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AutorenAlbers, Peggy; Cho, A. Ram; Shin, Ji Hye; Pang, Myoung Eun; Angay-Crowder, Tuba; Jung, Jin Kyeong; Pace, Christi L.; Sena, Mandi; Turnbull, Sarah
TitelCritical Spaces for Critical Times: Global Conversations in Literacy Research as an Open Professional Development and Practices Resource
QuelleIn: Global Education Review, 2 (2015) 3, S.46-67 (22 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2325-663X
SchlagwörterFaculty Development; Open Education; Educational Resources; Critical Literacy; Longitudinal Studies; Seminars; Web Based Instruction; Educational Practices; Critical Theory; Program Descriptions; Sustainability; Global Education; Online Courses
AbstractThis paper reflects an OER (Open Educational Resources) critical literacy project, Global Conversations in Literacy Research (GCLR), (www.globalconversationsinliteracy.wordpress.com), now in its fourth year. GCLR annually hosts seven web seminars presented by internationally recognized literacy and education scholars. We outline key dimensions of GCLR not only as an OER but as an open educational practice (OEP) (Andrade et al., 2011) that through its design, not only provides open access to scholarship, but also understands the critical nexus among resources, practices and theory. Informed by data from a longitudinal study, this paper situates these dimensions within professional development literature, and outlines GCLR as a critical space designed for critical times, and the importance of intentionality when accessing OER. Like scholars before us, we argue that that availability is not the only consideration when using OER (Andrade et al., 2011); OER must be considered in relation to pedagogical considerations and how OER are used as a critical component to online professional development. (As Provided).
AnmerkungenMercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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