OEGlobal 2024

This design-based research study investigated the effectiveness of using MOOC scaffolds with translanguaging integrated to enhance self-regulated learning (SRL) and English as a lingua franca (ELF) proficiency in high school students learning in English-medium instruction (EMI) MOOCs. The study focused on students facing the dual barriers of ELF proficiency and online learning. The recent adoption of the English as a Medium of Instruction (EMI) policy in Taiwan targets the education sectors across all ages, endeavoring to internationalize the educational landscape through rapid EMI penetration, underscored by the need for comprehensive teacher support as educators transition to this new instructional medium.

Culturally responsive MOOCs have gained attention in recent years for their potential to support diverse learners globally. However, there needs to be more literature regarding wrapping English-taught MOOCs with a scaffolding, translanguaging MOOC, which could provide a more inclusive and supportive learning environment for bilingual students. This niche in “wrapped” MOOCs represents an opportunity for further research and development, as it could enhance MOOCs' effectiveness in catering to students' diverse linguistic needs. By incorporating translanguaging practices and culturally responsive content, wrapped MOOCs could potentially bridge the gap between monolingual English-taught courses and the diverse linguistic backgrounds of learners, fostering a more inclusive and practical learning experience.

We developed five design-based research objectives in this study:

• Realize translanguaging and self-regulated learning scaffolds into the EMI MOOCs.
• Initiate a design team to prototype the “wrapped” course activities for the EMI MOOCs.
• Implement the prototype as two courses on one of Taiwan’s MOOC platforms to evaluate learning activities and improve the developed course activities based on learner feedback.
• Encompass the other six courses across SDGs to observe EMI students’ practice and engagement when taking the wrapped EMI MOOCs in different areas.
• Develop research-supported instructional practice for translanguaging scaffoldings MOOCs and its continuing growth.

The present study embodies design-based research (DBR), whose main characteristic is balancing theory and practice, necessitating careful planning and arrangement. To realize “theory-in-context”, EMI scaffolds and online learner scaffolds were implemented in the 2022-2023 program of virtual overseas study tours (VOST) in MOOCs. The ewant-based learning activities were designed to collect student reflections by stage and in a mixed form of idea presentation (i.e., words and snapshots), thereby being able to scaffold EMI MOOC experiences at all stages, following structured class arrangements for FutureLearn courses. To understand learners’ attitudes toward VOST in iteration 3, a 75-item Likert scale survey was administered, including English as a Lingua Franca; Online Self-Regulated Learning; Learning Engagement; program satisfaction; and open-ended questions. The questionnaire measured functional beliefs and attitudes about communication and competence in learning and speaking English as an international language, SRL in online learning environments, learners' attitudes toward teachers, course requirements, expectations, and willingness to learn online.

Our findings suggest that translanguaging MOOC scaffolds can effectively improve ELF attitude and self-regulation in high school students learning through EMI MOOCs. In other words, using these scaffolds may help students overcome the dual barriers of ELF proficiency and online learning. (496 words).



Included in [Session 6D]: Open Pedagogy, Repositories

References
Chen, K. Z., & Oakley, B. (2020). Redeveloping a global MOOC to be more locally relevant: Design-based research. International Journal of Educational Technology in Higher Education, 17:9. https://doi.org/10.1186/s41239-020-0178-6 Graham, K. M., & Yeh, Y-F. (2023). Teachers’ implementation of bilingual education in Taiwan: Challenges and arrangements: Asia Pacific Education Review, 24, 461–472. https://doi.org/10.1007/s12564-022-09791-4 Helm, F. (2020). EMI, internationalisation, and the digital. International Journal of Bilingual Education and Bilingualism, 23, 314-325. https://doi.org/10.1080/13670050.2019.1643823 Ho, J. & Tai, K.W.H. (2021). Translanguaging in digital learning: The making of translanguaging spaces in online English teaching videos. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.2001427

Author Keywords
High school students, English-medium instruction (EMI), Mass Open Online Courses (MOOCs), self-regulated learning, English as lingua franca

This exploration is inspired by a famous experiment performed by the German physicist and musician, Ernst Florens Friedrich Chladni. He lived from 1756 to 1827 and is called the father of Acoustics because of his work on vibrating plates. He demonstrated the visualization of the nodal lines by sprinkling a layer of powder onto the surface of the vibrating plate. These observed patterns are called Chladni patterns.

This research is based on state-of-the-art theory to develop software for virtually emulating the nodal lines of a vibrating plate. The main aim is to provide a digital and open-source platform to assist students in learning the resonance phenomena of a vibrating plate. By using the developed platform, students can dynamically visualize the nodal-line formation of a vibrating plate without physical equipment. Since the developed simulator can be operated anytime and anywhere with a personal computer, it can greatly reduce the time required for the physical experiment. Furthermore, the dynamic visualization technology makes the educational process more convenient, expands the number of participants, and deepens the understanding of physical insights. The developed platform can be used in classrooms as well as informal places. Consequently, enables lifelong learning for anyone, makes physics education more diverse and inclusive, makes scientific education more diverse and interesting, and especially reduces educational gaps between urban and rural regions, and makes education more equitable for the general public, as well as enhances access to physics knowledge and digital education.

Since traditional Chladni plate resonance experiments often require a large amount of materials and complex equipment that are not available to every region or student, this research developed simulation software to solve the problem of difficult access to resources. Compared with existing similar works in the world (such as ShaderToy, and thelig.ht Chladni experiment), the simulation software developed in this research can provide users with a learning environment of interactivity and diversity. Through advanced audio processing technology, this simulator can produce a sense of presence, especially the realism of the sand movement and the resonant sound. Users can freely adjust the parameters of the experiment to observe and experience the realistic changes. Moreover, the developed simulator also provides users with the functions of image and data storage for further numerical analyses and scientific investigations, and then learn the principles of physics in depth. T

o sum up, the digital simulation tool developed in this research not only reduces the complexity of the experiments but also provides the functionality for distance education. The open-source nature of the simulator allows users to further customize this software according to their teaching and experiential needs, thereby making more contributions and sharing it for the education field.



Included in [Session 6D]: Open Pedagogy, Repositories

References
1. Tuan, P.H.; Wen, C.P.; Yu, Y.T.; Liang, H.C.; Huang, K.F.; Chen, Y.F. Exploring the distinction between experimental resonant modes and theoretical eigenmodes: From vibrating plates to laser cavities. Phys. Rev. E 2014, 89, 022911. 2. Tuan, P.H.; Wen, C.P.; Chiang, P.Y.; Yu, Y.T.; Liang, H.C.; Huang, K.F.; Chen, Y.F. Exploring the resonant vibration of thin plates: reconstruction of Chladni patterns and determination of resonant wave numbers. J. Acoust. Soc. Am. 2015, 137, 2113. 3. Tseng, Y.-C.; Hsu, Y.-H.; Lai Y.-H.; Yu, Y.-T.; Liang, H.-C.; Huang, K.-F.; Chen, Y.-F. Exploiting Modern Chladni Plates to Analogously Manifest the Point . Appl. Sci. 2021, 11, 10094. 4. Dashti, S.; Prakash, E.; Navarro-Newball, AA.; Hussain, F.; Carroll, F. Chladni Plate Visualisation. (2022) 5. Yucel, V.; Yildan, I. Form Follows Algorithm: Differentiation of Chladni Patterns through Mathematical Functions in Processing . PROC 20 GENERATIVE A (2017) 6. Viktor M. Formation of Chladni patterns in virtual environment. November (2017)

Author Keywords
Educational equity, Open-source educational tools, Chladni Plates, Digital simulation, Resonance phenomena, Interactive learning, Dynamic visualization

The financial services sector emphases initiatives that empower consumers in an increasingly and diverse financial system. One of the areas of initiative is that of consumer education, which includes the provision of numerous financial education programmes by many stakeholders. Financial education can benefit any age person and irrespective of their income level (OECD, 2005). The changing nature of financial products and their increasing complexity are among the many reasons for financial education becoming increasingly important (FCSA, 2020). In South Africa educating financial consumers and potential financial consumers is legislated in terms of the Financial Sector Regulation Act, 2017 (Act No. 9 of 2017) (FSR Act). In terms of this Act the Financial Sector Conduct Authority (FSCA) is responsible for this education. A project is currently underway to develop a South African financial education portal. The aim of the South African financial education portal project is to encourage the financial services industry to work collaboratively to identify opportunities to consolidate existing resources into a sustainable programme. The South African financial education portal is planned to consist of four segments, a repository of financial education content, accreditation of financial education resources (a Quality Mark), certification of financial education providers and an evidence hub. The proposed online platform will be designed through the application of a living lab integrative approach (Mastelic, 2019), underpinned by design thinking. As per the integrative approach, the first step of the research project is in the ‘Problem space phase’ following a sequential multi-method research approach. Empathise is the first stage in design thinking and in living lab research researchers try to gain a deep understanding of the problems and motivations of the end user. The context is researched, to gain an understanding of user behaviours, perceptions, and social practices.

Ramsunder & Mathiva (2020) found in a desk top study, that most programmes offered by institutions are generic in nature, in South Africa. This research aims to answer two questions How can educational resources be shared amongst institutions and how then can a culture of collaboration of financial education materials be encouraged so that potentially limited budgets are utilised more efficiently? This paper will present the exploration of the relationship between corporate social responsibility and open educational resources in the financial service sector and how to encourage a culture of collaboration to enhance the efficiency and quality of the provision of consumer financial education.



Included in [Session 6A]: Practice and Policy in OE

References
FCSA (2020). Discussion Document: Ensuring Appropriate Financial Consumer Education Initiatives. https://www.moonstone.co.za/upmedia/uploads/library/Moonstone%20Library/MS%20Industry%20News/1.%20Discussion%20Document%20-%20Ensuring%20Appropriate%20Financial%20Education%20Initiatives_June2020.pdf Mastelic, J. (2019). Stakeholders’ engagement in the co-design of energy conservation interventions: The case of the Energy Living Lab. OECD (2005). Improving Financial Literacy. Analysis of Issues and Policies. https://read.oecd-ilibrary.org/finance-and-investment/improving-financial-literacy_9789264012578-en#page6 Ramsunder, J. and Mthivha, F.(2020). Trends in consumer financial education in South Africa. https://dnaeconomics.com/trends-in-consumer-financial-education-in-south-africa/

Author Keywords
Open educational resources, corporate social responsibility, financial consumer education

The current study utilized Lambert's 3R framework of social justice (redistributive, recognitive, and representational justice) to investigate the impact of justice frames and open educational practices in syllabus design on undergraduate students' perceptions. Participants (n=207) viewed several versions of a hypothetical syllabus, with each version increasing in social justice focus. Participants then answered questionnaires on their intent to take the course, student sense of belonging, and instructor evaluation.

We hypothesized that with each consecutive version of the syllabus, reflecting an increased focus on social justice, (1) Student sense of belonging will increase, (2) Instructor evaluation will become more positive, (3) Intent to register for the course will be more likely, and (4) These relationships will be moderated by the number of marginalized identities experienced by participants.

This study underscores the importance of incorporating social justice frameworks into syllabus design to enhance student engagement and perceptions of inclusivity.



Included in [Session 6A]: Practice and Policy in OE

References
Lambert, S. R. (2018). Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education. Journal of Learning for Development, 5(3). https://doi.org/10.56059/jl4d.v5i3.290

Author Keywords
Open educational practices, Social justice, Course design, Higher education

Collaboration is pivotal to expanding the reach and adoption of open educational practices, especially when growing the Open movement throughout a region from grassroots. The ASCILITE Australasian Open Educational Practice Special Interest Group (OEP SIG) is a community hub for Open practitioners throughout the Australasian region. One of the OEP SIG’s key activities is the production of the monthly OEP Digest, collaboratively curated by a dedicated team of open education practitioners geographically distributed across Australia.

Since its inception in 2018, inspired by SPARC’s OER Digest, the Australasian OEP Digest has been raising awareness of open education principles and practices in Australasia, providing a vehicle to highlight professional development resources, project opportunities, local learnings and the achievements of pioneering open education practitioners. Published through the OEP SIG website, the Digest takes its cues from the OEP SIG community, continuously evolving to curate resources and updates relevant to the Australasian open education landscape and delivering an easily accessible summary of OEP content straight to the inbox of approximately 200 subscribers.

In this session, join the OEP Digest curators for a reflection on: - The origins, philosophy and development of this community-centric newsletter - Navigating the process, challenges and unanticipated benefits of working as a cross-institutional team of academic librarians from four Australian higher education institutions, each with open education programs at varying levels of maturity - Strategies for using a publication such as the Digest to advance open education in your institution

The Digest team makes Open everyone’s business by providing a platform that invites, elevates and celebrates community voices, curates a diverse range of readings, resources and professional development opportunities, and promotes the latest open textbooks relevant to Australasian educational institutions.

While the Digest has an Australasian focus, highlighting locally developed resources, many international resources and opportunities are included to ensure readers understand and remain connected with the global nature of open education. In a field where practitioners can often feel isolated and unsure of how to move forward, the OEP Digest brings us together, celebrates us, and reminds us we’re not doing this alone. Because Open is everyone’s business.



Included in [Session 6A]: Practice and Policy in OE

Author Keywords
Open access publishing, Open educational practices, Open education policies and strategies, Open practitioners, Open textbooks

The University of Technology, the Learner Experience Design team adopted a strategy to make Open Educational Practices (OEP) integral to everyone's role by emphasising professional development. In higher education, professional development is described as the process of enhancing the skills and competencies of staff necessary for facilitating and enhancing the student learning experience. According to Havea & Mohanty (2020) professional development contributes to sustainable development by improving the skills and competencies of individuals, which in turn enhances workforce quality and productivity. This is also in alignment with the sustainable development goals under 2030 Development agenda, which underscores the importance of building higher education staff capacity in content, pedagogical and technological knowledge (Mishra and Koehler, 2006). At its core, the UTS strategy of sustainable partnerships fosters a culture of engagement and collaboration within UTS and the external community (n.d, UTS). While the impact of engaging in OEP has primarily been realised through cost-cutting with open textbooks, at UTS, we see that OEP can further enhance the student learning experience. This is achieved not only by reducing costs of textbooks but also by promoting inclusivity, engaging our learning and teaching community, and building capacity in open education. In this presentation, I’ll highlight the efforts made by a learning and teaching central team at UTS to advocate for OEP through professional development. Our efforts were focused on the following six areas: Resources and Blogs: We curated a resource collection where academics can openly share their teaching approaches. Additionally, our blog series dedicated to open education serves as a platform to advocate for OEP

Community Engagement: UTS Learning Design Meetup has been instrumental in starting the conversation on OE. This initiative has inspired various university units and academics to publish OER focusing on Learning Design and Sustainability. Furthermore, we have successfully encouraged academics to create their own open textbooks and apply for open textbook grants. Projects for Scalable Impact (Central Team): We formed specialised squads focusing on Open Education (OE) and H5P OERHub, facilitating collaborative efforts towards impactful outcomes. Moreover, in partnership with the UTS library, we were able to contribute to the development of open-access policy procedures addressing technological infrastructure needs and OEP in learning and teaching. Workshops: Our OEP workshops have been instrumental in raising a culture of sharing educational materials within and outside UTS. Global Events: UTS proudly hosted Open Education Week in both 2023 and 2024, showcasing our institution's global presence and commitment to open education initiatives. Creative Commons Licensing: Two members of our central team completed Creative Commons certificate for educators, contributing to capacity-building efforts within our organsation. The impact of our efforts is clear in how the OEP community at UTS has grown. We made sure that people who used to work alone now work together through partnerships. Keeping OEP going has been hard, but by helping people learn and grow professionally, we brought everyone together, got important people involved, and made UTS a leader in open education.



Included in [Session 6A]: Practice and Policy in OE

References
Havea, P. H., & Mohanty, M. (2020). Professional development and sustainable development goals. In Quality Education (pp. 654-665). Cham: Springer International Publishing. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70. UTS. (n.d.). Sustainable partnerships. In UTS 2027 strategy. Retrieved May 20, 2024, from https://www.uts.edu.au/about/uts-2027-strategy/sustainable-partnerships

Author Keywords
Professional development, Open education advocacy, Partnerships, Institutional strategies

International Council for Open and Distance Education (ICDE) is the largest global membership organisation for the field of Open, Flexible and Distance Education.

The Technology and Innovation Network (TIN) is an ICDE member-led network of global participants interested in understanding and raising awareness of technology and innovation in education. University of Southern Queensland leads this exciting new initiative with members from all regions of the world.

The key objectives of the network include exploring the impact of Artificial Intelligence for learning and teaching innovation on a global scale, and cross-institutional collaboration that leverages educational technologies and digital pedagogies leading to curriculum design that embeds global collaborative learning encompassing intercultural awareness and global competence.

TIN will also incorporate the concept of Glocalisation of learning and collaboration – where participants can learn from and adopt good global practices related to the use of technology-infused learning and teaching.

This session will present why international collaboration is important for innovation and the future of education and use TIN as a case study with examples from the network. Depending on time allocated, there will also be an interactive part of the session that will seek to connect members of the network to the conference.



Included in [Session 7B]: OE Practice in the GLAM sector

Author Keywords
network, international, collaboration, technology, innovation, glocalisation, ICDE, UniSQ