Everyday Creativity in Riga
Our Everyday Creativity project poster was presented at the Association for Teacher Education in Europe (ATEE) Spring Conference on 7–8 June 2019. The conference topic was “Innovations, technologies and research in education”.
The conference involved paper and poster presentations of research in education of participants from more than 15 countries. The participants were very diverse and included professors, teachers, lecturers and PhD students.
The Everyday Creativity poster captured the attention of the participants as they asked interesting questions and shared their comments. Flyers were also distributed for participants to know more the project and try out the self-assessment tool.
Member of the Jyväskylä team Gomathy Soundararaj presented the poster and disseminated the main results of the project
The title of our poster was “Everyday Creativity: Lessons Learnt from Transforming an In-Service Teacher Education Course to Open Educational Resource”. The authors were three members of the Jyväskylä team: Tamás Péter Szabó, Gomathy Soundararaj and Tea Kangasvieri. In our study, we discussed some challenges and solutions of transforming the pedagogy of in-service teacher education to enhance openness. In particular, we asked how the pedagogical nature of the course changes in a new, open and unsupervised learning environment. To answer the question, we built on our work experience of compiling and editing the Handbook of this project which will be published this autumn.
Shifting from a closed to an open education model induces a substantial change in quality and learner experience: flexibility and learner independence grows, while expert supervision is not provided. Our poster discussed sample tasks from the learning modules as well as excerpts from the handbook manuscript to show how self-study or individually organized group study of in-service teachers are facilitated by our Open Educational Resource. Further, we discussed some ways in which OERs can be re-contextualized for supervised sessions in formal teacher education. In conclusion, we argued that implementations of open and closed educational models can be placed along a scale, and pedagogically sound transformations of learning materials increase the impact of in-service education in general and the sustainability of education development projects in particular.
You can read the poster here.
You can read Tamás Péter Szabó’s blog post which was the basis of the study: https://tamasoln191.home.blog/2019/03/26/week-6-closed-vs-open-education/
The Everyday Creativity poster captured the attention of the participants as they asked interesting questions and shared their comments. Flyers were also distributed for participants to know more the project and try out the self-assessment tool.
Member of the Jyväskylä team Gomathy Soundararaj presented the poster and disseminated the main results of the project
The title of our poster was “Everyday Creativity: Lessons Learnt from Transforming an In-Service Teacher Education Course to Open Educational Resource”. The authors were three members of the Jyväskylä team: Tamás Péter Szabó, Gomathy Soundararaj and Tea Kangasvieri. In our study, we discussed some challenges and solutions of transforming the pedagogy of in-service teacher education to enhance openness. In particular, we asked how the pedagogical nature of the course changes in a new, open and unsupervised learning environment. To answer the question, we built on our work experience of compiling and editing the Handbook of this project which will be published this autumn.
Shifting from a closed to an open education model induces a substantial change in quality and learner experience: flexibility and learner independence grows, while expert supervision is not provided. Our poster discussed sample tasks from the learning modules as well as excerpts from the handbook manuscript to show how self-study or individually organized group study of in-service teachers are facilitated by our Open Educational Resource. Further, we discussed some ways in which OERs can be re-contextualized for supervised sessions in formal teacher education. In conclusion, we argued that implementations of open and closed educational models can be placed along a scale, and pedagogically sound transformations of learning materials increase the impact of in-service education in general and the sustainability of education development projects in particular.
You can read the poster here.
You can read Tamás Péter Szabó’s blog post which was the basis of the study: https://tamasoln191.home.blog/2019/03/26/week-6-closed-vs-open-education/
