Nathaniel Ostashewski | Athabasca University (original) (raw)
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Papers by Nathaniel Ostashewski
University development and administration, Dec 31, 2022
EdMedia: World Conference on Educational Media and Technology, Jun 23, 2014
IGI Global eBooks, Jun 21, 2012
This chapter describes the Networked Learning Framework (NLF), a networked learning model utilize... more This chapter describes the Networked Learning Framework (NLF), a networked learning model utilized in the development of a networked teacher professional development (nTPD) program. The NLF is a model which combines the use of social media tools found in common social networking sites with guided online activities to deliver innovative and engaging learning opportunities. One implementation of the NLF, the nTPD Courselet, delivered in a social networking site for Alberta teachers, is described in detail. Teachers report that the sharing of resources, reflective blogs, and collegial discussions are the most valuable outcomes of nTPD Courselets. Design principals and factors for designers of faculty PD developers to follow when using the Networked Learning Framework, as well as descriptions of two other NLF implementations, are presented in the chapter. Further research to identify effective supports for social networking novices and ways to build online facilitator capacity are needed.
This paper presents initial findings of a qualitative study exploring K-12 leadership approaches ... more This paper presents initial findings of a qualitative study exploring K-12 leadership approaches that utilize external professional development (PD) support. The pilot study consisted of 19 questions asked in a semi-structured interview. Results of the study indicate that school ...
First Monday, Dec 1, 2018
Open educational resource (OER) barriers, incentives, and benefits are at the forefront of educat... more Open educational resource (OER) barriers, incentives, and benefits are at the forefront of educator and institution interests as global use of OER evolves. Research into OER use, perceptions, costs, and outcomes is becoming more prevalent; however, it is still in its infancy. Understanding barriers to full adoption, administration, and acceptance of OER is paramount to fully supporting its growth and success in education worldwide. The purpose of this research was to replicate and extend Kursun, Cagiltay, and Can’s (2014) Turkish study to include international participants. Kursun, et al. surveyed OpenCourseWare (OCW) faculty on their perceptions of OER barriers, incentives, and benefits. Through replication, these findings provide a glimpse into the reality of the international educators’ perceptions of barriers, incentives, and benefits of OER use to assist in the creation of practical solutions and actions for both policy makers and educators alike. The results of this replication study indicate that barriers to OER include institutional policy, lack of incentives, and a need for more support and education in the creating, using, and sharing of instructional materials. A major benefit to OER identified by educators is the continued collegial atmosphere of sharing and lifelong learning.
Society for Information Technology & Teacher Education International Conference, Mar 26, 2018
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017
EdMedia: World Conference on Educational Media and Technology, Jun 22, 2015
University development and administration, 2023
EdMedia: World Conference on Educational Media and Technology, Jun 22, 2015
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 21, 2013
Society for Information Technology & Teacher Education International Conference, Mar 29, 2010
Online teacher professional development (oTPD) is being seen as an opportunity for teachers to ex... more Online teacher professional development (oTPD) is being seen as an opportunity for teachers to explore online learning while engaging with professional development activities at a distance. The context of this pilot study is an online educator's community developed to ...
Professional and practice-based learning, 2022
International Journal of E-learning and Distance Education, 2019
The Introduction to Technology-Enabled Learning (TEL)MOOC was intended to engage teachers worldwi... more The Introduction to Technology-Enabled Learning (TEL)MOOC was intended to engage teachers worldwide who work in any level of education and are interested in technology-enabled learning and Open Educational Resources. This paper investigates the response by participants from post-secondary educational institutions to the content presented in week one of the (TEL)MOOC on the Community of Inquiry (CoI) model, in particular, the benefits and challenges of using the CoI framework in the classroom, whether it is online, blended or face-to-face.
The Introduction to Technology-Enabled Learning (TEL) MOOC was intended to engage teachers worldw... more The Introduction to Technology-Enabled Learning (TEL) MOOC was intended to engage teachers worldwide who work in any level of education and are interested in technology-enabled learning and open educational resources. This paper investigates the response by participants to the content presented in week one on the Community of Inquiry (CoI) model, in particular, the benefits and challenges of using the CoI framework with in the classroom, whether it is online, blended or face-to-face. Titre: Benefices et defis des technologies pour l’apprentissage selon le cadre theorique de la communaute d’apprentissage L’introduction du MOOC sur les technologies pour l’apprentissage visait a engager des enseignants du monde entier qui, quel que soit le niveau auquel ils enseignent, s’interessent aux technologies pour l’apprentissage et aux ressources educatives libres. Cet article traite de la reponse donnee par les participants au contenu presente dans la semaine une, sur le modele de la communaut...
University development and administration, Dec 31, 2022
EdMedia: World Conference on Educational Media and Technology, Jun 23, 2014
IGI Global eBooks, Jun 21, 2012
This chapter describes the Networked Learning Framework (NLF), a networked learning model utilize... more This chapter describes the Networked Learning Framework (NLF), a networked learning model utilized in the development of a networked teacher professional development (nTPD) program. The NLF is a model which combines the use of social media tools found in common social networking sites with guided online activities to deliver innovative and engaging learning opportunities. One implementation of the NLF, the nTPD Courselet, delivered in a social networking site for Alberta teachers, is described in detail. Teachers report that the sharing of resources, reflective blogs, and collegial discussions are the most valuable outcomes of nTPD Courselets. Design principals and factors for designers of faculty PD developers to follow when using the Networked Learning Framework, as well as descriptions of two other NLF implementations, are presented in the chapter. Further research to identify effective supports for social networking novices and ways to build online facilitator capacity are needed.
This paper presents initial findings of a qualitative study exploring K-12 leadership approaches ... more This paper presents initial findings of a qualitative study exploring K-12 leadership approaches that utilize external professional development (PD) support. The pilot study consisted of 19 questions asked in a semi-structured interview. Results of the study indicate that school ...
First Monday, Dec 1, 2018
Open educational resource (OER) barriers, incentives, and benefits are at the forefront of educat... more Open educational resource (OER) barriers, incentives, and benefits are at the forefront of educator and institution interests as global use of OER evolves. Research into OER use, perceptions, costs, and outcomes is becoming more prevalent; however, it is still in its infancy. Understanding barriers to full adoption, administration, and acceptance of OER is paramount to fully supporting its growth and success in education worldwide. The purpose of this research was to replicate and extend Kursun, Cagiltay, and Can’s (2014) Turkish study to include international participants. Kursun, et al. surveyed OpenCourseWare (OCW) faculty on their perceptions of OER barriers, incentives, and benefits. Through replication, these findings provide a glimpse into the reality of the international educators’ perceptions of barriers, incentives, and benefits of OER use to assist in the creation of practical solutions and actions for both policy makers and educators alike. The results of this replication study indicate that barriers to OER include institutional policy, lack of incentives, and a need for more support and education in the creating, using, and sharing of instructional materials. A major benefit to OER identified by educators is the continued collegial atmosphere of sharing and lifelong learning.
Society for Information Technology & Teacher Education International Conference, Mar 26, 2018
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017
EdMedia: World Conference on Educational Media and Technology, Jun 22, 2015
University development and administration, 2023
EdMedia: World Conference on Educational Media and Technology, Jun 22, 2015
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 21, 2013
Society for Information Technology & Teacher Education International Conference, Mar 29, 2010
Online teacher professional development (oTPD) is being seen as an opportunity for teachers to ex... more Online teacher professional development (oTPD) is being seen as an opportunity for teachers to explore online learning while engaging with professional development activities at a distance. The context of this pilot study is an online educator's community developed to ...
Professional and practice-based learning, 2022
International Journal of E-learning and Distance Education, 2019
The Introduction to Technology-Enabled Learning (TEL)MOOC was intended to engage teachers worldwi... more The Introduction to Technology-Enabled Learning (TEL)MOOC was intended to engage teachers worldwide who work in any level of education and are interested in technology-enabled learning and Open Educational Resources. This paper investigates the response by participants from post-secondary educational institutions to the content presented in week one of the (TEL)MOOC on the Community of Inquiry (CoI) model, in particular, the benefits and challenges of using the CoI framework in the classroom, whether it is online, blended or face-to-face.
The Introduction to Technology-Enabled Learning (TEL) MOOC was intended to engage teachers worldw... more The Introduction to Technology-Enabled Learning (TEL) MOOC was intended to engage teachers worldwide who work in any level of education and are interested in technology-enabled learning and open educational resources. This paper investigates the response by participants to the content presented in week one on the Community of Inquiry (CoI) model, in particular, the benefits and challenges of using the CoI framework with in the classroom, whether it is online, blended or face-to-face. Titre: Benefices et defis des technologies pour l’apprentissage selon le cadre theorique de la communaute d’apprentissage L’introduction du MOOC sur les technologies pour l’apprentissage visait a engager des enseignants du monde entier qui, quel que soit le niveau auquel ils enseignent, s’interessent aux technologies pour l’apprentissage et aux ressources educatives libres. Cet article traite de la reponse donnee par les participants au contenu presente dans la semaine une, sur le modele de la communaut...