The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

A Case of Problem Based Learning for Cross‑Institutional Collaboration  pp277-285

Chrissi Nerantzi

© Aug 2012 Volume 10 Issue 3, Special ECEL issue, Editor: Sue Greener and Asher Rospigliosi, pp257 - 379

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Abstract

The idea of moving away from battery‑type Academic Development Activities and silo modules and programmes towards open cross‑institutional approaches in line with OEP are explored within this paper based on a recent small‑scale, fully‑online study. This b rought together academics and other professionals who support learning, from different disciplines and professional areas who are studying towards a Postgraduate Certificate (PgCert) in Teaching and Learning in HE/Academic Practice during a facilitated open Problem‑Based Learning (PBL) task around assessment and feedback using freely available social media. The study aimed to explore if and how online PBL can be used within PgCert provisions to provide opportunities to connect, communicate and collabo rate in a community of practice beyond institutional walls. The phenomenographic methodology underpinned this research. Participants experiences in this open Academic Development activity were captured through individual remote interviews, a series of qu estionnaires and reflective accounts. Findings indicate that open online PBL has the potential to enable learners and educators to break out of academic and virtual silos. It also widens collaborative learning within Academic Development in multi‑discipl inary and multi‑institutional groups. Recommendations are made to Academic Developers and other tutors on how to bring learners from different programmes, institutions and countries together online using social media to create the conditions and the envir onment for a meaningful, rich and fruitful exchange and enable collaborative formal and informal learning.

 

Keywords: Open Educational Practice, Academic Development, social media, Problem-based learning, Phenomenography

 

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Journal Article

Open Teaching: a New Way on E‑learning?  pp370-384

Andres Chiappe, Linda L. Lee

© Oct 2017 Volume 15 Issue 5, Editor: Rikke Ørngreen and Karin Levinsen, pp367 - 466

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Abstract

Open Teaching is currently considered an ambiguous and polysemic concept but has nevertheless become a growing global trend in ICT‑based education. To identify key issues on the subject, this article presents a study on Open teaching that combines meta‑synthesis and content analysis of research published over the last twenty years in major peer‑reviewed databases. Six main analytical categories emerge from data, conforming six groups of findings. Those findings show that Open Teaching has been associated with various concepts over the years and that there is no consensus on its meaning in the academic community. The current understanding of Open Teaching, that it is merely related to distance education, thwarts important practical and conceptual possibilities by prioritizing access as its main feature and ignoring important “openness” attributes, such as adaptation, sharing, remixing or collaboration. Moreover, the findings note that the most common means to implement Open Teaching as an ICT‑based practice are derived from the use of Open Educational Resources (OER) and via Massive Open Online Courses (MOOCs) which represents not only a major challenge for active educational practitioners but a new way of conceiving and implementing e‑learning in higher education.

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning

 

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Journal Issue

Volume 15 Issue 5 / Oct 2017  pp367‑466

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial

 

Keywords: Open Teaching; Open Educational Practices; Open Educational Resources; MOOC; Information and Communication Technologies; Open Education; E-learning, E-Resources, e-learning, open and distance education, pre-service teachers, e-Learning practice, continuum, use, e-Teaching, e-Learning, traditional, innovation, systems engineering, systems thinking, systems approach, system dynamics, systems engineering education, systems thinking assessment, educational games, experience accelerator, experiential learning, game-based learning, system analysis and design, systems engineering and theory, simulation, Feasibility, e-learning, Iranian university, strategies, gamification, games and learning, drivers, barriers, teachers, Higher Education, connectivity, subject advisor, integration, curriculum delivery, 21st Century, South Africa, multimedia storytelling; traditional storytelling; foreign language learning; Chinese idiom learning; non-native novices

 

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