Integrating OERs in Course Design for Blended and e-Learning
Mini Track Chair: Dr Adrian A. Adascalitei, Gh. Asachi University and Al. I. Cuza University, Lasi, Romania
UNESCO first coined the term “Open Educational Resources (OER)” at an international meeting in Paris in 2002: " OERs are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions."
OER provide a strategic opportunity to improve the quality of education and to facilitate policy dialogue, knowledge sharing, and capacity building. OERs are available resources/tools that have the potential to enrich any learning environment and enhance student thinking and comprehension. One of the fundamental concepts of OER is the ability to freely adapt, adopt and repurpose existing content, and holds the promise of a more cost-effective and personalized learning model. OER movement has challenged the traditional value chain by employing new methods to deliver high-quality educational content.
When OERs are used in course design, it can be seen as a a collection of these resources aggregated in a manner that resembles a traditional courseware taking many shapes and forms. When teachers set up blended courses, it takes a great deal of pre-class organization. Unlike the traditional classroom setting, they must transform the content they teach to fit the hybrid medium. Teachers need to generate creative ways to teach, re-purpose OER and convert the material from one medium to another for students to engage in meaningful online learning. This increases preparation time for teachers. Teachers often lack the digital skills to use available tools and technology. Free digital versions of the learning paths can be made available to other users as new OER. The mini track is aimed to show case best practices/successful models in OER adoption and to critically analyse the approaches that have not worked well and why.
Suggested topics will include (but not limited) to:
- Use of Linked OER Data in course design
- Benefits/challenges to adopting OER for hybrid learning environments
- Successful strategies in integrating quality OER in courseware
- Barriers that faculty face in the adoption of OER (cultural/language barriers; difficulty of finding, selecting appropriate OER; time and effort to evaluate, re-mix, adapt, and integrate OER into the curriculum)
- Showcasing good practices in OER-based effective teaching methods
Disruptive Technologies in Education
Mini Track Chair: Dr Ayanda Pamella Deliwe, Nelson Mandela University, South Africa
The fourth industrial revolution has led to an aray of disruptive technologies. These disruptive technologies are drastically novel and fast-growing technologies that persist over time and which can have a huge impact on socio-economic spheres. They include things such as artificial intelligence, blockchain, 3D printing, VR/AR, and IoT. Before identifying disruptive technologies that can be used in education, one needs to identify the disruptive technologies at a broader scale as these are what will be adopted in the labour market where the students will eventually be employed. In understanding these disruptive technologies at a broader scale we can then bring the ideas back to education with an attempt of linking the disruptive technologies that should be adopted within education with those that are also adopted in the labour market. In doing so the education department can be in a position to utilise ideas and technology within teaching that students could use in the working world, allowing them to already have the knowlegde and experience with the technology and to provide the labour market with relevant graduates.
Suggested topics will include, but not limited to:
- Disruptive technologies implications for curriculum redesign
- Application of disruptive technologies (MOOCS, Artificial Intelligence, Virtual and Augmented Reality, etc) in education
- Disruptive technologies and continuity in education
- Opportunities arising from disruptive technologies in education
- Disruptive technologies implications for rural education
- Disruptive technologies: strategies for enhancing the learner experience
Hybrid Classrooms and Student Engagement
After school closures due the COVID-19 pandemic hybrid classrooms dominate the headlines of education media. Yet hybrid classrooms are not new. For quite some time, children who cannot attend regular classes have been synchronously connected to real-time classes in school, using video conferencing or specialized video devices. From research on hybrid classrooms we know that it is not easy to engage all students, no matter they are in class or online. How can we engage our students in hybrid classrooms? How does teaching in a hybrid classroom differ from teaching online or in class? How are schools and universities harnessing this opportunity and engaging with hybrid classrooms? Do teachers need specific skills or competences to teach in a hybrid classroom? Do we consider hybrid classrooms to be a future solution to accessible and mobile education? What kind of accreditation and recognition can we attach to hybrid classrooms? What do we consider to be the metrics of success and failure of hybrid classrooms?
This mini track will focus on the future of hybrid classrooms in all sectors of education and the impact and challenges that it may bring. Topics of submission may include (but are not limited to) learning platforms and scalability, engagement and retention, curriculum design and e-assessment, collaboration and group dynamics, instructional methods, teacher feedback, learning analytics, use of tools such as multi-media, social media, groupware, and video, mobile learning, peer learning, assessment, and effectiveness in terms of student enrolment, commitment and student learning.
Suggested topics will include but not limited to:
- Impact of hybrid classrooms on the educational system
- Collaboration and group dynamics in hybrid classrooms
- Curriculum design of hybrid classrooms
- Teaching in hybrid classrooms
- Effectiveness of hybrid classrooms
- Relationships between hybrid classrooms, face-to-face education and online learning
e-Learning Applications in Social Media Networks
Mini Track Chair: Prof. Dr. Abbas Fadhil Mohammed Ali Aljuboori, University of Information Technology and Communications (UOITC), Baghdad, Iraq
Social media can be utilised in many ways for educational purposes, it can provide a structure that consists of individuals, communities, companies or organizations with similar interests, attitudes, values, lifestyles, visions and friendships. This can facilitate communities of people interested in the field of eLearning and create a space for sharing a number of tools that are used to visualize resources. However, there is a limited range of created content in social media, instructors and students tend to use shared materials rather than edit an existed material or create a new material. Social media is also used as a form of communication and a tool for collaboration. Educators can use the existing social media platforms to administer assignments or encourage group collaboration by students. It is clear that the current situation of social media in education is positive, it is proven that social media improves teaching and learning process.
Suggested topics will include but not limited to:
- Social Media e-Learning environments
- Security and Privacy issues of Social Media e-Learning.
- e-Learning management systems on Social Media Networks
- Testing, assessment and quality issues of eLearning. In Social Media
- Applications of eLearning technology in Social Media
- National and international projects, strategies, and policies on e-Learning based on Social Media Networks