The middle of_open_spaces


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The middle of_open_spaces

  1. 1. The Middle of Open Spaces Generating Knowledge about learning through multiple of layers of Open Teaching Communities By : Shahina Lalloo ID:0918803
  2. 2. Learning Paradigm  New ways or methods in the routine of traditional learning previously known.  Modern techniques and system developed in learning along with the use of new technologies such as:  Distance online learning  Virtual exchange of information  Open educational communities and resources  Other innovative tools in education. 2
  3. 3. Faculty Collaboration  Faculty collaboration is a cooperative endeavor that involves common goals, coordinated effort, pedagogical knowledge and outcomes or products for which the collaborators share responsibility and credit.  Productivity  Motivation  Creativity  Maximize use of resources  Enhance quality teaching 3
  4. 4. The Middle Space 4
  5. 5. The Middle Space  The work that is created, shared, discussed and reviewed between individuals and the faculty community contributing towards the same goal in teaching and learning in the open learning space.  Construction and development site of learning resources online among a community of faculty members/group or individuals. 5
  6. 6. Actors in the Middle Space 6 Group and individual Research Collaboratives Faculty inquiry communities
  7. 7. Roles of the actors in middle spaces  Innovate and conduct collaboration based inquiry.  Develop new tools for learning.  Participate in curricular reforms.  Write notes and contribute to a general body of literature.  Build knowledge.  Communicate with peers in the open community.  Exchange resources  Review and comment on peer work 7
  8. 8. Learning movement in middle spaces.  Sharing/ intellectual exchange  Gathering reflections/comments/conclusions/opinions  Threaded discussions  Combine, aggregate & synthesize proposed information  Culture of inquiry  Inter-collaboration  Observations  Examples of digitized work of students  Posting, critical peer review, refining, and publishing 8
  9. 9. Work in middle spaces  Benchmarks of quality  Evaluation  Evidence-based teaching  Estimate the success of teaching and learning  Disciplinary or Inter-disciplinary expertise  Communities of practice  Shared responsibility of curriculum  Shared intellectual interests 9
  10. 10. Visible Knowledge project  Explore impact of technology on learning in the field:  Community of 60-70- scholars from 21 institutions.  Conducted over 5 years.  Local research group 4-6 people doing individual enquiries and shared findings- clusters of individual work.  Open sharing insights, feedback, interaction, discussions, critiques, mutual influence at every stage.  Faculty can examine their students’ performance, knowledge and experience in a closer approach.  Evaluate students work by questioning.  Transformative impact –open collaborative atmosphere  Investigate on constructivist pedagogies.  Cognitive apprenticeship. 10 English History American studies Cultural studies Visual art
  11. 11. VKP Digital stories Visual material  Compact multimedia narratives created by students that were implemented.  Intersection of creativity ,complexity and challenges.  Compelling questions about assignment:  Structure  Modeling  Scaffolding  Assessment  Implemented in the field of History  Text-based  Sharing of students’ essays  Shared rubrics  Summative and collective findings  Syntheses 11
  12. 12. Peer review of teaching project- PRTP  Engaged 100 of faculty members from numerous universities  Explore, examine, assess and apply peer consultation for documenting, promoting, support and valuing the intellectual work of teaching.  The goal is to help faculty become skilled as writers and readers of course portfolios, making these portfolios useful both to those who produce them and those whose teaching can benefit from reading them.  Collection of 200 shared port-folio available for students’ access. 12
  13. 13. Common elements in VKP & PRTP  Prior knowledge & experience  Interactions  Representations of thinking  Practice  Include face to face meetings  Collection of work analysis Review Publish Individual contribution Collaborative work 13
  14. 14. Development Communities  Virtual community with a collection of course portfolios, annual review and collaboration of faculty members.  KEEP Toolkit: set of web-based tools that help teachers, students and institutions quickly create compact and engaging knowledge representations on the Web 14
  15. 15. Organising for collaboration  Experimental model Knowledge building  Commitment and interest  Form international research teams – new vision  Collection of learning materials, practice, examples, artifacts, reflections.  3 kind of tools:  Link local and cosmopolitan work  Vibrant and visible practice and to find a middle space between isolation  Full participation in a research community. 15 Digital exemplars References Social networks