8 research outputs found

    Openness in Education, Systems Thinking, and the Practitioner

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    Openness in education can be illustrated as expressions of iterative socio-technological innovations that reduce barriers and create multiple opportunities for practice. Through the convergence of collective intelligence and ICTs, particularly Internet-based applications, openness has been reincarnated as the “new paradigm of social production in the global knowledge economy” (Peters, 2008, p. 10). The ensuing open education renaissance—proliferated through open source, open access, open content, and MOOCs—has radically disrupted the insular worldview of the traditional academy and reignited debate about the purpose and future of formal education. This paper proposes that thinking of openness as a system is a useful construct for examining its complexity, both as a whole and the sum of its parts, in order to gain insights, evaluate, and manage the wide range of possibilities available to educators seeking to respond to changes occurring outside of institutionalized settings

    Immersive Virtual Worlds in Educational Practice: Introducing Educators to Second Life

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    This paper reports outcomes of the second iteration of a longitudinal action research study on the affordances of Second Life for enriched online teaching and learning. Introduction to Second for Educators was a professional development opportunity offered to graduate students, faculty, and administrators as a distance course in spring 2009. Participants’ wiki reflections and exit questionnaires were analyzed to determine the effectiveness of a constructivist instructional design using guided discovery within a supportive Community of Inquiry [CoI]. Results indicate that the constructivist design ensures a level of facilitation requisite to successfully scaffolding novices’ experiential learning inworld. The CoI model is well supported in the data, with some deficits in cognitive presence. Challenges persist in the areas of technology and time. Action items for the Fall 2009 iteration include increasing activities to maximize SL affordances for building, problem solving, and peer collaboration, and adjusting measurement tools for improved future data analysis

    Race Dialogues in Teacher Preparation: Beginning the Conversation

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    This article describes a multicultural instructional activity used within a Master's of Teaching program in the Northwest to engage pre service teachers in critical self-reflection concerning their undestanding of the historical construction of race in the United States of America. The goal of the instructional project was for participants to become aware of their racial dispositions and biases, and consider how teachers' perspectives influence theaching and learning. The instructors-researchesr used theree films within the series, Rce: The Power of an Illusion, as curriculum to engage pre service teachers in critical self-reflection concerning the issues of race. The article describes the teaching strategy, narrative data collection, and critical narrative analysis. Using Critical Race Theory (CRT), the authors provide a critical narrative analysis of the pre service teachers' reflections on viewing the films

    Design Thinking in Inter-professional Contexts

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    Design Thinking (DT) is a method for the practical, creative resolution of problems and the creation of solutions, with the intent of an improved future result. It is a human-centred approach that focuses on users and their needs, encourages brainstorming and prototyping, and supports out-of-the-box thinking that takes wild ideas and transforms them into real-world solutions. In this interactive session, participants will work collaboratively to identify and apply the phases 1-3 of the design thinking process to a problem of practice

    A Socio-Technological Design for an Interprofessional Community of Inquiry in Education & Leadership

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    This poster introduces a socio-technological design for an interprofessional Community of Inquiry (COI) in Education and Leadership. We present an overview of the technological infrastructure used to support the newly launched PhD in Education & Leadership program as well as some of the lines of research that have been initiated as a result of this collaborative partnership between the College of Education and the College of Health Professions at Pacific University

    Interprofessional Use of Story Exchanges for Developing Intercultural Understanding

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    Storytelling can have profound implications for equity work through its ability to generate empathy, develop intercultural communication skills, and provide a creative lens for examining issues of power and privilege. In today’s diverse settings, professionals across disciplines need to be adept at intercultural communication. In this workshop, the facilitators will introduce Story Exchange, a method of interactive storytelling that has been used to develop empathy in school and community settings. We are interested in exploring whether this tool can help in developing deeper understanding of others’ experiences and increase awareness of the location and impact of identity, positionality, and intersectionality within personal and professional narratives. In small groups, participants will be asked to share a personal story related to identity, positionality, and/or intersectionality. We will debrief the story exchange process by asking participants to reflect on what was learned and how story exchange can be used as a tool for advancing equity and cultural responsiveness in professional practice. This workshop will benefit practitioners from various occupations and disciplines through introducing a tool that is accessible, adaptable, and engaging for encouraging inclusive practices and systemic change in schools, workplaces, and communities

    Experiential Learning Theory

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