SHOUT4HE ebooks: teacher education in higher ed contexts

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

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?

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

a framework for
celebrating your
pedagogical and
technological practice
#1

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.

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?

https://library.shout4he.eu/ebook/shout-out

advice from HE
teachers to HE
teachers
concerning
technology-
mediated
innovative open
practice
#2

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.

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

developing
communities of practice
to support innovation in HE
pedagogy
#3

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

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

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.

‘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

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: ebooks
Shona WHYTE
Université Côte d’Azur
Nice, France
shona.whyte@univ-cotedazur.fr

SHOUT4HE ebooks: teacher education in higher ed contexts

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