From content to practice: Sharing educational practice in edu‐sharing

Klebl, Michael; Krämer, Bernd J.; Zobel, Annett

doi:10.1111/j.1467-8535.2010.01134.x

Cited by 14 publications

(6 citation statements)

References 17 publications

(22 reference statements)

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“…There has been considerable effort to share educational practice in other contexts, see for example, edu‐sharing at Fern Universitat Hagen (Klebl, Kramer & Zobel, 2010) and at the Open University the Languages Open Resources Online (http://loro.open.ac.uk, accessed August 23, 2010). There is no doubt that there is potential, particularly since online activity development is time consuming.…”

Section: The Elluminate Teaching Resourcementioning

confidence: 99%

Demonstrating online teaching in the disciplines. A systematic approach to activity design for online synchronous tuition

Macdonald¹,

Campbell²

2011

Brit J Educational Tech

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The introduction of new online technologies in Higher Education brings many challenges for staff, not only in learning new functionality, but in deciding how to use tools in pedagogically effective ways. This case study describes an initiative at the Open University (UK), which set out to provide professional development in the use of an online synchronous tool. It focuses on the teaching potential in a number of different disciplines. The account describes the development of this resource, together with the perspectives of those engaged in producing it. We have illustrated a systematic approach to activity design inspired by threshold concepts and troublesome knowledge. We found that the demonstrators appreciated both the approach and the peer support available. The approach helped with identification of appropriate areas for intervention as well as in the design of activities and authentic use of tools. We suggest that the protocol adopted here is of great relevance to those adopting a blended approach, when deciding what tutor-student interventions should take place, and when. IntroductionSome authors argue that university students will need to learn in new ways because of the availability of online tools. Indeed, Säljö (2010) suggests that the introduction of digital technologies is changing interpretations of what learning is. On the other hand, Selwyn (2011) argues that the extent of students' use of learning technologies will depend on their context and priorities. It is probably true to say that whatever the context, educators need to pay more attention to deploying technologies in pedagogically effective ways, and this brings many challenges. For those institutions that are using online technologies to underpin a blended approach, Garrison and Kanuka (2004) argue for a radical re-conceptualisation of teaching and learning, for which new demands are made on teaching staff. For example, there may be a need for teamwork in the development of content rather than individual enterprise, and the role of lecturer or instructor becomes closer to that of facilitator or mediator. It will also be important for staff to identify points of the course where facilitation is most needed.Inevitably, academic staff satisfaction with online teaching is related to a variety of factors, and de Freitas and Neumann (2009) remind us that an understanding of pedagogic strategies must be central to effective use of the technology. Indeed, Ottenbreit-Leftwich, Glazewski, Newby and Ertmer (2010) point out that teachers will not spend time on new tools unless they can first see

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Section: The Elluminate Teaching Resourcementioning

confidence: 99%

Demonstrating online teaching in the disciplines. A systematic approach to activity design for online synchronous tuition

Macdonald¹,

Campbell²

2011

Brit J Educational Tech

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“…The definition of an applicable ontology to the educational innovation in the sector of higher education is particularly relevant, given that the majority of organisations participate in the exchange of knowledge within their own organisation (Salisbury, 2009). Besides, the KMS proposed in this paper provides pedagogical advices through the resources of the repository, offers technological advantages (creation of editable portfolio, as an example) and it is easy to use, in opposition to more complex proposals (Klebl et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Some previous works present reviews on institutional and local repositories (Zapata et al, 2013;Cesteros et al, 2013;Krishnamurthy and Kemparaju, 2011;. Also some universities offer integrated solutions to support educators in the process of contextualising learning objects with educational settings, what facilitates their practical application (Morales et al, 2008;Klebl et al, 2010;Muñoz et al, 2012). But the complexity in the variety of technological resources involved in the process makes necessary the support to users and it could be a barrier in some cases.…”

Section: Introductionmentioning

confidence: 99%

Epistemological and ontological spirals

Fidalgo-Blanco

Séin-Echaluce

García-Peñalvo

2015

Program

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Purpose – The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and combination in the field of educational innovation, in such a way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. To achieve this, the knowledge spirals of Nonaka are integrated. The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. Design/methodology/approach – More than 600 university teachers participated in the research and the development of the management system, in which more than 400 educational innovation experiences and 1,100 authors have been included. Findings – The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. The result is a double spiral that allows the contribution of a conceptual model and the development of an innovative tool that enables and automates the effective management of knowledge in educational innovation. Practical implications – A repository about educational innovation best practices and experiences is available. Social implications – The presented model for the sustainability and evolution for an educational innovation best practices repositories has a huge impact for education innovation recognition in the professional development of university teachers. On the other hand, it is way of sharing best practices of educational innovation all over the world. Originality/value – The major contribution of this research work is based on the way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. The classification schema and the proposed indicators are based on the elicitation of more than 600 experts and the study of a corpus of more than 400 educational innovation experiences that involve 1,100 university teachers approximately.

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“…The robust development of OERs and supporting educational repositories provides the potential for interconnectedness between schools, families and communities (Ochoa and Duval, 2008). However, challenges remain in some subject-specific areas for both teachers and pupils, where OER content is still emerging as a resource (Klebl et al , 2010). Page (2002) provided an early insight into how subject-specific digital classrooms, such as science and design technology facilities, have a positive effect on disadvantaged groups and help override educational technology disparities in and outside the school.…”

Section: Characteristic Features Of Ict Access Use and Differencementioning

confidence: 99%

Differences in access to information and communication technologies

Hardaker

Sabki²,

Qazi

et al. 2017

IJILT

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Purpose Most research on information and communication technologies (ICT) differences has been related to gender and ethnicity, and to a lesser extent religious affiliation. The purpose of this paper is to contribute to this field of research by situating the discussion in the context of British Muslims and extending current research into ICT differences beyond gender and ethnicity. Design/methodology/approach This paper explores the ICT differences in access and use by British Muslim teenage girls at Islamic faith schools, and ICTs’ perceived influence on learning. The qualitative research was undertaken by conducting 45 semi-structured interviews with British Muslim teenage girls in Islamic faith schools. Findings The study provides tentative findings that Islamic faith schools are not only framed by the wider diverse Muslim community, but also by the supplementary schooling of madrasahs. The findings suggest that the home use of ICTs was reinforced rather than compensated for by the Islamic faith schools. This seemed to inhibit many pupils’ access to online educational resources. The authors found that didactic instruction was prevalent and this provided tentative insights into the types of digital inequity experienced by many pupils. Originality/value The research into ICT differences in the UK adopted the premise that the unity in Muslim identity increasingly transcends ethnicity and gender in the Muslim community.

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From content to practice: Sharing educational practice in edu‐sharing

Cited by 14 publications

References 17 publications

Demonstrating online teaching in the disciplines. A systematic approach to activity design for online synchronous tuition

Demonstrating online teaching in the disciplines. A systematic approach to activity design for online synchronous tuition

Epistemological and ontological spirals

Differences in access to information and communication technologies

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