3,492 research outputs found
El Diploma en Educación en modalidad a distancia. Evaluación de una experiencia piloto
Full text linkEl Diploma en Educación es un postgrado de un año de duración, ofrecido por el Instituto de Educación de la Universidad ORT Uruguay desde el año 1996 y dirigido a docentes en actividad. Conjuntamente con su quinta edición en modalidad presencial, en abril de 2000 comenzó la primera edición del Diploma en Educación en modalidad a distancia. Desde entonces, el Instituto de Educación ha ofrecido el Diploma en ambas modalidades, todos los años. El título obtenido por los participantes es el mismo, independientemente de la modalidad de estudio que elijan. Por ser el primer postgrado para educadores dictado por una universidad uruguaya a través de Internet, se entendió necesario realizar un seguimiento de su desarrollo, en busca de conclusiones que pudieran aplicarse a éste y otros cursos en modalidad a distancia. El trabajo de seguimiento, que abarcó aspectos académicos, tecnológicos y administrativos, estuvo a cargo de Mirian Gregori y Alejandro Armellini, bajo la coordinación general de Enrique Lorenzo. Este artículo presenta una síntesis de los resultados de carácter académico que se desprenden del estudio de seguimiento del Diploma en Educación (modalidad a distancia, edición 2000-2001) y las recomendaciones que surgen de dicho estudio
Student engagement with a content-based learning design
Full text linkWhile learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find answers to their questions? How do they achieve the learning outcomes? This paper aims to answer these questions by focusing on students’ experiences in an online content-based course delivered in a large Mexican organisation. Sales supervisors (n=47) participated as students. Four main data sources were used to evaluate engagement with and learning from the course: surveys (n=40), think-aloud sessions (n=8), activity logs (n=47) and exams (n=43). Findings suggest that: (1) Students engage with a content-based course by following the guidance available and attempting to make the materials relevant to their own context. (2) Students are resourceful when trying to find support. If the materials do not provide the answers to their questions, they search for alternatives such as colleagues to talk to. (3) Content-based online learning designs may be engaging and effective. However, broadening the range of support options available to students may derive in more meaningful, contextualised and rewarding learning experiences
Editorial: Student voice. Listening to students to improve education through digital technologies
Full text linkEl Diploma en Educación en modalidad a distancia. Evaluación de una experiencia piloto
No full textEl Diploma en Educación es un postgrado de un año de duración, ofrecido por el Instituto de Educación de la Universidad ORT Uruguay desde el año 1996 y dirigido a docentes en actividad. Conjuntamente con su quinta edición en modalidad presencial, en abril de 2000 comenzó la primera edición del Diploma en Educación en modalidad a distancia. Desde entonces, el Instituto de Educación ha ofrecido el Diploma en ambas modalidades, todos los años. El título obtenido por los participantes es el mismo, independientemente de la modalidad de estudio que elijan. Por ser el primer postgrado para educadores dictado por una universidad uruguaya a través de Internet, se entendió necesario realizar un seguimiento de su desarrollo, en busca de conclusiones que pudieran aplicarse a éste y otros cursos en modalidad a distancia. El trabajo de seguimiento, que abarcó aspectos académicos, tecnológicos y administrativos, estuvo a cargo de Mirian Gregori y Alejandro Armellini, bajo la coordinación general de Enrique Lorenzo. Este artículo presenta una síntesis de los resultados de carácter académico que se desprenden del estudio de seguimiento del Diploma en Educación (modalidad a distancia, edición 2000-2001) y las recomendaciones que surgen de dicho estudio
Applying the interaction equivalency theorem to online courses in a large organization
No full textFinding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or Education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learner-content, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem
Social presence in the 21st Century: an adjustment to the Community of Inquiry framework
No full textThe Community of Inquiry framework, originally proposed by Garrison, Anderson and Archer (2000) identifies teaching, social and cognitive presences as central to a successful online educational experience. This article presents the findings of a study conducted in Uruguay between 2007 and 2010. The research aimed to establish the role of cognitive, social and teaching presences in the professional development of 40 English language teachers on Continuous Professional Development (CPD) programmes delivered in blended learning settings. The findings suggest that teaching presence and cognitive presence have themselves 'become social'. The research points to social presence as a major lever for engagement, sense-making and peer support. Based on the patterns identified in the study, this article puts forward an adjustment to the Community of Inquiry framework, which shows social presence as more prominent within the teaching and cognitive constructs than the original version of the framework suggests
Open educational practices for curriculum enhancement
Full text linkOpen educational resources (OER) and open educational practices (OEP) are relatively new areas in educational research. How OER and OEP can help practitioners enhance curricula is one of a number of under-researched topics. This article aims to enable practitioners to identify and implement appropriate open practices to enhance higher education curricula. To that aim, we put forward a framework of four open educational practices based on patterns of OER reuse (‘as is’ or adapted), mapped against the processes of curriculum design and delivery. The framework was developed from the in-depth analysis of 20 cases of higher education practitioners, which revealed patterns of OER reuse across disciplines, institutions and needs. For each open practice we offer evidence, examples and ideas for application by practitioners. We also put forward recommendations for institutional policies on OER and OE
The blind spots of secularization
Full text linkAccording to several international surveys Spain is among the western countries with the most negative views of Jews. While quantitative data on the topic accumulates, there is a significant lack of interpretative approaches that might explain the particular Spanish case. This paper presents the background, methodology and major results of a discussion group-based study on antisemitism, which was conducted in Spain in the autumn of 2009. The study identifies and locates in different socio-economic and ideological milieus the range of stereotypical discourses on Jews, Judaism and the Arab–Israeli conflict in Spain. Analysis of the group meetings shows that, despite growing secularization in Spanish society, the central explanatory variable for persisting and resurging antisemitism in this country is still religion in a broad cultural sense.N
Embedding social innovation and social impact across the disciplines: identifying "Changemaker" attributes
No full textPurpose—This paper proposes an attributes framework for embedding “Changemaker”—a university initiative for promoting social innovation and social impact—across the disciplines at the University of Northampton. Design/methodology/approach—The study is based on the authors’ (2014) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: 1) Changemaker as institutional strategy; 2) Changemaker as critical thinking, perspective shifting and problem solving; 3) Changemaker as employability; 4) Changemaker as social betterment and 5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories. Findings—Findings from this literature review inform a taxonomy of Changemaker attributes, which offers a catalogue of skills and behaviours associated with the five conceptions of Changemaker. Research limitations/implications—The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications—The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration toward innovative teaching practice. Originality/value—The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum
Building institutional capability in e-learning design
Full text linkWe detail the research, development and initial outcomes of an intervention process to promote capability building in designing for e‐learning at a dual mode university in the UK. The process, called CARPE DIEM, was built on a pilot study and became a Higher Education Academy ‘Pathfinder’ project named ADELIE. We report on the model workshop, its deployment, research and development over a 12‐month period with a variety of subject groups working in small teams with learning technologists, pedagogical facilitators and librarians. Outcomes include improved scores on an institutional e‐learning benchmarking exercise and increased capability for designing for online activities for students in the Virtual Learning Environment (VLE). The model is stable enough to be tried in other institutions and continues to develop in scope
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