With the success of open access publishing, Massive open online courses (MOOCs) and open education practices, the open approach to education has moved from the periphery to the mainstream. This marks a moment of victory for the open education movement, but at the same time the real battle for the direction of openness begins. As with the green movement, openness now has a market value and is subject to new tensions, such as venture capitalists funding MOOC companies. This is a crucial time for determining the future direction of open education. In this volume, Martin Weller examines four key
While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what
The Open University's "Innovating Pedagogy Report" is an example of exploring innovative topics while giving oneself permission to be a bit less academic. In the report, authors choose 10 topics and write several pages on each, deliberately avoiding citing papers and supporting each individual point. This third report proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute your comments on the report and the innovations.
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TEAM MEMBERS:
Mike SharplesAnne AdamsRebecca FergusonMark GavedPatrick McAndrewBart RientiesMartin WellerDenise Whitelock
The EndNote library includes citations for all 520 reports that were coded as part of the Building Informal Science Education (BISE) project. PDF copies of each report are included with the citations. This is a file downloaded from EndNote that can be imported into Mendeley citation management software. Disclaimer: Citations may need to be cleaned once imported into Mendeley, as it may not be a clean transfer from EndNote.
The EndNote library includes citations for all 520 reports that were coded as part of the Building Informal Science Education (BISE) project. PDF copies of each report are included with the citations.
This worksheet helps you think through ways you might use the Building Informal Science Education (BISE) project’s resources to plan your own evaluation or learn about evaluation practices in the informal learning field.
This zip file includes the 520 reports that were downloaded from informalscience.org and coded as part of the Building Informal Science Education (BISE) project. Each of the reports is referred to by a project ID number that is used across all of the BISE resources.
This document provides examples of questions you can answer in NVivo by running matrix queries, running coding queries, and creating sets. It was created to help users navigate the NVivo Database as part of the Building Informal Science Education (BISE) project.
BISE’s NVivo database includes all of the coding applied by the BISE team based on the BISE Coding Framework. This includes codes that were applied to specific sections of a report (referred to as “nodes” in Nvivo) and codes that were applied to an entire report (referred to as “attributes” in Nvivo). For Mac or NVivo 9 versions, visit the VSA website at http://www.visitorstudies.org/bise.
This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two longterm partnerships
Collaboration is a prerequisite for the sustainability of interagency programs, particularly those programs initially created with the support of time-limited grant-funding sources. From the perspective of evaluators, however, assessing collaboration among grant partners is often difficult. It is also challenging to present collaboration data to stakeholders in a way that is meaningful. In this article, the authors introduce the Levels of Collaboration Scale, which was developed from existing models and instruments. The authors extend prior work on measuring collaboration by exploring the
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TEAM MEMBERS:
Bruce FreyJill LohmeierStephen LeeNona Tollefson