Izdelava izobraževalnih materialov

Cilj tega predmeta je s študenti raziskati odprte in digitalne pedagoške prakse, orodja in tehnologije v kontekstu razvoja učinkovitih odprtih izobraževalnih gradiv, ki bi ustrezala potrebam in zahtevam učencev ter ustvarila spodbudne učne izkušnje.

Študenti bodo pridobili naslednje kompetence:

• kritičnost: razumevanje osnovnih pedagoških konceptov, povezanih z ustvarjanjem odprtih izobraževalnih gradiv,

• ustvarjalnost: poznavanje specifičnih digitalnih orodij in tehnologij ter sposobnost njihove uporabe za ustvarjanje učinkovitih izobraževalnih gradiv,

• oblikovanje: izdelava učinkovitih odprtih izobraževalnih gradiv z uporabo izbranih digitalnih orodij in tehnologij,

• reševanje problemov: izbira najprimernejših orodij in digitalnih tehnologij za reševanje specifičnih izzivov odprtega učenja.

Študenti morajo imeti osnovno razumevanje konceptov, strategij in didaktičnih modelov v odprtem izobraževanju. Poznati morajo osnovna orodja in tehnologije, ki jih je mogoče uporabiti v procesu ustvarjanja učnih izkušenj, vključno z učnimi viri, komunikacijo, sodelovalnim delom, ocenjevanjem in analitiko. Študenti morajo biti pripravljeni na delo v interdisciplinarnih skupinah.

Tekom izvajanja predmeta se bodo študenti seznanili z osnovami razvoja materialov za odprto izobraževanje. Med predavanji bodo raziskali teoretično ozadje metod, ki se uporabljajo v OE in OL, modele, strategije, orodja in pristope.

Podrobno bodo raziskovali orodja in pristope za kreiranje izobraževalnih virov, sodelovalno delo in učenje, komunikacijo, ocenjevanje in upravljanje učenja.

Podrobno bodo raziskali različna orodja za urejanje različnih vsebinskih oblik, od besedil, zvoka do videov, interaktivnih gradiv in popolnih tečajev, kot so npr. množični odprti online tečaji in drugi odprti tečaji. Posebna pozornost bo namenjena orodjem in mehanizmom za upravljanje celotnih sistemov za učenje in zagotavljanju personaliziranih učnih izkušenj.

Poudarek bo na praktičnem delu, da bi združili poglobljeno znanje o bistvenih temah na področju poučevanja in razvili dejanske spretnosti za njihovo uporabo. Naslednje teme bodo obravnavane bolj podrobno s stališča uporabe in ustvarjanja:

1) Participativne prakse
2) Multimedijske tehnologije družbenih medijev za sodelovanje
3) Blogi in spletne strani
4) Vizualni elementi
5) Podcasting: Uporaba/Snemanje
6) Video in zajem zaslona
7) Spletne konference v živo
8) Odprti podatki

Po zaključku tega predmeta bodo študenti sposobni:

• kritično razpravljati o odprtem izobraževanju, digitalnih pedagoških praksah, tehnologijah in orodjih v kontekstu izdelave izobraževalnih materialov,

• kritično analizirati in izbrati najprimernejše digitalne tehnologije in orodja za OI in OU za uporabo v lastnem poklicnem kontekstu,

• uporabljati in kritično razmišljati o uporabi vrste digitalnih pedagoških pristopov, tehnologij in orodij za ustvarjanje kakovostnih odprtih izobraževalnih gradiv.

• Kathryn E. Linder. The Blended Course Design Workbook: A Practical Guide. Workbook, 2016
• Oliver Broadbent, Ed McCann. Development of e-learning resources - A good practice guide. Royal Academy of Engineering 2016
• Deakin Learning Futures Teaching Development Team. Using audio and video for educational purposes. 2014 E-gradivo
• Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. Corwin Press, 2013 E-gradivo
• Opening up Slovenia. (2016). E-gradivo
• Orlič, D. (2008). Andragoška spoznanja, 14(3–4), 5–6. E-gradivo

• Vmesne predstavitve • Zaključna predstavitev
100% zaključna pred-stavitev (ustvarjeni učni materiali)

Chrissi Nerantzi je zaposlena kot izredna profesorica za izobraževanje na School of Education, University of Leeds v Združenem kraljestvu. Med drugim je vodja pobude Knowledge Equity Network in akademska vodja pobude Discover and Explore. Poučuje na magistrskem študiju digitalnega izobraževanja. Je tudi članica raziskovalnega centra za digitalno izobraževanje. Je izkušena moderatorka, ki uporablja nove pristope, vključno z igro, ustvarjanjem in pripovedovanjem zgodb, da bi spodbudila interakcijo in sodelovanje. Njeni raziskovalni interesi se nanašajo na odprto izobraževanje, ustvarjalnost in inovacije pri učenju in poučevanju, na teh področjih pa je veliko objavljala. Njena doktorska disertacija je s področja odprtega medinstitucionalnega akademskega razvoja s poudarkom na čezmejnem sodelovalnem učenju v teh okoljih (glej see https://chrissinerantzi.wordpress.com/phd/).
Ustanovila je vrsto uspešnih odprtih pobud za razvoj zaposlenih, soustvarila številne odprte izobraževalne vire in podprla vrsto odprtih izobraževalnih projektov. Odprta skupnost Creativity for Learning in Higher Education (#creativeHE) in mednarodni #LTHEchat, ki ju je soustanovila, sta dva takšna primera. Chrissi koordinira mentorje programa Odprto izobraževanje za boljši svet. Z ekipo odprte slikanice "Skupaj" je leta 2021 prejela nagrado OEGlobal Award for Open Innovation, leta 2022 je njena ekipa #creativeHE prejela Collaborative Award for Teaching Excellence s strani Advance HE, leta 2023 pa ji je National Teaching Repository podelil nagrado Open Education Champion.

Izbrane objave:

Dunbar-Morris, H., Nerantzi, C., Sharp, L. & Sidiropoulou, M. (2023) (In)dependent learning as explored in a cross-institutional collaborative project studying the perceptions of learning of ethnically diverse students. In: In: Fitzgerald, R., Huijser, H., Altena, S. & Armellini, A. (eds.) Addressing the ‘challenging’ elements of learning at a distance. Distance Education. Special Edition, https://doi.org/10.1080/01587919.2023.2198492

Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., Toquero, C. M., Singh, L Tlili, A., Lee, K., Nichols, M., Ossiannilsson, E., Brown, M., Irvine, V., Raffaghelli, J. E., Santos-Hermosa, G Farrell, O., Adam, T., Thong, Y. L., Sani-Bozkurt, S., Sharma, R. C., Hrastinski, S., & Jandrić, P. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709

Nerantzi, C., Sidiropoulou, M. P., Dunbar-Morris, H., Sharp, L., Farrell-Savage, K., Heard-Lauréote, K., Speight, S., Nawaz, R. & Ali, M. (2023) There are other fish in the sea: Open-up and connect. In: Harrison, M., DeVries, I., Morgan, T. & Paskevicious, M. (eds.) (2023) Re-think learning design. Critical learning design and the untextbook. https://rethinkld.trubox.ca/chapter/activation-there-are-other-fish-in-the-sea-open-up-and-connect/

Nerantzi, C. & Corti, P. (2023) The collaborative picture book format as an OER for socialisation, learning and assessment in higher education, in: Olivier, J. & Rambow, A. (eds.) (2023) Open Educational Resources in Higher Education: A Global Perspective. Future Education and Learning Spaces Series. Springer

Stracke, C. M., Sharma, R. C., Bozkurt, A., Burgos, D., Swiatek, C., Inamorato dos Santos, A., Mason, J., Ossiannilsson, E., Santos-Hermosa, G., Shon, J. G., Wan, M., Agbu, J.-F., Farrow, R., Karakaya, Ö., Nerantzi, C., Ramírez Montoya, M. S., Conole, G., Cox, G., & Truong, V. (2022). Impact of COVID-19 on formal education: An international review on practices and potentials of Open Education at a distance. The International Review of Research in Open and Distributed Learning. 23(4), 1-18. https://doi.org/10.19173/irrodl.v23i4.6120

Harkin, B., Yates, A., Wright, L. & Nerantzi, C. (2022) The Impact of Physical, Mental, Social and Emotional Dimensions of Digital Learning Spaces on Student’s Depth of Learning: The Quantification of an Extended Lefebvrian Model. In: International Journal of Management and Applied Research, Vol. 9, No. 1, pp. 50-73. https://doi.org/10.18646/2056.91.22-003

Nerantzi, C. & Atenas, J. (2022) A Healthy Assessment as Learning Diet: Bite-size, authentic and with an extended life span, in: Recipes for Success (Meaningful Assessment), Teaching Insights, Issue 2. Available at https://teachinginsights.ocsld.org/a-healthy-assessment-as-learning-diet-bite-size-authentic-and-with-an-extended-life-span-using-digital-portfolios-and-professional-discussion/ http://teachinginsights.ocsld.org/

Nerantzi, C. (2022) Towards defining uncreative teaching as an act of normalised open educational practice and the ethical sharing of pedagogical ideas. A provocation. In: International Journal of Open Schooling (IJOS), January 2022, Vol. 1, No. 1, pp. 53-68. https://www.nios.ac.in/media/documents/IJOS/articles/IJOS_Ch-13.pdf

Stracke, C.M.; Burgos, D.; Santos-Hermosa, G.; Bozkurt, A.; Sharma, R.C.; Cassafieres, C.S.; dos Santos, A.I.; Mason, J.; Ossiannilsson, E.; Shon, J.G. J. G., Wan, M., Agbu, J.-F., Farrow, R., Karakaya, Ö., Nerantzi, C., Ramírez Montoya, M. S., Conole, G., Cox, G., & Truong, V. (2022) Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education. Sustainability 2022, 14, 1876. https://doi.org/10.3390/su14031876

Nerantzi, C. & Atenas, J. (2021) Workshopping creatively online. In: Tasler, N., O’Brien, R, E. & Spiers, A. (eds.) (2021) Being creative in the face of adversity. The #creativeHE Annual 2021. Creativity for Learning in Higher Education Community, #creativeHE, DOI: https://doi.org/10.25416/NTR.17709860.v1 pp. 12-16.

Nerantzi, C. (2021) Gems, buds and slippers or what a series of visualisation tells us about the Learning and Teaching in Higher Education tweetchat (#LTHEchat). In: Open Scholarship of Teaching and Learning (oSOTL), Vol. 1(1), pp. 22-34, ISSN 2752-4116, available at https://osotl.org/?journal=osotl&page=article&op=view&path%5B%5D=6

Nerantzi, C., Chatzidamianos, G., Stathopoulou, H. & Karaouza, E. (2021) Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness. In: Journal of Interactive Media in Education, 2021(1), p. 26. DOI: https://doi.org/10.5334/jime.668

Stracke, C. M., Sharma, R. C., Swiatek, C., Burgos, D., Bozkurt, A., Karakaya, Ö., Ossiannilsson, E., Mason, J., Nerantzi, C., Agbu, J.-F., Ramírez Montoya, M. S., Shon, J. G., Inamorato dos Santos, A., Farrow, R., Wan, M., Santos-Hermosa, G., & Conole, G. (2021). How COVID-19 has an impact on formal education: A collective international evaluation of open education in distance learning. In Proceedings of the 14th Annual International Conference of Education, Research and Innovation (ICERI), Virtual, Spain, pp. 4270-4275. http://dx.doi.org/10.21125/iceri.2021.099 [Open Access]

Stracke, C. M., Bozkurt, A., Conole, G., Nascimbeni, F., Ossiannilsson, E., Sharma, R. C., Burgos, D., Cangialosi, K., Cox, G., Mason, J., Nerantzi, C., Agbu, J.-F., Ramírez Montoya, M. S., Santos-Hermosa, G., Sgouropoulou, C., & Shon, J. G. (2020). Open Education and Open Science for our Global Society during and after the COVID-19 Outbreak. In Proceedings of the Open Education Global Conference 2020 (s.p., 4 p.). https://doi.org/10.5281/zenodo.4275669 [Open Access]

Stracke, C. M., Bozkurt, A., Burgos, D., Mason, J., Ossiannilsson, E., Sharma, R. C., Wan, M., Agbu, J.-F., Cangialosi, K., Conole, G., Cox, G., Nascimbeni, F., Nerantzi, C., Ramírez Montoya, M. S., Sgouropoulou, C., Shon, J. G., Boulet, P., Inamorato dos Santos, A., Downes, S., Farrow, R., Proudman, V., Varoglu, Z., Weller, M., Xiao, J., Santos-Hermosa, G., Karakaya, Ö., Truong, V., & Swiatek, C. (2021, September 27 – October, 1). Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond. Open Education Global Conference 2021 (OE Global 2021, online). Université de Nantes, France. https://doi.org/10.5281/zenodo.5546182 [Open Access]

Costelloe, L., Nerantzi, C., O’Brien, E. , O’Sullivan, Í. and Reale, J. (2020) Development of a Shared Vision for Flexible Inter-Institutional Professional Development using the OOFAT Model, in: Buckley, C. and Nerantzi, C. (eds.) (2020) Exploring visual representation of concepts in Learning and Teaching in Higher Education, Special Issue, International Journal of Management and Applied Research, Vol. 7 No. 3, pp. 240-256, http://ijmar.org/v7n3/20-017.html

Nerantzi, C. (2019) Uncovering and discovering creative practices that foster student and staff engagement. in: Elkington, S., Westwood, D. and Nerantzi, C. (eds.) (2019) Creativity in Student Engagement, Special Issue of the Student Engagement in Higher Education Journal, Volume 2, Number 3, pp. 261-264, available at https://sehej.raise-network.com/raise/article/view/1010

Nerantzi, C. (2019) The role of crossing boundaries in collaborative open learning in cross-institutional academic development, In: Research in Learning Technology, Vol. 27, DOI: https://doi.org/10.25304/rlt.v27.2111

Nerantzi, C. (2018) The design of an empirical cross-boundary collaborative open learning framework for cross-institutional academic development, In: Open Praxis, Vol. 10, No. 4, October-December 2018, pp. 325-342, DOI: http://dx.doi.org/10.5944/openpraxis.10.4.907

Nerantzi, C. & Thomas B. E. (2019) What and who really drives pedagogic innovation? In: Elkington, S., Westwood, D. and Nerantzi, C. (eds.) (2019) Creativity in Student Engagement, Special Issue of the Student Engagement in Higher Education Journal, Volume 2, Number 3, pp. 234-260, available at https://sehej.raise-network.com/raise/article/view/1009

Nerantzi, C. & Gossman, P. (2018) Cross-boundary communities, an alternative vision for academic development, In: Compass Journal, London: University of Greenwich, Volume 11, No. 2. DOI: http://dx.doi.org/10.21100/compass.v11i2.800