Browsing by Author "Travers-Hayward, Mia"

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    Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2
    (University of Calgary, 2021-12-22) Brown, Barbara; Roberts, Verena; Jacobsen, Michele; Hurrell, Christie; Travers-Hayward, Mia; Neutzling, Nicole; Templeman, Joel; Steeves, Marcia; Hendrickson, Rob; Luinstra, David; Humphreys, Lindsay; Dunham, Lacey; Maciach, Michael
    This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016).  The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings.  In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course. This is a static version of the text; the live Pressbook can be accessed via https://openeducationalberta.ca/educationaltechnologyethics2/
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    Open Educational Practices (OEP) for Research Skill Development in an Online Graduate Program
    (2023-04-05) Roberts, Verena; Brown, Barbara; Jacobsen, Michele; Hurrell, Christie; Neutzling, Nicole; Travers-Hayward, Mia
    In this presentation, we will describe results from a design-based study showing how graduate students enrolled in a course-based Master’s program developed research based skills as a result of participating and engaging in a program designed and delivered using open educational practices (OEP). The program was designed to reflect the principles of OEP, which were understood as “collaborative and pedagogical practices that involve the creation, use, and reuse of OER as well as participatory technologies and social networks to interact, learn, create knowledge, and empower learners” (Cronin, 2017). Willison and O’Regan’s (2006/2019) six facets for research skill development were used as a framework to align the desired skills for graduate students with the assignments in the program. The program was designed to support each learner to be an active agent who builds knowledge within the learning process rather than a passive recipient of knowledge. Some argue that when people recognize that open knowledge can be enriched by individual academic experience, they will feel more motivated to know and participate not just as an audience member but as a protagonist (Jordan et al., 2017). As protagonists of their learning, graduate students can become producers instead of consumers of knowledge (Schwartz & Fischer, 2003). In addition, Scardamalia and Bereiter’s (2010) knowledge building in community helps to describe the connections between social interactions, access to resources (content and people), and the participatory and collaborative learning opportunities that develop research skills with OEP. The following research question guided the study: How do open educational practices support the conditions for student learning of research-based skills? Interview and survey data gathered from participants (n = 13) provided evidence that the use of OEP created the conditions for graduate students’ research-based skill development. These students demonstrated how they developed research skills through layered assignments and multiple rounds of peer review, edits, and revisions of their work. Students also engaged in self-reflection and idea-sharing using collaborative online spaces and social media. We identified three key conditions that supported students with their learning, development, and continual improvement of research-based skills: (a) design of layered assignments, (b) formative feedback, and (c) peer learning. Each condition encouraged graduate students to become co-designers of their learning as they developed research skills; this meant having the agency to pursue a topic of personal and professional interest, seek feedback and insights from within and outside the boundaries of their course, and develop an appreciation for the social process of knowledge-building alongside their peers. Students were asked to focus less on content and learning via knowledge borrowing, and more on learning in collaboration with peers, course instructors, and external experts through knowledge building (Schwartz & Fischer, 2003). Using examples from the research study, this presentation will inform participants about how to create high quality, online learning experiences and design conditions that support graduate students in research skill development in post-secondary programs using OEP.
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    Open Educational Practices Create Conditions for Developing Research Skills in Graduate Education
    (Canadian Association of Teacher Education, 2022-12-04) Brown, Barb; Jacobsen, Michele; Roberts, Verena; Hurrell, Christie; Neutzling, Nicole; Travers-Hayward, Mia
    In this chapter, we describe the evaluation of a master’s level program in education that was designed and delivered using open educational practices. Students developed research skills through layered assignments and multiple rounds of peer review, edits, and revisions of their work. Students engaged in self-reflection and idea-sharing using collaborative online spaces and social media. One research question guided this study: How do open educational practices support the conditions for student learning of research-based skills? Interview and survey data gathered from participants in year 1 and year 2 (n = 13) provided evidence that the use of open educational practices (OEP) created the conditions for graduate students’ research-based skill development. We identify three key conditions that supported students with their learning, development, and continual improvement of research-based skills: (a) design of layered assignments, (b) formative feedback, and (c) peer learning. Study findings inform instructors and institutions on open educational practices, specifically how to create high quality, online learning experiences and design conditions that support graduate students in research skill development in post-secondary programs. Study findings contribute to the growing field of open educational practices. Résumé Dans ce chapitre, nous décrivons l’évaluation d’un programme de maîtrise en éducation qui a été conçu et dispensé au recours de pratiques éducatives ouvertes (PEO). Les étudiants ont développé des compétences en recherche grâce à des pratiques d’évaluations échelonnées, d’évaluations en boucle par les pairs, de révisions et de corrections de leur travail. Les étudiants se sont engagés dans l’autoréflexion et le partage d’idées en utilisant des espaces collaboratifs en ligne et les médias sociaux. La question centrale qui a guidé cette étude est de comprendre comment les pratiques éducatives ouvertes soutiennent les conditions d’apprentissage, tout comme les aptitudes à la recherche chez les étudiants aux cycles d’études supérieures? Les données tirées d’entretiens et d’enquêtes recueillies auprès des participants de la première et de la deuxième année (n = 13) d’un programme de maîtrise permettent d’établir que l’utilisation de pratiques éducatives ouvertes crée les conditions nécessaires pour le développement des compétences fondées sur la recherche. Nous identifions trois conditions clés qui soutiennent les étudiants dans l’apprentissage, le développement et l’amélioration continue des compétences basées sur la recherche : (a) la conception de tâches évaluatives conçues par étape (b), la rétroaction formative et (c) l’apprentissage par les pairs. Les résultats d’analyse offrent aux instructeurs et aux établissements postsecondaires des enseignements précieux sur les pratiques éducatives ouvertes. Tout particulièrement, cette étude démontre comment créer des expériences d’apprentissage en ligne de haute qualité et de concevoir des conditions qui soutiennent les étudiants dans le développement des compétences en recherche dans les programmes postsecondaires. Les résultats de cette recherche contribuent ainsi au domaine croissant des pratiques éducatives ouvertes.