Open educational practices (OEP) in the design of digital competence assessment (original) (raw)
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How Open Education Can Facilitate Digital Competence Development
Psychology Journal: Research Open, 2024
In today's digitalized world, proficiency in digital skills is crucial for employability and academic success in higher education. However, there is a gap between students' perceived and actual digital competence , which is rather limited.This paper explores how open education can foster the development of digital competence in higher education, employing theoretical frameworks alongside a practical example. The article examines theoretical approaches that combine open education concepts, specifically Open Educational Practices (OEP), with the principle of constructive alignment. Open education aims to democratize knowledge access and promote collaboration, making it conducive to digital competence development through OEPs. The principle of constructive alignment emphasizes aligning learning goals, assessments, and activities to foster competence development. One example illustrates the effectiveness of this approach, showing a significant improvement in students' digital competence through participatory Open Educational Resource (OER) production. In conclusion, the paper emphasizes the significance of integrating OEPs into higher education pedagogy to assist students in acquiring essential digital competencies.
Collaborative design of Open Educational Practices: An Assets based approach
Open Praxis, 2018
This paper outlines a collaborative approach to the design of open educational resources (OER) with community stakeholders so they can be shared with other community practitioners openly, online and repurposed for other contexts. We view curriculum not as something that educationalists provide but rather something that emerges as learners engage with an educational context. We draw on a Project consisting of a partnership between five European Institutions of Higher Education and a range of community stakeholder groups. The partnership will develop a suite of OER for community workers who are implementing assets based approaches in different contexts. We argue that these approaches are negotiated in that one cannot decide how they might operate in a given context without engaging in deliberative discussion. The challenge for us as open education practitioners is how to turn those deliberations into OER and to highlight the important pedagogical aspect of the design process.
A design-based approach to support and nurture open educational practices
Asian Association of Open Universities Journal, 2017
Purpose-A critical attribute of open educational practices (OEP) is the pursuit of open scholarship which comprises the release of educational resources under an open licence scheme that permits no-cost access, use, reuse, adaptation, retention and redistribution to others. The degree of openness in relation to this attribute will depend on the context and culture of the place and the people in it. When left to chance, the adoption and practice of open scholarship by educators is at best sketchy. For optimum impact, a design-based approach is essential. A central focus of such an approach will need to target educators' belief systems and practices about their scholarship. Any such work will involve researchers collaborating with practitioners in real-life settings to improve educational practices through iterative analysis, design, development and implementation. The purpose of this paper is to report on how the development and use of such a designbased approach, implemented by the Open University of Sri Lanka, impacted the adoption and uptake of open scholarship among teachers in the Sri Lankan school system in terms of changes in their use of instructional resources, pedagogical thinking and pedagogical practices. Design/methodology/approach-The study adopted a design-based research (DBR) approach (Reeves, 2006), which involved researchers collaboratively working with practitioners in real-life settings to improve their educational practices along three aspectsinstructional resource use, pedagogical perspectives and pedagogical practices. Based on the four stages of the DBR approachanalysis, solution, testing and refinement, and reflection, a professional development intervention programme was designed and implemented to support teachers on the integration of open educational resources (OER) and adoption of OEP in their teaching-learning process. Data collected throughout the process using multiple strategies such as questionnaire surveys, concept mapping, lesson plans, focus group interviews, self-reflections and "stories", were analyzed using both qualitative and quantitative methods. Findings-By the end of the intervention, significant changes were observed in teachers' use of instructional resources, their pedagogical thinking and pedagogical practices. While resource usage has shifted from no or low usage of OER to reuse, revise, remix and creation of OER, the pedagogical thinking and practices of teachers moved from a content-centric and individualized patterns to more constructivist, context centric and collaborative ways. The diffusion of OEP was prominent along two dimensionsenhancements in the individual practices in innovative OER use as well as collaborative practices of sharing of resources, knowledge and good practices. Practical implications-The systematic and flexible methodology adopted based on the DBR approach via a framework designed as a contextualized, process oriented and a self-reflective enquiry has been very useful to support changes in OEP among practitioners over time. Originality/value-This iterative process allowed the researchers to function as "designers", while investigating real-life issues in collaboration with the practitioners through reflective enquiry to further refine
Opening Doors to Open Digital Practice for Educators: The Open Page Project
The Open/Technology in Education, Society, and Scholarship Association Conference, 2021
This paper outlines the design and purpose of an open educational resource (OER) project focused on developing digital literacies and open educational practice (OEP) within a Canadian Faculty of Education. Called The Open Page, the project features a Tool Parade of videos and podcasts created with and by Bachelor of Education (B.Ed.) students). Designed to enable students to build critical and participatory digital literacies with common classroom tools, and to encourage the development of OEP, the project assesses classroom uses of specific educational technology platforms. It also engaged student creators in analysis of various platforms' implications for student data and for differentiated learning. Featured on the University of Windsor Faculty of Education's website, The Open Page and its Tool Parade of OER offer professional development resources for faculty and practicing teachers and contributes to a common conversation about digital learning between educators at all ...
An exploratory literature review on open educational practices
Distance Education, 2018
This paper presents a review of peer-reviewed publications (2007– 2017) on digital open educational practices (OEPs). It explores 10 trends and patterns in this emerging area of study by examining paper abstracts and bibliographic data indexed in the Scopus database using a combination of descriptive statistics, text mining, social network analysis, and content analysis. Findings demonstrated two major strands of OEP research: those who discuss 15 OEP in the context of open educational resources, mostly in terms of open educational resource creation, adoption and use, and those who discuss OEP in relation to other areas, including open scholarship, open learning, open teaching or pedagogy, open systems and architectures, and open source software. 20 Based on the findings of this study and in the light of the broader literature on OEPs, we echo the calls for a need to conceptualize OEPs as a multidimensional and unifying construct.
Empowering University Educators for Contemporary Open and Networked Teaching
2020
The chapter explores the competences that university educators should master in our increasingly digital, open and connected societies in order to fill their role effectively and responsibly. Starting from a brief analysis of the concepts of collaborative learning and open education, we analyse three teachers’ competencies frameworks, focusing on the digital, collaboration and openness aspects of contemporary teaching. We conclude that educators should not build radically new competences but should rather update their competences in line with emerging needs. Also, we notice that some additional competence areas should be developed by educators, if we want them to be able to bridge the work of students in formal and informal settings. We propose six competences areas in this sense: personal data management, capacity to leverage the open web, intercultural digital dialogues, critical view on media, digital ethical issues, accessibility. These areas are becoming increasingly important ...
Creation of open educational resources (OER) and digital and media competences of future teachers
INFORMATION SYSTEMS EDUCATION CONFERENCE ISECON 2024, 2024
The digital and media competencies of future teachers are foundational for driving positive change in education. Recognizing this, and addressing the gaps in new media proficiency among pre-service teachers, a pedagogical experiment was designed to enhance their creative use of new technologies. In the 2023/2024 academic year, a new initiative was introduced at Jagiellonian University, Poland, aimed at improving preservice teachers' knowledge and skills in creating open educational resources (OER). Leveraging the theoretical and diagnostic framework of the international REMEDIS project, a series of activities were conducted over multiple sessions, enabling pre-service teachers to develop their own original OER using video tutorials. Quantitative research conducted during this experiment revealed the following insights: 1) The proposed training model has significantly enhanced teachers' digital competence and shows promise for long-term implementation; 2) However, one area needing improvement is the dissemination of OER (e.g., via YouTube). While YouTube is widely used, this does not necessarily mean that all participants are proficient in uploading videos to popular platforms; 3) As age increases, there is a noticeable decline in digital competence among teachers in certain areas; 4) An effective training program should have highly focused learning objectives related to the essential skills for creating, editing, and sharing OER; 5) Overloading the program with additional digital and media skills does not effectively improve teachers' competence in OER creation.
Approach to Education Innovation Making Use of Open Content
Open education" innovation, which originated in the United States, is becoming widespread all over the world. At the same time, there is a dramatic transition from educator-centric to learner-centric learning through utilization of the Web. We have been researching and developing an education method called "curation learning" in which content and services on the Web are curated and value is added for social learning through collaboration with others as well as creating a platform to support it. In curation learning, people learn through a cycle of actively "searching," "creating," and "engaging," which can not only help learners acquire information and knowledge but also cultivate "21st-century skills" including critical thinking, communication/collaboration ability, and information literacy. This paper describes case studies at universities in the United States using the curation learning method and the platform and presents a future outlook.
2020
The paper introduces the competence framework produced by the OpenGame project, that includes the attitudes, knowledge and skills that educators need to master in order to work with Open Educational Practices (OEP). With this outcome, the OpenGame research team aims at closing the gap between the expanded interest of researchers and practitioners towards a holistic vision of open education and the absence of a shared competence framework that can cover both the creation and/or use of Open Educational resources (OER) and the broader realm of OEP. Starting from literature review complemented with the analysis of 24 open teaching practices, 8 competences have been defined, related to both OER and open pedagogies. The competences relating to OER are: use open licences; search for OER; create, revise, and remix OER; and share OER. The competences relating to open pedagogy are: design open educational experiences; guide students to learn in the open; teach with OER; and implement open ass...