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Transformative approaches in distance online education: aligning evidence to influence the design of teaching at scale

McAndrew, Patrick; Anastopoulou, Stamatina and Scanlon, Eileen (2018). Transformative approaches in distance online education: aligning evidence to influence the design of teaching at scale. In: L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale, ACM, New York, article no. 51.

DOI (Digital Object Identifier) Link: https://doi.org/10.1145/3231644.3232261
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Abstract

In this paper we consider the role of sharing evidence online in work in progress to develop a new teaching framework for distance and part-time students of The Open University. The work reported here looks at the motivation for applying evidence and how it can act to support the development of the framework, rather than the framework itself. The approach described is adapted from previous research projects, and focuses on how evidence from internal and external scholarship is gathered and refined through an Evidence Hub that is shared online and open to all in the University. An aspect of the framework (offering greater continuity of study) is selected to show how the methodology applies in practice. In conclusion we highlight the value in adopting evidence-based approaches to support change processes and how sharing collective knowledge can influence decision-making.

Item Type: Conference or Workshop Item
Copyright Holders: 2018 The Authors
ISBN: 1-4503-5886-1, 978-1-4503-5886-6
Extra Information: presented at L@S 2018 (Fifth (2018) ACM Conference on Learning @ Scale), June 26–28, 2018, London, UK.
Keywords: collaborative knowledge building; institutional change; evidence hub
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 55576
SWORD Depositor: Jisc Publications-Router
Depositing User: Jisc Publications-Router
Date Deposited: 26 Jun 2018 13:41
Last Modified: 10 Dec 2018 07:22
URI: http://oro.open.ac.uk/id/eprint/55576
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