ethanporcaro/eric-fulltext-meta huggingface dataset:
Are MOOCs Open Educational Resources? A Literature Review on History, Definitions and Typologies of OER and MOOCs
Author: Stracke, Christian M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Open Educational Resources,Literature Reviews,Educational History,Open Education,Educational Quality

Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective.
Measuring the Impact of an International Service-Learning Project through Community Assessment in Rwanda
Author: Spear, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Program Effectiveness,Service Learning,Energy,Program Implementation,Costs,Females,Empowerment,Quality of Life,School Community Relationship,College Students,Family Environment,Academic Achievement

In 2015, a university from Hong Kong led an international service-learning course to Kigali, Rwanda. The focus of the course was to install solar panels in individual households in a community, on the outskirts of Kigali, without access to electricity. The following year, the Hong Kong university partnered with a university in the United States and returned to Rwanda to expand the solar panel project in the same community. The central question of the qualitative impact assessment was, &quot;How, if at all, has the installation of solar panels impacted individual households and the community as a whole in the past year?&quot; Data methods included semi-structured interviews and observations during visits to the 16 households who had received solar panels in previous iterations of the service-learning project. Findings demonstrating five reoccurring themes emerged: project implementation, economic savings, improvement of study environment for childhood, women's empowerment, and improved quality of life. A strategic government development plan, a sustained relationship between a university and a local organization, and the type of service project are highlighted as important factors. The importance of local participation in the design and implementation of the solar home systems (SHS) project is emphasized, and an unexpected impact on gender dynamics related to project design is explored.
Instructional Designers and Open Education Practices: Negotiating the Gap between Intentional and Operational Agency
Author: Morgan, Tannis
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Open Education,Barriers,Curriculum Development,College Faculty,Foreign Countries,Open Educational Resources,Role,Advocacy,Administrator Role,Social Support Groups

In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty time, institutional or faculty resistance to change, and institutional support for faculty (Annand &amp; Jensen, 2017; Barker et al., 2018; Jhangiani et al., 2016). This study examines how IDs negotiate OEP in the course development process or in the process of working with faculty. The findings suggest that IDs are negotiating institutional constraints while attempting to be OEP advocates in their work. To use Campbell, Schwier and Kenny's (2009) framing of intentional and operational agency, the IDs in this study described a high level of intentional agency, but their operational agency could be enhanced with greater clarity of expectations with respect to their role, resources and capacity to engage with OEP, clarity of directives and support from senior leadership, as well as a broader awareness of the moral and practical affordances of OEP within their institutions.
Engaged Scholarship in Tenure and Promotion: Autoethnographic Insights from the Fault Lines of a Shifting Landscape
Author: Changfoot, Nadine
Date: 2020-00-00
Type: Journal Articles
Subjects: Scholarship,Tenure,Faculty Promotion,College Faculty,Foreign Countries,Teacher Role,Social Change,Research Projects,Professional Recognition,School Culture,School Community Relationship,Partnerships in Education,Community Development,Productivity,Faculty Publishing,Participatory Research

Pre- and post-tenure faculty face immense pressure to meet professional expectations and requirements from their colleagues and disciplines. Faculty involved in community-campus engagement (CCE) for social change face additional demands to maintain relationships and continue their interventions. We present a collective autoethnography from a Canadian context reflecting on experiences as CCE faculty at various stages of tenure and promotion (T&amp;P). We draw from our efforts working together on a pan-Canadian CCE research project, Community First: Impacts of Community Engagement (CFICE). From these experiences, we identify tensions within T&amp;P processes and argue the need for highly contextualized narratives when faculty present their collaborative efforts, research processes with community partners, and community impact in their multiple faculty roles. From these kinds of narratives, the intra- and inter-institutional gaps, connections and spaces become clearer, especially for tenured and increasingly senior faculty, to support culture change at the institutional level, thereby increasing the value and recognition of CCE.
Open Education for a Better World: A Mentoring Programme Fostering Design and Reuse of Open Educational Resources for Sustainable Development Goals
Author: Urbancic, Tanja
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Open Education,Online Courses,Mentors,Models,Program Effectiveness,Sustainable Development,Access to Education,Global Approach,Foreign Countries,Program Implementation,Capacity Building

An international online mentoring programme Open Education for a Better World (OE4BW) has been developed to unlock the potential of open education in achieving the UN Sustainable Development Goals. The programme provides an innovative approach to building Open Educational Resources, connecting developers of educational materials with experts volunteering as mentors. The model of the programme has been carefully designed and tested in two subsequent implementations in years 2018 and 2019. Results have proved the model to be useful for building capacities in open education, while producing concrete educational materials with great potential for social impact. Analysis of results has been used to suggest further improvements needed for enabling the program to be used on an even larger scale. The paper presents the development of the OE4BW model, its main characteristics, implementation results and guidelines for the future.
Accounting for Community Impact: Thinking across the Spaces and Times of a Seven-Year Pan-Canadian Community-Based Research Project
Author: Peacock, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Involvement,Colleges,School Community Programs,Program Effectiveness,Research Methodology,Social Change,Program Evaluation,Food,Conservation (Environment),Sustainability,Neighborhoods,Time

Governments and private funders are placing increasing demands on postsecondary institutions and community-based organizations to account for the impacts from their collaborative research and learning efforts. In this article, we explore how best to account for impacts arising from the Community First: Impacts of Community Engagement project (CFICE; 2012-2019), a collaboration of over 30 postsecondary institutions and 60 community partners from across Canada. In doing so, we note the strengths and, in particular, the weaknesses of the theory of change rationalist approach to evaluation in tracking impacts favored by funders. Seeking a more thorough understanding of how community-campus engagement activities impact collaborators, we turn to the theories of David Harvey, Basil Bernstein, and Norman Fairclough for a deeper account of the space-times of social practices and of how social change actually occurred in three examples of CFICE activity. We argue that rationalist program planning and evaluation models with currency in community-campus engagement activities need supplementing with more nuanced and theoretical accounts of how community impacts and social change actually happen over time within complex and multi-scalar contexts. Such scholarship can better inform funding agendas that do not always seek to place communities first.
Community Engaged Teaching, Research and Practice: A Catalyst for Public Health Improvement
Author: Meredith, Genevive R. F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Health,Service Learning,School Community Programs,Knowledge Level,College Students,Job Skills,Skill Development,Competency Based Education,Teaching Methods,Labor Force Development

The interdisciplinary field of public health promotes health among populations. Complex public health needs persist in the United States, influenced largely by social and structural determinants. Viable solutions require creativity and a commitment to change the status quo, facilitated by collaborative problem-solving. Public health education programs in the United States have a role in developing a workforce that is equipped to support these processes. Cornell University's Master of Public Health (MPH) Program sought to identify opportunities to simultaneously support student learning, community capacity development, and community-centered action for public health improvement. A sequential two-phased approach was used to define curricular components and indicated pedagogical methods. Two key themes emerged: alignment of skills and abilities needed and desired by current and future public health workers and the strategic role community engaged learning could play in advancing learning and improving public health. Community engaged learning was specifically adopted as the primary pedagogical approach for a series of three courses in the Cornell MPH Program, focused on needs assessment, intervention planning, and monitoring and evaluation for improvement. These courses were designed with community collaborators, with goals to build student knowledge and community capacity in 12 domains and improve community health outcomes via collaborative work.
The Challenges of Putting Community First: Reflections on a University Center&apos;s Process
Author: Wegemer, Christopher M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Social Change,School Community Relationship,Colleges,Community Involvement,Power Structure,Self Evaluation (Groups),College Role,Program Effectiveness,Parent Participation,Hispanic Americans,Equal Education,Partnerships in Education,Cooperation

The purpose of this article is to share tensions experienced by the Center for Community-Based Learning and Engagement (CU Engage) at the University of Colorado Boulder during its attempts to facilitate social justice-oriented community change. These tensions speak to larger questions about the goals of community-campus engagement (CCE) programs, especially regarding the nature of power, interests, and definitions of community and impact. This paper documents CU Engage's learning process through three illustrative stages: an exploratory community-based project, a qualitative self-study, and a collaboratively generated conceptual framework for public impact. Through this process, CU Engage has begun to develop an approach that applies, extends, and complicates existing frameworks of collective impact and community first. Tensions that arose highlight three imperatives: (1) integration of participatory processes into CCE programs to supplement organizational partnerships with direct community input, (2) attention to power and structural constraints in community-centered work, and (3) creation of conceptual tools that guide collaborative work.
A Model for Understanding the Processes, Characteristics, and the Community-Valued Development Outcomes of Community-University Partnerships
Author: Sweatman, Mary
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,School Community Programs,Partnerships in Education,Foreign Countries,Program Effectiveness,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Aging (Individuals),Residential Care,Agricultural Occupations,Physical Activity Level,Health Promotion

The research investigates the processes and characteristics of community-valued undergraduate community service-learning (CSL) initiatives that are housed within long-term community-university partnerships (CUPs). Using a case study design, the study used in-depth, semi-structured interviews, document review, and observation to understand three CSL/CUPs within a small, liberal arts university in Atlantic Canada. In total, 54 interviews were conducted with individuals involved with the partnerships, including the community organization partners, staff/volunteers of the community organizations, community residents, students, faculty, and university administrators. Part of the analysis process involved co-writing the stories of each of the CSL/CUPs with the community organization partner and the faculty member partner from each CSL/CUP. From the three CSL/CUP stories and current literature, a conceptual model was developed. This model depicts the processes (development, co-creation, implementation, and care) and key characteristics (reciprocity, dialogue, and praxis) of long-term CUPs that are committed to a shared domain and community-valued development outcomes.
The Seal of Biliteracy, Graduates with Global Competence, Is on the Rise
Author: Salavert, Roser
Date: 2020-03-00
Type: Journal Articles
Subjects: Bilingualism,Literacy,Second Language Learning,Language Proficiency,English (Second Language),High School Seniors,21st Century Skills,Graduation Rate,Language Teachers,English Language Learners,Goal Orientation,Accountability,Academic Achievement,Certification,Awards,Educational Policy,Case Studies,Self Evaluation (Individuals),Second Language Instruction,Student Projects

The Seal of Biliteracy is an official state award that recognizes high school seniors who graduate with demonstrated proficiency in English and one or more other world languages. The policies and practices that support the Seal of Biliteracy promote twenty-first century skills and intercultural communication competencies that are critical in today's global society. The Seal of Biliteracy policies thus help improve high school graduation rates, and in some states, such as New York, these policies include specific language addressing the particular needs of English Learners (ELs) to increase the graduation rate among this group. This article documents the journey of a high school and the experiences of a group of World Language teachers during the 2016-17 school year, the first year of implementation of the New York State Seal of Biliteracy (NYSSB). We show that the initial voluntary participation of schools in this program was the result of the leadership of World Language teachers. These teachers knew their students well and made sure they understood that graduating with the Seal of Biliteracy would broaden their college and career opportunities. We illustrate how the teachers strengthened their thematic units in response to the State's language proficiency criteria and engaged students in goal setting and performance tasks that connected real-world situations with language learning toward the successful completion of the NYSSB requirements. We also show that schools need to establish school wide systems, such as strategic programming to foster ongoing collaboration among teachers and guidance counselors if they are committed to increasing the number of students who graduate with the NYSSB, particularly the number of students who are new to the English language but already speak one or more other world languages. Examples from other states and the lessons learned since its initial implementation in 2016 including the recent changes in the NY State Accountability system suggest a possible shift in how schools may perceive the NYSSB and therefore, embrace this voluntary program as a path to improving student achievement and increasing the graduation rate for all students.
The Transfer of Reading Rate Training to Other Texts
Author: Carney, Nat
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Rate,Transfer of Training,Second Language Instruction,Reading Instruction,English (Second Language),Foreign Countries,College Students,Speed Reading,Reading Comprehension,Textbooks,Reading Materials,Student Attitudes

This paper builds on recent research looking at how reading speed measures from a reading rate training course are reflected in non-course texts. In this study, 23 first language (L1) Japanese English majors enrolled in a university level reading class completed 20 speed reading exercises with comprehension quizzes from an assigned textbook at the participants' reading level. The 20 speed reading exercises were completed during a 15-week semester. Average reading and comprehension scores from these exercises were compared with timed readings and comprehension quiz scores on five other types of texts that students would probably encounter in their English study or daily lives, including a TOEIC test text, a TOEFL test text, a college textbook text, a newspaper article, and a graded reader. Timed readings and comprehension quizzes for these other texts were all carried out in the final five weeks of the 15-week semester. Results show a high correlation between reading speeds from the class textbook and reading speeds with other texts. However, when comprehension scores were incorporated into the relationship, the correlation was barely significant. In light of this and other studies, further research into the relationship between reading rate training and comprehension is suggested.
Supporting an Inquiry Mindset: Resisting the Lack of Curiosity by Design Model
Author: Walker, Juan Manuel
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Secondary School Students,Teacher Education Programs,Teaching Methods,Skill Development,College Faculty,Literacy Education,Teacher Attitudes,Political Influences,Social Influences,Inquiry,Science Teachers,Dining Facilities,Student Attitudes,Middle School Students

As we work with students within teacher education and secondary contexts, we face an ever-growing disconnect over what should be taught or valued in the learning environment: Is it the memorization of content or the acquisition of skills related to being better citizens? As professors of social studies and literacy education and a teacher of secondary science, we introduce our students to our respective fields and task them with applying content within real-world contexts. This is not an easy task for teachers in any content area, political and social forces complicate this task. They must strike a balance between competing approaches to content implementation. In social studies these approaches can be as varied as teaching a hero narrative versus a more complex inquirybased approach to understanding people in historical settings. With this context in mind, the purpose of this article is to advocate for an inquiry approach to teaching social studies and other disciplines in all grades through research and personal experiences.
School Social Studies as a Vehicle for Human Rights Education: Caveats
Author: Vlaardingerbroek, Barend
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Civil Rights,Primary Education,International Law,Developing Nations,Elementary Secondary Education,Citizenship Education,Empowerment,Public Education,Educationally Disadvantaged

The social studies curriculum is the obvious &quot;home&quot; of school-level human rights education. As such, social studies as a school subject has the potential to contribute significantly to the empowering function of formal education. A right to human rights education is, however, dependent on the right to education as such. With Universal Primary Education (UPE) yet to be achieved, social science educators seeking to use the subject as a means of extending human rights education to children in the most underdeveloped countries need to focus their attention on the primary school curriculum.
Lights, Camera, Student Voice: Using Technology to Address and Explore Economics within the C3 Framework
Author: Carr, Jennie M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Economics Education,Elementary School Teachers,Teacher Attitudes,Elementary School Students,Learner Engagement,Grade 2,Student Motivation,Video Technology,Discussion (Teaching Technique),Young Children,Affordances,Technology Integration,Social Studies,Skill Development,Small Group Instruction

Instructional technology has been found to have a positive impact on many aspects of the academic experience, including student engagement, interest, student voice, and achievement. The aim of this study was to explore an elementary teacher's perceptions of the use of Flipgrid when teaching economics concepts using the C3 Framework. A qualitative methods approach was used to interview an elementary teacher to answer the following research questions on teaching economics in the elementary setting: 1) How does Flipgrid promote student voice? 2) How does Flipgrid assist teachers instructionally? 3) How does Flipgrid impact student engagement and student learning? The findings indicate that when teaching economics in an elementary setting, Flipgrid promotes student voice and positively impacts student engagement and learning. Second, Flipgrid's intuitive platform was easy for both students and teachers to use.
Investigating the Cultural Competence of Preservice Teachers: Comparisons and Considerations
Author: Macqueen, Suzanne Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Preservice Teachers,Teacher Competencies,Foreign Countries,Student Diversity,World Views,Intercultural Communication,Teacher Student Relationship,First Generation College Students,Low Income Students,Teacher Expectations of Students,Teacher Education Programs,Early Childhood Education,Reflection,Equal Education,Context Effect,Public Schools,Universities

Cultural competence is an important skill for 21st century teaching and learning, and as such, it features in various international teacher standards and accreditation documents. Teachers must be culturally competent so they can cater for diversity in their classrooms and prepare their students to live and work in a global economy/environment. Preparing preservice teachers for this role is not a particularly easy task, made more difficult given that diversity among teachers does not always match diversity of students in schools; furthermore, cultural competence is a contested concept. In this paper, we consider issues in the assessment of cultural competence from the research literature and focus on findings from one survey with preservice teachers at a regional university in Australia. Comparing these data with findings from an earlier study of American preservice teachers, we discuss significant differences from the two cohorts in responses to some survey items. Some findings raise issues around the suitability of cultural competence instruments across different contexts.