Journal of Interactive Media in Education最新文献_第3页

Caring in Practice, Caring for Knowledge 关爱实践，关爱知识

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.648

Johanna Funk

{"title":"Caring in Practice, Caring for Knowledge","authors":"Johanna Funk","doi":"10.5334/jime.648","DOIUrl":"https://doi.org/10.5334/jime.648","url":null,"abstract":"This paper positions Open Educational Practices (OEP) as adding significant value to pandemic-era online learning. Much of online learning during Covid was characterised as being low quality, and an emphasis on providing care began to override the impact that reformed pedagogy could have in caring for students. Concepts of Indigenous Knowledge Authority, consent, collaboration, situated knowledge in communities of practice can help to frame how caring pedagogy and cognitive compassion can be cultivated. This paper shares the redevelopment and evaluation of a unit of learning called Cultural Capabilities amidst pandemic pedagogy rhetoric in which care for knowledge and online learning is discussed. The focus of this study was to refine the concept of care and compassion pedagogy whilst developing a sustainable model for caring for knowledge as higher education professionals. The learning design process and emergent outcomes of the evaluation for learning design are shared. Student feedback showed significant appreciation for the learning design, affective experiences of the deeper learning facilitated by OEP and relational learning. Australian Covid lockdowns allowed for new approaches to open engagement to practical care and compassionate practices for learning and knowledges. This paper argues that successful OEP can be cultivated with cognitive compassion as a focus instead of a panic-induced care narrative for more sustainable caring academic and professional capabilities as we continue to learn online.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676146","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: 5

‘Engagement’ Discourses and the Student Voice: Connectedness, Questioning and Inclusion in Post-Covid Digital Practices “参与”话语和学生的声音:后covid数字实践中的连通性、质疑和包容

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.655

L. Gourlay, Kristyna Campbell, Lauren Clark, C. Crisan, Evi Katsapi, Katherine Riding, I. Warwick

{"title":"‘Engagement’ Discourses and the Student Voice: Connectedness, Questioning and Inclusion in Post-Covid Digital Practices","authors":"L. Gourlay, Kristyna Campbell, Lauren Clark, C. Crisan, Evi Katsapi, Katherine Riding, I. Warwick","doi":"10.5334/jime.655","DOIUrl":"https://doi.org/10.5334/jime.655","url":null,"abstract":"The Covid-19 crisis has led to a rapid pivot to online teaching and student engagement across higher education internationally, due to public health ‘lockdown’ measures. In March 2020 in the UK this move was sudden, and universities were forced to move their provision to digital formats with little preparatory time, and in many cases, inadequate training and experience. In the subsequent period, higher education institutions have prioritised the enhancement of digital education, with a range of strategic initiatives and training programmes for teaching staff. This paper, written by a staff-student partnership of authors, reports on two institutionally-supported studies conducted at a large, research-focused university in England, in which student views were sought on their experiences and priorities surrounding online engagement during the Covid-19 crisis. In our discussion of the findings, we argue that the student accounts challenge some of the mainstream assumptions about constructs such as student ‘inclusivity’, academic ‘community’ online, and teaching which encourages ‘questioning’, requiring us to think more deeply about what constitutes a meaningful and rich online educative experience. In the spirit of ‘lessons learned’ from the Covid-19 pandemic, the paper proposes alternative conceptions of these values, emphasising relationality, communities, difference, and the importance of an ethos of care. We conclude with a discussion of findings, implications for theory, research, policy and practice in a post-pandemic context, proposing that an ethos of care be recognised as central to the development of digital education and the practices and ethics of student engagement.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48497547","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: 10

Emergency Remote Teaching During COVID19: The Role of Teachers’ Online Community of Practice (CoP) in Times of Crisis COVID-19期间的紧急远程教学：教师在线实践社区（CoP）在危机时期的作用

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.617

M. Ulla, W. F. Perales

引用次数: 22

A Case Study in Mitigating COVID-19 Inequities through Free Textbook Implementation in the U.S. 美国通过免费教科书实施缓解新冠肺炎不公平现象的案例研究。

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.650

Katherine S. Williams, Eric Werth

引用次数: 4

Teacher Education in the Emergency: a MOOC-Inspired Teacher Professional Development Strategy Grounded in Critical Digital Pedagogy and Pedagogy of Care 紧急情况下的教师教育：基于批判性数字教育学和关怀教育学的基于慕课的教师专业发展战略

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.657

Virgínia Rodés, Mariana Porta, L. Garófalo, C. Enríquez

{"title":"Teacher Education in the Emergency: a MOOC-Inspired Teacher Professional Development Strategy Grounded in Critical Digital Pedagogy and Pedagogy of Care","authors":"Virgínia Rodés, Mariana Porta, L. Garófalo, C. Enríquez","doi":"10.5334/jime.657","DOIUrl":"https://doi.org/10.5334/jime.657","url":null,"abstract":"The Covid-19 pandemic started off a process that would drastically change the ways to teach and learn, deepening and accelerating the relationship between technologies and educational processes, reshaping the Higher Education scenario. The emergency challenged Universidad de la Republica, the main public university in Uruguay, which in turn designed and implemented Emergency Remote Teaching, that allowed the continuity of Higher Education, minimizing academic impacts. Within this frame of action, the Virtual Learning Environments Program elaborated a Contingency Plan for teaching and learning, with an approach that considered Pedagogy of Care and Critical Digital Pedagogy. One of the actions implemented was the Teacher Professional Development Course “Teaching Online in Emergency Conditions”. This experience constitutes a Massive Online Open Course (MOOC) -inspired course in Udelar. The article describes this innovative experience in Teacher Professional Development, presents the theoretical basis and methodological approach, the process and main decisions concerning the course design. Also, it describes the achievements of the experience, with the objective of identifying potential benefits of Teacher Professional Development initiatives based on MOOCs in the frame of emergency conditions. It analyzes teachers’ contributions and interactions during the course to assess appropriation of educational principles, methodologies and tools applied to online course redesign in the light of Critical Digital Pedagogy and Pedagogy of Care. The initiative ended up being an enriching alternative to approaching Teacher Professional Development, emphasizing its relevance in the context of rapid response to the transition to Emergency Remote Teaching. This experience adds up empirical data, to a necessary accumulation that would in time, allow more generalizable appreciations.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237582","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: 11

Barriers in Times of Digital Teaching and Learning – a German Case Study: Challenges and Recommendations for Action 数字化教学时代的障碍——德国案例研究:挑战与行动建议

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.638

Lisa Ulzheimer, Annika Kanzinger, Alina Ziegler, B. Martin, Joerg Zender, Antje Römhild, Christine Leyhe

{"title":"Barriers in Times of Digital Teaching and Learning – a German Case Study: Challenges and Recommendations for Action","authors":"Lisa Ulzheimer, Annika Kanzinger, Alina Ziegler, B. Martin, Joerg Zender, Antje Römhild, Christine Leyhe","doi":"10.5334/jime.638","DOIUrl":"https://doi.org/10.5334/jime.638","url":null,"abstract":"The Covid-19 pandemic has raised significant challenges for universities. Digital inclusion “of all learners regardless of their circumstances, learning prerequisites and needs” is a major challenge (Walgenbach, Compes & Lambrich 2019: 9, authors’ translation). Starting with accessibility and related concepts such as digital inclusion and digital divide, we intend to create a wider view of barriers in the context of digital teaching and learning. Barriers in online learning environments also arise for people who have previously studied without any barriers (e.g. technical equipment is missing, lack of digital skills). New barriers have been added, and others have been mitigated. For example, the compatibility of family and work has improved in part through asynchronous online formats (Knoblich 2020; Hassel 2020). Digital teaching and learning should enable students to expand their study opportunities and flexibility, not limit them (Traus et al. 2020). This article addresses these and other challenges by quantitatively surveying students and lecturers at the RheinMain University of Applied Sciences about the digital “Corona Semester”. As the results show, a barrier rarely comes alone – students who face one barrier in the digital semester also face others. The article provides initial strategies for dealing with new barriers. Our findings point to a low-barrier learning design and financial or technical support measures. We conclude by pointing out that the establishment of a culture of openness is important if we are to support every student in the learning process in the best possible way and enable (digital) participation and learning.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43062765","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: 2

Professional Development for Sustaining the ‘Pivot’: The impact of the Learning Design and Course Creation Workshop on Six Belarusian HEIs 保持“支点”的专业发展：学习设计和课程创建研讨会对六所白俄罗斯高等教育机构的影响

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.639

Tom Olney, Siarhei Piashkun

{"title":"Professional Development for Sustaining the ‘Pivot’: The impact of the Learning Design and Course Creation Workshop on Six Belarusian HEIs","authors":"Tom Olney, Siarhei Piashkun","doi":"10.5334/jime.639","DOIUrl":"https://doi.org/10.5334/jime.639","url":null,"abstract":"Throughout 2020, and into 2021, national governments were forced at different times to impose ‘lockdown’ on traditional approaches to education to cope with the impact of COVID-19. Higher education institutions (HEI) with face-to-face models scrambled to ‘pivot’ to distance and online learning. Whilst originally conceived as a temporary measure, the longevity of the virus has raised significant questions about the sustainability of these approaches and revealed a need for teacher professional development (TPD) activity to support teachers in designing learning based on robust distance and online education frameworks. One example of such teacher professional development is the Learning Design and Course Creation (LDCC) Workshop from The Open University UK. Prior to the pandemic, in September 2018, this workshop was attended by staff from six Belarusian HEIs involved in a project titled Enhancement of Lifelong Learning in Belarus (BELL). The 18-month longitudinal study presented here used the Academic Professional Development Effectiveness Framework as a structure to evaluate the impact of this activity on the participants’ practice, and the five courses they were tasked with creating. The findings suggest that on the whole the team-based, reflective and experiential TPD pedagogy employed by the LDCC Workshop was effective in preparing the BELL Project participants for designing and creating their online and blended learning courses and this approach should be utilised effectively to support other HEIs that plan to enhance their distance capacity, either due to COVID-19, or for other reasons.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46549516","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

Editorial: Learning from Lockdown Special Collection 社论:从封锁特别收藏中学到的东西

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.698

Katy Jordan, Ann C. Jones

引用次数: 1

The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic 连接不确定性和可持续性的选择:澳大利亚和英国大学在COVID-19大流行期间使用的以学生为中心的敏捷决策方法

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.649

Tünde Varga-Atkins, Rhona Sharpe, S. Bennett, S. Alexander, A. Littlejohn

{"title":"The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic","authors":"Tünde Varga-Atkins, Rhona Sharpe, S. Bennett, S. Alexander, A. Littlejohn","doi":"10.5334/jime.649","DOIUrl":"https://doi.org/10.5334/jime.649","url":null,"abstract":"Given that universities have significant choices to make about what is retained from our emergency measures, the authors set out to use the record of our biweekly meetings to examine the choices that we have made during the pandemic and how we have made them. In this collaborative reflective article from authors from five different institutions in the UK and Australia, we demonstrate that student-centred decision making emerged unanimously as the core value driving our decision making during the pandemic. In our reflections, supported by our diary notes, we explore and document our decision-making processes relating to educational technology through the lens of agile values and principles in the context of crisis leadership during the COVID-19 pandemic. We discuss four prominent drivers for student-centred decision making: a) collecting and rapidly sharing student voice data, b) offering more choice in anticipation of diverse needs, c) giving a high priority to equalising access to technology and d) taking responsibility for students in difficult circumstances. In addition, we discuss five emerging data-driven themes – leadership, operational continuity, student welfare, pedagogy and technology infrastructure – and offer insights into student-driven decision making with examples from our respective institutions. The ultimate aim for our reflection is to establish approaches that we value in higher education leadership that we should sustain and to formulate principles for student-centred agile leadership for university education which can serve us during the pandemic and beyond.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44766891","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: 3

Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions 教师经历的专业和个人影响源于Covid-19大流行和种族紧张关系的交集

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Journal of Interactive Media in Education Pub Date : 2021-09-08 DOI: 10.5334/jime.647

O. Belikov, C. VanLeeuwen, G. Veletsianos, Nicole Johnson, Patrice A. Torcivia Prusko

{"title":"Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions","authors":"O. Belikov, C. VanLeeuwen, G. Veletsianos, Nicole Johnson, Patrice A. Torcivia Prusko","doi":"10.5334/jime.647","DOIUrl":"https://doi.org/10.5334/jime.647","url":null,"abstract":"The disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members’ experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to manage these impacts. In this paper we report on a thematic analysis of interviews with Canadian faculty members which revealed that the sources of impacts on Canadian faculty were both the COVID-19 pandemic, as well as racial tensions. These impacts revealed themselves in both the personal and professional lives of participants. With regard to their professional role, participants reported that the additional time and care that they put towards learning new technologies, implementation of new teaching practices, support of students, and efforts to sustain their perceived obligations as a scholar carried an emotional burden. With respect to their personal lives, participants noted that emotional impacts emanated from increased caring responsibilities for family and friends, reduced in-person connections, and news reports and social media. We conclude by presenting support recommendations for individual faculty members, teaching and learning centres, and university administrators.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494091","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