Modelling Open Practices in Professional Development: Creating a culture of open social scholarship Members : #OER16

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Tue, Apr 19 2016, 11:30am – 1:00pm

Authors: Thomas Cochrane, Vickel Narayan, Laurent Antonczak, and Victorio Burcio-Martin

Room: Holyrood

Theme: Converging or diverging cultures of openness

Type: Presentation

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Description

The authors of this paper are interested in developing new frameworks for lecturer professional development that integrates the scholarship of technology enhanced learning (SOTEL) into innovative pedagogical practice supported via communities of practice (COP). Throughout 2015 we designed and trialed a cMOOC (connectivist massive open online course) for lecturer professional development as a scalable framework to create an institutional culture and foundation for global open scholarship research collaboration in SOTEL. We define SOTEL within the context of mobile social media as it has become the most ubiquitous technology on the planet (International Telecommunication Union, 2014). Traditional forms of measuring scholarly research impact are being challenged increasingly by the growth and development of open scholarship practices and the impact of social media via Altmetrics (Priem, Taraborelli, Goth, & Neylon, 2010). Other initiatives such as the Open Researcher and Contributor ID (ORCID) seek to link traditional research profiles to a new culture of open scholarship. The Mosomelt (Mobile Social Media Learning Technologies) cMOOC (http://mosomelt.wordpress.com) scaffolds a network of COPs exploring technology enhanced learning in a variety of higher education contexts, and also provides a platform for global research collaborations. The cMOOC explicitly integrates SOTEL through preparing participants to submit eportfolios for certified membership of the association for learning technology (CMALT) accreditation, effectively updating Boyer’s (1990) fourfold DIAT (Discovery, Integration, Application, and Teaching and learning) model of scholarship for the open social scholarship age. The cMOOC was designed upon learning theories that focus upon creativity, student-generated content, and student-generated contexts. We explored the intersection of mobile learning and rhizomatic learning by developing the cMOOC around a series of triggering events designed to facilitate the sharing of participant-generated content, open scholarship, and SOTEL within an overarching EDR methodology (Bannan, Cook, & Pachler, 2015), connecting theory, practice, and critical reflection (Table 1).

Table 1: Integrating mobile learning, SOTEL and educational design research

Methodology	Educational Design Research
4 stages of learning design	Informed Exploration	Enactment	Evaluation: Local Impact	Evaluation: Broader Impact
Boyer’s DIAT model	SOD	SOI	SOA	SOTL
Intersection with mobile learning	Mobile social media framework informing curriculum redesign	cMOOC designed upon Rhizomatic Learning: Developing an Ecology of Resources Designing Triggering Events Participant Feedback		Informed by the scholarship of technology enhanced learning (SOTEL), accredited via CMALT
Connecting theory and practice	Theory	Practice		Critical Reflection

The paper evaluates the impact of the first iteration of the Mosomelt cMOOC on creating a new culture around mobile learning and open scholarship.

References:

Bannan, Brenda, Cook, John, & Pachler, Norbert. (2015). Reconceptualizing design research in the age of mobile learning. Interactive Learning Environments, 1-16. doi: 10.1080/10494820.2015.1018911

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

International Telecommunication Union. (2014). The world in 2014: Ict facts and figures. 2014(April). http://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2014-e.pdf

Priem, J, Taraborelli, D, Goth, P, & Neylon, C. (2010, 26 October). Altmetrics: A manifesto. Retrieved 19 June, 2015, from http://altmetrics.org/manifesto/

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