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Article
Publication date: 13 February 2017

Aldilla Dharmasasmita, Helen Puntha and Petra Molthan-Hill

The purpose of this paper is to present a food-themed project at Nottingham Trent University, the Sustainability in Practice (SiP) Certificate, which has adopted a…

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Abstract

Purpose

The purpose of this paper is to present a food-themed project at Nottingham Trent University, the Sustainability in Practice (SiP) Certificate, which has adopted a supra-disciplinary approach involving a collaborative enquiry into food sustainability through a flexible online course open to all staff and students.

Design/methodology/approach

The paper will describe the pedagogical approach of the certificate’s online and offline components, the various activities undertaken by participants and the digital tools used to encourage collaboration and skills development. Reflection on participant feedback is incorporated, and special attention is given to how the design of SiP equips students with the skills needed to solve sustainable challenges.

Findings

Feedback from previous participants indicated that despite high engagement in the SiP online discussion forums, there was a desire to go beyond theoretical discussion; students wanted to get actively involved in some practical challenges. “Sustainability Challenge Days” are therefore now offered and comprise in-person discussion, volunteering and collaborative group learning to complement the online course. This practice element as well as the crowdsourcing of sustainable solutions within SiP are described in detail in this paper.

Research limitations/implications

Although estimately 1,000 students have taken the SiP to date, SiP Challenge Day was only piloted this year, following recommendations by student focus groups in 2014 and 2015. Focus groups have not yet been undertaken for the 2015/2016 cohort. The feedback included in this paper is based only on students who participated in the Challenge Days. Analysis of the feedback forms indicates that the 2015/2016 SiP Challenge Days have constituted a promising pilot project, and, therefore, organisation of Challenge Days for the next academic year is already in progress, with two additional themes already in placed.

Practical implications

The SiP Challenge Day events have provided the opportunities for students from across all disciplines to discuss, collaborate and thus find solutions to a contemporary sustainability topic: food scarcity and accessibility. Hence, it has facilitated inter and supradisciplinary learning, a skill that is seldom available in a conventional lecture and/or seminar teaching environment.

Social implications

Activities in the SiP Challenge Day events included group discussions, team working and presentations. Some of the feedback received from students have included how they have enjoyed exchanging ideas from colleagues in different schools and culture, as the exchange have had them to consider different opinions and perspectives from other disciplines, culturally.

Originality/value

While a focus on sustainability within higher education curriculum is on the increase, it is still usual for universities to adopt a mono-disciplinary approach to addressing sustainability. This paper illustrates how using the digital world, higher education institutions can adopt a supra-disciplinary approach to facilitate students in addressing real-world sustainability problems. Additionally, how practical sessions can complement students’ digital learning in sustainability is also included in this paper.

Open Access
Article
Publication date: 2 May 2017

Shironica P. Karunanayaka and Som Naidu

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…

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Abstract

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 design-based 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 aspects – instructional resource use, pedagogical perspectives and pedagogical practices. Based on the four stages of the DBR approach – analysis, 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 dimensions – enhancements 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 innovative practices towards OEP. This provides valuable insights for improved design solutions for future interventions in similar contexts.

Details

Asian Association of Open Universities Journal, vol. 12 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Article
Publication date: 13 February 2017

Danish Mishra, Steve Cayzer and Tracey Madden

The purpose of this paper is to explore the nature of interactions between learners in a massive open online course (MOOC), particularly role of the tutors in such interactions…

Abstract

Purpose

The purpose of this paper is to explore the nature of interactions between learners in a massive open online course (MOOC), particularly role of the tutors in such interactions. For educators concerned with sustainability literacy, the authors are necessarily both affected by, and effectors of, digital pedagogies. The call for papers for this special issue challenged the authors to consider whether digital pedagogies are “supportive of sustainability or perpetuators of unsustainability”. As might be expected, this question is not a simple binary choice and the authors have chosen to address it indirectly, by considering the nature of interaction in a global, digitally connected community of learners. In particular, the changing role of tutors in these communities, and the possible implications of this change on sustainable literacy, are examined.

Design/methodology/approach

The authors focus on the “Sustainability for Professionals” massive open online course (MOOC) delivered by the University of Bath on the FutureLearn platform which hosts the “Inside Cancer” MOOC, also from Bath. “Sustainability for Professionals” is pedagogically connectivist, with “Inside Cancer” being more traditional and instructor led. The authors used social network analysis (SNA) for the research. It is a key tool to understand interactions in an online environment and allows quantitative comparison between different networks and thus between courses. In the context of digital pedagogy, the authors used a number of relevant SNA metrics to carry out analysis of MOOC network structures.

Findings

It was found that MOOCs are different in their network structure but tend to adapt to the subject matter. Digital pedagogies for sustainability result in a qualitative as well as quantitative change in learning where course design affects the learning process and gatekeepers are critical for information flow. These gatekeepers are distinct from tutors in the network. In such a network, tutors’ role is limited to course delivery and verifying, depending on course content, the information within the network. The analysis shows that network learning is dependent on course design and content, and gatekeepers exercise influence over the information within the network.

Originality/value

This study has implications for sustainability literacy. The authors examined the extent to which patterns of interaction in the network affect the learning process, and how this can help participants engage with the concept of sustainability. They used SNA to explore the nature of interaction between learners in a MOOC, particularly the role of the tutors in mediating such interactions. They also found that tutors can and do take a central role in early runs of the MOOC; however, with the subsequent runs, the removal of tutor nodes has little effect, suggesting that different modes of learning driven by participants are possible in a MOOC community.

Details

On the Horizon, vol. 25 no. 1
Type: Research Article
ISSN: 1074-8121

Keywords

Article
Publication date: 1 March 2002

Melina L. Gallo

This research investigates the ways in which English as a second language (ESL) learners used autodocumentary photography in a learner centered workplace literacy program to solve…

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Abstract

This research investigates the ways in which English as a second language (ESL) learners used autodocumentary photography in a learner centered workplace literacy program to solve problems and facilitate language learning. By using learner‐generated photos and stories as the basis for the curriculum in a critical approach to literacy, insights were gained into the ways in which these workers perceived their lives and learning in a new culture. Additionally, the ways in which they adapted to and changed the environment of their workplace were assessed. Implications for workplace educators include the responsibilities to foster the development of critical awareness and empowerment in learners and to consider the transformative possibilities of workplace learning.

Details

Journal of Workplace Learning, vol. 14 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 25 October 2022

Verena Roberts

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in…

Abstract

Purpose

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in K-12 learning contexts. This study aims to examine the potential of open education theories and open practices in high school learning environments.

Design/methodology/approach

Using a design-based research approach, this study used the open learning design intervention framework to examine the experiences of a researcher, a teacher and Grade 10 students who expanded their learning from formal to informal learning environments by integrating open educational practices (OEP). The research occurred through three specific phases with iterative cycles that were responsive to research participants and data analysis at each phase.

Findings

The key findings suggest that open learning in high school is dependent upon opportunities for learners to co-design personally relevant learning pathways. The emerging design framework highlighted the need to emphasize the complexity of the students’ lived experiences in connection with the curriculum (formal learning environments) to promote a diversity of perspectives and shared connections (in informal learning environments). Second, learners need the opportunity to share their learning experiences collaboratively and individually by transparently demonstrating their learning processes in relevant ways and open practices provide the digital and community spaces to share knowledge. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends the boundaries of formal learning environments.

Originality/value

This study expands the current conceptual framework of open learning design by contributing a K-12 lens from which to consider the potential of OEP to promote personal learning pathways. Although the research considered a K-12 context, the OLDI Framework can be extended upon and used in any open learning design context including higher education.

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 1 December 2002

David Beckett, Zoë Agashae and Valerie Oliver

Assisted by new software and driven by internal budgets, managers’ “just‐in‐time training” is emerging as an interesting aspect of workplace learning, not least because it…

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Abstract

Assisted by new software and driven by internal budgets, managers’ “just‐in‐time training” is emerging as an interesting aspect of workplace learning, not least because it provokes re‐consideration of adult learning principles, and perhaps of educative understanding itself.

Details

Journal of Workplace Learning, vol. 14 no. 8
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 28 March 2008

Simon Shurville, Thomas (Barry) O'Grady and Peter Mayall

This paper aims to provide context for papers in this special issue on Australasian e‐learning. The paper aims to examine the background to Australian flexible and transnational…

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Abstract

Purpose

This paper aims to provide context for papers in this special issue on Australasian e‐learning. The paper aims to examine the background to Australian flexible and transnational education and to evaluate the educational and intuitional flexibility of three typical products of the Australian educational software industry.

Design/methodology/approach

The history of Australian distance education is summarised and drivers for flexible education are presented. A model of flexible educational software is introduced with three dimensions: educational, institutional and support/training. Three educational software products are informally reviewed using this model to establish that the current generation of Australian educational software offers significant educational and institutional flexibility.

Findings

The three examples of Australian educational software rate highly in both educational and institutional flexibility and also offer excellent support.

Research limitations/implications

The existence of hot spots of educational technology innovation in relatively isolated areas such as Perth and Tasmania warrants further investigation.

Practical implications

The Australian educational software industry produces extremely flexible products with excellent support that are worthy of consideration by international customers. Policy makers in Australia are alerted that current policies in ICT off shoring and the Australian Research Quality Framework (equivalent to the British Research Assessment Exercise) may threaten this industry, which contributes to sizable exports in transnational education.

Originality/value

The paper brings the flexible nature of Australian educational software to light for an international audience.

Details

Campus-Wide Information Systems, vol. 25 no. 2
Type: Research Article
ISSN: 1065-0741

Keywords

Article
Publication date: 4 February 2021

Abdel Karim Halabi

This paper aims to describe how the COVID-19 pivot to online teaching enabled a student-produced podcast assessment to be created and substituted for the final examination in an…

Abstract

Purpose

This paper aims to describe how the COVID-19 pivot to online teaching enabled a student-produced podcast assessment to be created and substituted for the final examination in an MBA accounting course.

Design/methodology/approach

This paper provides instructors’ reflections and feedback from students on the usefulness of podcasts as an assessment tool in accounting education. Also included are the assignment instructions and a marking rubric which can be adapted as a sharing network.

Findings

The pivot to the authentic podcast assessment proved to be a very positive outcome during COVID-19 for instructors and students. The students embraced and enjoyed the task, and importantly it was an efficient learning experience that connected theory to practice, while preserving authenticity.

Originality/value

Podcasts have grown in popularity and have been widely used with students as receivers. The accounting education literature is however devoid of instances where podcasts have been used as an assessment tool. Although the assessment was changed because of the COVID-19 pandemic, it has ongoing applicability as a useful assignment in future semesters.

Details

Accounting Research Journal, vol. 34 no. 2
Type: Research Article
ISSN: 1030-9616

Keywords

Article
Publication date: 19 December 2018

Caroline Haythornthwaite

This is paper is concerned with the learning outcomes associated with connectivity through online networks, open online exchange and wider changes associated with contemporary…

Abstract

Purpose

This is paper is concerned with the learning outcomes associated with connectivity through online networks, open online exchange and wider changes associated with contemporary information practices. The theme of connectivity is used here to capture both the detailed specificity of relations that define networks of learners and the ambient effect of wide accessibility to resources and people through open, online forums.

Design/methodology/approach

The paper follows the idea of a network from the ground up, outlining the social network perspective as a way to consider the foundational bases of learning and networks, as well as the effect of ambient influence. The paper addresses the ways learning may be viewed as a social network relation, an interpersonal relationship and an outcome of interaction and connectivity, and how network connectivity can be used as input for design for learning.

Findings

The paper presents a range of perspectives and studies that view learning from a social network and connectivity perspective, emphasizing both the person-to-person connectivity of a learning tie and the impact of contemporary data and information sharing through the dynamics of open contributory practice.

Practical implications

The outcome of connectivity in the service of learning is bound up with digital information practices, including individual practices of search, retrieval, participation, knowledge dissemination, knowledge construction and more. This paper provides a network perspective on learning relations that accommodates analysis in online and offline environments, but incorporates attention to the open, online retrieval and contributory practices that now influence learning practices and which may support design of new learning environments.

Originality/value

This paper offers insight into the way social networks and connectivity combine to show network relations, relationships, outcomes and design input at the actor, network and societal levels.

Details

Information and Learning Sciences, vol. 120 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 6 June 2016

Charlene L. Al-Qallaf and Afaf S.R. Al-Mutairi

This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social…

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Abstract

Purpose

This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social media tools and digital literacy in school environments.

Design/methodology/approach

A three-step approach was used to collect both qualitative and quantitative data. First, the blogs of 23 fifth-grade students in an EFL class in Kuwait was analysed for one semester along with student perceptions and teacher observations. Second, a survey was distributed to the students at the end of the semester, and finally, four focus groups were conducted regarding educators’ perceptions on the use of social media, their skills and needs and problems encountered.

Findings

The findings showed that by the end of the semester, students were writing lengthy sentences, had fewer spelling and grammatical mistakes, were more motivated and independent and displayed a more positive attitude towards learning EFL. In addition, educators are enthusiastic about using Web technologies in their teaching practices but have several concerns such as digital literacy competencies, technology-use behaviour and lack of accessibility to digital content.

Research limitations/implications

The number of questions on the student survey could be reduced. Also, it would be preferable in future studies to require all students to blog at least twice a week which could provide a broader representation of their writing abilities.

Originality/value

Little research has been reported in the literature on the use of blogs in teaching EFL to primary school students. Most literature focuses on teaching EFL to university students. By using a mixed-methodology approach, this study also highlights the needs of educators and students in technology learning environments and makes a good contribution towards offering pragmatic solutions.

Details

The Electronic Library, vol. 34 no. 3
Type: Research Article
ISSN: 0264-0473

Keywords

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