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7 results for “open educational practices”
Stories on Open Educational Practices in German Higher Education
<p><strong>Stories on Open Educational Practices in German Higher Education by Sigrid Fahrer, </strong><a href="#_oewao57q7xt8"><strong>Tamara Heck</strong></a><strong>, </strong><a href="#_fronuh2cauex"><strong>Ronny Röwert</strong></a><strong>, </strong><a href="#_oshco7u6xx6k"><strong>Naomi Truan</strong></a></p> <p><em>citation suggestion: </em>Fahrer, S., Heck, T., Röwert, R., Truan, N. (2022). Stories on Open Educational Practices in German Higher Education. Data set on autoethnographic reflections. <a href="https://doi.org/10.5281/zenodo.7326390">https://doi.org/10.5281/zenodo.7326390</a></p> <p>The stories are part of the autoethnographic reflections of the four practitioners. They are based on the following research papers:</p> <ul> <li>Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5). <a href="https://doi.org/10.19173/irrodl.v18i5.3096">https://doi.org/10.19173/irrodl.v18i5.3096</a></li> <li>Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3–13. <a href="https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf">https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf</a></li> <li>Mayrberger, K. (2020). Open Educational Practices (OEP) in Higher Education. In M. A. Peters (Ed.), Springer eBook Collection. Encyclopedia of Educational Philosophy and Theory (pp. 1–7). Springer. <a href="https://doi.org/10.1007/978-981-287-532-7_710-1">https://doi.org/10.1007/978-981-287-532-7_710-1</a>.</li> <li>Wiley, D., & Hilton III, J. L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). <a href="https://doi.org/10.19173/irrodl.v19i4.3601">https://doi.org/10.19173/irrodl.v19i4.3601</a></li> </ul>
Data from: Building communities of teaching practice and data-driven open education resources with NEON faculty mentoring networks
<p>With the growing availability and accessibility of big data in ecology, we face an urgent need to train the next generation of scientists in data science practices and tools. One of the biggest barriers for implementing a data-driven curriculum in undergraduate classrooms is the lack of training and support for educators to develop their own skills and time to incorporate these principles into existing courses or develop new ones. Alongside the research goals of the National Ecological Observatory Network (NEON), providing education and training are key components for building a community of scientists and users equipped to utilize large-scale ecological and environmental data. To address this need, the NEON Data Education Fellows program formed as a collaborative Faculty Mentoring Network (FMN) between scientists from NEON and university faculty interested in using NEON data and resources in their ecology classrooms. Like other FMNs, this group has two main goals: 1) to provide tools, resources, and support for faculty interested in developing data-driven curriculum, and (2) to make teaching materials that have been implemented and tested in the classroom available as open educational resources for other educators. We hosted this program using an open education and collaboration platform from the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project. Here, we share lessons learned from facilitating five FMN cohorts and emphasize the successes, pitfalls, and opportunities for developing open education resources through community-driven collaborations.</p>
Open Educational Practice (OEP): collection of scenarios
<p>This diagram visualizes an exemplary selection of applications of the paradigm of open educational practices.</p> <p>Beginning with the stage of preparing a teaching unit (seminar, school lesson, etc. ) with corresponding open material (e.g. OER) (<em>light red</em>), we then move to the stage of sharing this unit and its content with the seminar, class, etc. online (<em>orange</em>). The next stage comprises making active use of the introduced content/material in a collaborative learning context as part of this seminar or working group) (<em>yellow</em>). This then might include, or be followed up by, shared instances of revising and optimization of the materials used, based on the experiences made and feedback gained during the session (<em>green</em>). Further contemplating on the experiences made, the teacher and/or the learners involved share their thoughts on these practices and examples online (<em>blue</em>).</p> <p>The diagram lists the described stages' scenarios (<em>text on the right</em>) and corresponding open tools (ideally open source) (<em>icons below the rainbow</em>).</p> <p>What needs to be emphasized here is the possibility of an iterative process optimization. This points towards the possibility of not necessarily going through Stage 1 (<em>light red</em>) in a linear way up to the last stage (<em>blue</em>), but rather making use of continuous back- and cross-referencing of neighbouring stages (<em>indicated in the graphic via fluid color transitions</em>).</p> <p>***</p> <p>The graphic is provided in various formats (ai, psd, png, jpg, eps, svg) and released as Creative Commons Zero (CC0), so as to be open for further remixing ;)</p> <p>***</p> <p><em>To the extent possible under law, <a href="https://zenodo.org/record/1183806"> Tobias Steiner</a> has waived all copyright and related or neighboring rights to '</em>Open Educational Practice (OEP): collection of scenarios<em>'. This work is published from: Germany.</em></p>
Is there a social life in Open Data? Open datasets exploring practices in Educational Technology Research
<p>In the landscape of Open Science, Open Data [OD] plays a crucial role as data are one of the most basic components of research despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers as the basis for good open science practices. The common factor underlying these new practices – the relevance of promoting open data circulation and reuse – is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, open data sharing is much less developed in social sciences and in educational research.</p> <p>The Open Data hereby introduced is composed of two integrated datasets which collect data relating practices of Open Data publication and sharing in the field of Educational Thecnologies. This data was collected to suport the aim of investigating open data sharing in a selection of open data repositories as well as in the academic social network site ResearchGate.</p> <p>The research questions addressing this study are:</p> <ol> <li>Do researchers in the field of Educational Technology publish Open Datasets [ODs]?</li> <li>To which extent are ODs compliant with the FAIR data principles?</li> <li>What is the social life relating to the ODs in terms of the metrics provided by the OD portals? As a subsidiary question: 3.a- To what extent do open data portals allow researchers to cultivate social practices around OD?</li> </ol> <p> </p> <p>In order to investigate OD presence in ResearchGate, the following research aim guided the second part of the study: Analysis of the presence of the same selected OD in ResearchGate and of the type of social activity OD exhibited by OD according to ResearchGate mètrics.</p> <p>The Open Data here presented is composed by two datasets.</p> <ol> <li>23 datasets extracted out from 82 randomly selected datasets, from an inital total of 633. The data set presents a Codebook explaining the several categories of analysis or variables and the values assigned to the same. Since the analysis was performed in two phases (first selection and screening, second selection and classification) the codebook is divided in two tables. Moreover, the data set contains 6 Worksheets, ordered taking the workflow as reference: Codebook, Dataset_Extraction, Analysis_Workflow, Selected_Analysis. This dataset has been produced and curated by J.E.Raffaghelli</li> <li>The analysis of correspondance for the 23 datasets in ResearchGate. The data set presents a Codebook, and is divided into two worksheets: Codebook, ODT&RG. The last worksheet introduces the comparison between the social mètrics within RG of the found datasets and the relating papers. This dataset has been produced and curated by S. Manca and J.E. Raffaghelli.</li> </ol>
Data for: Integrating open education practices with data analysis of open science in an undergraduate course
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Data from: Building communities of teaching practice and data-driven open education resources with NEON faculty mentoring networks
Open the record for dataset details and reuse information.
Supplementary material 1 from: Fahrer S, Heck T, Röwert R, Truan N (2022) From Theoretical Debates to Lived Experiences: Autoethnographic Insights into Open Educational Practices in German Higher Education. Research Ideas and Outcomes 8: e86663. https://doi.org/10.3897/rio.8.e86663
Stories on Open Educational Practices in German Higher Education
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