Formazione & insegnamento
ISSN: 2279-7505 | Published: 2014-03-31
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Title: A Scholarship of Open Teaching and Learning: new basis for quality in higher education
Abstract: The recent research and policy context is drawing attention on the issue of openness in higher education. This emphasis is probably coming out from decades of debate on the power of open education to transform teaching and learning aligning the educationalprocess with the needs of the knowledge society. However, the concept of openness has been probably endowed with a power that should be reconsidered on the light of real practices and institutional projects. This is particularly the case of quality teaching and learning in higher education, an issue that has been often connected with openness in a rather superficial way. This article draws on existing literature on the area of Open Education as well as on the area of educational quality, aiming at better understand how "opening up education" could generate quality for teaching and learning, and how quality teaching and learningcould relate with openness in Higher Education.In exploring these two conceptual universes, and building on Ghislandi and Raffaghelli (this Issue) the idea of SOTL is reconsidered, inviting the reader to think about a scholarship ofopen teaching and learning (SO2TL). In order to illustrate concepts, a case study is presented.It introduces a strategy to support an institutional process to opening up educational practices, which takes as key issue staff development to reflect on the idea of SO2TL. The conclusions aim at rethink future practice and research on the issue, in an attempt to give not only a concrete answer to the question "Is a scholarship of open teaching and learning connected to quality in higher education"?, but also, to put the basis for experiences thatdo support a positive answer.
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Title: Una borsa di studio di insegnamento e apprendimento aperto: nuove basi per la qualità nell'istruzione superiore
Abstract: Il recente contesto di ricerca e politica sta attirando l'attenzione sulla questione dell'apertura nell'istruzione superiore.Questa enfasi sta probabilmente emergendo da decenni di dibattito sul potere dell'educazione aperta per trasformare l'insegnamento e l'apprendimento allineando il processo educativo con i bisogni della società di conoscenza.Tuttavia, il concetto di apertura è stato probabilmente dotato di un potere che dovrebbe essere riconsiderato alla luce di pratiche reali e progetti istituzionali.Questo è in particolare il caso dell'insegnamento e dell'apprendimento della qualità nell'istruzione superiore, un problema che è stato spesso collegato all'apertura in modo piuttosto superficiale.Questo articolo si basa sulla letteratura esistente sull'area dell'educazione aperta e sull'area della qualità educativa, mirando a capire meglio come "l'apertura dell'istruzione" potrebbe generare qualità per l'insegnamento e l'apprendimento e come l'insegnamento e l'apprendimento della qualità potrebbero relazionarsi con l'apertura nell'istruzione superiore.e apprendimento (SO2TL).Al fine di illustrare i concetti, viene presentato un caso di studio. Introduce una strategia per supportare un processo istituzionale per l'apertura di pratiche educative, che porta come lo sviluppo del personale della questione chiave per riflettere sull'idea di SO2TL.Le conclusioni mirano a ripensare la pratica futura e la ricerca sulla questione, nel tentativo di dare non solo una risposta concreta alla domanda "è una borsa di studio di insegnamento aperto e apprendimento connesso alla qualità nell'istruzione superiore"?, Ma anche per mettere le basi per le esperienze che supportano una risposta positiva. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Une bourse de l'enseignement ouvert et de l'apprentissage: nouvelle base de qualité dans l'enseignement supérieur
Abstract: Le récent contexte de recherche et politique attire l'attention sur la question de l'ouverture dans l'enseignement supérieur.Cet accent est probablement mis en évidence de décennies de débat sur le pouvoir de l'éducation ouverte pour transformer l'enseignement et l'apprentissage alignant le processus éducatif sur les besoins de la société du savoir.Cependant, le concept d'ouverture a probablement été doté d'une puissance qui devrait être reconsidérée à la lumière des pratiques réelles et des projets institutionnels.C'est particulièrement le cas de l'enseignement et de l'apprentissage de qualité dans l'enseignement supérieur, un problème qui a souvent été lié à l'ouverture d'une manière plutôt superficielle.Cet article s'appuie sur la littérature existante sur le domaine de l'éducation ouverte ainsi que sur le domaine de la qualité de l'éducation, pour mieux comprendre comment «l'ouverture de l'éducation» pourrait générer une qualité pour l'enseignement et l'apprentissage, et comment l'enseignement et l'apprentissage peuvent se rapporter à l'ouverture dans l'enseignement supérieur.Apprentissage (SO2TL).Afin d'illustrer les concepts, une étude de cas est présentée. Il introduit une stratégie pour soutenir un processus institutionnel pour ouvrir des pratiques éducatives, qui prend le développement clé du personnel en question pour réfléchir à l'idée de SO2TL.Les conclusions visent à repenser la pratique future et la recherche sur la question, dans le but de donner non seulement une réponse concrète à la question «est une bourse de l'enseignement ouvert et de l'apprentissage lié à la qualité dans l'enseignement supérieur»?, Mais aussi, pour mettre la base des expériences qui soutiennent une réponse positive. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Una beca de enseñanza y aprendizaje abierto: nuevas bases para la calidad en la educación superior
Abstract: El reciente contexto de investigación y política está llamando la atención sobre el tema de la apertura en la educación superior.Este énfasis probablemente salga de décadas de debate sobre el poder de la educación abierta para transformar la enseñanza y el aprendizaje alineando el proceso educativo con las necesidades de la sociedad del conocimiento.Sin embargo, el concepto de apertura probablemente se ha dotado de un poder que debería reconsiderarse a la luz de las prácticas reales y los proyectos institucionales.Este es particularmente el caso de la enseñanza y el aprendizaje de calidad en la educación superior, un problema que a menudo se ha relacionado con la apertura de una manera bastante superficial.This article draws on existing literature on the area of Open Education as well as on the area of educational quality, aiming at better understand how "opening up education" could generate quality for teaching and learning, and how quality teaching and learningcould relate with openness in Higher Education.In exploring these two conceptual universes, and building on Ghislandi and Raffaghelli (this Issue) the idea of SOTL is reconsidered, inviting the reader to think about a scholarship ofopen teaching andaprendizaje (SO2TL).Para ilustrar conceptos, se presenta un estudio de caso. Introduce una estrategia para apoyar un proceso institucional para abrir prácticas educativas, lo que toma como el desarrollo clave del personal para reflexionar sobre la idea de SO2TL.Las conclusiones apuntan a repensar la práctica e investigación futura sobre el tema, en un intento de dar no solo una respuesta concreta a la pregunta "es una beca de enseñanza abierta y aprendizaje relacionada con la calidad en la educación superior"?, Sino también para expresar las experiencias que respaldan una respuesta positiva. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Uma bolsa de ensino e aprendizagem aberta: nova base para a qualidade no ensino superior
Abstract: O recente contexto de pesquisa e política está chamando a atenção para a questão da abertura no ensino superior.Essa ênfase provavelmente está saindo de décadas de debate sobre o poder da educação aberta para transformar o ensino e a aprendizagem, alinhando o processo educacional com as necessidades da sociedade do conhecimento.No entanto, o conceito de abertura provavelmente foi dotado de um poder que deve ser reconsiderado à luz de práticas reais e projetos institucionais.Este é particularmente o caso de ensino e aprendizagem de qualidade no ensino superior, uma questão que tem sido frequentemente ligada à abertura de uma maneira bastante superficial.This article draws on existing literature on the area of Open Education as well as on the area of educational quality, aiming at better understand how "opening up education" could generate quality for teaching and learning, and how quality teaching and learningcould relate with openness in Higher Education.In exploring these two conceptual universes, and building on Ghislandi and Raffaghelli (this Issue) the idea of SOTL is reconsidered, inviting the reader to think about a scholarship ofopen teachinge aprendizado (SO2TL).Para ilustrar conceitos, é apresentado um estudo de caso. Introduz uma estratégia para apoiar um processo institucional para a abertura das práticas educacionais, que leva como um desenvolvimento importante da equipe para refletir sobre a idéia do SO2TL.As conclusões visam repensar a prática e a pesquisa futura sobre o assunto, na tentativa de dar não apenas uma resposta concreta à pergunta "é uma bolsa de ensino e aprendizado aberto conectados à qualidade no ensino superior"?, Mas também, para colocar a base para as experiências que apoiam uma resposta positiva. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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