The university as a site of socialisation for sustainability education

This chapter reports on an innovative approach to in-service teacher education focusing on Education for Sustainable Development (ESD) aimed at faculty in a UK university. Building on the underpinning philosophies that characterise sustainability education: participation, experiential learning and authenticity, a module on ESD was designed which at first flipped and then moved beyond the classroom. An online resource was developed to house the necessary declarative content which student-teachers accessed before the class. Class time was then spent within deliberative, dialogic and ‘walkabout’ learning spaces. These included a critically informed tour of the university campus and community exploring the ‘unseen university’, following energy and waste processes, evaluating accessibility and inclusivity and considering the university as an example of an organisation in transition. They also afforded the opportunity for student-teachers to meet key sustainability individuals from procurement, estates, marketing and finances, as well as curriculum champions and of course students themselves. Discussions took place in boiler rooms, on stairwells, in coffee shops and in parks. Following an action research strategy for change leadership, student-teachers collaboratively and critically dissected these experiences and negotiated assignments which were not only informed by these experiences but that sought to address specific sustainability needs identified on our journeying through the university as a manifold learning space. At the end of the course, student-teachers used the UNECE (2012) framework for Competences in Education for Sustainable Development to assess what had been learnt and where to focus ongoing CPD. The course has proved popular in its home institution and has been showcased as an example of good practice by the European Communion through their ‘Lifelong Learning Programme’ (Mader et al. 2014)

Embedding and Sustaining Inclusive Practices in STEM

In the UK, data collected nationally by the Higher Education Statistics Agency has shown persistent differences in degree outcomes for specific student groups, such as students with disabilities. In response to this, the Higher Education Funding Council for England are funding 17 projects to help address these inequalities. Building on its expertise in this area, The Open University is leading the Inclusive STEM project with colleagues from the University of Leeds and Plymouth University to evaluate, scale up and promote inclusive educational practices (focusing on the STEM disciplines but with wider application across higher education). There are challenges with inclusive distance learning, many of which are particularly prevalent in the STEM disciplines because of the use of practical and field activities, and the use of mathematical and symbolic characters. Online and blended learning approaches, including digital access to learning resources, bring opportunities for more inclusive practice, but they can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of all students throughout curriculum design and delivery. The Inclusive STEM project has identified examples of good practice in these areas and is evaluating, improving and scaling these up throughout higher education. This has included surveying staff to better understand their knowledge, skills and perceptions about inclusive teaching and learning. In this presentation, we will present data from three UK universities on staff perceptions and practices regarding accessibility and inclusion; we will explore case study examples of inclusive practice, and we will discuss how these can be applied by practitioners in all areas in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed

Using Technology to Overcome Interprofessional Education Barriers

Common barriers cited for implementing interprofessional education (IPE) and practices are space constraints, scheduling and time conflicts, full curricula, lack of knowledge and skills related to collaborative practice, and accessibility to other disciplines. Due to these significant barriers, IPE necessitates the development of innovative technological teaching modalities, which provide both didactic and experiential approaches. Using Quality Matters™ standards for designing and evaluating online courses, five interprofessional (IP) online learning activities were developed at a large Midwest academic medical center. The Interprofessional Education Collaborative Expert Panel (IPEC, 2011) rationale for IPE and their four domains for collaborative practice were the framework for the learning activities (LA). Using Blackboard™ as the online platform, LA were inserted in selected courses across programs/disciplines in a timed yet asynchronous event for a period of one week. Each LA time commitment was approximately two hours over a five-day week. Students (n = 187) from six professions (advanced practice nurses, physician assistants, medicine, nutrition, medical lab science, and pharmacy) in nine courses participated. There were 32 interprofessional teams facilitated by six faculty members. Team engagement included viewing videos and short narrated Power Points, and completion of quizzes, case studies, self-reflections or other team assignments and discussions. Feedback from students (n=134) was positive with 70% of students either choosing “agree” or “strongly agree. Participation in the LA increased both their interest (M=2.79/4.0) and knowledge (M=2.78/4.0) of IPE and practice. Twenty-eight students specifically noted strengths of the online format in additional comments. The online learning activities provide foundational knowledge and skill development for interprofessional collaborative practice in a virtual environment. In conclusion, preliminary data supports that these online LAs are a novel approach to teaching IPE. Utilizing existing university resources, LAs are a cost effect method to teach and overcome barriers to IPE. Objective 1: By the end of this presentation, the participants will be able to identify at least three barriers or challenges to interprofessional education and collaborative practice. Objective 2: By the end of this presentation, the participants will be able to describe why online learning activities are an effective strategy to overcome barriers to interprofessional education

The current state of accessibility of MOOCs: What are the next steps?

Accessibility focuses on supporting people with disabilities – such as those related to auditory, cognitive, neurological, physical, speech, and vision requirements. Massive Open Online Courses (MOOCs) are no longer a novelty and the technologies associated with them should cater to all users irrespective of their accessibility requirements. In this paper, we will discuss the current state of research related to accessibility of MOOCs. We will then outline a research plan towards developing recommendations for the effective design of accessible MOOCs. The plan includes stages such as developing an evaluation instrument, evaluation of existing MOOCs and conducting empirical research with design teams of MOOCs and learners (MOOC-users)

Can user recommendations be useful for improving MOOCs accessibility? A project for inclusive design and profitable feedback

At present there are no applications which include accessibility revisions for Massive Open Online Courses (MOOCs), neither in the context of MOOCs provider institutions nor from the point of view of any Open Educational Resource (OER) initiative. In this paper an approximation to this problem is presented, in the form of a specific web portal which will offer the possibility for any user to freely judge the accessibility of a certain course and advice about the missing means of meeting user needs or required adaptations. This kind of user feedback can be of great value for the future development of MOOC platforms, courses and the educational resources. The development of this web tool will gather valuable information directly from the users themselves to improve the educational quality and accessibility of these learning environments

The accessibility of administrative processes: Assessing the impacts on students in higher education

Administrative processes that need to be completed to maintain a basic standard of living, to study, or to attain employment, are perceived to create burdens for disabled people. The navigation of information, forms, communications, and assessments to achieve a particular goal raises diverse accessibility issues. In this paper we explore the different types of impacts these processes have on disabled university students. We begin by surveying literature that highlights the systemic characteristics of administrative burdens and barriers for disabled people. We then describe how a participatory research exercise with students led to the development of a survey on these issues. This was completed by 104 respondents with a diverse range of declared disabilities. This provides evidence for a range of impacts, and understanding of the perceived level of challenge of commonly experienced processes. The most common negative impact reported was on stress levels. Other commonly reported impacts include exacerbation of existing conditions, time lost from study, and instances where support was not available in a timely fashion. Processes to apply for disability-related support were more commonly challenging than other types of processes. We use this research to suggest directions for improving accessibility and empowerment in this space

An investigation into the perspectives of providers and learners on MOOC accessibility

An effective open eLearning environment should consider the target learner’s abilities, learning goals, where learning takes place, and which specific device(s) the learner uses. MOOC platforms struggle to take these factors into account and typically are not accessible, inhibiting access to environments that are intended to be open to all. A series of research initiatives are described that are intended to benefit MOOC providers in achieving greater accessibility and disabled learners to improve their lifelong learning and re-skilling. In this paper, we first outline the rationale, the research questions, and the methodology. The research approach includes interviews, online surveys and a MOOC accessibility audit; we also include factors such the risk management of the research programme and ethical considerations when conducting research with vulnerable learners. Preliminary results are presented from interviews with providers and experts and from analysis of surveys of learners. Finally, we outline the future research opportunities. This paper is framed within the context of the Doctoral Consortium organised at the TEEM'17 conference

Online Journals Influence amongst Iranian Universities

Ranking is one of the key measures for evaluating universities.  Progress of research at universities is often measured by the rate of its publications.  It is also common knowledge in the field of research that journal publications owe their success to their impact factor.  However, one of the contributing factors that affect a journal's impact factor is the accessibility and availability of its content.  The law of statistics suggests that publishing an electronic version of the journal content through online publications is likely to boost the visibility of a journal; hence, improving the impact factor.  The ability to publish electronically is often received favorably by the research community. Despite advances in electronic journal publishing, only recently, online journals have made their way into Iranian university journal publishing.  This paper evaluates and reports on the extent of online journal publications among Iranian universities.  For the purposes of this study, 653 journals published by 183 universities were studied.  The results reveal that 66.7% of all universities have online copies of their journals.  This study is carried out for three categories of universities; the Ministry of Health and medical Education universities, the Ministry of Science, Research, and Technology universities(MSRT), and Islamic Azad University Branches(IAU)

Innovation in Pedagogy and Technology Symposium: University of Nebraska, May 8, 2018

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services. University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE Technology has forever changed the landscape of higher education and continues to do so—often at a rapid pace. At the University of Nebraska, we strive to embrace technology to enhance both teaching and learning, to provide key support systems and meet institutional goals. The Innovation in Pedagogy and Technology Symposium is designed for any NU administrator, faculty or staff member who is involved in the use of technology in education at all levels. Past events have drawn over 500 NU faculty, staff and IT professionals from across the four campuses for a day of discovery and networking. The 2018 event was held in downtown Lincoln. The schedule included: • Presentations by University of Nebraska faculty, staff and administrators • Concurrent sessions focused on pedagogy/instructional design, support and administrative strategies and emerging technologies • Panel discussions • Roundtable discussions and networking time • Sponsor exhibits • Continental breakfast and lunch Keynote Presentation: Learning How to Learn: Powerful Mental Tools to Help You Master Tough Subjects • Barbara Oakley, Ph.D., Oakland University Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research • Tanya Joosten, University of Wisconsin-Milwaukee Synchronous Online & In Person Classrooms: Challenges & Rewards Five Years Into Practice • Elsbeth Magilton We Nudge and You Can Too: Improving Outcomes with an Emailed Nudge • Ben Smith It Takes a System to Build an Affordable Content Program • Brad Severa, Jane Petersen, Kimberly Carlson, Betty Jacques, Brian Moore, Andrew Cano, Michael Jolley Five Generations: Preparing Multiple Generations of Learners for a Multi-Generational Workforce • Olimpia Leite-Trambly, Sharon Obasi., Toni Hill Schedule NU! Schedule SC! • Cheri Polenske, Jean Padrnos, Corrie Svehla See It & Believe It (Assessing Professional Behaviors & Clinical Reasoning with Video Assignments) • Grace Johnson, Megan Frazee Group Portfolios as a Gateway to Creativity, Collaboration & Synergy in an Environment Course • Katherine Nashleanas Learning to Learn Online: Helping Online Students Navigate Online Learning • Suzanne Withem Beyond Closed Captioning: The Other ADA Accessibility Requirements • Analisa McMillan, Peggy Moore (UNMC) Using Interactive Digital Wall (iWall) Technology to Promote Active Learning • Cheryl Thompson, Suhasini Kotcherlakota, Patrick Rejda, Paul Dye Cybersecurity Threats & Challenges • JR Noble Digital Badges: A Focus on Skill Acquisition • Benjamin Malczyk Creating a Student Success Center Transitioning Graduate Students to an Online Community • Brian Wilson, Christina Yao, Erica DeFrain, Andrew Cano Male Allies: Supporting an Inclusive Environment in ITS • Heath Tuttle (, Wes Juranek Featured Extended Presentation: Broaden Your Passion! Encouraging Women in STEM • Barbara Oakley, Oakland University in Rochester, Michigan Students as Creative Forces to Enhance Curriculum via E-Learning • Betsy Becker, Peggy Moore, Dele Davies Rethinking Visual Communication Curriculum: The Success of Emporium Style • Adam Wagler (UNL), Katie Krcmarik, Alan Eno A Course Delivery Evolution: Moving from Lecture to Online to a Flipped Classroom • Kim Michael, Tanya Custer Enhancing the Quality of Online Teaching via Collaborative Course Development • B. Jean Mandernach, Steve McGahan Collaborating Across NU for Accessible Video • Heath Tuttle, Jane Petersen, Jaci Lindburg Structuring Security for Success • Matt Morton, Rick Haugerud Future Directions for University of Nebraska Wireless Networking • Brian Cox, Jay Wilmes Using Learning Analytics in Canvas to Improve Online Learning • Martonia Gaskill,, Phu Vu, Broaden Your Passion! Encouraging Women in STEM • Featured Speaker: Barbara Oakley, Oakland University in Rochester, MI Translating Studio Courses Online • Claire Amy Schultz Hidden Treasures: Lesser Known Secrets of Canvas • Julie Gregg, Melissa Diers, Analisa McMillan Your Learners, Their Devices & You: Incorporating BYOD Technology into Your Didactics • Tedd Welniak Extending the Conversation about Teaching with Technology • Marlina Davidson, Timi Barone, Dana Richter-Egger, Schuetzler, Jaci Lindburg Scaling up Student Assessment: Issues and Solutions • Paul van Vliet Closing Keynote: Navigating Change: It’s a Whitewater Adventure • Marjorie J. Kostelnik, Professor and Senior Associate to the President doi 10.13014/K2Q23XFDhttps://digitalcommons.unl.edu/zeabook/1068/thumbnail.jp

YourMOOC4all: a MOOCs inclusive design and useful feedback research project

User feedback can be of great value for the development of guidelines to design MOOC platforms, courses, and open educational resources. Considering other learners’ experiences may benefit the development of course recommender systems that consider not only the quality of the content but also the level of accessibility to address disabled learners needs. In this paper a novel design for a recommender website is introduced which collects user feedback requests for Massive Open Online Courses (MOOCs), offering the possibility to freely rate the taken courses following Universal Design for Learning (UDL) principles. The development of this website, which is currently in a pilot process by UNED, will gather valuable information directly from the learners themselves to improve aspects such as the educational quality, accessibility, and usability of this open learning environment advising about the missing means regarding inclusive design