Journal of Interactive Media in Education最新文献_第9页

Humanising Text-to-Speech Through Emotional Expression in Online Courses 通过网络课程中的情感表达实现语篇转换的人性化

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Journal of Interactive Media in Education Pub Date : 2019-09-10 DOI: 10.5334/JIME.519

Garron Hillaire, Francisco Iniesto, B. Rienties

引用次数: 9

Open Education and Learning Design: Open Pedagogy in Praxis 开放教育与学习设计：实践中的开放教育学

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Journal of Interactive Media in Education Pub Date : 2019-09-10 DOI: 10.5334/jime.512

Michael Paskevicius, V. Irvine

{"title":"Open Education and Learning Design: Open Pedagogy in Praxis","authors":"Michael Paskevicius, V. Irvine","doi":"10.5334/jime.512","DOIUrl":"https://doi.org/10.5334/jime.512","url":null,"abstract":"Beyond providing alternatives to traditional learning resources, there exists a gap in the literature in understanding how openness is impacting teaching and learning in higher education. This paper explores the ways in which educators describe how open education is impacting their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, we explore how open educational practices (OEP) are being actualised in formal higher education in the context of British Columbia (BC), Canada. The findings suggest that OEP represent an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy, while using the affordances of open tools and content to create and share learning in novel ways. Faculty members report finding ways to use open approaches and technologies to support and enable active learning experiences, present and share learners’ work in real-time, support formative feedback, peer review, and, ultimately, promote community-engaged coursework. By designing learning in this way, faculty members offer learners an opportunity to consider and practise developing themselves as public citizens, develop their knowledge and literacies for working appropriately with copyright and controlling access to their online contributions, while presenting options for extending some of those rights to others. Inviting learners to share their work more widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity for them to engage directly with their community.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47595792","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: 27

Teachers’ Adoption of Open Educational Resources in Higher Education 高等教育教师对开放教育资源的利用

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Journal of Interactive Media in Education Pub Date : 2019-09-10 DOI: 10.5334/jime.510

Marjon Baas, W. Admiraal, E. Berg

{"title":"Teachers’ Adoption of Open Educational Resources in Higher Education","authors":"Marjon Baas, W. Admiraal, E. Berg","doi":"10.5334/jime.510","DOIUrl":"https://doi.org/10.5334/jime.510","url":null,"abstract":"Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire (n = 143) and semi-structured interviews with teachers who had some experience with sharing or using OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The results revealed that informal sharing of resources within teachers’ personal networks happens frequently whereas the use of OER is more limited. If teachers use OER, they are mainly used ‘as-is’ or for a source of inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite for teachers to explore their capacity and volition. Hence, the findings underline the need of support on subject-specific overviews of OER and the creation of national or institutional teacher communities. To improve our understanding, future research should focus on qualitative studies focusing on one case in which teachers engage with OER. This could lead to extensive insights on the factors and sequence of the OER Adoption Pyramid within different contexts.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44806103","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: 44

Designing a Rubric to Measure Elements of Transformative Learning in Online Learning: A Case Study of a FutureLearn MOOC 设计一个衡量在线学习中变革学习要素的标准:以FutureLearn MOOC为例

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Journal of Interactive Media in Education Pub Date : 2019-09-09 DOI: 10.5334/jime.506

N. Beer

引用次数: 9

Book Reviews – 2019 书评-2019

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Journal of Interactive Media in Education Pub Date : 2019-08-16 DOI: 10.5334/JIME.542

Kimberly Safford, Francisco Iniesto, M. Stranach, S. Atkinson, P. Foley

引用次数: 0

How is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model 数字化如何影响高等教育的灵活性和开放性?使用新概念模型的全球调查结果

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Journal of Interactive Media in Education Pub Date : 2019-08-14 DOI: 10.5334/JIME.523

Dominic Orr, M. Weller, R. Farrow

引用次数: 28

Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning 嵌入和持续包容性实践，支持残疾学生在线和混合学习

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Journal of Interactive Media in Education Pub Date : 2019-06-14 DOI: 10.5334/JIME.500

V. Pearson, K. Lister, E. McPherson, A. Gallen, Gareth J. Davies, C. Colwell, Kate Bradshaw, N. Braithwaite, T. Collins

{"title":"Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning","authors":"V. Pearson, K. Lister, E. McPherson, A. Gallen, Gareth J. Davies, C. Colwell, Kate Bradshaw, N. Braithwaite, T. Collins","doi":"10.5334/JIME.500","DOIUrl":"https://doi.org/10.5334/JIME.500","url":null,"abstract":"UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government’s higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education. There are challenges with inclusive distance learning, many of which are emphasised in STEM through the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that is rich in symbolic notation. Online and blended learning approaches, including access to digital learning resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of students throughout curriculum design and delivery, bringing benefits to all students. In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion for disabled students, explore examples of inclusive practice, and discuss how these can be applied by practitioners in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48010069","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: 17

Embracing Dropouts in MOOCs: Exploring Potentials of Invisible Learners 在mooc中接纳辍学者:探索隐形学习者的潜力

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Journal of Interactive Media in Education Pub Date : 2019-06-11 DOI: 10.5334/JIME.498

Christian Dalsgaard, Tom Gislev

{"title":"Embracing Dropouts in MOOCs: Exploring Potentials of Invisible Learners","authors":"Christian Dalsgaard, Tom Gislev","doi":"10.5334/JIME.498","DOIUrl":"https://doi.org/10.5334/JIME.498","url":null,"abstract":"The objective of the paper is to examine how and what the non-completing participants of MOOCs learn. In this paper we term them invisible learners. The paper presents a qualitative study of learning activities and outcomes of invisible learners. The study consists of 11 interviews with MOOC participants and a survey answered by 51 participants. The results of the study show that invisible learners learn by 1) reading and watching, 2) following and being part of, 3) networking, 4) reflecting and 5) applying. Further, the study shows that the learning outcomes of the invisible learners can be described as 1) inspiration, 2) update, and 3) input for practice. Invisible learners show signs of self-governance by choosing what is relevant to them, and initiating their own learning activities in relation to their own practice. The paper concludes that there are educational potentials of the activities of invisible learners. The study shows that the course format may not be suitable for invisible learners that do not wish to do assignments and follow specific learning objectives. Rather, the educational potential is to provide invisible learners with relevant input to their own practices. To accommodate invisible learners, the challenge is to design courses that provide input and inspiration to learners’ own practices without prescribing what they will learn.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054311","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

The Pursuit of Patterns in Educational Data Mining as a Threat to Student Privacy 教育数据挖掘中的模式追求是对学生隐私的威胁

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Journal of Interactive Media in Education Pub Date : 2019-05-27 DOI: 10.5334/JIME.502

Kyriaki H. Kyritsi, Vassilios Zorkadis, E. C. Stavropoulos, Vassilios S. Verykios

引用次数: 12

EADTU 2018 Conference Special Collection EADTU 2018年大会特辑

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Journal of Interactive Media in Education Pub Date : 2019-05-21 DOI: 10.5334/JIME.539

M. Weller

引用次数: 3