Teaching Queer Theory

Bates, Catherine

doi:10.1057/9780230360778.0008

Cited by 41 publications

(64 citation statements)

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“…Online teaching and learning should not be considered just as another mode of content delivery, but as an opportunity to adopt alternative pedagogical methods focusing on knowledge management and competency development (Bates, 2019). The current study implicates how an exclusively online capacity development experience encompassing innovative design strategies can facilitate educators' shift from being mere consumers of knowledge to creators of knowledge, harnessing the affordances of both technology and pedagogy.…”

Section: Discussionmentioning

confidence: 83%

Blending Innovative Pedagogy and Technology for Capacity Development of Educators during the Pandemic

Karunanayaka

2023

JL4D

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The increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The COVID-19 pandemic has compelled an accelerated move towards technology-enhanced learning, prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention in OER-integrated technology-enhanced learning (TEL) material creation, implemented with a group of 15 educators selected using the purposive sampling method. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in a Moodle online learning environment, supplemented with a series of ZOOM-based interactive workshops. The study explored the design strategies that enhanced the creation of OER-integrated TEL materials by the educators, challenges encountered by them and how those were managed, and the effects of the intervention on changing their thinking and practices. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. Primarily, an in-depth content analysis of the qualitative data gathered was conducted. The findings revealed that the systematic learning experience design, which adopted a ‘learning by designing’ approach harnessing the affordances of both technology and pedagogy, empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes.

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Section: Discussionmentioning

confidence: 83%

Blending Innovative Pedagogy and Technology for Capacity Development of Educators during the Pandemic

Karunanayaka

2023

JL4D

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“…To develop the study, they opted for a convergent mixed methods design (QUAN+QUAL), which has been widely used in health studies. The team established the quantitative and qualitative research problems taking into account the theoretical framework (BATES, 2019;XU;JAGGARS, 2014;GONZALES;CALARCO;LYNCH, 2020) and considering the project's objective of presenting changes during the pandemic regarding the use of information and communication technologies (ICT) by faculty, undergraduate and graduate students in the field of health, including their perceptions.…”

Section: Methodsmentioning

confidence: 99%

“…The choice of the teaching method heavily depends on a number of factors: the teaching context, the adequacy of the method for the type of knowledge to be developed, the skills that students need, the demands of the domain, students' characteristics, the available resources, the support given to students and teachers, and on views and beliefs about what constitutes good teaching (BATES, 2019). Transition from face-to-face teaching to the online modality is not trivial, as online students must accept greater responsibility for their learning, which demands a high level of self-regulation, self-discipline and metacognitive skills (XU; JAGGARS, 2014).…”

Section: Introductionmentioning

confidence: 99%

Health higher education and the use of technology during the pandemic of COVID-19 in Brazil

Galvão

Ricarte

Ferreira

et al. 2021

AIS

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The COVID-19 pandemic has affected educational institutions worldwide. The objective of this study is to present changes during the pandemic regarding the use of information and communication technologies (ICT) by Brazilian faculty, undergraduate and graduate students in the field of health. A convergent mixed methods study (QUAN+QUAL) with cross-sectional data collection was carried out in 2020. Data were analyzed using descriptive statistics (QUAN) and thematic analysis (QUAL). This study had 1172 participants, comprising 533 undergraduate students, 257 graduate students and 382 lecturers. During the pandemic, the average number of daily hours of ICT use for academic activities increased from 5.90 hours in 2019 to 7.18 hours in 2020 (+21.7%). Virtual learning environments were the most used technology, but technologies that showed largest significant increase in use were videoconference and virtual simulation. Five main themes emerged from the analysis of participants' perceptions: use of ICT for educational activities; comparison and preference of participants regarding teaching modality; changes in education; institutional support for the use of ICT in education; and problems to access the Internet. Some recommendations based on this research include emergency training for the academic community in online teaching; maintenance of online education; inclusion of more interactive technological tools in virtual learning environments; actions to improve Internet connection and access to equipment; and review of the load of academic activities.

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“…Resources created in this project are open source across the EU and encourage standardization of infrastructure and online development across states. Quality online design is the cornerstone of this project, as learning materials require extensive upfront planning and design requiring an investment of time, effort, specialised resources, and skills (Andersson & Grönlund, 2009;Bates, 2015.…”

Section: Introductionmentioning

confidence: 99%

“…With EU countries under pressure to offer digital education options, determining an appropriate theoretical framework was a logical first step. A curriculum framework acts as a credible, quality standard and guide for designing, delivering and evaluating effective education programs resulting in superior digital education experiences (Bates, 2015;MacDonald et al 2010, MacDonald et al, 2009Pawlowski, 2007;.…”

Section: Introductionmentioning

confidence: 99%

European Union Digital Education quality standard framework and companion evaluation toolkit

MacDonald

Backhaus

Vanezi

et al. 2021

Open Learning: The Journal of Open, Distance and e-Learning

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The Covid-19 pandemic positioned digital education in a new light. The need for educational institutions to develop strategies, standards and establish quality assurance across digital education became even more evident. This paper describes the four-step process of designing an interactive European Union (EU) Digital Education Quality Standard Framework and Companion Evaluation Toolkit to guide the design, delivery and evaluation of effective digital education. (1) A review of literature of existing digital education frameworks and models is presented. (2) Variables and sub-variables inherent in designing, delivering and evaluating effective digital education are identified. (3) Next the variables and sub variables in the framework are defined. (4) The process of designing the interactive framework diagram is described with the companion evaluation toolkit outlined. The proposed framework is flexible and applicable to entities and audiences regardless of where they are in the online learning adoption process.

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Teaching Queer Theory

Cited by 41 publications

References 0 publications

Blending Innovative Pedagogy and Technology for Capacity Development of Educators during the Pandemic

Blending Innovative Pedagogy and Technology for Capacity Development of Educators during the Pandemic

Health higher education and the use of technology during the pandemic of COVID-19 in Brazil

European Union Digital Education quality standard framework and companion evaluation toolkit

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