ror.org/02e3zdp86
Résumés
Abstract
Open educational resources (OER) are disproportionately created and/or accessed by institutions of higher education as compared to K–12 even though teachers confront the challenge of outdated teaching materials or, worse, an increasing trend by school districts to discontinue textbook adoption altogether. In this paper, we describe a sustainable and innovative example of OER-enabled pedagogy (OEP) that partners teachers and students across institutional boundaries to address these problems. The Pathways Project (PP) is a higher education and K–12 community of 350 world-language teachers, students, and staff that engage in the 5Rs (retain, reuse, revise, remix, and redistribute) of OEP with a repository of more than 800 OER ancillary activities that support standards-based pedagogy for 10 world languages and cultures. The PP is innovative because it fosters renewable assignments for the entire disciplinary ecosystem unlike most OEP studies that discuss renewable assignments limited to a single course. Teacher education is one of the best places to engage OEP because teachers are trained to personalize and contextualize OER materials for their local classroom needs. In so doing, the PP community receives timely discipline-specific professional development that is in high demand, especially in rural communities where teachers are isolated. Higher education-K–12 OEP partnerships are rare, and yet teacher education programs exist in most universities and can be a logical place to start. This paper provides concrete examples and practical steps that are transferable to other disciplines looking to engage in similar types of OER-OEP collaboration and community engagement.
Keywords:
- OEP,
- renewable assignments,
- teacher education,
- K-12,
- higher education
Veuillez télécharger l’article en PDF pour le lire. Télécharger
Parties annexes
Bibliography
- Allan, S. (2021). Four ways K–12 and higher education can collaborate on pandemic recovery. The Bill and Melinda Gates Foundation. https://usprogram.gatesfoundation.org/news-and-insights/articles/four-ways-k12-and-higher-education-can-collaborate-on-pandemic-recoveryGoogle Scholar Rechercher cette référence bibliographique sur Google Scholar
- Baas, M., Admiraal, W., & van den Berg, E. (2019). Teachers’ adoption of open educational resources in higher education. Journal of Interactive Media in Education, 1(9), 1–11. https://doi.org/10.5334/jime.510Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Bates, M., Loddington, S., Manuel, S., & Oppenheim, C. (2007). Attitudes to the rights and rewards for author contributions to repositories for teaching and learning. Alt-J, Research in Learning Technology, 15(1), 67–82. https://doi.org/10.1080/09687760600837066Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Beaven, T. (2018). “Dark reuse”: An empirical study of teachers’ OER engagement. Open Praxis, 10(4), 377–391. https://doi.org/10.5944/openpraxis.10.4.889Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Blomgren, C. (2018). OER awareness and use: The affinity between higher education and K–12. The International Review of Research in Open and Distributed Learning, 19(2). https://doi.org/10.19173/irrodl.v19i2.3431Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Blomgren, C., & McPherson, I. (2018). Scoping the nascent: An analysis of K–12 OER research 2012–2017. Open Praxis, 10(4), 359–375. https://doi.org/10.5944/openpraxis.10.4.905Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Gimbel, E. (2018, May 16). Higher education and K–12 form partnerships to help educators and learners. EdTech: Focus on K-12. https://edtechmagazine.com/k12/article/2018/05/higher-education-and-k-12-form-partnerships-help-educators-and-learnersGoogle Scholar Rechercher cette référence bibliographique sur Google Scholar
- McGreal, R., Mackintosh, W., Cox, G., & Olcott, Jr., D. (2022). Bridging the gap: Micro-credentials for development: UNESCO Chairs policy brief form—Under the III World Higher Education Conference (WHEC 2021) Type: Collective X. The International Review of Research in Open and Distributed Learning, 23(3), 288–302. https://doi.org/10.19173/irrodl.v23i3.6696Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Parker, K. (2019, August 19). The growing partisan divide in views of higher education. Pew Research Center. https://www.pewresearch.org/social-trends/2019/08/19/the-growing-partisan-divide-in-views-of-higher-education-2/Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Rolfe, V. (2012). Open educational resources: Staff attitudes and awareness. Research in Learning Technology, 20(1), 1–13. https://doi.org/10.3402/rlt.v20i0.14395Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Seaman, J. E., & Seaman, J. (2022). Coming back together: Educational resources in U.S. K–12 education, 2022. Bay View Analytics. https://www.bayviewanalytics.com/reports/k-12_oer_comingbacktogether.pdfGoogle Scholar Rechercher cette référence bibliographique sur Google Scholar
- Tang, H., & Bao, Y. (2020). Social justice and K–12 teachers’ effective use of OER: A cross-cultural comparison by nations. Journal of Interactive Media in Education, 1(9), 1–13. https://doi.org/10.5334/jime.576Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Tomlinson, H. B. (2020, September). Gaining ground on equity for rural schools and communities. MAEC Rural Equity Series. https://maec.org/wp-content/uploads/2020/09/MAEC-Rural-Gaining-Ground.pdfGoogle Scholar Rechercher cette référence bibliographique sur Google Scholar
- Van Acker, F., Vermeulen, M., Kreijns, K., Lutgerink, J., & Van Buuren, H. (2014). The role of knowledge sharing self-efficacy in sharing open educational resources. Computers in Human Behavior, 39, 136–144. https://doi.org/10.1016/j.chb.2014.07.006Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Van Allen, J., & Katz, S. (2019). Developing open practices in teacher education: An example of integrating OER and developing renewable assignments. Open Praxis, 11(3), 311–319. https://doi.org/10.5944/openpraxis.11.3.972Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Van Allen, J., & Katz, S. (2020). Teaching with OER during pandemics and beyond. Journal for Multicultural Education, (14)3/4, 209–218. https://doi.org/10.1108/JME-04-2020-0027Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Wenk, B. (2010, April). Open educational resources (OER) inspire teaching and learning. In IEEE Educon 2010 Conference (pp. 435–442). IEEE. https://doi.org/10.1109/EDUCON.2010.5492545Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Wiley, D., Webb, A., Weston, S., & Tonks, D. (2017). A preliminary exploration of the relationships between student-created OER, sustainability, and students’ success. The International Review of Research in Open and Distributed Learning, 18(4). https://doi.org/10.19173/irrodl.v18i4.3022Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Windle, R. J., Wharrad, H., McCormick, D., Laverty, H., & Taylor, M. G. (2010). Sharing and reuse in OER: Experiences gained from open reusable learning objects in health. Journal of Interactive Media in Education, 2010(1), Article 4. http://doi.org/10.5334/2010-4Google Scholar Rechercher cette référence bibliographique sur Google Scholar
- Wolfenden, F. & Adinolfi, L. (2019) An exploration of agency in the localisation of open educational resources for teacher development. Learning, Media and Technology, 44(3), 327–344. https://doi.org/10.1080/17439884.2019.1628046Google Scholar Rechercher cette référence bibliographique sur Google Scholar