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SHOUT4HE: ebooks
SHaring Open education practices Using Technology
for Higher Education
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
Shona WHYTE
Université Côte d’Azur (Nice, France)
SHOUT4HE project
recognition framework:
pedagogical and technological
dimensions of HE teaching
pedagogical practice videos:
classroom examples and teacher
commentary
e-books: thematic compilations
from teacher education viewpoint
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
As you listen
are any of the theoretical concepts familiar?
do any of the theoretical claims
or teacher comments resonate particularly?
what seems especially important for your own teaching,
instructional design work,
or teacher education concerns?
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
Library ebooks
 https://library.shout4he.eu/ebooks
https://library.shout4he.eu/ebook/shout-out
https://library.shout4he.eu/ebook/your-shout
https://library.shout4he.eu/ebook/something-to-shout-about
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
a framework for
celebrating your
pedagogical and
technological practice
#1
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
Laurillard: teaching as a design science
an improving knowledge and
practice of learning design may
only ever be developed as a
natural and ongoing part of the
process of teaching
Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., Masterman, E., Pujadas, R., Whitley, E.A.,
Whittlestone, K. (2013) A constructionist learning environment for teachers to model learning designs. Journal of Computer
Assisted Learning, 29 (1) 15-30.
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
academic teaching <= academic research
literature review: building on
the work of others
experimental method:
developing and testing new
ideas
publication: sharing
experiences and conclusions
Could the knowledge-building
process for conventional and
digital pedagogies work in a
similar way?
Could we support academics
as ‘teacher-designers’ in
creating and designing learning
activities?
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
https://library.shout4he.eu/ebook/shout-out
advice from HE
teachers to HE
teachers
concerning
technology-
mediated
innovative open
practice
#2
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
Open educational
resources (OER)
teaching and learning
materials which are
freely available and
openly licensed
Atenas, J., & Havemann, L. (2014). Questions of quality in
repositories of open educational resources: a literature review.
Research in Learning Technology, 22, 20889.
Open educational
practices (OEP)
a set of activities around
instructional design and
implementation of events
and processes intended to
support learning
Andrade, A., Ehlers, U. D., Caine, A., Carneiro, R., Conole, G.,
Kairamo, A. K., ... & Holmberg, C. (2011). Beyond OER–
shifting focus to open educational practices: OPAL report.
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
it is very easy to get stuck
doing the same thing year after
year, particularly when teaching the
same content. Talking to other HE
teachers from different countries and
different disciplines really
opened my eyes to other
options.
step out of the general
circuits of colleagues that I see in my own
department or in very closely related
departments to talk to people who are in maths
or who are in physics or who are in
engineering and different areas
learning from the
failures as well as the
successes and it’s related, of course,
to trust. If you don’t trust the people that
you’re talking to, you’re not going to be
very honest with them and I think that
level of honesty is really important
if progress is to be made
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
developing
communities of practice
to support innovation in HE
pedagogy
#3
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
Jean Lave: situated/situating learning
Lave, J. (1991). Situating learning in communities of practice. In Lave & Wenger, Situated learning: legitimate peripheral
participation. Cambridge: Cambridge University Press.
[learning should be viewed] not as a
process of socially shared cognition
that results in the end in the
internalization of knowledge by
individuals, but as a process of
becoming a member of a sustained
community of practice
developing an identity as a member
of a community and becoming
knowledgably skilful are part of the
same process, with the former
motivating, shaping, and giving
meaning to the latter, which it
subsumes
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
Galagan (1993): community of practice
a naturally occurring and evolving
collection of people who together engage
in particular kinds of activity, and who
come to develop and share ways of doing
things – ways of talking, beliefs, values,
and practices – as a result of their joint
involvement in that activity
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
Key features of CoP
• an informal group with a shared purpose and shared task
• peer-to-peer rather than hierarchical exchanges occurring outside
official organisations
• the sharing of knowledge and skills via stories of experience, and
perhaps without overt pedagogical intent
• the possibility of differing levels of engagement, from peripheral to
core involvement in the community, perhaps varying over time
• learning and exchanging in the context where knowledge and skills
are used, yet also in an informal setting where members can socialise.
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
‘Russian doll’ of sharing practice
participants share their practice
in the sessions while planning
their modules, and we develop
and share this approach to
delivering a collaborative session
with each other, and we are
sharing this with other
educational developers doing
similar sessions elsewhere
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
a fair shout?
are any of the theoretical concepts familiar?
do any of the theoretical claims
or teacher comments resonate particularly?
what seems especially important for your own teaching,
instructional design work,
or teacher education concerns?
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
SHOUT4HE: ebooks
SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
Shona WHYTE
Université Côte d’Azur
Nice, France
shona.whyte@univ-cotedazur.fr

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SHOUT4HE ebooks: teacher education in higher ed contexts

  • 1. SHOUT4HE: ebooks SHaring Open education practices Using Technology for Higher Education SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021 Shona WHYTE Université Côte d’Azur (Nice, France)
  • 2. SHOUT4HE project recognition framework: pedagogical and technological dimensions of HE teaching pedagogical practice videos: classroom examples and teacher commentary e-books: thematic compilations from teacher education viewpoint SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 3. As you listen are any of the theoretical concepts familiar? do any of the theoretical claims or teacher comments resonate particularly? what seems especially important for your own teaching, instructional design work, or teacher education concerns? SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 5. SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 6. a framework for celebrating your pedagogical and technological practice #1 SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 7. Laurillard: teaching as a design science an improving knowledge and practice of learning design may only ever be developed as a natural and ongoing part of the process of teaching Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., Masterman, E., Pujadas, R., Whitley, E.A., Whittlestone, K. (2013) A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, 29 (1) 15-30. SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 8. academic teaching <= academic research literature review: building on the work of others experimental method: developing and testing new ideas publication: sharing experiences and conclusions Could the knowledge-building process for conventional and digital pedagogies work in a similar way? Could we support academics as ‘teacher-designers’ in creating and designing learning activities? SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 10. advice from HE teachers to HE teachers concerning technology- mediated innovative open practice #2 SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 11. Open educational resources (OER) teaching and learning materials which are freely available and openly licensed Atenas, J., & Havemann, L. (2014). Questions of quality in repositories of open educational resources: a literature review. Research in Learning Technology, 22, 20889. Open educational practices (OEP) a set of activities around instructional design and implementation of events and processes intended to support learning Andrade, A., Ehlers, U. D., Caine, A., Carneiro, R., Conole, G., Kairamo, A. K., ... & Holmberg, C. (2011). Beyond OER– shifting focus to open educational practices: OPAL report. SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 12. it is very easy to get stuck doing the same thing year after year, particularly when teaching the same content. Talking to other HE teachers from different countries and different disciplines really opened my eyes to other options. step out of the general circuits of colleagues that I see in my own department or in very closely related departments to talk to people who are in maths or who are in physics or who are in engineering and different areas learning from the failures as well as the successes and it’s related, of course, to trust. If you don’t trust the people that you’re talking to, you’re not going to be very honest with them and I think that level of honesty is really important if progress is to be made SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 13. developing communities of practice to support innovation in HE pedagogy #3 SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 14. Jean Lave: situated/situating learning Lave, J. (1991). Situating learning in communities of practice. In Lave & Wenger, Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. [learning should be viewed] not as a process of socially shared cognition that results in the end in the internalization of knowledge by individuals, but as a process of becoming a member of a sustained community of practice developing an identity as a member of a community and becoming knowledgably skilful are part of the same process, with the former motivating, shaping, and giving meaning to the latter, which it subsumes SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 15. Galagan (1993): community of practice a naturally occurring and evolving collection of people who together engage in particular kinds of activity, and who come to develop and share ways of doing things – ways of talking, beliefs, values, and practices – as a result of their joint involvement in that activity SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 16. Key features of CoP • an informal group with a shared purpose and shared task • peer-to-peer rather than hierarchical exchanges occurring outside official organisations • the sharing of knowledge and skills via stories of experience, and perhaps without overt pedagogical intent • the possibility of differing levels of engagement, from peripheral to core involvement in the community, perhaps varying over time • learning and exchanging in the context where knowledge and skills are used, yet also in an informal setting where members can socialise. SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 17. ‘Russian doll’ of sharing practice participants share their practice in the sessions while planning their modules, and we develop and share this approach to delivering a collaborative session with each other, and we are sharing this with other educational developers doing similar sessions elsewhere SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 18. a fair shout? are any of the theoretical concepts familiar? do any of the theoretical claims or teacher comments resonate particularly? what seems especially important for your own teaching, instructional design work, or teacher education concerns? SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021
  • 19. SHOUT4HE: ebooks SHOUT4HE Celebration Conference Cardiff Metropolitan University, Cardiff 2 July 2021 Shona WHYTE Université Côte d’Azur Nice, France shona.whyte@univ-cotedazur.fr