The Open/Technology in Education, Society, and Scholarship Association Journal最新文献_第2页

Introducing A Reflective Framework for the Assessment and Recognition of Microcredentials 微证书评估与识别的反思性框架

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-31 DOI: 10.18357/otessaj.2022.2.2.37

Francisco Iniesto, R. Ferguson, M. Weller, R. Farrow, R. Pitt

引用次数: 1

On the Misappropriation of Spatial Metaphors in Online Learning 论网络学习中空间隐喻的误用

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-30 DOI: 10.18357/otessaj.2022.2.2.32

Jon Dron

引用次数: 0

Surveillance in the System: Data as Critical Change in Higher Education 系统中的监控:数据作为高等教育的关键变革

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-30 DOI: 10.18357/otessaj.2022.2.2.34

Samantha Szcyrek, Bonnie E. Stewart

{"title":"Surveillance in the System: Data as Critical Change in Higher Education","authors":"Samantha Szcyrek, Bonnie E. Stewart","doi":"10.18357/otessaj.2022.2.2.34","DOIUrl":"https://doi.org/10.18357/otessaj.2022.2.2.34","url":null,"abstract":"Over recent decades, higher education infrastructures have become increasingly digitized and datafied. The COVID-19 pandemic accelerated adoption of online learning platforms, trading the walls of the classroom for digital systems. Yet the surveillance, privacy, and discrimination issues that such systems raise are minimally understood by those who teach and learn within them. This paper overviews a 2020 pilot survey and 2021-2022 qualitative study of higher education instructors on a global scale. These projects explored the ways in which instructors from various locales and academic status positions understand data and classroom tools using proxy questions surrounding knowledge, practices, experiences, and perspectives. This paper draws on those studies to frame concerns about datafication amplifying issues in higher education. Its premises are twofold: first, if higher education instructors, as knowledge workers, are not knowledgeable about the contexts within which they teach and conduct scholarship, then the construct of shared governance within higher education is inevitably undermined. Secondly, if faculty and academic decision-makers are not intentional about equitable and ethical use of digital platforms within higher education, students’ privacy and data is at risk. In this conceptual paper, we outline findings that frame datafication as a critical change within higher education culture.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129203167","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: 1

Integrating Technology With Instructional Frameworks to Support all Learners in Inclusive Classrooms 将技术与教学框架相结合，在包容性课堂中支持所有学习者

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-30 DOI: 10.18357/otessaj.2022.2.2.31

D. Montgomery

{"title":"Integrating Technology With Instructional Frameworks to Support all Learners in Inclusive Classrooms","authors":"D. Montgomery","doi":"10.18357/otessaj.2022.2.2.31","DOIUrl":"https://doi.org/10.18357/otessaj.2022.2.2.31","url":null,"abstract":"In Ontario, as the number of students requiring special education support continues to rise, the transition to inclusive classrooms has become more challenging for teachers due to limited time and lack of resources and support in the classrooms. However, this study explored how eight elementary school teachers addressed these obstacles in their successful transitions to inclusion through the integration of technology, Universal Design for Learning (UDL) and the Response to Intervention (RTI) frameworks in both online and physical classrooms. Through online interviews and classroom observations, the teachers orally shared and demonstrated how technology could increase student engagement, differentiate instruction, provide students with alternative instruction and assessment methods, and build teacher capacity within the classrooms. Despite this successful integration of technology and instructional frameworks, inefficiencies were revealed in screening approaches and teachers’ access to streamlined assessment resources to identify the needs of students. A discussion examined the teachers’ barriers in supporting the needs of all learners with proposed technology-based considerations that may assist other teachers in their transitions to inclusive classrooms.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126657382","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: 1

Elders’ Conversations: Perspectives on Leveraging Digital Technology in Language Revival 长者的对话:数字技术在语言复兴中的应用视角

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-30 DOI: 10.18357/otessaj.2022.2.2.21

Melissa Bishop

引用次数: 1

ePortfolio Pedagogy: Stimulating a Shift in Mindset 电子作品集教学法:激发思维方式的转变

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-25 DOI: 10.18357/otessaj.2022.2.1.27

Rita Zuba Prokopetz

{"title":"ePortfolio Pedagogy: Stimulating a Shift in Mindset","authors":"Rita Zuba Prokopetz","doi":"10.18357/otessaj.2022.2.1.27","DOIUrl":"https://doi.org/10.18357/otessaj.2022.2.1.27","url":null,"abstract":"As digital pedagogy and instructional strategy, electronic portfolios (ePortfolios) help educators organize instruction, facilitate teaching, and enhance learning. When students develop their ePortfolio projects in online spaces, they build a community where they learn to overcome challenges with the technology and to embrace the pedagogy that promotes learning. Decades-old research shows that the ePortfolio development process enhances knowledge production, makes visible knowledge application, and capacitates knowledge mobilization. ePortfolio technology promotes interaction, fosters reflection, and encourages both analytical thinking and the questioning of assumptions related to learning online. As multipurpose tools (assessment, accountability, collaboration, curriculum), ePortfolios are part of a movement that aims to reimagine the way we teach and learn in internet spaces. ePortfolio pedagogy, undergirded by interaction and reflection, integrates authentic learning episodes in digital spaces and enables practitioners to engage in democratizing and mobilizing knowledge. ePortfolio pedagogy is inclusive, embraces equity, and encourages the sharing of stories, beliefs, and ideas that result in appreciation of self and others. As students engage in idea generation in terms of choice of platform, layout, content, and artefacts, they experience a shift in mindset that capacitates a can-do attitude toward learning potential and project completion in online spaces.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130916147","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: 1

The UK Open University COVID Response: A Sector Case Study 英国开放大学应对新冠肺炎:行业案例研究

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-24 DOI: 10.18357/otessaj.2022.2.1.35

M. Weller

引用次数: 0

Crowdsourcing the (Un)Textbook: Rethinking and Future Thinking the Role of the Textbook in Open Pedagogy 众包(非)教科书:对开放教学中教科书角色的反思与未来思考

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-24 DOI: 10.18357/otessaj.2022.2.1.30

Michelle Harrison, Michael Paskevicius, Irwin Devries, Tannis Morgan

{"title":"Crowdsourcing the (Un)Textbook: Rethinking and Future Thinking the Role of the Textbook in Open Pedagogy","authors":"Michelle Harrison, Michael Paskevicius, Irwin Devries, Tannis Morgan","doi":"10.18357/otessaj.2022.2.1.30","DOIUrl":"https://doi.org/10.18357/otessaj.2022.2.1.30","url":null,"abstract":"In this paper, we adopt a critical lens to investigate educators' understanding of both traditional and alternative textbooks and examine how open pedagogy may call for a rethinking of textbooks and how they are used in a pedagogical setting. Within the context of open pedagogy, including open textbooks, we conducted workshops that involved faculty, instructional designers, educational developers, and academic administrators during three conferences in 2019: OER19 Conference held in Galway, Ireland; the Cascadia Open Education Summit held in Vancouver, British Columbia; and the Educational Technology Users Group held in Kamloops, British Columbia. Based on data collected during these three interactive workshops, combined with personal reflections from the project instigators, we discuss emerging issues and tensions in the use of textbooks as pedagogical agents/artefacts in teaching and learning, and their relation to open pedagogy. Specifically, we consider what aspects of the use and design of textbook may be rethought in the context of open pedagogy as increasingly ubiquitous access to knowledge and open licensing of content and data become more widely available. This is achieved by prompting educators to describe the best and worst features of the traditional textbook format and reflect on what they might imagine as a potential future for the textbook as a resource to support open pedagogy.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130493385","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

Humanizing with Humility: The Challenge of Creating Caring, Compassionate, and Hopeful Educational Spaces in Higher Education 以谦逊来人性化:在高等教育中创造关怀、同情和充满希望的教育空间的挑战

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-12-24 DOI: 10.18357/otessaj.2022.2.1.22

S. Driessens, Michelann Parr

{"title":"Humanizing with Humility: The Challenge of Creating Caring, Compassionate, and Hopeful Educational Spaces in Higher Education","authors":"S. Driessens, Michelann Parr","doi":"10.18357/otessaj.2022.2.1.22","DOIUrl":"https://doi.org/10.18357/otessaj.2022.2.1.22","url":null,"abstract":"Leading with care and compassion, critically reflecting on our teaching practices, and collaboration has always been central to our pedagogical practices. Participating in the #ONHumanLearn project, an initiative designed to humanize learning in higher education, we began to notice a growing divide between our engaged and disengaged students. As we learned/unlearned/relearned to take our professional practice one step further, we started to notice our own sense of powerlessness intensify alongside feelings of fatigue and frustration for our inability to reach the disengaged. We wondered what we could be doing differently to reach them. As we reflect on the process, we humbly accept that leading with care also means caring for ourselves, and that any initiative working to humanize higher learning ought to firmly embed and embody co-learning as a relational and reciprocal approach. In this paper we pay attention to inequities that became more apparent or were created as we sought to humanize education, the opportunities we have found, and our developing awareness of what is needed to sustain change. ","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"285 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123379736","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

A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality 心理健康和远程学习研究的综合:大流行的悲伤如何困扰因果关系的主张

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-09-26 DOI: 10.18357/otessaj.2022.1.1.36

Stephanie Moore, G. Veletsianos, M. Barbour

{"title":"A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality","authors":"Stephanie Moore, G. Veletsianos, M. Barbour","doi":"10.18357/otessaj.2022.1.1.36","DOIUrl":"https://doi.org/10.18357/otessaj.2022.1.1.36","url":null,"abstract":"While there has been a lot of debate over the impact of online and remote learning on mental health and well-being, there has been no systematic syntheses or reviews of the research on this particular issue. In this paper, we review the research on the relationship between mental health/well-being and online or remote learning. Our review shows that little scholarship existed prior to 2020 with most studies conducted during the COVID-19 pandemic. We report four findings: (1) pandemic effects are not well-controlled in most studies; (2) studies present a very mixed picture, with variability around how mental health and well-being are measured and how/whether any causal inferences are made in relation to online and remote learning, (3) there are some indications that certain populations of students may struggle more in an online context, and (4) research that does not assume a direct relationship between mental health and online provides the best insight into both confounding factors and possible strategies to address mental health concerns. Our review shows that 75.5% of published research on this topic either commits the correlation does not equal causation error or asserts a causal relationship even when it fails to establish correlations. Based on this study, we suggest that researchers, policymakers, practitioners, and administrators exercise extreme caution around making generalizable assertions with respect to the impacts of online/remote learning and mental health. We encourage further research to better understand effects on specific learner sub-populations and on course—and institution—level strategies to support mental health.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117071833","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: 1