Author: Barbara Class
Institution: University of Geneva
Country: Switzerland
Topic: Applications of Open Education Practices/Open Pedagogy/Open Education Research
Sector: Higher Education
UNESCO Area of Focus: Facilitating int cooperation
Session Format: Presentation
Abstract
This study is part of a larger design-based research (DBR) project on teaching and learning research methodology in social sciences and particularly in the field of education. The purpose of this contribution is to build on the preliminary framework presented in Class (2020) by exploring the literature in view of implementing the next cycle of the DBR. The study specifically focuses on threshold concepts and open recognition in the field of research education. Thresholds in research education are crystallised in the following concepts - argumentation, theoretical approaches and framework, knowledge creation, analysis and research paradigm (Kiley & Wisker, 2009). They echo competencies expected from scholars in education - problematise, document, plan, operationalise, interpret results, transfer findings (Van der Maren, Brodeur, Gervais, Gilles, & Voz, 2019, p. 25). To work towards open recognition in research education, we start from this agreed upon basis and draw upon i) Timmermans and Meyer (2019, p. 364)’s framework of Integrated Threshold Concept Knowledge (ITCK); ii) Koehler, Mishra, and Cain (2013)’ Technological, Pedagogical and Content Knowledge (TPACK); iii) the Bologna Open Recognition Declaration (OpenRecognitionAlliance, 2016); and ii) Clements, West, and Hunsaker (2020, p. 162)’s process to design open badge systems. The first two frameworks help us identify, in a fine-grained manner, threshold concepts, learning outcomes, what is assessed, how and when. The last ones guide us conceptually and technically in the actual implementation of open recognition. To give an example, we take the theoretical approaches threshold which is related to the documenting competence for a target audience of doctoral students in the field of education. Associated TPACK could be for TK, literature search, bibliography, note taking and concept mapping tools; for PK, authentic research projects (e.g. Wagner, Garner, & Kawulich, 2011); and for CK, theory, epistemology, philosophy of science. Competences unfold into Van der Maren et al. (2019, pp. 29-30)’s fundamental knowledge category, and more precisely, epistemology of social sciences and critical history of research in the field of education. The open badge will attest competences from combined ITCK and TPACK at different levels – novice, advanced and expert. Upon arrival, new learners would be presented with all available badges. Depending on own interests, needs and advancement in research, they could apply for the badges of their choice. They should also be able to assess whether they already master the competences of one badge with an auto-evaluation positioning instrument. Because of lack of information regarding resources, it is too early to take decisions regarding the badging platform – we only know that it will be IMS Global compliant.Keywords
research education, threshold concepts, open recognition, open badge
