Article Sidebar

Submitted
Oct 6, 2020
Accepted
Dec 15, 2020
Published
Dec 30, 2020
Download
PDF
Statistic
Read Counter : 554 Download : 454

Main Article Content

Abstract

The article presents a case study of a course design which is based on the concept of open educational practices. The course took place during times of lockdown due to the COVID-19 pandemic in which universities in Europe had to stop their presential operation and had to move teaching and learning entirely online. The case study presents in which way the concept of student-centred learning, of problem-based learning and of involving the public into higher education learning has been realised. Students’ feedback is analysed and conclusions are drawn.

Keywords

Open Challenge Teaching Course Design Student-Centred Learning Problem Based Learning

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

How to Cite
Ehlers, U.-D. (2020). Making Open Educational Practices real. The case of “The Grand Challenge 2020” . Journal of E-Learning and Knowledge Society, 16(4), 56-66. https://doi.org/10.20368/1971-8829/1135374

References

  1. Aebli, H. (1983). Zwölf Grundformen des Lehrens. Eine Allgemeine Didaktik auf psychologischer Grundlage. Klett-Cotta.
  2. Barrows, H.S. (1996). New directions for teaching and learning: Vol 68. Bringing problem-based learning to higher education: Theory and practice. Problem-based learning in medicine and beyond. 3-13.
  3. Baumgartner, P. (2007). Zen and the Art of teaching. Communication and interaction in education. Hagen.
  4. Baumgartner, P., Payr S. (1997). Erfinden lernen. In: Müller, K.H und Stadler F. (Hg.): Konstruktivismus und Kognitionswissenschaft. Kulturelle Wurzeln und Ergebnisse. In honour of Heinz von Foersters. Wien-New York: Springer, 89–106.
  5. Baumgartner, P. (2005). Eine neue Lernkultur entwickeln: Kompetenzbasierte Ausbildung mit Blogs und E-Portfolios. In: ePortfolio Forum Austria 2005. Hrsg.: V. Hornung-Prähauser. Salzburg, Austria. 33-38.
  6. Biggs, J. (1993). What do inventories of students’ learning process really measure? A theoretical review and clarification. British Journal of Educational Psychology, 83, 3-19.
  7. Bullinger HJ. (1994). Was ist Technikfolgenabschätzung?. In: Bullinger HJ. (eds) Technikfolgenabschätzung (TA). Technologiemanagement — Wettbewerbsfähige Technologieentwicklung und Arbeitsgestaltung. Vieweg+Teubner.
  8. Creswell, J. W., Hanson, W. E., Plano, C., Vicki L. & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236-264. doi: 10.1177/0011000006287390
  9. De Grave, W. S., Dolmans, D. H. J. M. & van der Vleuten, C. P. M. (1999). Profiles of effective tutors in problem-based learning: scaffolding student learning. Medical Education, 33, 901-906.
  10. Ehlers, U.-D. (2011). From Open educational resources to open educational practices. E-Learning Papers. Vol 17, Nr. 1. ISSN 1887-1542
  11. Ehlers, U.-D.; et al. (2011). Beyond OER: Shifting Focus from Resources to Practices. Lisbon, Essen.
  12. Ehlers, U.-D. (2007). Making the difference in E-Learning: Towards Competence Development and E-Irritation. Proceedings to EDEN Research Workshop 2007. Barcelona.
  13. Ehlers, U.-D. (2014). Open Learning Cultures. A Guide to Quality, Evaluation and Assessment for Future Learning. Springer. New York, Heidelberg.
  14. Ehlers, U.-D. (2020). Future Skills – Future of Learning – Future of Higher Education. Karlsruhe, online at: www.nextskills.org
  15. Ehlers, U.-D., Adelsberger, H. H., Schneckenberg, D. (2008). Stepping up the Ladder. Competence Development Through E-Learning. Proceedings to AACE World conference ed-media. Wien.
  16. Ehlers, U.-D., Adelsberger, H. H., Schneckenberg, D. (2011). Web 2.0 and Competence Oriented Design of Learning - Potentials and Implications for Higher Education. British Journal of Educational Technology. Vol 42. Issue 5
  17. Ehlers, U.-D., Adelsberger, H. H., Teschler, S. (2008). Reflexion im Netz: Auf dem Weg zur Employability im Studium. Proceedings Wirtschaftsinformatik Kongress 2009. Wien.
  18. Ehlers, U.-D., Schneckenberg, D. (2008). Webucating the Reflective Practitioner. Towards Competence Development in E-Learning. Proceedings to “Changing Faces of Learning” conference. Swiss Center for Innovation and Learning. St. Gallen.
  19. Ehlers, U.-D., Schneckenberg, D. (2009). Bridging the Gap – How Web 2.0 can help Business Education to foster Organisational Learning. Proceedings to OLKC conference. Amsterdam.
  20. Entwistle, N. (1981). Styles of Learning and Teaching; an integrated outline of educational psychology for students, teachers and lecturers. Chichester: John Wiley.
  21. Grunwald, A. (2020). Verantwortung und Technik: Zum Wandel des Verantwortungsbegriffs in der Technikethik. In: Seibert-Fohr, A. (Hrsg) Entgrenzte Verantwortung: Zur Reichweite und Regulierung von Verantwortung in Wirtschaft, Medien, Technik und Umwelt. Springer, Berlin.
  22. Hofhues, S. (2010). Die Rolle von Öffentlichkeit im Lehr-Lernprozess - In: Mandel, S., Rutishauser, M., Seiler-Schiedt, E. (Hrsg.): Digitale Medien für Lehre und Forschung. Münster; New York; München; Berlin. Waxmann. 2010, 405-414.
  23. Huang, R., Tlili, A., Chang, T., Zhang, X., Nascimbeni F. and Burgos D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(19). https://doi.org/10.1186/s40561-020-00125-8
  24. Klauser, F. (1998). Problem-based learning. Ein curricularer und didaktisch-methodischer Ansatz zur innovativen Gestaltung der kaufmännischen Ausbildung. Zeitschrift für Erziehungswissenschaft, 1(2), 273-29.
  25. Laurillard, D. (1993). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, London, New York: Routledge.
  26. Marks, F. & Thömen, D. (2001). Die Moderation des Problemorientierten Lernens. In: Berendt, B., Voss, H.-P., Tremp, P. & Wildt, J. (Hrsg.), Neues Handbuch Hochschullehre. Raabe.
  27. Mayes, T. & de Freitas, S. (2004). Stage 2: Review of e-learning theories, frameworks and models. JISC desk research study. Retrieved on 2010, November 17, from http://www.elearning.ac.uk/resources/modelsdeskreview/
  28. Mayo, P., Donnelly, M.B., Nash, P.P. & R.W. Schwartz (1993). Student Perceptions of Tutor Effectiveness in problem-based surgery clerkship. Teaching and Learning in Medicine 5 (4), 227-233, https://psycnet.apa.org/doi/10.1080/10401339309539628
  29. Müller, A. W. (2008). Strategic Foresight - Prozesse strategischer Trend- und Zukunftsforschung in Unternehmen. DISSERTATION. St. Gallen.
  30. Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74(4), 557-576.
  31. Ramsden, P. (1987). Improving teaching and learning in higher education: the case for a relational perspective. Studies in Higher Education, 12, 274–286.
  32. Reinmann-Rothmeier, G. & Mandl, H. (2001). Unterrichten und Lernumgebungen gestalten. In: Krapp, Andreas & Weidenmann, Bernd (Hrsg.), Pädagogische Psychologie Beltz. 4.edition, 601-646.
  33. Seufert, S. & Euler, D. (2004). Nachhaltigkeit von E-Learning–Innovationen – Ergebnisse einer Delphi–Studie. Arbeitsbericht 2. St. Gallen: SCIL, Universität St. Gallen. Online at: http://www.scil.ch/fileadmin/Container/Leistungen/Veroeffentlichungen/2004-01- seufert-euler-nachhaltigkeit-elearning.pdf [15.3.2008].
  34. Weinbrenner, P. (1994). Die Wiedergewinnung der Zukunft als universale Bildungsaufgabe - Zukunftswerkstatt und Szenariotechnik im Methodenvergleich. In: Fischer, Andreas und Hartmann, Günter (Hrsg.): Ökologisches Lernen - Projekte stellen sich vor. Hattinger Materialien zur beruflichen Umweltbildung. 11. Hattingen, 75 - 114.
  35. Wild, K.-P. (2000). Lernstrategien im Studium. Münster: Waxmann.
  36. Wild, K.-P. (2005). Individuelle Lernstrategien von Studierenden. Konsequenzen für die Hochschuldidaktik und die Hochschullehre. Beiträge zur Lehrerbildung, 23(2), 191-206.
  37. Yin, R. K. (2014). Case study research: Design and methods. Los Angeles, CA: Sage.