved when traditional power dynamics are disrupted in partnering with students. Highlighting the collaborative endeavours that lecturers undertake with students in open textbook production and the challenges therein, this paper draws on Yuval-Davis’ (2011) work on student belonging and Fraser (2005) on social (in)justice, to explore the nexus of three complementary themes: open textbooks, students as partners, and student belonging in higher education. Data were derived from a set of interviews conducted with three open textbook authors at the University of Cape Town (UCT) on their efforts to foster co-creation practices with students in their classrooms as part of open textbook initiatives. Findings reveal that student co-creation of open textbooks has the potential to shift, or at the very least tilt, power balance and give students agency. Academics who undertook open textbook production with student co-creators respected students’ expertise and in turn, students felt a sense of value in their departments, which enabling a sense of belonging. \u0000We highlight how the reality of student co-creation is complex as academics have the intention to shift the traditional power dynamics between lecturer and student; however, examples here show this kind of transformation is gradual and continuous and often difficult to implement when the institutional culture remains hierarchical.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":" February","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139617908","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}

引用次数: 0

Designing agile pathways for climate adaptation skill development 为气候适应技能开发设计灵活的途径

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2024-01-01 DOI: 10.18357/otessaj.2023.3.2.52

David Porter, Robin Cox, Vivian Forssman

{"title":"Designing agile pathways for climate adaptation skill development","authors":"David Porter, Robin Cox, Vivian Forssman","doi":"10.18357/otessaj.2023.3.2.52","DOIUrl":"https://doi.org/10.18357/otessaj.2023.3.2.52","url":null,"abstract":"Capacity building for advancing climate-change leadership has become a critical workforce development requirement for both professionals and front-line workers. As the World Economic Forum Jobs 2020 report noted, there is an increasing need to provide short-timeframe opportunities for reskilling and upskilling that will keep step with the increasing issues of the climate crisis. Micro-credentials have been proposed as a strategy to enable the ongoing development of knowledge and skills to address this workforce development requirement, which we examine in the context of a university initiative that has prototyped skill pathways to address key climate adaptation themes.We report and discuss the strategic use of the Climate Adaptation Competency Framework (2020)–a Creative Commons-licensed (CC) open competency framework–along with the use of open educational resources to create agile pathways to skill development for climate adaptation and action. The pathways we have designed and are testing combine self-directed learning resources, individual and group activities, and authentic assessment practices to validate skill development. Micro-credentials are awarded from a university continuing and professional studies division to learners from multiple practice domains for demonstrations of competence.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126860","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}

引用次数: 0

Pratiques éducatives ouvertes au postsecondaire en milieu minoritaire francophone au Canada : défis et possibilités pour viser l’équité linguistique 加拿大法语少数民族社区中学后阶段的开放教育实践：实现语言公平的挑战与机遇

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2023-12-31 DOI: 10.18357/otessaj.2023.3.2.51

Catherine Lachaîne, Megan Cotnam-Kappel

{"title":"Pratiques éducatives ouvertes au postsecondaire en milieu minoritaire francophone au Canada : défis et possibilités pour viser l’équité linguistique","authors":"Catherine Lachaîne, Megan Cotnam-Kappel","doi":"10.18357/otessaj.2023.3.2.51","DOIUrl":"https://doi.org/10.18357/otessaj.2023.3.2.51","url":null,"abstract":"Cette étude qualitative explore les pratiques d’enseignement courantes des professeur.e.s, bibliothécaires et chargé.e.s de cours au postsecondaire en contexte francophone minoritaire et en quoi ces pratiques correspondent ou non aux pratiques éducatives ouvertes (PEO). Nous explorons ce sujet sous la perspective des enjeux d’équité auxquelles font face les communautés francophones minoritaires au Canada, soit les francophones qui vivent en français à l’extérieur de la province du Québec. Ces enjeux d’équité incluent le manque d’accès à des ressources, à des cours et programmes français au postsecondaire, en ligne comme hors ligne. Notre collecte de données pancanadienne par questionnaire nous a permis de rejoindre 68 participant.e.s de huit provinces. Les résultats nous dévoilent des connaissances et applications limitées des PEO au postsecondaire, un manque de ressources en français pour soutenir les PEO et une reconnaissance du potentiel important des PEO au postsecondaire en milieu minoritaire francophone. La réutilisation et le partage de contenu mentionnés par les répondant.e.s constituent les approches ouvertes les plus appliquées, mais les données nous indiquent que les pratiques sont surtout ponctuelles et qu’elles ne s’appliquent pas nécessairement dans tout le processus d’enseignement et d’apprentissage. Une réflexion collective et des actions concrètes sont nécessaires pour souligner le potentiel de créer et de partager ouvertement des ressources et pratiques pédagogiques par et pour cette communauté afin de favoriser l’inclusion et l’équité. Nous recommandons la création de ressources éducatives libres et une campagne de sensibilisation nationale auprès des professeur.e.s de la part des expert.e.s dans le domaine comme premiers pas.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"7 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135807","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}

引用次数: 0

Faculty and Student Perceptions of Open Pedagogy: A Case Study From British Columbia, Canada 教师和学生对开放式教学法的看法：加拿大不列颠哥伦比亚省案例研究

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2023-12-31 DOI: 10.18357/otessaj.2023.3.2.40

Melissa Ashman

{"title":"Faculty and Student Perceptions of Open Pedagogy: A Case Study From British Columbia, Canada","authors":"Melissa Ashman","doi":"10.18357/otessaj.2023.3.2.40","DOIUrl":"https://doi.org/10.18357/otessaj.2023.3.2.40","url":null,"abstract":"A transformation in teaching and learning happens when students move from being consumers to creators of knowledge. While there is a growing body of research available on the use of open education resources by faculty and students, there is comparatively little research available with regards to open pedagogy (OP) in higher education. The few studies that have explored the perceptions of OP have focused on one specific OP practice in a small context (one or two course sections). The present review study surveyed the perceptions of faculty and students at a Canadian university across several courses and a range of types of OP. Quantitative and qualitative analyses revealed students and faculty alike were positive about the benefits and impacts of engaging in OP, but each expressed challenges with needing greater time for OP. Additionally, while students experienced challenges with process, faculty experienced challenges with supports. Recommendations are provided for ways faculty can support students when engaging in OP and ways institutions can support faculty who engage in OP. Ultimately, knowing more about the experiences and perspectives of students and faculty could help inform the development of best practices for faculty who wish to use OP with students.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"101 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135089","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}

引用次数: 0

Online and Open Approaches to Supporting a Pedagogy of Care: Research and Practice that Opens Horizons 支持关爱教学法的在线和开放方法：开阔视野的研究与实践

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2023-11-30 DOI: 10.18357/otessaj.2023.3.1.56

Michele Jacobsen, Valerie Irvine

引用次数: 0

Exploring our Open Educational Practices in Support of Excellence in Graduate Education: A Collaborative Autoethnography 探索我们的开放式教育实践，支持卓越的研究生教育：合作式自述

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2023-11-22 DOI: 10.18357/otessaj.2023.3.1.53

Pamela Walsh, Cindy Ives, Beth Perry

{"title":"Exploring our Open Educational Practices in Support of Excellence in Graduate Education: A Collaborative Autoethnography","authors":"Pamela Walsh, Cindy Ives, Beth Perry","doi":"10.18357/otessaj.2023.3.1.53","DOIUrl":"https://doi.org/10.18357/otessaj.2023.3.1.53","url":null,"abstract":"This paper presents the findings of our exploration of our open educational practices (OEP) with graduate students. As reflective practitioners, we used a self-study methodology and collaborative autoethnographic methods to interrogate our open approaches to teaching and supervision. We draw on our developing competencies to support the wisdom, critical thinking, resilience, and adaptability of our graduate students. The article extends preliminary findings about graduate education and open practices in relation to and emerging from earlier work (Ives et al., 2022), which committed us to further exploration of our practices. Using our definition of OEP which expands on the work of several open scholars, we report new findings from our in-depth collaborative analysis of data collected over two years. We found a gap in the literature examining the use of OEP with graduate students. Findings include OEP and their alignment with our values and competencies, as well as OEP within our teaching, course design, and graduate supervisory practices. We offer insights into the outcomes of our practices for students and ourselves, and ways we can improve.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248941","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}

引用次数: 0

Sustaining Positive Change in the Teaching Scholars’ Online Community of Practice 在教学学者在线实践社区中持续进行积极变革

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2023-10-16 DOI: 10.18357/otessaj.2023.3.1.42

Andrew Mardjetko, Michele Jacobsen, B. Archer-Kuhn, C. Din, Darlene Donszelmann, L. Nowell, Heather Jamniczky

引用次数: 0