Bibliothek

@article{Ebner2022,

title = {OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources},

author = {Martin Ebner and Dominic Orr and Sandra Schön},

url = {https://doi.org/10.1515/edu-2022-0018},

doi = {10.1515/edu-2022-0018},

issn = {2544-7831},

year  = {2022},

date = {2022-07-28},

journal = { Open Education Studies},

volume = {4},

issue = {1},

pages = {296–309},

abstract = {The  purpose  of  this  paper  is  to  provide  an  overview   of   approaches   to   and   insights   for   impact   assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe  the  literature  on  impact  assessment  in  the  OER  context  and  the  existing  contributions  to  OER  impact  assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature  analysis,  derivations,  and  challenges  for  OER  impact assessment are drawn, such as the large diversity in  OER  purposes  and  the  invisibility  of  the  re-usage  of  OER.  The  contribution  sketches  a  framework  model  for  describing  OER-relevant  results,  outcomes,  and  impact,  and more specifically demonstrates how this can be done for  exemplary  OER-related  objectives.  This  contribution  is  thus  of  relevance  to  funding  bodies  and  institutions  working  in  the  context  of  higher  education  that  wish  to  systematically evaluate and monitor statements about the effectiveness  of  OER  activities  according  to  the  UNESCO  (2019) OER recommendation.},

keywords = {A, higher education, impact analysis, impact assessment, open educational ressources (OER), strategy},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Beyond course work: expanding what’s valued in computer science degree programs},

author = {Seungoh Paek and Peter Leong and Philip M. Johnson and Carleton Moore},

url = {https://doi.org/10.1108/JARHE-12-2019-0317},

doi = {10.1108/JARHE-12-2019-0317},

issn = {2050-7003},

year  = {2020},

date = {2020-09-04},

journal = {Journal of Applied Research in Higher Education},

volume = {13},

number = {3},

pages = {741–758},

publisher = {Emerald Publishing Limited},

abstract = {As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.},

keywords = {Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention},

pubstate = {published},

tppubtype = {article}

}

@article{lanWilliams2020,

title = {How will Education 4.0 influence learning in higher education?},

author = {lan R. Williams and Richard Windle and Heather Wharrad},

url = {https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/572/418},

issn = {1759-667X},

year  = {2020},

date = {2020-05-29},

journal = {Journal of Learning Development in Higher Education},

volume = {17},

abstract = {Higher education at the start of the Fourth Industrial Revolution (Schwab, 2015) is undergoing unprecedented change because of the opportunities revealed for usingdigital technology,referred toasEducation 4.0(Feldman, 2018). Although societies throughout time have undergone seismic change, it isthe speed and magnitude of Education 4.0 that is challenging higher educationto respond. Changes include access to knowledge, waysthat knowledge is shared,and the increasing demand by studentsfor their voicesto be heard and to be integral to the design of their learning. However, the opportunities revealed forusingdigital technology must be carefully managed; it is essential academics and higher educationinstitutionsinvestigate the design of learning objects and ensure an authentic student voice is integral tothose resourcesin the Education 4.0 landscape.},

keywords = {Education 4.0, Fourth Industrial Revolution, higher education, learning objects, O, student voice},

pubstate = {published},

tppubtype = {article}

}

@article{Bellinger2019,

title = {Nach wie vor glücklich trotz Prekariat? Eine Umfragen-Neuauflage zur Lage von Qualifikandinnen und Qualifikanden in der Medienpädagogik},

author = {Franziska Bellinger and Ricarda Bolten and Nina Grünberger and Wolfgang B. Ruge},

url = {https://www.medienpaed.com/article/view/826

https://doi.org/10.21240/mpaed/00/2019.12.23.X},

doi = {10.21240/mpaed/00/2019.12.23.X},

issn = {1424-3636},

year  = {2019},

date = {2019-12-23},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {2019},

number = {Occasional Papers},

pages = {174–192},

abstract = {Die im Jahr 2016 von Dander et al. publizierten Ergebnisse zur Situation des wissenschaftlichen «Nachwuchses» sensibilisierten für eine zunehmende Prekarisierung der Beschäftigungsverhältnisse von Qualifikandinnen und Qualifikanden in der deutschsprachigen Medienpädagogik, die sich auch auf den privaten Kontext ausweitet. Die Kolleginnen und Kollegen wiesen damit auf Problemlagen von Wissenschaftlerinnen und Wissenschaftler in Qualifikationsphasen hin, um so eine kritische Diskussion und Reflexion in der eigenen Disziplin anzuregen. Knapp vier Jahre nach der ersten Erhebung wurde eine erneute Fragebogenuntersuchung zur Lage der Qualifikandinnen und Qualifikanden in der Medienpädagogik durchgeführt, die eine Vergleichsbasis zur Umfrage aus 2014 bieten soll. Neben den thematischen Schwerpunkten zur a) Zufriedenheit mit den Arbeits- und Beschäftigungsbedingungen, b) Zufriedenheit mit der Betreuungssituation und c) der Work-Life-Balance wird hierin auch den Aspekten d) Internationalisierung und Vernetzung Beachtung geschenkt. Die Ergebnisse zeigen, dass die Zufriedenheit im Vergleich zu von vor vier Jahren leicht abgenommen hat, obwohl der Arbeit an den Qualifikationsarbeiten auf den Stellen tendenziell mehr Zeit eingeräumt wird. Die mangelnde Planbarkeit der Karriere und oftmals fehlende berufliche Sicherheit zählt nach wie vor zu den problematischsten Aspekten für die Qualifikandinnen und Qualifikanden in der deutschsprachigen Medienpädagogik.},

keywords = {A, Germany, higher education, phd},

pubstate = {published},

tppubtype = {article}

}

@article{Harring2019,

title = {Higher education, norm development, and environmental protection},

author = {Niklas Harring and Sverker C. Jagers and Simon Matti},

url = {https://doi.org/10.1007/s10734-019-00410-7},

doi = {10.1007/s10734-019-00410-7},

issn = {1573-174X},

year  = {2019},

date = {2019-06-21},

journal = {Higher Education},

abstract = {There is a debate on whether higher education in the social sciences generates stronger democratic and environmental norms among students. In our study, we focus on students' perceptions about legitimate rule in the case of environmental protection. We contribute to this debate by using a unique longitudinal data set from seven universities and university colleges in Sweden. Our results show that higher education in the social sciences does not generate stronger democratic or environmental norms, at least not in the case of environmental protection. We discuss why this is the case and refine our results further by looking at individual-level factors, such as gender and ideology.},

keywords = {higher education, norms, O, policy support, sustainability, values},

pubstate = {published},

tppubtype = {article}

}

@article{Reich2019,

title = {The MOOC pivot},

author = {Justin Reich and José A. Ruipérez-Valiente},

url = {http://dx.doi.org/10.1126/science.aav7958},

doi = {10.1126/science.aav7958},

issn = {1095-9203},

year  = {2019},

date = {2019-01-11},

journal = {Science},

volume = {363},

number = {6423},

pages = {130–131},

abstract = {When massive open online courses (MOOCs) first captured global attention in 2012, advocates imagined a disruptive transformation in postsecondary education. Video lectures from the world's best professors could be broadcast to the farthest reaches of the networked world, and students could demonstrate proficiency using innovative computer-graded assessments, even in places with limited access to traditional education. But after promising a reordering of higher education, we see the field instead coalescing around a different, much older business model: helping universities outsource their online master's degrees for professionals (1). To better understand the reasons for this shift, we highlight three patterns emerging from data on MOOCs provided by Harvard University and Massachusetts Institute of Technology (MIT) via the edX platform: The vast majority of MOOC learners never return after their first year, the growth in MOOC participation has been concentrated almost entirely in the world's most affluent countries, and the bane of MOOCs—low completion rates (2)—has not improved over 6 years.},

keywords = {higher education, massive open online courses (MOOCs), O},

pubstate = {published},

tppubtype = {article}

}

@article{Johnstone2018,

title = {Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning},

author = {Katelyn Johnstone and Elizabeth Marquis and Varun Puri},

url = {https://doi.org/10.20343/teachlearninqu.6.1.4},

doi = {10.20343/teachlearninqu.6.1.4},

issn = {2167-4787},

year  = {2018},

date = {2018-01-01},

journal = {Teaching & Learning Inquiry},

volume = {6},

number = {1},

abstract = {Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as ‘public pedagogy,’ this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts—the purpose of higher education, relationships between students and professors, and the creation of academic identities—and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary ‘crisis of the humanities.’},

keywords = {academic identities disciplinary differences, higher education, instructor-student relationships, media representations, O, popular film, public pedagogy},

pubstate = {published},

tppubtype = {article}

}

@article{Yuerekli17,

title = {Pedagogy in HE: does it matter?},

author = {Aynur Yürekli Kaynardağ},

url = {https://doi.org/10.1080/03075079.2017.1340444},

doi = {10.1080/03075079.2017.1340444},

issn = {1470-174X},

year  = {2017},

date = {2017-06-19},

urldate = {2019-02-16},

journal = {Studies in Higher Education},

volume = {44},

number = {1},

pages = {111–119},

publisher = {Routledge},

abstract = {Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension.},

keywords = {competence, higher education, O, pedagogy, quality, training},

pubstate = {published},

tppubtype = {article}

}