06 SES 10, Opening Up Schools and Bridging Gaps
Ever since open educational resources (OER) were discussed in the early years of the 21th century for the first time, the discourse mainly focuses on digital artifacts and their use in learning environments (Deimann, 2012; BMBF, 2015). However, the biggest challenge about OER is not (only) their use or the practices of sharing per se (see Panke & Seufert, 2013), but especially the question how teacher’s beliefs with regard to ICT, open learning environments and collaborative learning scenarios can be developed (Ertmer et al., 2012; Kopcha 2012; Arcos, 2014). To apply OER-related practices in the sense of Peters (o.J.) to teacher education as well, it is necessary to look deeper into (educational) settings and the design of learning environments in teacher education. Consequently the research and practice-oriented question is, how awareness for open educational practices can be raised teacher preparation programs (Beetham & Sharpe, 2013).
To answer this question from a theoretical, empirical, and practical point of view we implemented so- called "OERlabs" in teacher preparation programs at two universities in Germany. These “OERlabs” are funded by the Federal Ministry of Education and Research in Germany (Bundesministerium für Bildung und Forschung, BMBF). We understand them as open learning environments, which provide a general approach to promote OER in teacher education and the overall development of open educational practices in education. Within these OERlabs, students and teachers will work together on OER and current phenomena of ICT in teaching and learning. The labs act as a metaphor for participatory learning and designing, where students interact in a model way and reflect about current and later teaching challenges for OER in schools (Erdsiek-Rave & John-Ohnesorg, 2015).
Productive activities related to media education, and ‘doing’ in the interplay of school and university are essential for our project. In this way, the OERlabs primarily support teacher education, in which OER as well as the sharing and remix culture of OER come alive. While in the past media-pedagogical peer education processes have been primarily implemented among students in schools, we want to reflect these forms of education for OER at university and transfer such learning and educational scenarios to higher and teacher education. One way to achieve this goal is to connect research and teaching. Therefore the OERlabs are directly linked to current issues in school and policy discussions at both universities.
In addition to the practice-oriented OERlabs we set up OER research labs to focus on research questions inherent to the student’s point of view. This also may foster research-based learning at our universities. In the related OER research labs students are going to answer research questions like: How do action-oriented learning formats help to develop reflexive views of OER among students? How does the remix culture affect teacher education? Which barriers prohibit collaboration practices between teachers working on/with OER?
Arcos, B. d. l. (2014). Flipping with OER: K12 teachers' view of the imacpt of open practices on students. Paper presented at the OCWC Global 2014: Open Education for a Multicultural World, Ljubljana, Slovenia. Arnold, P. (2012). Open Educational Resources: The Way to Go, or "Mission Impossile" in (German) Higher Education. Paper presented at the Prato CIRN Community Informatics Confererence. Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. NYC: Routledge. BMBF. (2015). Bericht der Arbeitsgruppe aus Vertreterinnen und Vertretern der Länder und des Bundes zu Open Educational Resources (OER). [Report of the working group from representatives of the Länder and the Federal Government on Open Educational Resources OER]) https://hochschulforumdigitalisierung.de/sites/default/files/dateien/BMBF-KMK-Bericht-zu- OER.pdf (2017-01-21). Deimann, M. (2012). Open Education: Offene Bildung und offenes Lernen – mehr als nur eine Alternative für E-Learning. In A. Hohenstein & K. Wilbers (Hrsg.), Handbuch E-Learning (Vol. 42. Erg.-Lfg.). Köln: Wolters & Kluwers. (Open Education: Open education and open learning - more than just an alternative for e-learning. In A. Hohenstein & K. Wilbers (eds.), Handbook E- Learning). Köln: Fachverlang Deutscher Wirtschaftsdienst. Erdsiek-Rave, U., & John-Ohnesorg, M. (2015). Schöne neue Welt? Open Educational Resources an Schulen. Schriftenreihe des Netzwerks Bildung der Friedrich-Ebert Stiftung [Brave new world? Open Educational Resources at Schools.]. Berlin: FES. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E. & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423-435. Hofhues, S. (2016). Everybody’s open. Plädoyer für OER aus (medien-)pädagogischer Sicht. Online verfügbar unter: http://www.slideshare.net/SHofhues/pldoyer-fr-oer-hochschuldidaktiktag- universitt-siegen (2017-01-21). Kopcha, T. J. (2012). Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121. Panke, S., & Seufert, T. (2013). What's Educational about Open Educational Resources? Different Theoretical Lenses for Conceptualizing Learning with OER. E-Learning and Digital Media, 10(2), 116-134 (2017-01-21). Peters, M.A. (o.J.). Open Education and Education for Openness. Encyclopaedia of Philosophie and Education. http://eepat.net/lib/exe/fetch.php?media=open_education_and_education_for_openness.pdf (2017-01-21).
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