Journal of Interactive Media in Education最新文献

Digital Scholarship from the Periphery: Insights from Researchers in Chile on Academia.edu and ResearchGate 来自边缘的数字学术：智利研究人员在 Academia.edu 和 ResearchGate 上的见解

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Journal of Interactive Media in Education Pub Date : 2024-05-07 DOI: 10.5334/jime.856

Rocío Knipp

{"title":"Digital Scholarship from the Periphery: Insights from Researchers in Chile on Academia.edu and ResearchGate","authors":"Rocío Knipp","doi":"10.5334/jime.856","DOIUrl":"https://doi.org/10.5334/jime.856","url":null,"abstract":"The digitization of academic practices has transformed how research output is shared and discussed, with academic social network sites (ASNS) like Academia.edu and ResearchGate emerging as pivotal platforms. However, their uptake and implications in contexts like Latin America still need to be explored. This study examines the emerging tensions related to using ASNS (Academia.edu and ResearchGate). As such, it offers a qualitative data analysis from 28 interviews with Chilean university researchers. It focuses on three emerging and overlapping tensions: the quantification of research via altmetrics, reputation building, and self-promotion. The findings underscore that altmetrics -despite providing a broader view of research impact- can mirror and perpetuate the problematic aspects of academic capitalism. Digital reputation, tied to high scores, conflicts with more qualitative aspects. The observed ambivalence towards self-promotion exposes a tension between the traditional scientific ethos and academic capitalism. Ultimately, this research unveils the multifaceted implications and paradoxes introduced by these platforms in the Chilean academic milieu.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141005990","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

Using Skills Profiling to Enable Badges and Micro-Credentials to be Incorporated into Higher Education Courses 利用技能分析使徽章和微证书融入高等教育课程

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.807

Rupert R. Ward, T. Crick, J. Davenport, Paulette Hanna, Alan Hayes, Alastair Irons, Keith Miller, Faron Moller, T. Prickett, J. Walters

{"title":"Using Skills Profiling to Enable Badges and Micro-Credentials to be Incorporated into Higher Education Courses","authors":"Rupert R. Ward, T. Crick, J. Davenport, Paulette Hanna, Alan Hayes, Alastair Irons, Keith Miller, Faron Moller, T. Prickett, J. Walters","doi":"10.5334/jime.807","DOIUrl":"https://doi.org/10.5334/jime.807","url":null,"abstract":"Employers are increasingly selecting and developing employees based on skills rather than qualifications. Governments now have a growing focus on skilling, reskilling and upskilling the workforce through skills-based development rather than qualifications as a way of improving productivity. Both these changes are leading to a much stronger interest in digital badging and micro-credentialing that enables a more granular, skills-based development of learner-earners. This paper explores the use of an online skills profiling tool that can be used by designers, educators, researchers, employers and governments to understand how badges and micro-credentials can be incorporated within existing qualifications and how skills developed within learning can be compared and aligned to those sought in job roles. This work, and lessons learnt from the case study examples of computing-related degree programmes in the UK, also highlights exciting opportunities for educational providers to develop and accommodate personalised learning into existing formal education structures across a range of settings and contexts.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676728","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: 6

‘People have Started Calling Me an Expert’: The Impact of Open University Microcredential Courses “人们开始称我为专家”:开放大学微证书课程的影响

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.804

K. Chandler, Leigh-Anne Perryman

{"title":"‘People have Started Calling Me an Expert’: The Impact of Open University Microcredential Courses","authors":"K. Chandler, Leigh-Anne Perryman","doi":"10.5334/jime.804","DOIUrl":"https://doi.org/10.5334/jime.804","url":null,"abstract":"Evaluating courses’ impact on diverse stakeholders can be immensely valuable as a means of identifying ways in which curriculum can better support learners’ personal and professional development and achieve wider societal aims. Yet, few empirical evaluation studies exist exploring the impact of microcredentials. This article reports a study intended to address that knowledge gap by examining the impact of microcredential courses provided by The Open University UK – one of the largest universities in Europe. A survey and narrative interviews were used to explore courses’ impact on learners’ knowledge, attitudes, behaviours and practices six months after the course ended. Analysis of the data, and the application of Wenger, Trayner and de Laat’s (2011) Value Creation Framework, suggests that microcredential courses do have impact, in multiple ways, even for those learners not completing their course. Areas of impact include the development of learners’ knowledge and skills, changed thinking about the subject studied, and impact at work and/or on everyday life. For some learners, study of a microcredential course also enables a career change or provides the confidence to go on to further study.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70677081","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

Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes 真实与假新闻:教师视角下的英语课堂批判性媒介素养教育

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.781

Rida Afrilyasanti, Y. Basthomi, E. L. Zen

{"title":"Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes","authors":"Rida Afrilyasanti, Y. Basthomi, E. L. Zen","doi":"10.5334/jime.781","DOIUrl":"https://doi.org/10.5334/jime.781","url":null,"abstract":"The internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices and concepts of literacy, which has profound consequences for EFL teaching and learning. This qualitative research aims at studying teachers’ ignorance, within the concept of ignorance epistemology, as they navigate their teaching roles in CML teaching, particularly in the EFL context. Through an open-ended questionnaire and interview, this study investigated how teachers assist students to establish the credibility of information and information sources through critical assessment. It also delved into the opportunities and challenges the teachers encounter in assisting students to be critical assessors of information and media sources. All these are critical since building CML aims to prepare students to be active members of today’s digital democratic world and to ease the media bubble effects of social media, which can lead to fake news or misinformation, polarization, and complex mediation between parties. Finally, ramifications and future study areas are highlighted to further the field of digital literacy. *","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676419","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

An Overview of Student Perceptions of Hybrid Flexible Learning at a London HEI 伦敦高等教育学院学生对混合灵活学习的看法综述

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.784

Michael Detyna, M. Koch

引用次数: 0

Interacting through Blogs in Theatre/Drama Education: A Greek Case Study 通过博客互动戏剧/戏剧教育:希腊个案研究

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.775

Clio Fanouraki, Vassilis Zakopoulos

引用次数: 1

Educational Innovation with Alternative Credentials as a Driver of the Digital Transformation of the University: A Case Study in Latin America 以替代证书作为大学数字化转型驱动力的教育创新:拉丁美洲的案例研究

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.793

Silvia Farias-Gaytan, M. Ramírez-Montoya, Ignacio Aguaded

引用次数: 0

A Strategic Institutional Response to Micro-Credentials: Key Questions for Educational Leaders 对微证书的战略性制度回应:教育领导者的关键问题

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.801

Mark Brown, R. McGreal, Mitchell Peters

{"title":"A Strategic Institutional Response to Micro-Credentials: Key Questions for Educational Leaders","authors":"Mark Brown, R. McGreal, Mitchell Peters","doi":"10.5334/jime.801","DOIUrl":"https://doi.org/10.5334/jime.801","url":null,"abstract":"This article responds to the rise of the micro-credential movement. It evidences the heightened attention politicians, policy-makers and educational leaders are giving to micro-credentials by framing the discussion in several recent high-level policy developments, an exponential growth in the number of academic publications and the increasing level of interest shown by popular media. It follows that micro-credentials appear to be high on the change agenda for many higher education institutions (HEIs), especially in the post-COVID-19 environment. However, the emergence of the micro-credential raises several crucial questions for educational leaders, set against fear of missing out. Importantly, the paper identifies a significant gap in the literature regarding leadership and strategic institutional responses to micro-credentials. Indeed, there is a dearth of literature. Leadership is crucial to the success of any educational change or innovation, so five key questions are presented for institutional leaders. They challenge institutions to make strategic decisions around how they engage with and position micro-credentials. If micro-credentials are part of an HEI's change agenda, then serious consideration needs to be given to the type of leadership and internal structures required to develop and execute a successful micro-credential strategy. Consideration must also be given to fit-for-purpose business models and how to mitigate potential risks. We hope to bring these strategic questions to the table as institutions plan, envision and develop their micro-credential strategies. © 2023 The Author(s).","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70677008","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

Microcredentials: Why, what and how – Editorial 微证书:为什么，什么和如何-编辑

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.825

M. Weller

引用次数: 1

From Didachography to AI: Metaphors Teaching is Automated by 从手语到人工智能:隐喻教学自动化

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Journal of Interactive Media in Education Pub Date : 2023-01-01 DOI: 10.5334/jime.798

G. M. S. Ferreira, Márcio Silveira Lemgruber, Thiago Leite Cabrera

{"title":"From Didachography to AI: Metaphors Teaching is Automated by","authors":"G. M. S. Ferreira, Márcio Silveira Lemgruber, Thiago Leite Cabrera","doi":"10.5334/jime.798","DOIUrl":"https://doi.org/10.5334/jime.798","url":null,"abstract":"Although automation is not a novelty, high hopes are currently pinned on increasingly ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius’ didachography , a portmanteau coined in his 1657 Didactica Magna to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius’ time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, accepting that key aspects of what makes us human may always resist engineering.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676945","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