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124 F.Nascimbeni
madeanumberofprocessestypicalofthelearningvaluechainmoreefficient, thanks
to approaches such asmobile learning, learning analytics or personalised learning
(Bates,2015).Ontheotherhand,newdevelopmentssuchas theemergenceofOpen
Educational Resources (OER) or the use of social networks for teaching are fos-
teringpedagogic innovation,movingaway fromtraditional lecture-baseddynamics
towards open andnetworked teachingpractices (Kyndt et al., 2013;VanLeeuwen,
Janssen,Erkens,&Brekelmans,2013).
Inorder foruniversities toadapt to thesechangesand tobeable tomaintain their
relevancewithin society,many aspects of higher education need to be restructured
(Sledge&DoveyFishman,2014),startingwiththeroleofeducators(Pearce,Weller,
Scanlon,&Kinsley,2010). “The threekeyelementsofdigital, networkedandopen
convergemost significantly around the production, pedagogy and delivery of edu-
cation” (Weller, 2012, p. 85).The role of educators, traditionally considered as the
experts taskedwith communicating thenecessarybodiesofknowledge to students,
isbeingquestionedbyeducational researchers,whotendto increasinglydefineedu-
cators as co-travellers,mediators or facilitators. Connectivism emerged as a new
educational theorysupporting theseclaims.This theoryconsiders that thespreadof
ICTandthederivingopenandnetworkedpedagogicapproachesarechallengingtra-
ditionalschemeswithineducationsystems,and, inparticular, theideathateducators
aretheonlyonesentitledtoproduceanddeliverknowledge(Siemens,2004;Downes,
2012;Rivoltella&Rossi, 2012). “Since the distributed andnetworked structure of
knowledge in the digital age challenges the traditional viewof educationdelivered
within theborders of school, strict timeperiods andcontent, the roleof the teacher
hasbeenredefined in thecontextof theconnectivistparadigmto includenetworked
learningenvironments” (Ozturk,2015,p.6).
8.2 Setting theTarget:CollaborativeandOpenTeaching
Inorder tobetter understand thenewroleofuniversity educators aswell as to start
defining the competences that they shouldmaster to fill their function effectively
andresponsibly,wewill start fromtwoeducationalapproaches:collaborative learn-
ing and open education. These approaches have been existing since humanbeings
started to reflect on teaching and learning, and are increasingly gaining ground in
contemporaryopenandnetworkedsocieties.Collaborative learning is about learn-
ersworking together tounderstandconcepts, todevelopprojects, to solveproblems
andultimately tocreateknowledge. Ifproperlymanaged,collaborative learninghas
thepotential tofosterthestrengthsofindividualstudentswhilebuildingfundamental
skills suchas teamwork,problem-solvingandempathy (Kyndtet al., 2013).Within
thisapproach,peer–to-peer learningisparticularlyimportant,sinceitengageslearn-
ers in thesameworkingprocessesprovidingthemwithopportunities to teachandbe
taughtbyoneanother(Williamsetal.,2011).Openeducationdealswithopeningup
thedifferentcomponentsof theeducationalprocess(Weller,2014),makingsurethat
allnecessarybarrierstolearningareremoved.Thechangebroughtbyopeneducation
Radical Solutions and Open Science
An Open Approach to Boost Higher Education
- Titel
- Radical Solutions and Open Science
- Untertitel
- An Open Approach to Boost Higher Education
- Herausgeber
- Daniel Burgos
- Verlag
- Springer Open
- Datum
- 2020
- Sprache
- englisch
- Lizenz
- CC BY 4.0
- ISBN
- 978-981-15-4276-3
- Abmessungen
- 16.0 x 24.1 cm
- Seiten
- 200
- Kategorie
- Informatik