ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging SoTL to Improve Teaching and Learning during the COVID-19 Pandemic
Author: Maurer, Trent W.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,College Faculty,Scholarship,Instruction,Learning,Expertise,School Closing,Educational Technology,Online Courses,Distance Education,Educational Change,Cognitive Processes,Difficulty Level,Stress Variables,Faculty Development,Social Justice,Summer Programs

The COVID-19 pandemic necessitated unprecedented changes to teaching and learning in higher education. SoTL-active faculty were uniquely positioned to leverage their knowledge and expertise to improve teaching and learning during the pandemic not only in their own courses, but through a knowledge mobilization approach also in broader contexts (e.g., departmental colleagues, extradepartmental colleagues, etc.). In this piece, I reflect on how I leveraged my SoTL expertise, in conjunction with my disciplinary expertise, to improve teaching and learning in my courses and those of my colleagues, demonstrating the value of SoTL-active faculty as cosmopolitan assets to their institutions.
SoTL at Georgia Southern: Perceptions, Engagement and Impact
Author: Botnaru, Diana
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,College Faculty,Administrators,Teacher Attitudes,Administrator Attitudes,Learner Engagement,College Instruction

The purpose of this study was to investigate the state of the Scholarship of Teaching and Learning (SoTL) at our institution, including SoTL perceptions, engagement and impact. A link to an online anonymous survey (31 questions) in Qualtrics was distributed to all academic units.The final sample consisted of 90 faculty and administrators from a population of 1,327, reflecting a response rate of almost 7%. Over half of the participants engaged in SoTL research. More often they presented their work at conferences than in publications. Perceptions of support at departmental and Faculty Center levels were positive, but negative at the institutional level. Qualitative data indicated the legitimacy of SoTL and lack of support as major barriers to SoTL research.There was strong agreement among participants that SoTL positively impacted course design, types of assessments used, personal expectations and quality of student learning.
A Topical Examination of the Introduction to Information Systems Course
Author: Slonka, Kevin
Date: 2022-04-00
Type: Journal Articles
Subjects: Introductory Courses,Information Systems,Information Technology,Majors (Students),Textbooks,Course Content,Fundamental Concepts,Educational Objectives

The introductory Information Systems (IS) course is a critical course at the beginning of every IS/IT major's degree. While many textbooks exist that are focused solely on this course, they all vary in the covered topics and the depth of material. This research examined most major textbooks focused on the introductory course and, through qualitative and quantitative analysis, reached a final set of 14 themes that should be taught in this course. Implications are drawn and the groundwork for future studies are laid.
Coding Bootcamp Satisfaction: A Research Model and Survey Instrument
Author: Lang, Guido
Date: 2022-04-00
Type: Journal Articles
Subjects: Coding,Programming,Program Length,Student Satisfaction,Computer Science Education,Student Attitudes,Web Sites,Opinions

This study aims to shed light on what students like and dislike in coding bootcamps. A qualitative content analysis of student reviews for coding bootcamps was conducted, resulting in a research model and survey instrument consisting of fourteen factors that are proposed to affect coding bootcamp satisfaction. The proposed satisfaction factors include quality of instructors, value of mentors, availability of TAs, access to support staff, provision of career services, rigor of curriculum, appropriateness of pedagogy, development of peer connections, conduciveness of atmosphere, use of appropriate technology, affordability, openness of communication, quality of prep course, and level of post-bootcamp support. Each of the proposed satisfaction factors is measured with three to ten Likert-style variables. The proposed research model and survey instrument can be used by administrators and educators in coding bootcamps and traditional universities alike to better understand and ultimately improve student satisfaction in computing education.
A Multi-Layered Dialogue: Exploring Froebel&apos;s Influence on Pedagogies of Care with 1-Year-Olds across Four Countries
Author: Cooper, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Differences,Caring,Infants,Toddlers,Foreign Countries,Preschool Education,Personal Autonomy,Educational Practices,Interaction,Educational Environment

Infant and toddler pedagogy has flourished as a specialized area of practice in early childhood care and education settings, yet it remains an under-researched area. There is also limited empirical research internationally that explores cultural meanings of meaningful provision for this young age group. This ethnographic study explored pedagogies of care with 1-year olds in four cultures--England, United States, New Zealand and Hong Kong--guided by Froebel's education philosophy and a view of pedagogies of care as embodiments of culture. The researchers employed sociocultural and ecological theoretical perspectives (Darling, 2016) to attend to cultural meanings at the micro, macro and temporal levels in relation to people, contexts and processes. This lens enabled the researchers to resist the positivist tendency to normalize and unify all children's experiences and maintain the integrity of diverse interpretations. Inspired by Tobin et al.'s (1989, 2009) cross-national research on preschool in three cultures, the researchers utilized a video-cued multivocal and layered interpretation approach to elicit the &quot;voices&quot; of 1-year-olds, their teachers/practitioners and families. This paper focuses on each researcher's discussion of the ways Froebel's principles of &quot;autonomy in learning&quot; and &quot;freedom with guidance&quot; were seen to unfold. The nuances of how these principles were manifested in pedagogies for infants and toddlers is explored in relation to each country's curriculum and cultural ideals.
Enduring Lessons for Current Times from a Forgotten Froebelian Foot Soldier in Aotearoa-New Zealand: Miss Isabel Little (1876-1937)
Author: May, Helen
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational History,Early Childhood Education,Strategic Planning,Foreign Countries,Educational Philosophy,Preschool Teachers,Immigrants,Teaching Methods,Advocacy,Kindergarten,Politics of Education,Educational Change,COVID-19,Pandemics,Access to Education,Biculturalism,Ethnic Groups,Pacific Islanders,Indigenous Knowledge,Preschool Curriculum,Community Involvement,Teacher Characteristics,Progressive Education,Social Justice,Social Problems,Biographies

Miss Isabel Little was a Scottish infant teacher who immigrated to New Zealand in 1912. She was described as a &quot;Froebel trained Scot from Edinburgh&quot; and known around Wellington education circles for her &quot;modern methods&quot;. In contrast to known Froebelian pioneers, Miss Little's historical footprint is light but the few glimpses yield insights useful to consider in current times. Miss Little is described in this article as a forgotten Froebelian foot soldier who, like others were the mainstay of a kindergarten movement that transformed the early education of children. Individual and collective advocacy, as demonstrated by Miss Little a century ago, are evident in current times. The political and pedagogical context of early years education has changed in Aotearoa New Zealand (NZ) but there are still battles to be won. Coinciding with the consequences of COVID-19 in 2020 was the government's intended roll-out of &quot;He Taonga te Tamaiti -- Early learning action plan 2019-2029,&quot; creating calls for a strategic rethink: to hasten rather than slow down its implementation. Connecting these stories, past and present, was accidental as they collided into the space of the author's life during a stern lockdown that mainly halted the virus at the border. More broadly they epitomize the stretch and potency of Froebelian principles across centuries and places.
Folding Froebel with Deleuze: Rethinking the Significance of Imitation in Early Childhood
Author: MacLure, Maggie
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Philosophy,Child Development,Educational Environment,Imitation,Imagination,Cognitive Processes,Play,Video Technology,Vignettes,Researchers,Child Care Centers,Learning Processes

The paper brings Froebel's philosophy into conversation with that of Deleuze. We focus on &quot;the fold&quot; and &quot;on self-activity&quot; as key concepts that hold a special place in the monist philosophies of both thinkers. One point at which their (very different) ontologies coincide is their conceptualization of a cosmos in which everything is ultimately in relation. The philosophical convergences of such different thinkers in different eras are mapped in relation to the influences of a shared lineage with some earlier hermetic and romantic strains of thought. Both Froebel and Deleuze conceive of subjectivity as a relation of dynamic folding and unfolding of inner life and external world. The fold, as the operation that brings outside and inside together in a unitary system, counters the dualisms that still tend to structure thought: for instance, ideal/material, intelligible/sensible, nature/culture, individual/social. Reading Deleuze with Froebel helps to draw out some theoretical underpinnings of Froebel's holism, by bringing movement, matter and the senses back into focus and rethinking the relation between children and their environment in learning and development. We discuss some empirical examples of what this might look like from a current research project, focusing on imitation as one example of the fold between the inner life and the outer worlds of young children. In particular, we are interested in exploring how Froebel's conception of imitation as a dynamic and metamorphic act of self-transformation might share some affinities with the concept of becoming developed by Deleuze and Guattari.
Revitalizing a Humanizing Vision: Contesting GERM Policies with Froebel
Author: Castner, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Educational History,Educational Theories,Educational Philosophy,Foreign Countries,Progressive Education,Educational Policy,Educational Practices,Educational Change,Global Approach,Neoliberalism,Curriculum,Child Development,Play,Educational Environment

For early childhood educators, few individuals have more historical significance than Friedrich Froebel. Froebelian approaches traveled across the Atlantic and inspired early childhood educators in the United States during the progressive era. Although early childhood professionals in the United States still celebrate the inventor of kindergarten, his vision for early education is inevitably altered when it is interpreted within alternative linguistic, cultural and historical contexts. Authored within this American context, this article aims to recognize Froebel's unique influences and contributions to early childhood education. The article has three parts. First, we resituate Froebel within his original context considering the other influential educational theorists and philosophers in 19th century Europe. We contrast continental, human science pedagogy with the many-sided progressive educational movement in the United States. Secondly, we imagine Froebel in dialogue with a contemporary director of an American early childhood center. This dialogue puts Froebel's philosophy of education in reciprocity with contemporary discourses of policy and practice. We advance an American interpretation of Froebel that considers him much more than a precursor to progressive education. We suggest Froebel provides a uniquely humanizing perspective that is desperately needed within conditions currently dominated by GERM policies.
A Latin American Critical Conceptual Model on the Adoption of Open Educational Resources
Author: Rodés, Virginia
Date: 2021-00-00
Type: Journal Articles
Subjects: Grounded Theory,Professional Identity,Universities,College Faculty,Open Educational Resources,Foreign Countries,Models,Teacher Attitudes,Comparative Analysis,Professional Autonomy,Educational Change,Curriculum Development,Faculty Development,Job Satisfaction,Educational Innovation,Technology Uses in Education,Teaching Methods,School Community Relationship

A conceptual model on OER adoption is presented, as the substantive theoretical synthesis of a Grounded Theory study, whose purpose was to identify which factors influence the adoption of OER among teachers in Latin American universities. Main theoretical-methodological bases are rooted and analised, in comparison with the traditional approach identified in the most recent literature. From a double &quot;emic&quot; perspective on agency and structure, the faculty and the university institution, the resultant conceptual model includes four categories influencing the adoption of OER among professors in Latin American universities: 1) Construction of Teacher Professional Identity; 2) Practices and Transformations in the Curriculum; 3) Creation, Use and Opening of Digital Educational Resources; and 4) Social Representations about Repositories of OER. Properties and dimensions of each category are presented and described. The critical conceptual model may be adopted by researchers from all regions who seek to unveil and decolonise the hidden curriculum of OER.
Educators as Content Creators in a Diverse Digital Media Landscape
Author: Paskevicius, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Copyrights,Instructional Materials,Computer Uses in Education,Open Educational Resources,Skills,Material Development

This paper focuses on the ways educators can work within the guidelines of copyright while using digital media to develop educational content in legal and ethical ways by exploring several key contemporary trends in digital content creation. Educators need not create learning materials from scratch, as the pool of resources available via the internet, from educational publishers, or physically stored within schools serve as resources for the development of contextually relevant learning materials. Educators are increasingly becoming content creators, and with the development of digital literacies to support content creation, they can combine resources from multiple sources to meet the needs of their learners. This may be done to ensure a lesson is current, meet the needs of differentiated instruction and universal design for learning, to design learning materials that are engaging, and those that can be shared widely. In this digital media landscape, it is important for educators to know how to navigate digital media for use in developing curriculum or learning materials. By drawing on the digital literacies associated with copyright and open educational practices, educators can work within the guidelines of fair use, link and embed content, recognize and use openly licensed content, and explore resources from the public domain in legal and technically appropriate ways while developing learning materials. These approaches may impact educators' design processes, while also demonstrating and modelling to learners the creative ways one can remix and share resources found on the web.
Motivating Factors among University Faculty for Adopting Open Educational Resources: Incentives Matter
Author: Nagashima, Tomohiro
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Motivation,Open Educational Resources,Incentives,Recognition (Achievement),Textbooks,Barriers,Affordances

Despite an increasing need for integrating Open Educational Resources (OER) into teaching at higher education institutions in North America, advocates could better understand how faculty are motivated to adopt OER. In particular, there is a lack of knowledge about how added incentives can help motivate faculty to adopt OER. Given reported barriers affecting OER adoption, evaluating what additional incentives might encourage faculty to try using OER will help higher education institutions understand what strategies would likely be effective in promoting OER use. This paper examines motivating factors regarding OER adoption using a case study in the University System of Georgia; for the study, we conducted an instructor survey with 77 respondents. The results showed that faculty were motivated not only by factors reported in prior literature such as the lowered costs and improved student learning but also by additional incentives provided by the University System of Georgia, including a monetary incentive and recognition for using OER. We also found that faculty experienced a variety of benefits and challenges associated with the adoption of OER. The study contributes to the understanding of what university faculty perceive and experience in adopting OER. In particular, we offer practical knowledge regarding additional incentives that higher education institutions could consider to motivate faculty to adopt OER and help them realize the benefits of using OER in their teaching.
Open Educational Practice and Workforce Competence in Cultural Studies
Author: Funk, Johanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Open Education,Cultural Awareness,Competence,Foreign Countries,Cultural Education,College Students,Student Attitudes

This paper presents findings from the first half of a study focusing on workforce competence (WFC) and open educational practices (OEP) in a core unit for university students. Approximately 500 students per semester from across college disciplines take the unit in cultural studies. This unit has been redeveloped by our team at a university in remote northern Australia with a well-established blended delivery practice. I used developmental evaluation and content analysis to identify criteria for developing WFC skills in unit content, students' feedback, and work samples. Initial findings suggest that OEP, interdisciplinary use of educational technology and critical pedagogies embed WFC skills for many students. Students endorsed how we used technologies, OEP and unit content as vehicles for desirable skills. OEP can cultivate workforce skills in different qualifications and could sidestep the conflicting dilemmas graduates face with futures that demand flexibility and specific job fit. This short piece shares initial analysis of emergent links between OEP and WFC and points to ways OEP, related interactions and workforce skills can improve learning design strategies across the education sector.
&quot;Opening&quot; Art History: Exploring the Motivations and Practices of Faculty Using Open Educational Resources in Lower-Level and General Education Art History Courses
Author: Chtena, Natascha
Date: 2021-00-00
Type: Journal Articles
Subjects: Art History,Teacher Motivation,Teaching Methods,College Faculty,Open Educational Resources,Undergraduate Study,Introductory Courses,Teacher Attitudes

Although over the years the conceptual understanding of OER has improved, more insights are needed on faculty's discipline-specific practices with OER. This study explored the motivations and OER-related practices of faculty in lower-level and general education (GE) undergraduate art history courses in the United States. Using twelve in-depth interviews conducted over nineteen months, it investigated why, how and to what ends a diverse group of art historians use OER and related practices in their teaching. The study found six, discipline-specific main motivations for adopting OER, which extend well beyond cost savings for students. At the same time, only small changes were reported in faculty's teaching practices as a result of adopting OER. That is, OER didn't simply trigger pedagogical innovation by virtue of being adopted. Instead, these resources were strategically utilized by faculty to address existing teaching needs and goals, which were shaped by broader conversations and concerns within the field of art history. This suggests that it is impossible to disconnect OER from current pedagogic practices and models, as well as the social and disciplinary context in which they are employed.
Pivoting Open? Pandemic Pedagogy and the Search for Openness in the Viral Learning Environment
Author: Havemann, Leo
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,COVID-19,Pandemics,Open Educational Resources,Higher Education,Electronic Learning,Distance Education,Foreign Countries,Educational Change

This paper is based on the authors' experiences and reflections working in educational technology and design support roles in higher education during the COVID-19 pandemic. We retrace our lived experience from the beginning of the pandemic in the spring (from our vantage points in the UK and Canada) and the associated 'pivot online' enacted in education around the world, through to the autumn of 2020, when we appeared to be transitioning into a so-called 'new normal' of the mid-pandemic. As digital education practitioners, who are also educators, researchers, and also simply as humans and friends living through a global pandemic, we had turned to each other initially for support in terms of work, wellness, and sharing news, information and sense-making, during which we began to consider researching under-examined dimensions of the evolving situation. The experiences and issues we reference are drawn from our own work, as well as from our responses to popular narratives advanced by key voices who have encouraged certain interpretations of the pandemic and its educational effects. Using Schön's (1983) reflection-in-action lens, we examine these experiences and narratives of pandemic pedagogy through the frame of our multiple identities. In particular, from our perspective as researchers and advocates of open education, we noted calls for openness (such as the use of open educational resources) in response to the online pivot, which did not appear to be cutting through the noise of the sudden deluge of information, advice and broadly negative coverage of online teaching. However, through our reflective narrative and synthesis, we offer an alternative interpretation, which is that openness was nonetheless flourishing, but that the 'pivot open' was to practices rather than resources. Open exchange, community building and support amongst educators were apparent in multiple contexts. While pandemic profiteering has highlighted the need for open resources and infrastructures, and we anticipate this case continuing to be made more strongly as we emerge from the emergency, it is the turn to open practices which has met the immediate needs of educators and learners through community, interactions, sharing and care.