The Open Page Project: Putting Digital Learning Principles into Practice for Pre-Service Educators

Autor/in	Stewart, Bonnie
Titel	The Open Page Project: Putting Digital Learning Principles into Practice for Pre-Service Educators
Quelle	In: Journal of Teaching and Learning, 14 (2020) 1, S.59-70 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Educational Principles; Open Educational Resources; Teacher Education Programs; Program Descriptions; Video Technology; Audio Equipment; Educational Technology; Technological Literacy; Preservice Teachers; Undergraduate Students; Authentic Learning; Assignments; Web Sites; Individualized Instruction; Teaching Methods; Distance Education; Universities; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Bildungsprinzip; Audio-CD; Unterrichtsmedien; Technisches Wissen; Assignment; Auftrag; Zuweisung; Web-Design; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; University; Universität; Ausland; Kanada
Abstract	This paper overviews an open educational resource (OER) project aimed at developing digital literacies and open educational practice within a Faculty of Education. The project, titled The Open Page, modelled and enacted three core digital learning principles--"produsage," presence, and authentic audiences--for a broad audience of faculty and educators through the creation of videos and podcasts about educational technology tools. Designed to enable Bachelor of Education students to work towards authentic assignments and open practice, while leading professional development for faculty and practicing teachers, "The Open Page" also developed student literacies in assessing and evaluating educational technology platforms. The project's video and podcast outputs, showcased on the official University of Windsor Faculty of Education website, reflect intensive student research into the classroom uses, data implications, and differentiated learning possibilities of digital classroom tools. The paper will introduce readers to the principles and pedagogy that shaped the design of The Open Page and examine its efforts to create a common conversation about digital learning between educators at all levels. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01