Caring in Practice, Caring for Knowledge

Autor/in	Funk, Johanna
Titel	Caring in Practice, Caring for Knowledge
Quelle	In: Journal of Interactive Media in Education, 2021 (2021) 1, Artikel 11 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Funk, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Technology Uses in Education; Cultural Influences; Indigenous Knowledge; Caring; Altruism; Higher Education; College Students; Student Attitudes; College Faculty; Foreign Countries; Well Being; Communities of Practice; Australia + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cultural influence; Kultureinfluss; Care; Pflege; Sorge; Betreuung; Altruistic behavior; Altruismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schülerverhalten; Fakultät; Ausland; Well-being; Wellness; Wohlbefinden; Community; Australien
Abstract	This paper positions Open Educational Practices (OEP) as adding significant value to pandemic-era online learning. Much of online learning during COVID was characterised as being low quality, and an emphasis on providing care began to override the impact that reformed pedagogy could have in caring for students. Concepts of Indigenous Knowledge Authority, consent, collaboration, situated knowledge in communities of practice can help to frame how caring pedagogy and cognitive compassion can be cultivated. This paper shares the redevelopment and evaluation of a unit of learning called Cultural Capabilities amidst "pandemic pedagogy" rhetoric in which care for knowledge and online learning is discussed. The focus of this study was to refine the concept of care and compassion pedagogy whilst developing a sustainable model for caring for knowledge as higher education professionals. The learning design process and emergent outcomes of the evaluation for learning design are shared. Student feedback showed significant appreciation for the learning design, affective experiences of the deeper learning facilitated by OEP and relational learning. Australian COVID lockdowns allowed for new approaches to open engagement to practical care and compassionate practices for learning and knowledges. This paper argues that successful OEP can be cultivated with cognitive compassion as a focus instead of a panic-induced care narrative for more sustainable caring academic and professional capabilities as we continue to learn online. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01