Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0010
A. Poce, Maria Rosaria, Mara Valente, F. Amenduni
The present paper aims to illustrate the reorganization of the second year course “Standards for museum education” of the two-year post-graduate course “Advanced Studies in Museum Education” promoted by the CDM (Museum Education Centre) – Dept. of Education at University Roma Tre, that was carried out during the Covid-19 pandemic, and to analyse the educational strategies adopted in terms of museum educators’ professional development to face the 2020 Covid-19 lockdown of Italian museums and universities. The results, taking into consideration the activities and digital tools proposed, show in university students the efficacy of the course reorganization, in terms of transverse and professional skills development, critical thinking and collaboration in particular. Moreover, the data analysis offers useful indications in terms of university online lectures, e-learning laboratory activities and practices, evaluation tools and methodologies aimed at promoting professional development of in-training museum educators in a university learning context.
{"title":"Redesigning Post-Graduate Courses for Future Museum Educators in Time of a Pandemic: An Experience from University Roma Tre","authors":"A. Poce, Maria Rosaria, Mara Valente, F. Amenduni","doi":"10.38069/edenconf-2021-ac0010","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0010","url":null,"abstract":"The present paper aims to illustrate the reorganization of the second year course “Standards for museum education” of the two-year post-graduate course “Advanced Studies in Museum Education” promoted by the CDM (Museum Education Centre) – Dept. of Education at University Roma Tre, that was carried out during the Covid-19 pandemic, and to analyse the educational strategies adopted in terms of museum educators’ professional development to face the 2020 Covid-19 lockdown of Italian museums and universities. The results, taking into consideration the activities and digital tools proposed, show in university students the efficacy of the course reorganization, in terms of transverse and professional skills development, critical thinking and collaboration in particular. Moreover, the data analysis offers useful indications in terms of university online lectures, e-learning laboratory activities and practices, evaluation tools and methodologies aimed at promoting professional development of in-training museum educators in a university learning context.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124272330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0017
J. Trapani, Maria Cassar, E. Tartari, Veronica Montebello, Adrienne Grech, Michelle Camilleri
The unprecedented COVID-19 pandemic has forced educators individually, and educational institutions collectively, to rethink their teaching and assessment modes. Several universities have seen a sudden shift from traditional face to face teaching and learning to online approaches. The aim of this case study is to share the authors’ experience in the design, coordination, delivery and evaluation of a fully online post-registration programme. Now in its twelfth year, this is an interdisciplinary course and caters for qualified health professionals from various sectors and with various levels of experience seeking a baccalaureate qualification. The paper uses the SWOT analysis technique to highlight the programme’s strengths and weaknesses, and to reflect on its opportunities for, and threats to, further development. In so doing, it discusses some considerations underpinning the shift from a face to face to an online, mainly asynchronous, mode of delivery for this post-registration academic top-up programme. The paper explains the challenges encountered and the lessons learnt through feedback from the students, stakeholders, and external examiners. The good practices that were developed as a result, including strategies to foster a community of learners, may be of interest to, and applied by, educators in other settings.
{"title":"Interprofessional Learning in an Online Programme: A SWOT Analysis","authors":"J. Trapani, Maria Cassar, E. Tartari, Veronica Montebello, Adrienne Grech, Michelle Camilleri","doi":"10.38069/edenconf-2021-ac0017","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0017","url":null,"abstract":"The unprecedented COVID-19 pandemic has forced educators individually, and educational institutions collectively, to rethink their teaching and assessment modes. Several universities have seen a sudden shift from traditional face to face teaching and learning to online approaches. The aim of this case study is to share the authors’ experience in the design, coordination, delivery and evaluation of a fully online post-registration programme. Now in its twelfth year, this is an interdisciplinary course and caters for qualified health professionals from various sectors and with various levels of experience seeking a baccalaureate qualification. The paper uses the SWOT analysis technique to highlight the programme’s strengths and weaknesses, and to reflect on its opportunities for, and threats to, further development. In so doing, it discusses some considerations underpinning the shift from a face to face to an online, mainly asynchronous, mode of delivery for this post-registration academic top-up programme. The paper explains the challenges encountered and the lessons learnt through feedback from the students, stakeholders, and external examiners. The good practices that were developed as a result, including strategies to foster a community of learners, may be of interest to, and applied by, educators in other settings.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129446918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0028
L. Morgado, João Paz, Hugo Pereira, A. Loureiro, Inês Messias, P. Cardoso, Ana Paiva, A. Runa, Carlos Seco, Elisabete Mendes, Márcia de Freitas Vieira, N. R. Oliveira
This proposal is part of an ongoing research and presents the results on the perceptions and pedagogical practices experienced by students from various higher education degrees in Portuguese higher education institutions, during the period of social confinement determined by the Portuguese Government, due to the COVID-19 pandemic. The main objective of the general research was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during the period. The research was based on a mixed methods approach and, in order to address the research objectives and describe the pedagogical practices implemented, specific instruments were developed for data collection. A questionnaire was developed, aimed at students, and interviews aimed at both students and faculty, focusing on technological and pedagogical dimensions, as well as the assessment of the experience. Data collection was carried out after the first lockdown, at the end of the first semester of 2020, and took place in eight higher education institutions. In this paper we will present a preliminary analysis of Questionnaire results related to two dimensions: online communication and assessment.
{"title":"Online Communication and Assessment Practices during the Covid Pandemic: A Study of the Portuguese Higher Education Students’ Perceptions","authors":"L. Morgado, João Paz, Hugo Pereira, A. Loureiro, Inês Messias, P. Cardoso, Ana Paiva, A. Runa, Carlos Seco, Elisabete Mendes, Márcia de Freitas Vieira, N. R. Oliveira","doi":"10.38069/edenconf-2021-ac0028","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0028","url":null,"abstract":"This proposal is part of an ongoing research and presents the results on the perceptions and pedagogical practices experienced by students from various higher education degrees in Portuguese higher education institutions, during the period of social confinement determined by the Portuguese Government, due to the COVID-19 pandemic. The main objective of the general research was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during the period. The research was based on a mixed methods approach and, in order to address the research objectives and describe the pedagogical practices implemented, specific instruments were developed for data collection. A questionnaire was developed, aimed at students, and interviews aimed at both students and faculty, focusing on technological and pedagogical dimensions, as well as the assessment of the experience. Data collection was carried out after the first lockdown, at the end of the first semester of 2020, and took place in eight higher education institutions. In this paper we will present a preliminary analysis of Questionnaire results related to two dimensions: online communication and assessment.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"73 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120994638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0039
Valeria Baudo, David Mezzera
The COVID-19 Pandemic heavily redesigned our lives and our way of teaching and learning. We have witnessed an exponential growth of MOOC enrolment numbers during pandemic as a general world trend, and a big rise in learners in the MOOC platform of Politecnico di Milano. In this paper we will share insights collected from Polimi Open Knowledge during 2020. This analysis enlightens the role of MOOCs for students and citizens during the pandemic, in relation with the specific period of lockdown in Italy.
{"title":"Insights from a MOOC Platform during Covid-19 Pandemic in Italy","authors":"Valeria Baudo, David Mezzera","doi":"10.38069/edenconf-2021-ac0039","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0039","url":null,"abstract":"The COVID-19 Pandemic heavily redesigned our lives and our way of teaching and learning. We have witnessed an exponential growth of MOOC enrolment numbers during pandemic as a general world trend, and a big rise in learners in the MOOC platform of Politecnico di Milano. In this paper we will share insights collected from Polimi Open Knowledge during 2020. This analysis enlightens the role of MOOCs for students and citizens during the pandemic, in relation with the specific period of lockdown in Italy.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124096674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0008
K. Goeman, W. Dijkstra
The pandemic has urged European universities and other institutions of higher education to switch in a very limited time from on-campus to remote teaching or to teaching modes that combine online and face-to-face activities. Instructors, as well as other course designers and support service staff are in search of evidence-based frameworks that show how to incorporate proven blended scenarios, adapted to their context. Between 2017 and 2020 seven European project partners collaborated in order to establish a conceptual and operational framework for blended education and teaching, labelled as the European Maturity Model for Blended Education. Its aim is to map blended learning practices, conditions, strategies and policies in a systematic manner and to empower higher education institutions to achieve up-scaled blended courses. In this contribution, we focus on what has been developed with regard to the course level. First, we describe the dimensions and indicators of the model, next we indicate blended courses might be altered in terms of their level of maturity using a series of guidelines and open-source tools and materials. We conclude by proposing how to employ the guidelines in a workshop setting.
{"title":"Creating Mature Blended Courses: The European Maturity Model Guidelines","authors":"K. Goeman, W. Dijkstra","doi":"10.38069/edenconf-2021-ac0008","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0008","url":null,"abstract":"The pandemic has urged European universities and other institutions of higher education to switch in a very limited time from on-campus to remote teaching or to teaching modes that combine online and face-to-face activities. Instructors, as well as other course designers and support service staff are in search of evidence-based frameworks that show how to incorporate proven blended scenarios, adapted to their context. Between 2017 and 2020 seven European project partners collaborated in order to establish a conceptual and operational framework for blended education and teaching, labelled as the European Maturity Model for Blended Education. Its aim is to map blended learning practices, conditions, strategies and policies in a systematic manner and to empower higher education institutions to achieve up-scaled blended courses. In this contribution, we focus on what has been developed with regard to the course level. First, we describe the dimensions and indicators of the model, next we indicate blended courses might be altered in terms of their level of maturity using a series of guidelines and open-source tools and materials. We conclude by proposing how to employ the guidelines in a workshop setting.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131893961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0019
Pascale Catoire, Manuel Schneewele, Sonia Tesson, Elodie Tricard
The lockdown, announced on March 16, 2020, led to a massive use of digital tools to offer pedagogical continuity. The objective of this exploratory research is to highlight the digital practices of 1, 994 teachers took part in this research from May to July 2020. A questionnaire measuring their digital practices during the lockdown, as well as the factors of change, was sent to them by email. Although the use of digital tools increased during the lockdown, the underlying pedagogical practices have not changed much. Teachers report that they mainly used digital tools to maintain communication as well as for the deposit, storage and sharing of content, thereby reproducing what is done in class. The results of this study targeting teachers’ practices support the idea that the appropriation of digital tools should be considered over a long period of time and through a change in teaching practices.
{"title":"Remote Teaching during the Lockdown – Evolutions and Transformations of Pedagogical Practices","authors":"Pascale Catoire, Manuel Schneewele, Sonia Tesson, Elodie Tricard","doi":"10.38069/edenconf-2021-ac0019","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0019","url":null,"abstract":"The lockdown, announced on March 16, 2020, led to a massive use of digital tools to offer pedagogical continuity. The objective of this exploratory research is to highlight the digital practices of 1, 994 teachers took part in this research from May to July 2020. A questionnaire measuring their digital practices during the lockdown, as well as the factors of change, was sent to them by email. Although the use of digital tools increased during the lockdown, the underlying pedagogical practices have not changed much. Teachers report that they mainly used digital tools to maintain communication as well as for the deposit, storage and sharing of content, thereby reproducing what is done in class. The results of this study targeting teachers’ practices support the idea that the appropriation of digital tools should be considered over a long period of time and through a change in teaching practices.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132086454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0034
M. Marchisio, A. Barana, C. Fissore, M. Pulvirenti
Because of the Covid-19 pandemic, the need to promote digital education has been felt even more, bringing the DELTA Research Group to reflect on how digital education could optimally facilitate the creation of an educating community able to promote and support educational success exclusively through distance learning. In order to answer, in this paper the experience of the 2019/2020 edition of “Scuola dei Compiti” (a recovery project for secondary schools of the poorest suburbs of Turin) is analysed in the perspective of the priority strategies illustrated in the Digital Education Action Plan for the period 2021-2027. Results will show that this was a forerunner experience perfectly in line with the principles and directions outlined in the document. Moreover, thanks to digital education, even a peculiar edition of the project such as this one has been a success: in fact, it has allowed students to improve from a cognitive and metacognitive point of view, even during a time that was very difficult for some families.
由于2019冠状病毒病大流行，人们更加感受到促进数字教育的必要性，这促使DELTA研究小组思考，数字教育如何以最佳方式促进创建一个教育社区，能够通过远程学习促进和支持教育成功。为了回答这个问题，本文从2021-2027年数字教育行动计划中所阐述的优先战略的角度，分析了2019/2020年版“Scuola dei Compiti”(都灵最贫困郊区中学的恢复项目)的经验。结果将表明，这是一个先驱性的经验，完全符合文件中概述的原则和方向。此外，由于数字教育，即使是像这个项目这样的特殊版本也取得了成功:事实上，它使学生从认知和元认知的角度得到了提高，即使在一些家庭非常困难的时候。
{"title":"Digital Education to Foster the Success of Students in Difficulty in Line with the Digital Education Action Plan","authors":"M. Marchisio, A. Barana, C. Fissore, M. Pulvirenti","doi":"10.38069/edenconf-2021-ac0034","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0034","url":null,"abstract":"Because of the Covid-19 pandemic, the need to promote digital education has been felt even more, bringing the DELTA Research Group to reflect on how digital education could optimally facilitate the creation of an educating community able to promote and support educational success exclusively through distance learning. In order to answer, in this paper the experience of the 2019/2020 edition of “Scuola dei Compiti” (a recovery project for secondary schools of the poorest suburbs of Turin) is analysed in the perspective of the priority strategies illustrated in the Digital Education Action Plan for the period 2021-2027. Results will show that this was a forerunner experience perfectly in line with the principles and directions outlined in the document. Moreover, thanks to digital education, even a peculiar edition of the project such as this one has been a success: in fact, it has allowed students to improve from a cognitive and metacognitive point of view, even during a time that was very difficult for some families.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129234224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0003
B. Guerrero
In institutions such as the National University of Distance Education (UNED), where students must take a leading role in their own learning processes in order to be academically successful, the learning strategies, understood as a series of cognitive, metacognitive, motivational, self-regulation, emotional and support aspects, take on maximum importance. In order to establish relationships between learning strategies and the educational guidance needs of new students at the UNED, a pilot study was carried out with students of the Degree in Psychology in March 2021, who responded to the CEVEAPEU tool developed by Gargallo et al. (2009). The data shows that, at the beginning of their degree studies, students have good learning strategies. In addition to all the initial information and advice provided by the institution, it is appropriate for guidance services to provide specific guidance on a sustained basis throughout the first year, cushioning the effect of changes that may occur in learning strategies, thus helping to prevent many dropouts.
{"title":"Link between Learning Strategies and Educational Guidance Needs – A Pilot Study with New Students at UNED","authors":"B. Guerrero","doi":"10.38069/edenconf-2021-ac0003","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0003","url":null,"abstract":"In institutions such as the National University of Distance Education (UNED), where students must take a leading role in their own learning processes in order to be academically successful, the learning strategies, understood as a series of cognitive, metacognitive, motivational, self-regulation, emotional and support aspects, take on maximum importance. In order to establish relationships between learning strategies and the educational guidance needs of new students at the UNED, a pilot study was carried out with students of the Degree in Psychology in March 2021, who responded to the CEVEAPEU tool developed by Gargallo et al. (2009). The data shows that, at the beginning of their degree studies, students have good learning strategies. In addition to all the initial information and advice provided by the institution, it is appropriate for guidance services to provide specific guidance on a sustained basis throughout the first year, cushioning the effect of changes that may occur in learning strategies, thus helping to prevent many dropouts.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121714973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0051
Barbi Svetec, B. Divjak
This paper presents a pilot research of approaches taken by European Union (EU) Member States (MSs) in the emergency response to the COVID-19 crisis in pre-tertiary education. It includes a multi-case study of four MSs, examining their education systems’ digital readiness and “fitness for change”, as well as decision-making practices. We use the Cynefin framework of decision contexts to explore different paths in shifting from chaos to complexity. The preliminary findings of this research indicate that a factor positively influencing education systems’ response was not exclusively their digital readiness, but also “fitness” in terms of ongoing reforms and preparedness for change. The findings also suggest that MSs generally continued with their usual decision-making practices, with tendencies towards centralisation of crucial decisions, which is in line with the Cynefin framework, arguing for stronger leadership in chaotic contexts.
{"title":"Emergency Responses to the COVID-19 Crisis in Education: A Shift from Chaos to Complexity","authors":"Barbi Svetec, B. Divjak","doi":"10.38069/edenconf-2021-ac0051","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0051","url":null,"abstract":"This paper presents a pilot research of approaches taken by European Union (EU) Member States (MSs) in the emergency response to the COVID-19 crisis in pre-tertiary education. It includes a multi-case study of four MSs, examining their education systems’ digital readiness and “fitness for change”, as well as decision-making practices. We use the Cynefin framework of decision contexts to explore different paths in shifting from chaos to complexity. The preliminary findings of this research indicate that a factor positively influencing education systems’ response was not exclusively their digital readiness, but also “fitness” in terms of ongoing reforms and preparedness for change. The findings also suggest that MSs generally continued with their usual decision-making practices, with tendencies towards centralisation of crucial decisions, which is in line with the Cynefin framework, arguing for stronger leadership in chaotic contexts.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125057275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0031
Elena Bárcena, T. Read, Monica Vilhelm
This article builds on a body of literature (e.g., Daniel, 2012; Portmess, 2013; O’Mahony Salmon, 2014) where the potential of MOOCs for the democratization of knowledge has been claimed. The authors highlight four key characteristics that have been seen to be essential in the design, development and deployment of open online courses for vulnerable groups, in order to maximise student participation, interaction, and learning in such educational scenarios. These characteristics are instructional design for social inclusion, three degrees of accessibility, inclusive language, and Activeness. They will be analysed from a practical and experiential perspective in the context of a Language MOOC (massive open online course) developed by the authors’ research group, although they are relevant for any other type of open online course. They will be argued to facilitate any future access to information in general, once the course has finished, and as such, represent a catalyst for the democratization of knowledge.
{"title":"Open Online Courses and the Democratization of Knowledge for Vulnerable Groups","authors":"Elena Bárcena, T. Read, Monica Vilhelm","doi":"10.38069/edenconf-2021-ac0031","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0031","url":null,"abstract":"This article builds on a body of literature (e.g., Daniel, 2012; Portmess, 2013; O’Mahony Salmon, 2014) where the potential of MOOCs for the democratization of knowledge has been claimed. The authors highlight four key characteristics that have been seen to be essential in the design, development and deployment of open online courses for vulnerable groups, in order to maximise student participation, interaction, and learning in such educational scenarios. These characteristics are instructional design for social inclusion, three degrees of accessibility, inclusive language, and Activeness. They will be analysed from a practical and experiential perspective in the context of a Language MOOC (massive open online course) developed by the authors’ research group, although they are relevant for any other type of open online course. They will be argued to facilitate any future access to information in general, once the course has finished, and as such, represent a catalyst for the democratization of knowledge.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132471695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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