OER? What OER? Integrating Video OER in a Teacher Education Programme
DOI:
https://doi.org/10.14297/jpaap.v1i2.68Keywords:
OER, teacher education, Academic Development, PgCert, videoAbstract
The Food for thought series is an Open Educational Resource (OER) in video format created by teachers and students in Higher Education (HE) for the academic community. The series offers open bite-size just in-time initial and continuing professional development (CPD) opportunities for teachers in HE. Voices and perspectives from practitioners around the globe are shared and provide a broader perspective on learning and teaching. The series shows how OER can remove barriers to learning and professional development (Butcher, 2011) and be brought into mainstream teaching and the learning landscape in HE through academic development activities.
The Food for thought series has been used systematically in a variety of academic development activities within the University of Salford and elsewhere. Within this paper, we focus on how the series has been integrated within the Postgraduate Certificate in Academic Practice (PGCAP) and specifically the module Learning and Teaching in Higher Education (LTHE) to promote reflection on own practice and model the use of OER. The evaluation of this integration is shared here. The impact of the Food for thought series on student learning and the role it played in raising awareness and use of OER are explored. Recommendations are made about how this series could potentially enable wider use, re-use and adaptation for local needs (Lane, 2012) within other professional development activities.
References
Benfield, G., & de Laat, M. (2010). Collaborative Knowledge Building. In Sharpe, R., Beetham, H., & De Freitas, S. (Eds.), Rethinking Learning for a digital age. How learners are shaping their own experiences (pp. 184-198). Oxon: Routledge,.
Bergmann, J., & Aaron, S. (2012). Flip Your Classroom: Talk To Every Student In Every Class Every Day. International Society for Technology in Education.
Bracher, M., Collier, R., Ottewill, R., & Shephard, K. (2005, June). Accessing and engaging with video streams for educational purposes: experiences, issues and concerns. ALT-J, Research in Learning Technology 13(2), 139–150.
doi: http://dx.doi.org/10.1080/09687760500104161
Butcher, N. (2011). A Basic Guide to Open Educational Resources (OER). Vancouver and Paris: Commonwealth of Learning & UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0021/002158/215804e.pdf [accessed 27 December 2012]
Conole, G. (2012). Fostering social inclusion through open educational resources (OER). Distance Education, 33(2), 131-134.
doi: http://dx.doi.org/10.1080/01587919.2012.700563
Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in higher education. HEA Report. Retrieved from: http://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf [accessed 29 December 2012]
Cullen, R. (1991). Video in teacher training: the use of local materials. ELT Journal, 45(1), 33-42.
doi: http://dx.doi.org/10.1093/elt/45.1.33
Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), 350-359.
doi: http://dx.doi.org/10.1016/j.compedu.2009.08.012
European Commission (2013). High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions. European Union. Retrieved from http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf [accessed 2 July 2013]
Gauntlett, D. (2011). Making is connecting. The social meaning of creativity, from DIY and knitting to YouTube and Web2.0. Cambridge: Polity Press.
Hall, I., & Wright, D. (2007). Literature Review of the use of Video as a resource for professional development of mathematics teachers. National Centre for Excellence in the Teaching of Mathematics. Newcastle: The Research Centre for Learning and Teaching. Retrieved from https://www.ncetm.org.uk/public/files/248292/NCETM+Literature+Review+31-10-07.pdf [accessed 6 April 2013]
Jordan, L. (2012). Video for peer feedback and reflection: embedding mainstream engagement into learning and teaching practice. In Research in Learning Technology Supplement: ALT-C 2012 Conference Proceedings, 16-25. Retrieved from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19192/pdf_1 [accessed 28 December 2012]
Land, R. (2003). Orientations to Academic Development. In Eggins, H. and Macdonald, R. (Eds.), The Scholarship of Academic Development (pp. 34-46). The Society for Research into Higher Education and Open University Press.
Lane, A. (2012). Collaborative Development of Open Educational Resources for Open and Distance Learning. Higher Education Academy. Available from http://oro.open.ac.uk/33977/ [accessed 20 December 2012]
Laurillard, D. (2002). Rethinking university teaching: A Conversational Framework for the Effective Use of Learning Technologies. London: RoutledgeFalmer.
doi: http://dx.doi.org/10.4324/9780203304846
Mayer, R. E. (2005) Cognitive Theory of Multimedia Learning. In Mayer, R. (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31-48). Santa Barbara: University of California, Cambridge University Press.
doi: http://dx.doi.org/10.1017/CBO9780511816819.004
Martin, S. N., & Siry, C. (2012). Using Video in Science Teacher Education: An Analysis of the Utilization of Video-Based Media by Teacher Educators and Researchers. In Fraser B. J., Tobin, K., & McRobbie, C. J. (Eds.), Second International Handbook of Science Education (pp. 417-433). Springer International Handbooks of Education (24).
Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education 27(7), 1151-1162. Elsevier.
doi: http://dx.doi.org/10.1016/j.tate.2011.04.004
Nerantzi, C. (2011). Teaching and Learning Conversations. Flexible, bite-size staff development by, with and for academics. In UCISA Engaging hearts and minds: Engaging with academics in the use of technology enhanced learning (pp. 4-8). Available from: http://www.ucisa.ac.uk/publications/engaging.aspx [accessed 23 December 2012]
Nerantzi, C. (2013). Using Voicethread to enable media-rich online collaborative learning. In Middleton, A. (Ed.), Digital Voices (pp. 160-165). Sheffield: MELSIG.
Palmer, P. J. (2007). The Courage to Teach: exploring the inner landscape of a teacher’s life. San Francisco: John Wiley & Sons.
Sharpe, R., & Beetham, H. (2010). Understanding Students’ Uses of Technology for Learning. In Sharpe, R., Beetham, H., & De Freitas, S. (Eds.), Rethinking Learning for a Digital Age. How Learners are Shaping their Own Experiences (pp. 85-99). Oxon: Routledge.
Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change: a summary of findings and recommendations from the What Works? Student Retention & Success programme., York: HEA. Available at http://www.heacademy.ac.uk/assets/documents/what-works-student-retention/What_works_summary_report.pdf [accessed 6 July 2013]
Young, J. R. (2008). Short and Sweet: Technology Shrinks the Lecture. The Chronicle of Higher Education, June 20, 2008 54(41), A9. Available from http://www.yorku.ca/dkehoe/pdf/Chronicle_Article.pdf [accessed 14 April 2013]
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
