Workshop 170 presentation_integration_in_curriculum_development
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This short introduction about integration in education development content was given as a starting point for a workshop in International Conference on Engineering Education, Belfast, 21-26 August 2011. More details about the workshop and a questionnaire related on it can be found from wiki-page, https://wiki.aalto.fi/display/AaltoICEE/Home
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This document discusses creating and using open educational resources (OER). It begins with introductions and questions about the reader's interest and experience with OER. It then provides information on OER quality standards and next steps. The document discusses thinking about OER and considers benefits such as reducing costs and increasing access. Challenges of OER like search and discovery, quality assessment, and copyright are presented. Details on copyright and open licensing models like Creative Commons are provided. The document concludes with guidance on using and adapting works with Creative Commons licenses.
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This document outlines a presentation about quality assurance of e-learning and MOOCs in European higher education. It discusses the SEQUENT project, which produced reports on quality assurance approaches. It also provides information on quality agencies and guidelines in different countries and institutions. The presentation then prompts attendees to discuss their own institutions' quality processes and guidelines for e-learning.
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An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
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• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
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• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
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This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.
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To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
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slides and notes from a presentation at the Institute of Contemporary Arts in March 2014 as part of a one day seminar (http://adri.mdx.ac.uk.contentcurator.net/middlesex-ica-symposium-march2014 ) responding to a concurrent exhibition of the Artist Richard Hamilton, and his involvement with the Independent group and Art and Design Pedagogy
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The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
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https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
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Opal case study 08 true bristol university and partners uk
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Workshop 170 presentation_integration_in_curriculum_development
- 1. Integration in Curriculum Development P. Lahti, P. Pietikäinen, J. Suviniitty, K. Vahtikari, K. Vilonen Aalto University School of Chemical Technology Espoo, Finland
- 4. A merger of leading Finnish universities in 2010 University of Art and Design Helsinki (TaiK) Helsinki School of Economics (HSE) Helsinki University of Technology (TKK) A community of: • 75,000 alumni • 20,000 students • 4,700 faculty & staff • with 340 professors
- 5. Motivation for integration • Comprehension of entities • Levels of integration – University – Curriculum • Content development – Course • The demands for working life
- 6. Case 1: Integrating working life skills and tools • Level of integration: Degree programme (B.Sc., M.Sc.) • Integration of working life skills, such as mathematics, communication, co-operation skills and ability to work in a multicultural group into courses • New programme, possibility to integrate as a starting point, not as something to add later
- 7. Case 2: Integrating English • Level of integration: Degree programme (M.Sc.) • Programme already in English – Combining courses with EAP – Information on how to use English – Course report feedback on English use – Course presentation feedback on English use • Also peer evaluation • Motivation for the students – No artificial English exercises – Benefits for other courses as well
- 8. Case 3: Integrating material science • Level of integration: 2nd year course (B.Sc.) • Expands the idea of wood based materials → general materials science and polymeric materials • Polymers in pulp, paper and wood industry – Processing aids – Coatings – Modifiers • Theory course + lab course • Students’ presumptions
- 9. Case 4: Integrating multidisciplinary approach of sustainability • Level of integration: 1st year course (B.Sc.) optional sustainability cultural technical economical social business science & art & design national technology new media economy water nanotechnology management international energy graphical design trade recycling brain technology research => System and critical thinking, creativity, communication and interaction skills
- 10. Workshop Small group discussion • Achievements • Experiences • Challenges Survey Possibility for follow up Address to wiki-page https://wiki.aalto.fi/display/AaltoICEE/Home
- 11. Kiitos! Thank you! We would like to thank Aalto School of Chemical Technology Address to wiki-page https://wiki.aalto.fi/display/AaltoICEE/Home Please contact us by e-mail pia.lahti@aalto.fi pirjo.pietikainen@aalto.fi jaana.suviniitty@aalto.fi katja.vahtikari@aalto.fi kati.vilonen@aalto.fi