Article Sidebar

Submitted
Aug 23, 2020
Accepted
Dec 18, 2020
Published
Dec 21, 2020
Download
PDF
Statistic
Read Counter : 576 Download : 352

Main Article Content

Abstract

Open Educational Practices mainly refer to the use of Open Educational Resources, the adoption of innovative pedagogical models, and educators and learners’ engagement in both formal and non-formal learning settings (Cronin & MacLaren, 2018; Koseoglu & Bozkurt, 2018). There are many experiences of open education context all over the world, and international organizations are redefining concepts of education that contribute to a change of perspective (UNESCO, 2019). In the context of open education, start@unito is an experience that delivers 50 open online courses in a Digital Learning Environment. Moreover, start@unito teaching practices are devoted to improving actual and prospective university students’ learning and training, using innovative methodologies, like automatic formative assessment and adaptive teaching and learning, and technology, with advanced tools connected via an integrated system. This research analyzes the model of start@unito to show that it falls under the Open Educational Practices. The analysis compares the pedagogical strategies and evaluates adherence to the international OpenEdu Framework (Inamorato dos Santos et al., 2016). Quantitative and qualitative data promote the positivity of the start@unito experience. This research will show how such a model can improve OEP because of some of its peculiarities, such as the continuous availability and the use of adaptive methodologies.

Keywords

Higher Education Open Educational Resources Open Educational Practices Open Teaching Start@unito

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

Author Biographies

Marina Marchisio, University of Torino

Dept. of Molecular Biotechnology and Health Sciences

Sergio Rabellino, University of Torino

Dept. of Computer Science

How to Cite
Marchisio, M., Rabellino, S., & Sacchet, M. (2020). Start@unito as Open Educational Practice in Higher Education. Journal of E-Learning and Knowledge Society, 16(4), 46-55. https://doi.org/10.20368/1971-8829/1135354

References

  1. Barana, A., Bogino, A., Fioravera, M., Marchisio, M., Rabellino, S. (2017). Open Platform of self-paced MOOCs for the continual improvement of Academic Guidance and Knowledge Strengthening in Tertiary Education. Journal of E-Learning and Knowledge Society, 13(3). https://doi.org/10.20368/1971-8829/1383
  2. Barana A., Marchisio M., Sacchet M. (2019) Advantages of Using Automatic Formative Assessment for Learning Mathematics. In: Draaijer S., Joosten-ten Brinke D., Ras E. (eds) Technology Enhanced Assessment. TEA 2018. Communications in Computer and Information Science, vol 1014. Springer, Cham. https://doi.org/10.1007/978-3-030-25264-9_12
  3. Beetham, H., Falconer, I., McGill, L., Littlejohn, A. (2012). Open practices: Briefing paper. JISC. Retrieved from https://oersynth.pbworks.com/w/file/fetch/58444186/Open%20Practices%20briefing%20paper.pdf, last accessed August 23rd, 2020.
  4. Cronin, C., MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10 (2), 127-143.
  5. Ehlers, U.-D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible and Distance Learning, 15 (2), 1-10.
  6. Hodgkinson-Williams, C. (2014). Degrees of ease: adoption of OER, open textbooks and MOOCs in the Global South. Cape Town, University of Cape Town. http://hdl.handle.net/11427/1188
  7. Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016) Opening up Education: A Support Framework for Higher Education Institutions. JRC Science for Policy Report, EUR 27938 EN; https://doi.org/10.2791/293408
  8. Knox, J. (2013). The limitations of access alone: Moving towards open processes in education technology. Open Praxis, 5(1), 21-29. https://doi.org/10.5944/openpraxis.5.1.36
  9. Koseoglu, S., Bozkurt, A. (2018). An exploratory literature review on open educational practices, Distance Education, 39 (4), 441-461.
  10. Marchisio, M., Operti, L., Rabellino, S., Sacchet, M. (2019). Start@unito: Open Online Courses for Improving Access and for Enhancing Success in Higher Education. In: Proceedings of the 11th International Conference on Computer Supported Education (CSEDU), Volume 1, 639-646, Heraklion, Crete, Greece.
  11. Marchisio, M., Sacchet, M. (2020). Analysis Items to Assess the Quality of Open Online Courses for Higher Education. In: proceedings of the 14th International Conference on e-Learning 2020 (EL 2020), to appear.
  12. Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed., Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
  13. In MERLOT | Open Educational Practices. Retrieved from https://oep.merlot.org/oep.html, last accessed August 23rd, 2020.
  14. Nascimbeni, F., Burgos, D., Campbell, L., Tabacco, A. (2018). Mapping Open Educational Practices within universities: a case study. Distance Education, 39 (4).
  15. In OER Commons. Retrieved from https://www.oercommons.org/, last accessed August 23rd, 2020.
  16. OPAL (2011). Beyond OER: Shifting focus to open educational practices. OPAL Report 2011. Essen, Germany: Open Education Quality Initiative.
  17. Tovar, E. Chan, H., Reisman, S. (2017). Promoting MERLOT Communities Based on OERs in Computer Science and Information Systems. IEEE 41st Annual Computer Software and Applications Conference (COMPSAC), Torino, 2017, 700-706, https://doi.org/10.1109/COMPSAC.2017.290
  18. In UNESCO (2019). Recommendation on Open Educational Resources (OER). Retrieved from http://portal.unesco.org/en/ev.php-URL_ID=49556&URL_DO=DO_TOPIC&URL_SECTION=201.html, last accessed December 5th, 2020.
  19. In WCAG – Web Content Accessibility Guidelines Overview | Web Accessibility Initiative (WAI) | W3C. Retrieved from https://www.w3.org/WAI/standards-guidelines/wcag/, last accessed August 23rd, 2020.