Bridging SoTL and Open Educational Resources/Practices (OER/P) Through Tagore’s Southern Theory in the Era of a Pandemic
DOI:
https://doi.org/10.20355/jcie29497Abstract
In recent times, while Scholarship of Teaching and Learning (SoTL) and pedagogy enabled by open educational resources/practices (OER/P-enabled pedagogy) have become paramount in higher education, both have hardly been addressed jointly. Given that both aim to adopt, share, and reuse open resources by lecturers and their students in higher education institutions, it would have been expected that both are conjointly used to enhance student learning instead of being used separately. Additionally, while studies are ongoing from different theoretical stances, SoTL and OER/P-enabled pedagogy research are considered separately. Consequently, and through systematic review, the current study aims at bridging SoTL and OER/P-enabled pedagogy through Tagore’s southern theory in the era of a pandemic in the educational setting.
Tagore’s southern theory can demonstrate and explain the tacit linkage between SoTL via OER/P. Accordingly, Tagore’s southern theory should be used in broadening and deepening our understanding and thus serve as a guiding principle to approach SoTL and OER/P-enabled pedagogy conjointly. One key implication is that while it is important to conceptualize the global design of teaching and learning, it is vitally important to take account of local histories. Thus, the culturally entrenched connotations and interpretations for inclusive education can be addressed by employing both SoTL and OER/P-enabled pedagogy simultaneously. The hope is that the research assists in grounding the future of SoTL via OER/P-enabled pedagogy exploration.
References
Alcoff, L.M. (2007). Mignolo’s epistemology of coloniality. The New Centennial Review, 7(3), 79-101.
Australian Government. (2020). Higher education relief package. Department of Education, Skills and Employment. https://ministers.dese.gov.au/tehan/higher-education-relief-package
Armstrong, A., Armstrong, D. & Spandagou, I. (2010). Inclusive education: International policy and practice. SAGE.
Baas, M., Admiraal, W. & van den Berg, E. (2019). Teachers’ adoption of open educational
resources in higher education. Journal of Interactive Media in Education, 1, 9-21, https://doi.org/10.5334/jime.510
Bahman, R. (2021). VLEs in a post-COVID world: Kuwait's universities. Challenges and Opportunities for the Global Implementation of E-Learning Frameworks, 1-19. https://www.igi-global.com/chapter/vles-in-a-post-covid-world/277756
Belikov, O.M. & Bodily, R. (2016). Incentives and barriers to OER adoption: A qualitative analysis of faculty perceptions. Open Praxis, 8(3), 235-246. https://doi.org/10.5944/openpraxis.8.3.308
Bernstein, D. (2010). Finding your place in the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 4(2), 12-27.
Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.
Chick, N. (2013). Difference, power, and privilege in the scholarship of teaching and learning. In K. McKinney (Ed.), The scholarship of teaching and learning in and across the disciplines (pp. 15-33). Indiana University Press.
Clinton, V. (2019). Cost, outcomes, use, and perceptions of open educational resources in psychology: A narrative review of the literature. Psychology Learning and Teaching, 18(1), 4-20. https://doi.org/10.1177/1475725718799511
Comaroff, J., & Comaroff, J.L. (2011). Theory from the South: Or, how Euro-America is evolving towards Africa. Paradigm.
Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Allen & Unwin
Connell, R. (2011). Confronting equality: Gender, knowledge and global change. Allen & Unwin.
Department for Education. (2020). Coronavirus (COVID-19): Implementing protective measures in education and childcare settings. UK Government.
Dickson, K.L. & Trem, M.M. (2013). Using assessment and SoTL to enhance student learning. New Directions for Teaching and Learning, 136, 7-16. https://doi.org/10.1002/tl.20072
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
https://doi.org/10.1177/0047239520934018
Epstein, D. & Morrell, R. (2012). Approaching southern theory: Explorations of gender in South African education. Gender and Education, 24(5), 469-482.
https://doi.org/10.1080/09540253.2012.711036
Hickling-Hudson, A. (2009). Southern theory and its dynamics for postcolonial education. In R.S. Coloma (Ed.), Postcolonial challenges in education (pp. 365-376). Peter Lang.
Hickling-Hudson, A. (2011). Teaching to disrupt preconceptions: Education for social justice in the imperial aftermath. Compare, 41(4), 453-465 https://doi.org/10.1080/03057925.2011.581513
Hubball, H. & Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 1(1), 45-67. https://doi.org/10.5206/cjsotl-rcacea.2010.1.2
Huber, M.T., & Morreale, S.P. (2002). Disciplinary styles in the scholarship of teaching and learning. Stylus.
Marín, V.I., Orellana, M.L. & Peré, N. (2019). Open educational resources for research training: Quality assurance through a collaborative evaluation. Research in Learning Technolog., 27(2), 45-67. https://doi.org/10.25304/rlt.v27.2271
Masterman, E. (2016). Bringing open educational practice to a research-intensive university: Prospects and challenges. Electronic Journal of e-Learning, 14(1), 31-42.
Mukherjee, M. (2017). Global design and local histories: Culturally embedded meaning-making for inclusive education. The International Education Journal: Comparative Perspectives, 16(3), 32- 48. http://orcid.org/0000-0001-9251-9165
Mukherjee M. (2018). Decolonizing pedagogy for inclusive education: Tagorean analysis of a case study. In K.J. Kennedy & J. Chi-kin Le (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 709-721). London.
Mukherjee, M. (2019). Southern theory and postcolonial comparative education. In Oxford Research Encyclopedia of Education. Oxford University Press. http://dx.doi.org/10.1093/acrefore/9780190264093.013.466
Nelson, C. (2003). Doing it: Examples of several of the different genres of the scholarship of teaching and learning. Journal on Excellence in College Teaching, 14(2), 24-38.
OECD. (2020). Flattening the COVID-19 peak: Containment and mitigation policies. https://doi.org/10.1787/e96a4226-en
Peters, M.A., & Roberts, P. (2011). Introduction to the virtues of openness. In Virtues of openness education, science, and scholarship in the digital age (pp. 1-16). Routledge.
Poole, G. (2013). Controversies, debates, and tensions in SoTL [Video]. YouTube. https://www.youtube.com/watch?v=mkkoJ2iVbGs
Potter, M.K., & Kustra, E. (2011). The relationship between scholarly teaching and SoTL: Models, distinctions, and clarifications. The International Journal for the Scholarship of Teaching and Learning, 5(1), 1-20. https://doi.org/10.20429/ijsotl.2011.050123
Sawant, P., Gupta, S., Sharma, Y., & Singh, A. (2021). Classification approach for evaluating students’ performance in Covid 19 pandemic. International Journal of Engineering and Advanced Technology (IJEAT), 10(4), 5-35. https://doi.org/10.35940/ijeat.D2374.0410421
Schuwer, R., & Janssen, B. (2018). Adoption of sharing and reuse of open resources by educators in higher education institutions in the Netherlands: A qualitative research of practices, motives, and conditions. International Review of Research in Open and Distance Learning, 19(3), 1151-1171. https://doi.org/10.19173/irrodl.v19i3.3390
Simmons, N., Abrahamson, E., Deschler, J.M., Kensington-Miller, B., Manarin, K. Morón- García, S., Oliver, C., & Renc-Roe, J. (2013). Conflicts and configurations in a liminal space: SoTL scholars’ identity development. Teaching and Learning Inquiry, 1(2), 9-21. https://doi.org/10.20343/teachlearninqu.1.2.9
Tagore R. (1892). Topsy turvy education – “Shikshar herfer.” In Shikshya, Shantiniketan, Visva- Bharati (pp. 17-19). Oxford University Press.
Tagore R. (1906). The problem of education. In Towards Universal Man (pp. 67-82). Asia Publishing House.
UNESCO. (2019). Draft Recommendation on open educational resources. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000370936
Wiley, D.A., & Hilton, J. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distance Learning, 19(4), 133-147. https://doi.org/10.19173/irrodl.v19i4.3601
Young, J.M. & Yeo, M. (2015). Conceptualizing and communicating SoTL: A framework for the field. Teaching & Learning Inquiry, 3(2) 37-53. https://doi.org/10.20343/teachlearninqu.3.2.37
Vajoczki, S., Savage, P., Martin, L., Borin, P., & Kustra, E. (2011). Good teachers, scholarly teachers, and teachers engaged in the scholarship of teaching and learning: A case study from McMaster University, Hamilton, Canada. The Canadian Journal for the Scholarship of Teaching and Learning, 2(1), 1-29. https://doi.org/10.5206/cjsotl-rcacea.2011.1.2
