A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions

Facile formation of highly mobile supported lipid bilayers on surface-quaternized pH-responsive polymer brushes

Poly(2-dimethylamino)ethyl methacrylate) (PDMA) brushes are grown from planar substrates via surface atom transfer radical polymerization (ATRP). Quaternization of these brushes is conducted using 1-iodooctadecane in n-hexane, which is a non-solvent for PDMA. Ellipsometry, AFM, and water contact angle measurements show that surface-confined quaternization occurs under these conditions, producing pH-responsive brushes that have a hydrophobic upper surface. Systematic variation of the 1-iodooctadecane concentration and reaction time enables the mean degree of surface quaternization to be optimized. Relatively low degrees of surface quaternization (ca. 10 mol % as judged by XPS) produce brushes that enable the formation of supported lipid bilayers, with the hydrophobic pendent octadecyl groups promoting in situ rupture of lipid vesicles. Control experiments confirm that quaternized PDMA brushes prepared in a good brush solvent (THF) produce non-pH-responsive brushes, presumably because the pendent octadecyl groups form micelle-like physical cross-links throughout the brush layer. Supported lipid bilayers (SLBs) can also be formed on the non-quaternized PDMA precursor brushes, but such structures proved to be unstable to small changes in pH. Thus, surface quaternization of PDMA brushes using 1-iodooctadecane in n-hexane provides the best protocol for the formation of robust SLBs. Fluorescence recovery after photobleaching (FRAP) studies of such SLBs indicate diffusion coefficients (2.8 ± 0.3 μm s–1) and mobile fractions (98 ± 2%) that are comparable to the literature data reported for SLBs prepared directly on planar glass substrates

What about reuse? A study on the use of open educational resources in Dutch higher education

Extensive research has taken place over the years to examine the barriers of OER adoption, but little empirical studies has been undertaken to map the amount of OER reuse. The discussion around the actual use of OER, outside the context in which they were developed, remains ongoing. Previous studies have already shown that searching and evaluating resources are barriers for actual reuse. Hence, in this quantitative survey study we explored teachers’ practices with resources in Higher Education Institutes in the Netherlands. The survey had three runs, each in a different context, with a total of 439 respondents. The results show that resources that are hard or time-consuming to develop are most often reused of third parties without adaptations. Resources that need to be more context specific are often created by teachers themselves. To improve our understanding of reuse, follow-up studies must explore reuse with a more qualitative research design in order to explore how these hidden practices of dark reuse look like and how teachers and students benefit of it

Business Models in OER

Abstract We will present an analysis of data from a literature review and semi--structured interviews with experts on OER, to identify different aspects of OER business models and to establish how the success of the OER initiatives is measured. The results collected thus far show that two different business models for OER initiatives exist, but no data on their success or failure is published. We propose a framework for measuring success of OER initiatives

What's in it for me? A mixed-methods study on teachers' value creation in an inter-institutional community on open educational resources in higher education

The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers' personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities' aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities

What's in it for me? A mixed-methods study on teachers' value creation in an inter-institutional community on open educational resources in higher education

The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers' personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities' aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities.Pathophysiology and treatment of rheumatic disease

What's in it for me? A mixed-methods study on teachers' value creation in an inter-institutional community on open educational resources in higher education

The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers’ personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities’ aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities