OER based capacity building to overcome staff equity and access issues in higher education

Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners, and has influenced institutional strategic plans and policies. Additionally, the benefits of OER also extend to staff in higher education, such as academic staff. For this group, OER can provide opportunities for collaboration, promote curriculum innovation and student led content development, as well as contribute to university teachers' much needed continuing professional development. In this paper, we examine the potential of OER to build capacity of academic staff in higher education, in particular to overcome some equity and access issues that they may face. It also examines some existing activities and strategies for professional development in higher educational institutions and provides some recommendations for academics, academic developers, institutions, and the sector in general

The cognitive operator 4.0

While previous Industrial Revolutions have increasingly seen the human as a cog in the system, each step reducing the cognitive content of work, Industry 4.0 contrarily views the human as a knowledge worker putting increased focus on cognitive skills and specialised craftsmanship. The opportunities that technological advancement provide are in abundance and to be able to fully take advantage of them, understanding how humans interact with increasingly complex technology is crucial. The Operator 4.0, a framework of eight plausible scenarios attempting to highlight what Industry 4.0 entails for the human worker, takes advantage of extended reality technology; having real-time access to large amounts of data and information; being physically enhanced using powered exoskeletons or through collaboration with automation; and finally real-time monitoring of operator status and health as well as the possibility to collaborate socially with other agents in the Industrial Internet of Things, Services, and People. Some of these will impose larger cognitive challenges than others and this paper presents and discusses parts of the Operator 4.0 projections that will have implications on cognitive work

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Post-fake artivism: how activism and art can break reflexivity

This text explores the historical evolution and intertwinement of propaganda, black-boxing, and attention control over the last century, and their combined roles in influencing the masses, more specifically through the spread of fake information in various media formats. In this scenario, artivism (art + activism), in its many forms, hacks the black boxes and exposes their inner workings, algorithms, and strategies. Thus, the author highlights key aspects of propaganda, as posited during the Second World War, and their subsequent spread into advertising, becoming an intrinsic part of global politics and businesses. The concept of black-boxing, as introduced by Latour to designate an opaque process that takes input A and transforms it into output B, while hiding its inner workings or hidden purposes, is then extended and applied to all modern content and media production – including propaganda and advertising – that occludes its sources and information transformation from the public. The reflexive use of these extended back-boxes, together with technological determinism, is fostering what is presented as a widespread phenomenon, turning fake into real, largely supported by a culture rooted in propaganda, thriving in attention-capturing mechanisms and in the conscious use of logical fallacies to maximize public impact, epitomized by the phrase “if faking it gets the job done, who cares?” Form has become more important than function, in the pursuit of goals. The appeal to emotion – overriding reason and fact – is privileged in public communication. Recent advances in generative AI black-boxed systems have densified the scenario, making it nearly impossible to distinguish between highly polished, often hyper-realistic, machine-generated deep-fakes and actual, human-generated media. In a post-fake reality punctuated by a barrage of cognitively overlaid buzzwords – from the simpler like, friend, or tag to the more complex Internet of behaviors, artificial intelligence, extended reality, or enhanced connectivity – created and controlled by dominant cultures to inculcate habits and norms, and to consolidate power, the dismantlement of this unprecedented curtain of clichés becomes urgent, and post-fake artivism (art+activism) may be a step in the right direction.info:eu-repo/semantics/publishedVersio

Assurance of learning standards and scaling strategies to enable expansion of experiential learning courses in management education

In today’s dynamic globalized business environment, management educators must develop pedagogies that support students to manage and lead in rapidly changing business contexts. An increasing number of institutions use experiential learning as a component of their curriculum to address this challenge. Initially, a response to industry criticism that graduates were unable effectively apply skills needed to be successful, experiential learning has become a baseline expectation in management education programs. Students increasingly expect opportunities to practice and demonstrate competency in the theories they learn in the classroom by applying them in real-world projects. However, expanding such opportunities for students is limited by a unique set of complex administrative challenges inherent in this approach. To expand opportunities for students, institutions must overcome scalability obstacles resulting from the customized nature of the offerings. Business challenges where student teams work with external partners provide a real world learning experience. But they also pose difficulty in applying a standardized approach to assurance of learning. Course content must be redeveloped each time the course is offered, as external projects must be sourced, leading to input and output variation. Advising, monitoring, and assessing students is resource intensive, because at many schools each team is assigned a different business challenge. This article offers a set of assurance of learning standards that institutions can apply to project-based experiential learning courses and posits that greater cross-departmental integration in sourcing projects and better use of technology can increase the efficacy and efficiency of the courses to address the scalability issue.Educatio

Review and synthesis of problems and directions for large scale geographic information system development

Problems and directions for large scale geographic information system development were reviewed and the general problems associated with automated geographic information systems and spatial data handling were addressed

A Review of Work Based Learning in Higher Education

The idea of work based learning in higher education might sound like a contradiction in terms. Work based learning is surely in the the workplace. The senses in which it might also, under certain conditions, be in higher education are explored in this review. There are increasing arrangements whereby people can obtain academic recognition for learning which has taken place outside of educational institutions. In addition to traditional forms of professional education and sandwich courses, one can add a host of relationships between employers and higher education institutions which involve quite fundamental questioning of the roles and responsibilities of each in the continuing education and training of adults. Such developments can be related to broader themes concerning the organisation of knowledge in society, the changing nature of work and career, the learning society and the implications they hold for individual workers, their employers and educational providers. The Department for Education and Employment sponsored the study to produce a substantial literature review of progress and issues raised in the field of work based learning in higher education. The first part of the book provides a contextual and conceptual backdrop against which more practical aspects of work based learning are then considered in part two. The final part considers strategic issues of implementation for higher education institutions, employers and individuals, before turning to more wide ranging issues of policy

Augmented Reality Technology Used To Enhance Informal Science Learning

With science advancements ever-changing and an increased use of multimedia to display information to the public, science literacy and critical thinking skills are important for the public to keep up to date. Students will need to know how to interpret science information they are faced with throughout their lives to make decisions and critique scientific arguments (Squire & Mingfong, 2007). Science education reform is becoming more focused on incorporating science practices with the use of tools and processes to enhance learning. An authentic learning experience can be described as experiencing real problems and consequences in context (Rosenbaum et al., 2007). Augmented reality technology can be used to create authentic learning experiences as it allows for many unique affordances in the field such as place based learning context, personal embodiment of a role, and solving a problem modeling real life science research.This paper will examine augmented reality technology in science education and the pedagogical support behind this technique. The project is comprised of a literature review discussing the benefits and support for augmented reality games used in science education followed by the descriptions of six different augmented reality science games that were created using the online platform “Taleblazer”

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture