| 1. |
- Barman, Linda, 1972-, et al.
(author)
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Engineering teacher's approaches to design and deliver inclusive teaching in flexible learning spaces
- 2018
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In: 2018 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE). - : IEEE. - 9781538611746
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Conference paper (peer-reviewed)abstract
- This Work in Progress Research reports on an ongoing study about engineering teachers' approaches to inclusive teaching when designing MOOCs (Massive Open Online Education). It is part of a larger project exploring ways in which MOOC-initiatives can facilitate educational change within Universities. Our assumption is that the teachers, may develop their understanding of inclusive teaching, and, if so, transfer that knowledge into the design and delivery of regular course offerings given by universities. The knowledge generated in this study can help to shape future initiatives for faculty development and support, regarding engineering teachers' ways to design and deliver flexible scalable forms of teaching that facilitates inclusiveness in the learning process.
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| 2. |
- Barman, Linda, et al.
(author)
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Higher Education; For Free, For Everyone, For Real? Massive Open Online Courses and the Responsible University : History and Enacting Rationalities for MOOC Initiatives at Three Swedish Universities
- 2019
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In: The Responsible University. - Cham : Palgrave Macmillan. - 9783030256456 - 9783030256463 ; , s. 117-143
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Book chapter (peer-reviewed)abstract
- Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.
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| 3. |
- Barman, Linda, et al.
(author)
-
Higher Education; For Free, For Everyone, For Real? Massive Open Online Courses (MOOCs) and the Responsible University: History and Enacting Rationalities for MOOC Initiatives at Three Swedish Universities
- 2019
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In: The Responsible University: Exploring the Nordic Context and Beyond. - Cham : Springer International Publishing. ; , s. 117-143
-
Book chapter (other academic/artistic)abstract
- Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.
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| 4. |
- Barman, Linda, 1972-, et al.
(author)
-
Higher education, For free, for everyone, for real? Massive Open Online Education (MOOCs) and the responsible university : History and enacting rationalities for MOOC-initiatives at three Swedish universitie
- 2019
-
In: The Responsible University. - London : Palgrave Macmillan. - 9783030256456 ; , s. 117-143
-
Book chapter (other academic/artistic)abstract
- Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.
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| 5. |
- Barman, Linda, 1972-, et al.
(author)
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Safeguarding fairness in assessments—How teachers develop joint practices
- 2022
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In: Medical Education. - : Wiley-Blackwell Publishing Inc.. - 0308-0110 .- 1365-2923. ; , s. 1-9
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Journal article (peer-reviewed)abstract
- Introduction - In light of reforms demanding increased transparency of student performance assessments, this study offers an in-depth perspective of how teachers develop their assessment practice. Much is known about factors that influence assessments, and different solutions claim to improve the validity and reliability of assessments of students' clinical competency. However, little is known about how teachers go about improving their assessment practices. This study aims to contribute empirical findings about how teachers' assessment practice may change when shared criteria for assessing students' clinical competency are developed and implemented.Methods - Using a narrative-in-action research approach grounded in narrative theory about human sense-making, one group including nine health professions teachers was studied over a period of 1 year. Drawing upon data from observations, interviews, formal documents and written reflections from these teachers, we performed a narrative analysis to reveal how these teachers made sense of experiences associated with the development and implementation of joint grading criteria for assessing students' clinical performances.Results - The findings present a narrative showing how a shared assessment practice took years to develop and was based on the teachers changed approach to scrutiny. The teachers became highly motivated to use grading criteria to ensure fairness in assessments, but more importantly, to fulfil their moral obligation towards patients. The narrative also demonstrates how these teachers reasoned about dilemmas that arose when they applied standardised assessment criteria.Discussion - The narrative analysis shows clearly how teachers' development and application of assessment standards are embedded in local practices. Our findings highlight the importance of teachers' joint discussions on how to interpret criteria applied in formative and summative assessments of students' performances. In particular, teachers' different approaches to assessing ‘pieces of skills’ versus making holistic judgements on students' performances, regardless of whether the grading criteria are clear and well-articulated on paper, should be acknowledged. Understanding the journey that these teachers made gives new perspectives as to how faculty can be supported when assessments of professionalism and clinical competency are developed.
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| 6. |
- Berman, Anne H., et al.
(author)
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Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC) : A Qualitative and Quantitative Analysis of Participants' Perceptions
- 2017
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In: Academic Psychiatry. - : Springer Science and Business Media LLC. - 1042-9670 .- 1545-7230. ; 41:5, s. 631-641
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Journal article (peer-reviewed)abstract
- Objective The purpose of this article is to explore learners' perceptions of using virtual patients in a behavioral medicine Massive Open Online Course (MOOCs) and thereby describe innovative ways of disseminating knowledge in health-related areas. Methods A 5-week MOOC on behavioral medicine was hosted on the edX platform. The authors developed two branched virtual patients consisting of video recordings of a live standardized patient, with multiple clinical decision points and narration unfolding depending on learners' choices. Students interacted with the virtual patients to treat stress and sleep problems. Answers to the exit survey and participant comments from the discussion forum were analyzed qualitatively and quantitatively. Results In total, 19,236 participants enrolled in the MOOC, out of which 740 received the final certificate. The virtual patients were completed by 2317 and 1640 participants respectively. Among survey respondents (n = 442), 83.1% agreed that the virtual patient exercise was helpful. The qualitative analysis resulted in themes covering what it was like to work with the virtual patient, with subthemes on learner-centered education, emotions/eustress, game comparisons, what the participants learned, what surprised them, how confident participants felt about applying interventions in practice, suggestions for improvement, and previous experiences of virtual patients. Conclusions Students were enthusiastic about interacting with the virtual patients as a means to apply new knowledge about behavioral medicine interventions. The most common suggestion was to incorporate more interactive cases with various levels of complexity. Further research should include patient outcomes and focus on interprofessional aspects of learning with virtual patients in a MOOC.
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| 7. |
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| 8. |
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| 9. |
- Cerratto Pargman, Teresa, et al.
(author)
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Mapping the Ethics of Learning Analytics in Higher Education : A Systematic Literature Review of Empirical Research
- 2021
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In: Journal of Learning Analytics. - : Society for Learning Analytics Research. - 1929-7750. ; 8:2, s. 123-139
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Research review (peer-reviewed)abstract
- Ethics is a prominent topic in learning analytics that has been commented on from conceptual viewpoints. For a broad range of emerging technologies, systematic literature reviews have proven fruitful by pinpointing research directions, knowledge gaps, and future research work guidance. With these outcomes in mind, we conducted a systematic literature review of the research on ethical issues that have been empirically approached in the learning analytics literature. In our final analysis, 21 articles published in the period 2014–2019 met our inclusion criteria. By analyzing this data, we seek to contribute to the field of learning analytics by 1) characterizing the type of empirical research that has been conducted on ethics in learning analytics in the context of higher education, 2) identifying the main ethical areas addressed in the selected literature, and 3) pinpointing knowledge gaps.
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| 10. |
- Cerratto-Pargman, Teresa, 1968-, et al.
(author)
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New Vistas on Responsible Learning Analytics
- 2023
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In: Journal of Learning Analytics. - : Society for Learning Analytics Research. - 1929-7750. ; 10:1, s. 133-148
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Journal article (peer-reviewed)abstract
- The focus of ethics in learning analytics (LA) frameworks and guidelines is predominantly on procedural elements of data management and accountability. Another, less represented focus is on the duty to act and LA as a moral practice. Data feminism as a critical theoretical approach to data science practices may offer LA research and practitioners a valuable lens through which to consider LA as a moral practice. This paper examines what data feminism can offer the LA community. It identifies critical questions for further developing and enabling a responsible stance in LA research and practice taking one particular case — algorithmic decision-making — as a point of departure.
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