The document summarizes research on the impact of open educational resources (OERs) on understanding and sharing social science curriculum. It discusses how OERs affect signature pedagogies and the cultural and social conditions that underpin curriculum knowledge. The research examined how 18 social science modules were opened up and mapped, finding elements of implicit design and a need for a shared pedagogical rationale to enable reuse across contexts.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
This document discusses the value of interdisciplinary programs for digital media. It begins by defining digital media and explaining why an interdisciplinary approach is beneficial when teaching it. An interdisciplinary approach involves multiple disciplines working towards a common goal, presents challenges but mirrors the real world. It develops versatile students who can draw from different perspectives and skill sets. The document then provides examples of interdisciplinary fields and how academic silos can be broken down. It acknowledges strengths like collaboration and understanding integration but also weaknesses such as implementation challenges. It offers lessons learned from best practices and methods an interdisciplinary program can use, like internships and group projects. The document concludes by explaining how Lebanon Valley College incorporates an interdisciplinary digital communications program across various departments to yield
Transdisciplinary approach and hiv ppt 2011 2012nakianicholson
This document outlines a transdisciplinary school plan focused on teaching and learning about HIV/AIDS. It will use a project-based learning approach to explore HIV/AIDS from different subject area perspectives each quarter. Students will work on interdisciplinary projects to develop understanding and leadership skills around HIV prevention. Progress will be measured through authentic assessments, with a goal of at least 85% mastery of curricular expectations. The plan aims to educate students about HIV/AIDS and promote informed decision-making through sustained dialogue on related issues.
Interdisciplinary Contextualization for Mathematics EducationJoey Valdriz
Interdisciplinary contextualization in mathematics education involves relating mathematical concepts to real-world contexts across different disciplines to make the concepts more meaningful and relevant to students. It has strong theoretical and empirical support for improving learning outcomes for students. However, implementing interdisciplinary contextualization requires significant effort from educators to collaborate across disciplines and design activities that incorporate authentic materials and problems from students' lives. Educators also need to consider individual differences among students and relate concepts to the diverse backgrounds and experiences of all learners.
This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.
Transdisciplinarity allows students to authentically make connections between subject areas so that they can construct their own meaning and transfer learning to real world applications. The document discusses various levels of disciplinarity from mono-disciplinarity, where subjects are taught separately, to transdisciplinarity, where subjects are integrated to reflect the complexity of real-world issues. Transdisciplinarity emerges from collaboration between disciplines to develop a unified understanding of a problem. It is presented as the ideal approach to help students learn skills like problem-solving in contexts that cross multiple subjects.
The document discusses developing outcomes-based courses in flexible learning modes. It defines flexible learning as learning that provides substantial control over logistics like location and timing to the learner. Key components of flexible courses include well-structured knowledge, learning activities, communication, learner support, and assessments. Dimensions of flexibility include goals, methods, assessments, resources, communication, and technology used. The document provides strategies for designing interactive learning sequences and engaging students with content through varied resources, support, assessments, and activities.
This document describes a study conducted with 253 pre-service primary school teachers on using models as a teaching methodology for science education. The study had students develop models of inventions, machines, and devices to illustrate scientific concepts and create accompanying educational projects. Students created 115 models across various science themes. Results found that the model-based approach helped students better understand how the world works and explore scientific relationships in a hands-on way. It also facilitated teaching science concepts in relation to real-world technology. Overall, the model methodology was found to promote meaningful learning of science.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
This document discusses the value of interdisciplinary programs for digital media. It begins by defining digital media and explaining why an interdisciplinary approach is beneficial when teaching it. An interdisciplinary approach involves multiple disciplines working towards a common goal, presents challenges but mirrors the real world. It develops versatile students who can draw from different perspectives and skill sets. The document then provides examples of interdisciplinary fields and how academic silos can be broken down. It acknowledges strengths like collaboration and understanding integration but also weaknesses such as implementation challenges. It offers lessons learned from best practices and methods an interdisciplinary program can use, like internships and group projects. The document concludes by explaining how Lebanon Valley College incorporates an interdisciplinary digital communications program across various departments to yield
Transdisciplinary approach and hiv ppt 2011 2012nakianicholson
This document outlines a transdisciplinary school plan focused on teaching and learning about HIV/AIDS. It will use a project-based learning approach to explore HIV/AIDS from different subject area perspectives each quarter. Students will work on interdisciplinary projects to develop understanding and leadership skills around HIV prevention. Progress will be measured through authentic assessments, with a goal of at least 85% mastery of curricular expectations. The plan aims to educate students about HIV/AIDS and promote informed decision-making through sustained dialogue on related issues.
Interdisciplinary Contextualization for Mathematics EducationJoey Valdriz
Interdisciplinary contextualization in mathematics education involves relating mathematical concepts to real-world contexts across different disciplines to make the concepts more meaningful and relevant to students. It has strong theoretical and empirical support for improving learning outcomes for students. However, implementing interdisciplinary contextualization requires significant effort from educators to collaborate across disciplines and design activities that incorporate authentic materials and problems from students' lives. Educators also need to consider individual differences among students and relate concepts to the diverse backgrounds and experiences of all learners.
This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.
Transdisciplinarity allows students to authentically make connections between subject areas so that they can construct their own meaning and transfer learning to real world applications. The document discusses various levels of disciplinarity from mono-disciplinarity, where subjects are taught separately, to transdisciplinarity, where subjects are integrated to reflect the complexity of real-world issues. Transdisciplinarity emerges from collaboration between disciplines to develop a unified understanding of a problem. It is presented as the ideal approach to help students learn skills like problem-solving in contexts that cross multiple subjects.
The document discusses developing outcomes-based courses in flexible learning modes. It defines flexible learning as learning that provides substantial control over logistics like location and timing to the learner. Key components of flexible courses include well-structured knowledge, learning activities, communication, learner support, and assessments. Dimensions of flexibility include goals, methods, assessments, resources, communication, and technology used. The document provides strategies for designing interactive learning sequences and engaging students with content through varied resources, support, assessments, and activities.
This document describes a study conducted with 253 pre-service primary school teachers on using models as a teaching methodology for science education. The study had students develop models of inventions, machines, and devices to illustrate scientific concepts and create accompanying educational projects. Students created 115 models across various science themes. Results found that the model-based approach helped students better understand how the world works and explore scientific relationships in a hands-on way. It also facilitated teaching science concepts in relation to real-world technology. Overall, the model methodology was found to promote meaningful learning of science.
The document discusses the multidisciplinary nature of education. It defines multidisciplinary as combining several academic disciplines or specializations to approach a topic. It provides examples of Malaysia combining subjects like Science and Local Research into Human Nature in 1994. It also discusses allowing students to choose science or arts streams in Form 4. Additionally, it discusses countries like Finland combining universities and the UK embedding design into STEM subjects. The document outlines advantages like relevance between subjects but also challenges like potential lack of information sharing between professionals. Finally, it defines interdisciplinary approach as applying methods of multiple disciplines and discusses benefits like team teaching and enhancing lifelong learning skills.
This document outlines an in-service training for teachers from March 15-19, 2021 on localizing and indigenizing intervention materials for least mastered competencies. It defines localization as relating learning content to local information and materials, and indigenization as enhancing curriculum competencies in relation to the learners' socio-cultural context. Examples are given of how to localize and indigenize specific math and science competencies using local community references. Least mastered competencies are defined as those not mastered by over half the class, not taught, or too difficult for learners. Teachers are tasked with identifying the least mastered competencies from the second quarter.
The document discusses transdisciplinary learning, which allows students to authentically make connections between subjects so that they can construct their own meaning and apply learning to real-world situations. It notes that a transdisciplinary approach can help develop four pillars of new education outlined by UNESCO: learning to know, to do, to live together with others, and to be. The document provides various activities and videos to illustrate transdisciplinary concepts, skills, and their alignment with the UNESCO education pillars.
Analyzing university students’ participation in the co-design of learning sce...musart
The document summarizes a research project that analyzes university students' participation in co-designing learning scenarios. The project aims to study developing more authentic and learner-focused scenarios through a collaborative design process between students and teachers. The research uses a design-based methodology involving multiple iterative design cycles. Preliminary results found that configuration of co-design groups, task structure, and balancing structure with emergence are important factors. Ensuring participant comfort with roles and confronting student-teacher perspectives also impacted the critical issues in the co-design process.
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
This document provides an overview of a lecture on curriculum theory. It discusses different conceptions of curriculum, including curriculum as the explicit, planned lessons and objectives, as well as the implicit and null curriculums which refer to the unintended learning of values and attitudes and ideas that are excluded. It also examines different approaches to curriculum, such as the academic idealist, techno-rationalist, learner-centered, and social reconstructionist perspectives. The lecture emphasizes that curriculum constitutes particular ways of reasoning and standards at the expense of others, and functions both to reproduce and transform society and culture.
[OOFHEC2018] Alison Canham: Advancing Inclusivity and Citizenship through Cha...EADTU
This document discusses a workshop on adopting the Change Laboratory method for teaching enhancement across Europe. The workshop aims to: [1] Learn about experiences using the Change Laboratory method in a pan-European context; [2] Participate in a sample micro-workshop using the model; and [3] Explore issues of inclusiveness and citizenship in teaching practices. The document provides background on the European Forum for Enhanced Collaboration in Teaching project and reviews key aspects of the Change Laboratory method, such as its theoretical foundations in activity theory and typical workshop structure.
The document discusses curriculum contextualization in the Philippines. It provides background on legal bases and initiatives that promote contextualization. Contextualization aims to make education relevant to students' environments by localizing or indigenizing curriculum content. The document outlines the process of contextualizing curriculum, which involves community engagement, situation analysis, education planning, and developing contextualized teaching and learning resources. It also discusses classroom assessment policies and guidelines in the K to 12 program.
Transdisciplinary learning explores concepts, issues, or problems by integrating perspectives from multiple disciplines. It connects new knowledge to real-life experiences to develop a deeper understanding. Unlike single-discipline or multidisciplinary approaches, transdisciplinary learning does not compartmentalize topics but rather explores content in the context of inquiry. Transdisciplinary education brings together different fields harmoniously to construct new knowledge, enhance cognitive abilities, and foster lifelong learning through better neural networking.
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
The Middle Years Programme (MYP) is a curriculum framework from the International Baccalaureate aimed at students aged 11 to 16. The MYP focuses on developing internationally-minded and responsible learners through acquiring broad and balanced knowledge. It emphasizes approaches to learning, community and service, health and social education, environments, and human ingenuity. Assessment is criterion-related and includes self, peer, and teacher evaluation. The goal is to help students understand local and global issues and encourage responsible citizenship.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
The document discusses contextualization in the Philippine K-12 curriculum framework. It defines contextualization as relating curriculum to students' socio-cultural backgrounds and local communities. The framework emphasizes contextualizing subjects like Araling Panlipunan, Music and Art to reflect students' diverse cultures and regions. It also allows for contextualizing Math and Science lessons through localization, using local examples, materials and practices. Teachers are encouraged to weave national competencies with students' community realities and knowledges to create meaningful lessons.
Interdisciplinary integration involves teaching subjects across different curricular disciplines. There are benefits such as helping students make connections between disciplines and allowing them to explore their interests. However, changing curriculum can be difficult as it requires collaboration between teachers, parents, and administrators. The document discusses intradisciplinary integration within a subject and multidisciplinary integration between subjects. Examples are provided of how different classes can correlate their lessons to integrate topics between their subjects.
LLED 469: Resource Based Teaching and Learning and Inquiry-based Teaching and Learning. Compare with other -based methodologies such as project-based, problem-based, and most recently challenge-based teaching.
This document discusses research-informed teaching (RiT) and information literacy initiatives at the University of Central Lancashire (UCLan). It provides an overview of UCLan's Centre for Research-informed Teaching, which aims to diffuse undergraduate research and support faculty fellows. The document also discusses UCLan's efforts to embed information literacy into the curriculum and redefine the role of librarians as educators. Both RiT and information literacy aim to help students develop higher-level skills for dealing with information overload and complexity in the knowledge economy.
This document provides an overview of pedagogy and various pedagogical models and teaching strategies. It defines pedagogy as the combination of knowledge and skills required for effective teaching. Several pedagogical models are summarized, including Productive Pedagogies, Primary and Middle School Inquiry Based Model, and the Multiliteracies Model. It also summarizes various teaching strategies such as De Bono's Thinking Hats, Bloom's Taxonomy, Gardner's Multiple Intelligences, and others. The document aims to give teachers a reference point for integrating technology into classroom practice by outlining established pedagogical frameworks and strategies.
Creating knowledge viii: Teaching the next generation of IL educatorsPamela McKinney
This document summarizes an information literacy module taught to future educators. The module uses Entwistle's Teaching-Learning Environments model to examine the context of the course. It is offered in both face-to-face and distance learning formats, with similar content but different delivery methods. The goals are for students to understand information literacy concepts, develop their own skills, and learn approaches for teaching others. Assessments include an annotated bibliography and designing an information literacy intervention with reflection. Student characteristics and quality of learning are also discussed.
The document discusses the multidisciplinary nature of education. It defines multidisciplinary as combining several academic disciplines or specializations to approach a topic. It provides examples of Malaysia combining subjects like Science and Local Research into Human Nature in 1994. It also discusses allowing students to choose science or arts streams in Form 4. Additionally, it discusses countries like Finland combining universities and the UK embedding design into STEM subjects. The document outlines advantages like relevance between subjects but also challenges like potential lack of information sharing between professionals. Finally, it defines interdisciplinary approach as applying methods of multiple disciplines and discusses benefits like team teaching and enhancing lifelong learning skills.
This document outlines an in-service training for teachers from March 15-19, 2021 on localizing and indigenizing intervention materials for least mastered competencies. It defines localization as relating learning content to local information and materials, and indigenization as enhancing curriculum competencies in relation to the learners' socio-cultural context. Examples are given of how to localize and indigenize specific math and science competencies using local community references. Least mastered competencies are defined as those not mastered by over half the class, not taught, or too difficult for learners. Teachers are tasked with identifying the least mastered competencies from the second quarter.
The document discusses transdisciplinary learning, which allows students to authentically make connections between subjects so that they can construct their own meaning and apply learning to real-world situations. It notes that a transdisciplinary approach can help develop four pillars of new education outlined by UNESCO: learning to know, to do, to live together with others, and to be. The document provides various activities and videos to illustrate transdisciplinary concepts, skills, and their alignment with the UNESCO education pillars.
Analyzing university students’ participation in the co-design of learning sce...musart
The document summarizes a research project that analyzes university students' participation in co-designing learning scenarios. The project aims to study developing more authentic and learner-focused scenarios through a collaborative design process between students and teachers. The research uses a design-based methodology involving multiple iterative design cycles. Preliminary results found that configuration of co-design groups, task structure, and balancing structure with emergence are important factors. Ensuring participant comfort with roles and confronting student-teacher perspectives also impacted the critical issues in the co-design process.
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
This document provides an overview of a lecture on curriculum theory. It discusses different conceptions of curriculum, including curriculum as the explicit, planned lessons and objectives, as well as the implicit and null curriculums which refer to the unintended learning of values and attitudes and ideas that are excluded. It also examines different approaches to curriculum, such as the academic idealist, techno-rationalist, learner-centered, and social reconstructionist perspectives. The lecture emphasizes that curriculum constitutes particular ways of reasoning and standards at the expense of others, and functions both to reproduce and transform society and culture.
[OOFHEC2018] Alison Canham: Advancing Inclusivity and Citizenship through Cha...EADTU
This document discusses a workshop on adopting the Change Laboratory method for teaching enhancement across Europe. The workshop aims to: [1] Learn about experiences using the Change Laboratory method in a pan-European context; [2] Participate in a sample micro-workshop using the model; and [3] Explore issues of inclusiveness and citizenship in teaching practices. The document provides background on the European Forum for Enhanced Collaboration in Teaching project and reviews key aspects of the Change Laboratory method, such as its theoretical foundations in activity theory and typical workshop structure.
The document discusses curriculum contextualization in the Philippines. It provides background on legal bases and initiatives that promote contextualization. Contextualization aims to make education relevant to students' environments by localizing or indigenizing curriculum content. The document outlines the process of contextualizing curriculum, which involves community engagement, situation analysis, education planning, and developing contextualized teaching and learning resources. It also discusses classroom assessment policies and guidelines in the K to 12 program.
Transdisciplinary learning explores concepts, issues, or problems by integrating perspectives from multiple disciplines. It connects new knowledge to real-life experiences to develop a deeper understanding. Unlike single-discipline or multidisciplinary approaches, transdisciplinary learning does not compartmentalize topics but rather explores content in the context of inquiry. Transdisciplinary education brings together different fields harmoniously to construct new knowledge, enhance cognitive abilities, and foster lifelong learning through better neural networking.
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
The Middle Years Programme (MYP) is a curriculum framework from the International Baccalaureate aimed at students aged 11 to 16. The MYP focuses on developing internationally-minded and responsible learners through acquiring broad and balanced knowledge. It emphasizes approaches to learning, community and service, health and social education, environments, and human ingenuity. Assessment is criterion-related and includes self, peer, and teacher evaluation. The goal is to help students understand local and global issues and encourage responsible citizenship.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
The document discusses contextualization in the Philippine K-12 curriculum framework. It defines contextualization as relating curriculum to students' socio-cultural backgrounds and local communities. The framework emphasizes contextualizing subjects like Araling Panlipunan, Music and Art to reflect students' diverse cultures and regions. It also allows for contextualizing Math and Science lessons through localization, using local examples, materials and practices. Teachers are encouraged to weave national competencies with students' community realities and knowledges to create meaningful lessons.
Interdisciplinary integration involves teaching subjects across different curricular disciplines. There are benefits such as helping students make connections between disciplines and allowing them to explore their interests. However, changing curriculum can be difficult as it requires collaboration between teachers, parents, and administrators. The document discusses intradisciplinary integration within a subject and multidisciplinary integration between subjects. Examples are provided of how different classes can correlate their lessons to integrate topics between their subjects.
LLED 469: Resource Based Teaching and Learning and Inquiry-based Teaching and Learning. Compare with other -based methodologies such as project-based, problem-based, and most recently challenge-based teaching.
This document discusses research-informed teaching (RiT) and information literacy initiatives at the University of Central Lancashire (UCLan). It provides an overview of UCLan's Centre for Research-informed Teaching, which aims to diffuse undergraduate research and support faculty fellows. The document also discusses UCLan's efforts to embed information literacy into the curriculum and redefine the role of librarians as educators. Both RiT and information literacy aim to help students develop higher-level skills for dealing with information overload and complexity in the knowledge economy.
This document provides an overview of pedagogy and various pedagogical models and teaching strategies. It defines pedagogy as the combination of knowledge and skills required for effective teaching. Several pedagogical models are summarized, including Productive Pedagogies, Primary and Middle School Inquiry Based Model, and the Multiliteracies Model. It also summarizes various teaching strategies such as De Bono's Thinking Hats, Bloom's Taxonomy, Gardner's Multiple Intelligences, and others. The document aims to give teachers a reference point for integrating technology into classroom practice by outlining established pedagogical frameworks and strategies.
Creating knowledge viii: Teaching the next generation of IL educatorsPamela McKinney
This document summarizes an information literacy module taught to future educators. The module uses Entwistle's Teaching-Learning Environments model to examine the context of the course. It is offered in both face-to-face and distance learning formats, with similar content but different delivery methods. The goals are for students to understand information literacy concepts, develop their own skills, and learn approaches for teaching others. Assessments include an annotated bibliography and designing an information literacy intervention with reflection. Student characteristics and quality of learning are also discussed.
1. The document defines PCK as the blending of content and pedagogy knowledge into an understanding of how to organize and adapt subject matter for diverse learners. It also discusses different categories of teacher knowledge including content knowledge, pedagogical knowledge, and knowledge of learners.
2. PCK is important for effective teaching as it allows teachers to identify difficult concepts, plan instruction, and acquire new teaching strategies. Having PCK enables teachers to represent knowledge in ways that make it comprehensible for learners.
3. PCK differs from content knowledge in that it represents the transformation of content into teaching practice tailored to specific learners and topics.
1. The document defines PCK as the blending of content and pedagogy knowledge into an understanding of how to organize and adapt subject matter for diverse learners. It also discusses different categories of teacher knowledge including content knowledge, pedagogical knowledge, and knowledge of learners.
2. PCK is important for effective teaching as it allows teachers to identify difficult concepts, plan instruction, and acquire new teaching strategies. Having PCK enables teachers to represent knowledge in ways that make it comprehensible for learners.
3. PCK differs from content knowledge in that it represents the transformation of content into teaching practice tailored to specific learners and topics. The document emphasizes the role of PCK in science teaching.
1. The document defines PCK as the blending of content and pedagogy knowledge into an understanding of how to organize and adapt subject matter for diverse learners. It also discusses different categories of teacher knowledge including content knowledge, pedagogical knowledge, and knowledge of learners.
2. PCK is important for effective teaching as it allows teachers to identify difficult concepts, plan instruction, and acquire new teaching strategies. Having PCK enables teachers to represent knowledge in ways that make it comprehensible for learners.
3. PCK differs from content knowledge in that it represents the transformation of content into teaching practice tailored to specific learners and topics. The document emphasizes the role of PCK in science teaching.
Strategic Curriculum Change Book Group Discussion PresentationPearson
This document discusses strategic curriculum change in universities globally. Chapter 1 introduces the need for curriculum review due to increasing demands and diversity. Networks are more effective than hierarchies for facilitating interdisciplinary initiatives and knowledge sharing. Chapter 2 explores achieving curriculum coherence through viewing it as a social practice. Chapter 3 examines Brown University's curriculum reform process. Overall, the document analyzes curriculum structures, processes, and case studies of reform from various universities worldwide to provide insights into enabling strategic curriculum change.
This document discusses the growing need for interdisciplinary curriculum. It defines key terms like discipline, interdisciplinary, and types of disciplinary approaches. The document outlines challenges in interdisciplinary content selection like lacking focus or creating tensions between subjects. Effective interdisciplinary programs integrate both discipline-based and interdisciplinary experiences using a carefully designed scope and sequence. There is a growing need for interdisciplinary curriculum to help students develop a broad understanding, address real-world problems, and keep learning relevant with new developments. Benefits include improved higher-order thinking skills and providing a more unified, motivating learning experience for students.
B.Ed. II year syllabus/Dr.C.ThanavathiThanavathi C
This document outlines a 100-hour course on creating an inclusive school. The course objectives are to develop an understanding of disability, learning disabilities, and models of disability. It also aims to identify the need for inclusive education and discuss national and international contributions to inclusion. The 10 units cover topics like understanding different types of disabilities, learning disabilities, models of disability, the meaning and barriers of inclusive education, and Indian and global policies and programs for inclusion. Suggested instructional approaches include talks, seminars, presentations, discussions, and classroom observations. The assignments involve preparing reports on contributions of organizations supporting inclusion and best practices models of inclusive education.
This document discusses engaging students in research activities and developing a teaching-research nexus. It argues that research and inquiry skills are important for students to develop, not just those pursuing academic careers. It also explores different models of the teaching-research nexus from student-focused approaches where students participate in research to teacher-focused approaches where students learn about research. The document provides resources for integrating research into teaching through assessment practices, curriculum design, and supporting independent student projects.
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yknErn
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
This presentation is linked to a workshop held as part of the HEA enhancement event 'The full picture: the journey from listening to partnership in student engagement'. Further details of this workshop can be accessed via this link: http://bit.ly/1FAP2D3
Insights from international work on innovative learning environmentsEduSkills OECD
This document summarizes a presentation given by Marco Kools of the OECD on insights from international work on innovative learning environments. It discusses how learning and innovation are essential in knowledge societies. It describes several OECD projects exploring the nature of learning, innovative learning environment case studies, and strategies for implementing and sustaining educational change. Key findings include the importance of learner-centered principles, innovating the core elements of teaching and learning, and using technology to enhance collaboration and personalization.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning.
This keynote will look at the implications for curriculum development and teacher development of a number of emerging trends in curriculum, which include:
• Authentic learning (e.g. Project Based Learning);
• Inter-disciplinary learning;
• Collaborative learning;
• Local curriculum making and curriculum partnerships;
• Divergent learning (as well as convergent learning);
• Holistic assessment.
As Director for the Research Centre for Learning and Teaching (CfLaT), David Leat has been researching the difficulties in sustaining whole institution curriculum change, which has led to an equal focus on professional learning and organisational/cultural change.
Keynote presentation by David Leech given at the HEA 'Curriculum Challenge: Being a curriculum thinker' event on 7 April 2014.
This document outlines the development of a contextualized and self-learning workbook called Boost to address the least mastered basic process skills and concepts in Biology among Grade 8 learners in the Philippines. It discusses the background of the study, including poor performance on international assessments and identification of Grade 7-8 competencies as the least mastered. The study aims to develop Boost using a descriptive-developmental research design and the ADDIE model to strengthen understanding through contextualized material. It will be validated by experts and teachers and tested with Grade 8 students.
Everything You Always Wanted To Know About OERRobert Schuwer
This document provides an overview of Open Educational Resources (OER). It defines OER as learning materials that can be freely accessed, reused, revised and redistributed. The document discusses the history of OER and policies around OER. It also covers practices for adopting OER and providing examples of OER cases. Throughout, it addresses common questions around OER, such as what rights users have, different license types, and barriers to sharing and reuse.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
MAE522 Module 4: The Curriculum Development Processeckchela
This is a Trident University course (MAE522), Module 4: The Curriculum Development Process. It is written in APA format, has been graded by Dr. Louise M. Williamson (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Similar to Seda presentation. pountney gruszczynska (1) (20)
This document is an agenda for a conference presentation about post-PhD career transitions. The presentation discusses stories of moving from activism into academia, the "best race job in the world", and leaving limbo after obtaining a PhD. The presenter's contact information is provided at the end for further discussion.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy ...DEFToer3
This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
Digital Futures is a resource that aims to help educators understand and explore what it means to be digitally literate. It discusses how the definition of literacy has changed over time and explores different views on literacy, including as a set of cognitive skills, as a social practice, and critical literacy. The resource also examines how digital literacy can be incorporated into school-based literacy teaching by using technologies to encourage creativity, critical thinking, and home-school connections. Challenges of using digital technologies in schools are also addressed, as well as visions for the future of education.
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Using handheld devices to develop literacy skills - DeFT regional conferenceDEFToer3
This presentation was delivered by Rob Hobson at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
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This document discusses themes around digital participation, apprenticeship, and learning. It covers digitality and getting comfortable with new technology. It also discusses production and multimodality, including moving from consuming to creating multimodal texts. Another theme is participation, sharing, and collaboration, such as opening the classroom and contributing to larger projects. Finally, it discusses blended and distributed learning spaces that combine online and offline environments. Examples are provided for each theme.
PGCE students engaging with digital technologiesDEFToer3
The document discusses a case study that examined students' beliefs about digital literacy and open educational resources (OER). Through focus groups and written responses, students commented on difficulties accessing technology at their placement schools, concerns about keeping up with students' digital skills, and the restrictions of "teaching for an exam." However, they were keen to integrate digital literacy creatively and saw potential for technologies like interactive whiteboards to engage students in writing. They generally saw resource sharing as important, though had reservations about sharing too widely online.
Conference presentation about mobile technologies taking the class outsideDEFToer3
This project linked students from Winterhill School with the Magna Science Adventure Centre, which are only a couple miles apart in Rotherham. Students visited Magna's exhibits to be inspired and then created digital artifacts like photos, sounds, videos and drawings from their visits. These student works would then be available for future Magna visitors to access through QR tags and mobile devices. After their visits, students worked with teachers and specialists to develop their interpretations of the exhibits into new creative works. These student-created artifacts were then made accessible via QR tags for visitors to Magna to view on their mobile devices. The pilot project is ongoing with more student works being added.
Teaching sheffield dissemination event - October 2012 pptxDEFToer3
This document outlines a project called "Teaching Sheffield" for PGCE English students. It aimed to develop students' digital literacy skills through creating short digital or moving image projects focused on Sheffield. Students worked collaboratively in groups over multiple sessions, which included skills development, filming, and editing. The project was evaluated positively for improving students' digital skills, showcasing external resources, providing practical learning experiences, and demonstrating creative English teaching approaches. Areas for future iterations included allocating more time for editing and initial planning.
Sheffield Hallam University is leading a regional conference project with several partner organizations in South Yorkshire including schools, educational organizations, and technology companies. The project aims to explore digital futures in teacher education through conferences and online resources. Participants can join online conversations using the listed social media platforms and websites with the provided password.
using social media for Professional Development DEFToer3
The document discusses a study conducted at Wales High School on using social networking and digital literacy to improve student learning. Teachers participated in a pilot where students completed and discussed homework on Facebook. The study found this enhanced communication, engagement, and cognitive processes. It also proposes designing a case study exploring digital literacy and open educational resources. The space created at the school aimed to encourage sharing good teaching practices but requires more participation and resources to be fully effective. Expanding its use across the school and improving digital skills could help maximize its benefits.
Chris Welch's presentation on making instructional videos for DeFT conferenceDEFToer3
This document summarizes a project using instructional videos to help develop digital literacy skills among students at a school in Rotherham, England. A group of Year 7 students with weaker literacy skills were tasked with planning, filming, editing and reflecting on instructional videos aimed at younger students. The students engaged well with the project, gaining skills in communicating to an audience and selecting information. They demonstrated improved confidence using video editing software and presenting in front of the camera. The project raised questions about how these new digital skills may or may not transfer to more traditional forms of literacy. Technical support was needed to address issues that arose from mixing the school's PC and Mac environments.
Digital Futures is a resource for exploring digital literacy. It aims to help educators understand what digital literacy means, examine how literacy has changed over time, and share good practices for teaching with digital technologies. The document discusses definitions of literacy, how students experience literacy at home versus school, and implications for incorporating digital literacies into teaching. Key points include how digital technologies can encourage critical thinking, creativity, and strengthen home-school connections through literacy. Challenges of using digital literacy in teaching are also addressed.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
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2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Seda presentation. pountney gruszczynska (1)
1. Filling in the blanks: signature pedagogies and
their impact on understanding and sharing
practice in the form of OERs in the Social
Science Curriculum
Richard Pountney and Anna Gruszczynska
Sheffield Hallam University
1
2. Introduction and background
• The Open Education Resources (OER) movement (2008-) and the release of
content for Higher Education (HE)
• The ‘idea of the university’ (McCLean 2006) occupying physical and notional
space (Barnett, 2005)
• Curriculum becoming a techno-economic conception as a ‘vehicle for
realising taken-for-granted ends’ (Barnett and Coate, 2005)
• The rise of ‘trainability’ and a (second) ‘totally pedagogised society’ in which
an ‘ideal knower’ is constituted by the Official Recontextualising Field (ORF)
(Bernstein, 2000)
• The construction of curriculum knowledge in HE as social practice that
raises key questions about the use and reuse of OER:
o What are the cultural and social conditions that underpin it?
o What are the epistemological and methodological constraints?
o What identities and forms of agency do curriculum practices with OER
construct for teachers and students?
2
3. Evaluating the practice of Opening up
Resources for Learning and Teaching
• A regulative discourse for the design of courses in UK HE (QAA Code of
Practice, Subject Benchmarks, credit tariffs, course validation and approval
etc.)
• Social Science as having a horizontal knowledge structure, segmentally
arranged, with weak classification (-C) and strong official framing (+F) and
weak unofficial framing (-F) (Bernstein, 1990)
• The potential for an ‘invisible pedagogy’ (-C/-F) in which students (and
teachers) do not know the ‘rules of the game’.
• Pedagogic practice as emerging from individual ‘repertoires’ developed
over time drawn from a ‘reservoir’ of tacitly agreed techniques (Bernstein,
2000, Bourdieu, 1992). The notion of ‘signature pedagogy’ (Shulman,
2005) as a perspective.
• The articulation of personally held beliefs and their effect on strategies in
pedagogic encounters (Schon, 1987), with emphasis in this study on the
process of ‘making open’
3
4. Evaluating the practice of Opening up
Resources for Learning and Teaching
• A regulative discourse for the design of courses in UK HE (QAA Code of
Practice, Subject Benchmarks, credit tariffs, course validation and approval
etc.)
• Social Science as having a horizontal knowledge structure, segmentally
arranged, with weak classification (-C) and strong official framing (+F) and
weak unofficial framing (-F) (Bernstein, 1990)
• The potential for an ‘invisible pedagogy’ (-C/-F) in which students (and
teachers) do not know the ‘rules of the game’.
• Pedagogic practice as emerging from individual ‘repertoires’ developed
over time drawn from a ‘reservoir’ of tacitly agreed techniques (Bernstein,
2000, Bourdieu, 1992). The notion of ‘signature pedagogy’ (Shulman,
2005) as a perspective.
• The articulation of personally held beliefs and their effect on strategies in
pedagogic encounters (Schon, 1987), with emphasis in this study on the
process of ‘making open’
4
5. Researching the ‘making open’ process
1. Reflecting and reviewing stage - peer supported review exercise
• The activity involved reviewing a sample module from the other
partner’s contributed materials, focusing on issues relevant to OERs
and reusability
2. Mapping stage
• Development activity where project partners created detailed
mappings of their modules, using a provided paper-based mapping
proforma
3. Case study creation stage
• Partners created a case study narrative which documented the
process of “opening up” a selected module and showcased the
processes behind repurposing/ material transformation.
• The narratives offered a 'rich description’ of the resource in order
to increase the possibility of its re-contextualisation by other users,
and to develop further insights into tacit practice.
5
6. Becoming open: to others and to oneself
1. Embodying cultural capital
• Materials relied on repertoires of existing practice and
were British culture and politics centric, context based,
without captions (cultural colonisation)
2. Subject to housekeeping
• The presence of redundant local information (module
codes), links to institutional sources (VLE), and the absence
of explicit information (duration of lectures, slide numbers,
how content is being used)
3. Implicit design for learning
• Module design is unclear, especially how this relates to
other modules and (prior) learning and how this builds as a
body of knowledge, practice or skills
6
7. Learning and teaching as social practice
involving a pedagogical discourse
• The need for a shared pedagogical rationale to enable the pedagogic conversation
to take place. The unsuitability of existing pedagogical frameworks (e.g. Goodyear
and Jones, 2004) offering models, characteristics and principles of learning
• ‘learning design and reusability are incompatible. Design requires specificity and
specificity prohibits reusability’ (Downes, 2003)
• ‘the transformative educational potential of OER depends on: 1. Improving the
quality of learning materials through peer review process; 2. Reaping the benefits
of contextualisation, personalisation and localisation ...’ (UNESCO, 2006)
7
8. Empirical work in developing shared and
open resources in the curriculum
• How the proposition emerged that this involved a translation at differing levels: in
technical terms (as xml); as a ‘wrapped-up’ or packaged curriculum; and as an
articulation of the tacit
• How the examination of the 18 modules revealed elements of a signature
pedagogy (lecture / seminar / Powerpoint)
• The development of an external language of description (Bernstein 1990) and how
this is ‘legitimated’ in terms of autonomy (Maton, 2007) as a cline of collegiality
(Pountney, 2012)
Theoretical Degree of emphasis on:
concept
Curriculum Content knowledge specified by discipline
Positional Pedagogy Teaching of content knowledge based on tradition
autonomy Assessment Evaluative criteria aligned with teachers’ needs
Curriculum Content knowledge specified by educational policy
Relational Pedagogy Teaching of content knowledge based on economic and other factors
autonomy Assessment Evaluative criteria aligned with institutions’ needs
8
9. Cascading Social Science Open
Educational Resources
• Part of Phase 2 of the
UKOER programme,
which expanded the
work of pilot
phase around the
release of OER material.
• Three partners:
– Teesside University
– University Centre at
Blackburn College
– Welsh Federation College
9
10. Project outputs
• Cascade framework: Model of release,
discovery and reuse of OERs which can be
“cascaded”, that is, taken up and incorporated
into new contexts
• Cascade tools: Set of tools which will allow
academics to reflect upon their own practice
and examine conditions in which their
teaching resources can be used/reused and
shared
10
11. Creativity for Edupunks at University
Centre Blackburn College
• Edupunk - an approach to teaching and learning practices
that result from a do it yourself (DIY) attitude
• Wiki-based resource primarily aimed at HE in FE staff
with 11 activity-based sessions related to
– identifying, locating, releasing and putting OERs into the
curriculum;
– understanding the concept of “openness"
– issues around student engagement
• "encourages reflection on the research and practice of
the working lives of teaching professionals"
11
12. Further work in OER
•Local teachers and pupils, teacher • For more information:
educators and teacher educations • Project blog
students involved in: www.deftoer3.wordpress.com
•sharing and developing good • Twitter @deftoer3
practice in teaching
• Slideshare
•understanding more about digital
www.slideshare.net/deftoer3
literacy
•developing guidance on Open
Educational Resources for the
school sector
•addressing issues of digital literacy
in the context of professional
development
•Project outputs will be shared via
an open textbook and the "Digital
Bloom" installation
12
13. References
• Barnett, R. (2005) Reshaping the University. Maidenhead: Society for Research into Higher
Education/Open University Press
• Barnett, R. & Coate, K. (2005) Engaging the curriculum in higher education. Maidenhead: Society
for Research into Higher Education/Open University Press
• Bernstein, B. (1990) The structuring of pedagogic discourse. London: Routledge
• Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Rev. ed.).
Lanham, Md.: Rowman & Littlefield Publishers.
• Bourdieu, P. (1992) Thinking about limits. Theory, Culture & Society 9: 37-49.
• Luckett, K. (2009). The relationship between knowledge structure and curriculum: A case study in
sociology. Studies in Higher Education, 34(4), 441–453
• Goodyear, P & Jones, C (2004) Pedagogical frameworks for DNER (the Distributed National
Electronic Resource), Deliverable DC1, EDNER Project. Lancaster: Centre for Studies in Advanced
Learning Technology, Lancaster University (online at www.cerlim.ac.uk/edner/dissem/dc1.doc)
• Maton, K. (2007). Knowledge-knower structures in intellectual and educational fields. In F. Christie
& J. R. Martin (Eds.), Language, knowledge and pedagogy: Functional linguistic and sociological
perspectives (pp. 87–108). London: Continuum.
• McClean, M. (2006) Pedagogy and the University. London: Continuum.
• Pountney, R. (2012) Constructing the curriculum in Higher Education (in press)
• Schön, D.A. (1987) Educating the reflective practitioner. San Francisco, Jossey-Bass
• Shulman, L. (2005) Signature pedagogies in the profession, Daedalus, 134 (3) 52-59
13
Editor's Notes
I am Richard Pountney and I am a Principal Lecturer and Teaching Fellow for Curriculum Development at SHU in the faculty of D and S. I lead an OER3 project Digital Futures in Teacher Education. My colleague Anna Gruszczynska manages the project and together we worked on 2 previous phase projects at the Subject Centre for SAP at Bham university. We are here today to talk to you about these 2 earlier phases of work that looked specifically at OER in the Social Science curriculum but we will link that to our current work on digital literacy. The first of these earlier phases looked at the practice of making open and the second looked at cascading these resources for use by others.
Before we begin I would like to set the context for our work on OER by drawing out some key findings from our work that have led us towards a particular analytical framework for empirical investigations:Most academics are not concerned with making their materials open for use by others. Where they are there is often a specific context:It has been commissioned b) there is a specific institutional need (e.g. Delivery via Flying faculty or collaborative provision, new staff)The re-use of OERs is cloaked in technicist language e.g. Courseware - that is off-putting in that it equates teaching and learning with content – it dehumanises L and TTeaching by its realisation in HE is a closed affair (team teaching is rare) and a private process ‘The intimacy of the pedagogic relationship’ (Ramsden). We aspire to make the walls of the classroom more porous – we ask is this possible?As a social practice L and T is under-theorised and under-researched – and as a generally held principle constructivism is hard to operationalise (esp in terms of OER and OA). What is missing is a conception of knowledge itself- the underlying organising principles of curriculum and its content – and a recognition that disciplinary differences prevail. Social Realism (Bourdieu & Bernstein) offers some traction on this by offering explanatory power. The comparison between Research and Teaching is an interesting one: R is self-perpetuating – peer reviewed, intrinsic value related to citation, developed cumulatively over time, sharing and re-use integrated into its functions – taking R as a successful eco-system how might we approach T and L content in this way? Subject it to Peer review, give it intrinsic value on recommendation, allow it to be used and reused under licence acknowledging its contributing antecedents we look around and see the impact of our own university on the skyline and the life of the city employability as key driver and how this is skewing the curriculum how the ORF is squeezing out the PRF, showing the dominance of the external on practice – graduateness as a function of the ideal student and how it appears rational These are questions that guided our investigation
Fillingin the blanks – the emergence of a practice at SHU where tutors are posting Powerpoints in the VLE that have blanks intentionally left in to ensure students attend lectures – this is an example of how the instructional discourse is embedded in a regulative discourse _ and how this constitutes the pedagogic discourse that is created by the pedagogic device (Bernstein, 1990) Whereas R has a defined language and methodology (its external language of description) T doesn’t. It remains situated, context bound and essentially tacit or at least implicit. And if you can’t describe it you will find it difficult to communicate or share. That most practice in L and T is a borrowing: a transfer from T to T as well as T to L. That in the same way that you might consider data to exist only in relation to a theory, content can only exist in relation to knowledge
18 undergraduate modules in Social Science equivalent to 360 credits of an undergraduate degreeRegulativediscourse as arising from the official recontextualising field (ORF) – this is how L and T is framed Explain implications of horizontal knowledge structure, and social science as a region, as an imaginary field – example of carpentry recontextualised as woodworking Mention the difference between explicit, implicit and tacit – and that this is like ‘filling in the blanks’ The sense that much of our practice is ‘borrowings’ from others – and that the recognition and realisation rules for these were not known to all Making open requires opening to oneself as well as others – That it increasingly involves a high level of digital literacy and facility with technology
Mention the 18 modules – 360 credits and how we interpreted this literally – that many others didn’t – that this took place at CSAP – significant itself in that our emphasis was on the development of L and T in Soc Science
That the materials were raw and in use – images of Thomas the Tank Engine and Bob the Builder. Meaning very context dependent. Based on external content such as the answers to quizzes
show the case studiesState crime – Cathy talking about her module – then show the mappingAnthropological Ideas – Angels talking – highlight 2 sections – then show diagnostic Explain that this description is also deposited in Jorum as XML (syntax)Mention that full versions of the toolkit turn the descriptions into a module handbook for the students, and an official module descriptor for Registry. These might appear quite prosaic manifestations of OERs at a granular level of whole modules but it highlights a number of issues some of which I have already mentioned
Angels talks of translation; in Bernstein’s terms this is a recontextualisation in which there is a potential for a ‘discursive gap’ in which can play ideology, the developers’ concerns – it can bypass the teacher and erode confidence in the expert – but it can also be generative .... Edupunks. That practice, left to its own devices is essentially conservative or inert, and that over time this settles into homogenity That practice is an interplay between positional and relational autonomy – and the potential for a code clash in
The issue of discoverability -
Regulative discourse as arising from the official recontextualising field (ORF) Explain implications of horizontal knowledge structure, and social science as a region, as an imaginary field – example of carpentry recontextualised as woodworking Mention the difference between explicit, implicit and tacit – and that this is like ‘filling in the blanks’ The sense that much of our practice is ‘borrowings’ from others – and that the recognition and realisation rules for these were not known to all Making open requires opening to oneself as well as others -