The Open/Technology in Education, Society, and Scholarship Association Journal最新文献_第3页

Outside-In: Entangled Openness as Subversion Influencing Emergent Change 由外而内:作为颠覆的纠缠开放影响紧急变化

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2022-09-26 DOI: 10.18357/otessaj.2022.1.1.25

Maha Bali

引用次数: 0

E-Portfolios and Exploring One’s Identity in Teacher Education 教师教育中的电子档案与自我认同探索

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-12-31 DOI: 10.18357/otessaj.2021.1.2.20

Christine Ho Younghusband

{"title":"E-Portfolios and Exploring One’s Identity in Teacher Education","authors":"Christine Ho Younghusband","doi":"10.18357/otessaj.2021.1.2.20","DOIUrl":"https://doi.org/10.18357/otessaj.2021.1.2.20","url":null,"abstract":"Academic faculty in a two-year post-baccalaureate teacher education program at a small research university in British Columbia explored the extended use of e-Portfolios into final practicum over a three-year period. The education technology course offered in Term Three asked teacher candidates to create and design an e-Portfolio as part of the coursework. In this program evaluation, the author investigated the continued use of e-Portfolios into Term Four during final practicum. Faculty in this teacher education program sought ways to improve the program, particularly the practicum experience for teacher candidates. Extending the use of e-Portfolios into Term Four was one of three initiatives that were adopted. The e-Portfolio served as a digital platform for teachercandidates to archive, reflect, and sense-make; italso functioned as a means to develop theirprofessional identities and understanding of theprofessional standards. The final practicumconcluded with a Celebration of Learning and thecapstone presentations referenced e-Portfolios.This paper focuses on how e-Portfolios wereintroduced and implemented with six cohorts, whatwas observed by the faculty member, and whatwas learned from the implementation to inform thefuture use of e-Portfolios in the program andprogram redesign. The extended use of e-Portfolios during the final practicum was found tobe a viable initiative and revealed professionalqualities of teacher candidates that may not havebeen visible otherwise.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127278697","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

Connect to Learn: Assemblage of Pedagogies in Higher Education in a Community of Practice 连接学习:实践共同体中的高等教育教学方法组合

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-12-21 DOI: 10.18357/otessaj.2021.1.2.10

Elaine Fournier, Mina Sedaghatjou, I. Namukasa

引用次数: 2

Reconsidering the Mandatory in Ontario Online Learning Policies 重新考虑安大略省在线学习政策的强制性

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-12-21 DOI: 10.18357/otessaj.2021.1.2.12

Lorayne Robertson, B. Muirhead, H. Leatham

{"title":"Reconsidering the Mandatory in Ontario Online Learning Policies","authors":"Lorayne Robertson, B. Muirhead, H. Leatham","doi":"10.18357/otessaj.2021.1.2.12","DOIUrl":"https://doi.org/10.18357/otessaj.2021.1.2.12","url":null,"abstract":"In March 2019, the Ontario government announced that commencing in 2023-24, secondary school students (Grades 9-12) would be required to gain four of 30 graduation credits through online courses. At the time of the policy pronouncement, these four credits (or courses) would become the first mandatory online courses in Canadian K-12 education. The policy decision and process were challenged publicly, and the educational context changed quickly with the ensuing contingencies of the global pandemic. The policy was subsequently revised and, at present, Ontario requires two mandatory online secondary school credits for graduation, which is twice the requirement of any other North American jurisdiction. In this study, the researchers employ a critical policy analysis framework to examine the concept of mandatory online learning in Ontario through multiple temporal contexts. First, they examine Ontario’s mandatory online learning policy prior to the shutdown of Ontario schools during the 2020-2021 global pandemic. Next, they examine aspects of Ontario’s mandatory online learning policy in K-12 during the emergency remote learning phase of the pandemic. In the final section, the authors provide a retrospective analysis of the decisions around mandatory e-learning policy and explore policy options going forward for mandatory e-learning in the K-12 sector post-pandemic.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115665506","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

Exploring Curation as a Path Towards Decolonizing Education 探索策展作为非殖民化教育之路

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-12-21 DOI: 10.18357/otessaj.2021.1.2.15

Tanya Elias

{"title":"Exploring Curation as a Path Towards Decolonizing Education","authors":"Tanya Elias","doi":"10.18357/otessaj.2021.1.2.15","DOIUrl":"https://doi.org/10.18357/otessaj.2021.1.2.15","url":null,"abstract":"As part of my Doctor of Education program, I was asked to study Dr. Marie Battiste’s (2017) book Decolonizing Education: Nourishing the Learning Spirit. In response to that assignment, I built a WordPress site as a way to experiment with crossing boundaries of physical and digital places, between different Indigenous knowledges and notions of teaching and learning. While building the site, I looked for localized examples of Battiste’s concepts and ideas among the Inuvialuit, the Indigenous group with which I am the most familiar, in what became an exploration of the wonderful work being done in the Inuvialuit Settlement Region to preserve the culture and decolonize ways of thinking. I knew some of these resources existed, but was surprised by the depth and variety of materials available. In this paper, I present that website as an experimental example of digital curation that stitches together the book, a series of digital artefacts found via Internet searches and my own reflections on those artefacts. While building it, I did not seek out answers but instead explored the possibilities of curation as a path to decolonization education. The resulting site design is both personal and incomplete. Through this process, I hope to open generative cracks that provoke new ways of thinking about digital curation as a means of supporting active engagement in the complicated and necessary conversations regarding decolonization.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"27 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125945694","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

Participation in OER Creation: A Trajectory of Values 参与OER创造:价值轨迹

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-12-21 DOI: 10.18357/otessaj.2021.1.2.13

Erin Meger, M. Schwartz, Wendy Freeman

引用次数: 0

Editorial for Volume 1, Issue 1 (2021) 第1卷第1期(2021年)社论

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-11-30 DOI: 10.18357/otessaj.2021.1.1.1

G. Veletsianos, M. Jacobsen, V. Irvine

引用次数: 0

Open Pedagogy and Transdisciplinary Thinking: Making Connections Through a Visual Artefact Self- Study 开放教学法与跨学科思考:透过视觉人工制品自学建立联系

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-11-30 DOI: 10.18357/otessaj.2021.1.1.4

Connie Blomgren

{"title":"Open Pedagogy and Transdisciplinary Thinking: Making Connections Through a Visual Artefact Self- Study","authors":"Connie Blomgren","doi":"10.18357/otessaj.2021.1.1.4","DOIUrl":"https://doi.org/10.18357/otessaj.2021.1.1.4","url":null,"abstract":"The examination of teacher educators’ own practices through self-study research has been well established and self-study aligns with the growing interest in open educational resources (OER) and open pedagogy. This research used a self-study method of a Science, Technology, Engineering, Art, and Mathematics (STEAM) OER project, Form and Function(s): Sustainable Design meets Computational Thinking. Two research questions were pursued: How do open pedagogy attributes contribute to a transdisciplinary STEAM OER pedagogical stance? And how can one apply visual artifact self-study as intentional critical friends to examine professional value and to enhance pedagogical self-understanding? The researcher analyzed visual artifacts of created and documented images that supported the process of her interrogations of transdisciplinary curriculum development and open pedagogy. The sites and modalities of the artifacts were questioned and answers recorded using a critical visual methodology. Klein’s (2008, 2018) transdisciplinary thinking and the eight attributes of Hegarty’s (2015) open pedagogy frame the interrogation of the images and the connections made to curriculum theorizing. The self-study provides conclusions to the role of visual artifacts when conceptualizing the gestalt of complex ideas and relations. The self-study provides warranted assertions for open educators and researchers interested in the practices of transdisciplinary, open curricular and pedagogical processes alongside the eight attributes of open pedagogy, and the role of critical self-reflection.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"301 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121210854","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

Planning, Implementing, and Assessing an OER Faculty Learning Community: A Facilitator’s Lens OER教师学习社区的规划、实施和评估:引导者的视角

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-11-30 DOI: 10.18357/otessaj.2021.1.1.6

M. J. Orzech

{"title":"Planning, Implementing, and Assessing an OER Faculty Learning Community: A Facilitator’s Lens","authors":"M. J. Orzech","doi":"10.18357/otessaj.2021.1.1.6","DOIUrl":"https://doi.org/10.18357/otessaj.2021.1.1.6","url":null,"abstract":"A librarian-led Faculty Learning Community (FLC) focused on Open Educational Resources (OER) can be a practical, low risk way to sustain campus-based OER programs during and after initial start-up. Creating a space for sharing teaching successes and challenges is an important goal in the iterative journey toward open. The experiences and trust fostered in an FLC can help grow awareness of and commitment to adopting, deepening, and expanding a culture of openness. FLCs provide an opportunity to lean into open that enhances cross-campus relationships, identifies gaps, and emphasizes collegiality while moving toward enriched teaching and learning. They provide a launching point for sharing pedagogical practice, and a valuable venue for new ideas. Key strategies for planning, implementing, and assessing a multidisciplinary OER faculty learning community are highlighted. Practical advice is emphasized to support successful outcomes that can be easily replicated. Ten top takeaways are summarized from a year spent facilitating an OER FLC in a four-year, public, comprehensive college that included the shift to online courses during the COVID-19 pandemic, and it concludes with suggested next steps for continuing the OER conversation among faculty, students, librarians, instructional designers, teaching and learning center staff, administration, and other stakeholders.","PeriodicalId":242908,"journal":{"name":"The Open/Technology in Education, Society, and Scholarship Association Journal","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131872308","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

OTESSA's Submission for the Government of Canada's Federal Pre-Budget Consultations OTESSA向加拿大政府提交的联邦预算前磋商文件

The Open/Technology in Education, Society, and Scholarship Association Journal Pub Date : 2021-11-30 DOI: 10.18357/otessaj.2021.1.1.7

Otessa

引用次数: 0