Miks peaksin oma auto viima ülevaatusele?

Eesti Arst 2017; 96(1):4

Diplomijärgse arstiõppe reformimine: palju rääkimist, vähe kuulamist, kaotajaks jääb resident

Eesti Arst 2015; 94(7):401–40

Kas arst on sündinud juht ja õpetaja?

Eesti Arst 2015; 94(7):38

Three perspectives on hybridising x and c MOOCs to create an online course on digital CVs

If massive open online courses (MOOCs) were considered as an educational revolution influencing the traditional model of Higher Education [1] then their discourse is formulated in terms of polarity, and this is no better depicted than in their characterization, as either c or x MOOCs. This typology is based on underlying pedagogical principles: the cm is designed using constructivist - connectivist theories, while the xm is premised on behaviourist principles. In both conceptualisations, however, educational principles predominate, while the MOOC’s purpose appears to be secondary. What is clear, though, is that very careful thought needs to be applied to their macro and micro design characteristics (Scagnoli, 2014; Richter, 2014). This paper will explore the attempts of the designers to hybridize the key strengths of both forms of architecture in order to create a construct that puts purpose first – the creation of a personalized, digital cv for real – world use. The focus, then, is on the creation of a micro - MOOC titled: 3DCV - a tool to support participants by combining elements from both pedagogical spectra: connectivist and behaviourist. This new form of cv is necessary because the traditional configuration of the two dimensional ‘print’ cv has given way to a continuum of ‘digital’, three dimensional cvs within which employers can exploit the potential of the digital medium to both deepen and broaden their understanding of the strengths of a particular candidate. In effect, we will examine two revolutionary digital concepts at the same time: the MOOC and the digital cv and, in doing so, we will explore the challenges from the perspectives of the three course creators, two of whom were RDP interns (a PhD graduate and an undergraduate student) and the third member, an experienced academic and project lead, in order to support colleagues who might be considering writing their own MOOCs. Our selected pedagogy to deliver the course was based on a hybrid of x and c MOOCs using the principles of: relationships; an informal tone; the use of ipsative comparison, and the use of ‘thematic’ feedback

Theme: Digital Learning Polarities and Paradoxes in Digital Learning: Net That Job With an Online CV

If massive open online courses (MOOCs) were considered as an educational revolution influencing the traditional model of Higher Education Waldrop (2013) then their discourse now is formulated in terms of polarity, and this is no better depicted than in their characterisation, as either c or x MOOCs. This typology is based on underlying pedagogical principles: the cMOOC is designed using constructivist - connectivist theories, while the xMOOC is premised on behaviourist principles. In both conceptualisations, however, educational principles predominate, while the MOOC’s purpose appears to be secondary. What is clear is that very careful thought needs to be applied to their macro and micro design characteristics (Scagnoli, 2014; Richter, 2014). This paper explores attempts to hybridise the key strengths of both architectural forms to create a construct that puts purpose first – the creation of a personalised, digital cv for real – world use and, in doing so, exposes the challenges from the perspectives of the three course creators, two of whom were RDP interns (a PhD graduate and an undergraduate student) and the third member, an experienced academic and project lead, in order to support colleagues who might be considering writing their own MOOCs. The methodology deployed is a reflective, multi-perspective, qualitative study using the written vignettes of the MOOC design team to which Braun and Clarke’s (2006) method of inductive thematic analysis is applied. The conclusions map onto the literature: the tensions between constructivist and behaviourist design; the challenges associated with hybridisation; and the problems of massiveness and openness

Doctoral students navigating the borderlands of academic teaching in an era of precarity

Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to understand their experiences and to develop effective support practices to help them in their roles as teachers. Using borderlands theory as a lens, the thematic analysis of case study data from doctoral students in two English universities indicates that although they were navigating similar borderlands, the structural inequalities posed by their institutions led to differential support for their teaching roles and teacher identity development. The paper highlights the need for aligning doctoral roles to academic roles. It concludes by challenging the precarious support available for doctoral students, and proposes recommendations for the holistic development of doctoral students as competent and successful teachers (and researchers) in an increasingly precarious academia

Three perspectives on hybridising x and c MOOCs to create an online course on digital CVs

If massive open online courses (MOOCs) were considered as an educational revolution influencing the traditional model of Higher Education [1] then their discourse is formulated in terms of polarity, and this is no better depicted than in their characterization, as either c or x MOOCs. This typology is based on underlying pedagogical principles: the cm is designed using constructivist - connectivist theories, while the xm is premised on behaviourist principles. In both conceptualisations, however, educational principles predominate, while the MOOC’s purpose appears to be secondary. What is clear, though, is that very careful thought needs to be applied to their macro and micro design characteristics (Scagnoli, 2014; Richter, 2014). This paper will explore the attempts of the designers to hybridize the key strengths of both forms of architecture in order to create a construct that puts purpose first – the creation of a personalized, digital cv for real – world use. The focus, then, is on the creation of a micro - MOOC titled: 3DCV - a tool to support participants by combining elements from both pedagogical spectra: connectivist and behaviourist. This new form of cv is necessary because the traditional configuration of the two dimensional ‘print’ cv has given way to a continuum of ‘digital’, three dimensional cvs within which employers can exploit the potential of the digital medium to both deepen and broaden their understanding of the strengths of a particular candidate. In effect, we will examine two revolutionary digital concepts at the same time: the MOOC and the digital cv and, in doing so, we will explore the challenges from the perspectives of the three course creators, two of whom were RDP interns (a PhD graduate and an undergraduate student) and the third member, an experienced academic and project lead, in order to support colleagues who might be considering writing their own MOOCs. Our selected pedagogy to deliver the course was based on a hybrid of x and c MOOCs using the principles of: relationships; an informal tone; the use of ipsative comparison, and the use of ‘thematic’ feedback

Student assessment in neoliberalised universities: issues of discipline and governmentality

Extensive research has been done on learning-oriented assessment practices in higher education. Keywords such as formative assessment, peer-assessment and feedback dominate the scholarly discourses of assessment. This research, however, argues that not enough attention has been paid to the relationship between assessment policy, power in assessment and the effects of assessment policy and practice on academic and student subjectivities. This is particularly the case in neoliberalised universities where institutional policies are constantly reshaped and developed for the sake of quality assurance and accountability. Guided by Michel Foucault’s work on discipline and governmentality, this doctoral research explores the ways in which assessment policies have been constructed in two European universities with different historical, political and social backgrounds: the University of Glasgow and Tallinn University. Furthermore, the study explores assessment as an institutional technology that can act on academics and students and shape their experience of their work and studies. In addition to policy analysis, the study involves interviews and focus groups with academics, graduate teaching assistants, students and assessment policy makers in both universities, as well as expert conversations with leading authors in the field. The analytic framework for the study is derived from Fairclough’s approach to discourse analysis. By exploring various discourses, the study traces the ways that assessment policies shape academics and students, and how they are negotiated and resisted by the participants. The research findings demonstrate that assessment policy and practice draw on wider higher education policy discourses such as the discourses of neoliberalism. The study argues that student assessment is highly complex in neoliberalised universities: it not only operates as a disciplinary technology through which the assessor dominates over the assessed, but can become a neoliberal technology of government that relies on a high number of (ambiguous) regulations and self-governance of academics and students. The issues of governmentality are particularly characteristic to a highly neoliberalised policy context in the University of Glasgow that shapes complex academic and student subjectivities. Both students and academics feel constrained and controlled in assessment processes, and they tend to accept rather than actively resist the institutional assessment policy and practice developments. However, some evidence of covert resistance was found. This can be conceptualised as a Foucauldian understanding of a subject who is not passively created through power relations but who has opportunities to create him/herself to some extent. As the study captured an early stage of neoliberalisation in Tallinn University, assessment can also be seen as operating, in this context, as a more traditional technology of discipline: little regulated, designed by academics and experienced by students as a subjective process. The findings demonstrate that a more traditional operation of assessment in Tallinn offers significant opportunities for individual pro-activeness and resistance, such as academics managing their practices and students manoeuvring within these practice contexts. These findings lead to the conclusion that assessment in higher education is not only an educational process but an institutional technology related to the issues of discipline and governmentality. Furthermore, they demonstrate that subjectification of academics and students through assessment policy and practice is complex and context-specific in which neoliberal policies tend to have a more constraining effect than that of the traditional understanding of assessment as the domain of the teacher