Codebook - Educathons & Internal Piloting - ENCORE APPROACH

Open Educational Resources (OERs), first defined by UNESCO (2011) as “any educational material that can be used, adapted, and shared without restriction”, are central to promote access and inclusion. The EU still expresses the importance of open education (https://joint-research-centre.ec.europa.eu/what-open-education_en) as a driver in the innovation of educational provision, reducing the barriers to access to quality education. However, embracing OER is still a badly understood and little practised approach(Ossiannilsson et al., 2020).

In this context, the project ENCORE aims at supporting educators engagement with Open Educational Resources to promote Digital, Entrepreneurial and Green Competences. During the first phase (18 months), the project has developed a tool for academic and VET teachers, also usable by students. 

ENCORE combines AI-driven tools to retrieve relevant open educational resources to improve the teaching-learning process. Its main goal is to guide educators in designing courses to address contemporary challenges such as digitalization, climate change, and post-COVID economic recovery (Raffaghelli et al., 2023).

As mediational tool (Ghislandi et al., 2013), we hypothesised that it could enhance prior pedagogical knowledge and values to move towards an open educational perspective.

In the context of the ENCORE project, 11 scenario-design sessions (EDUCATHONS) and 8 internal pilots were implemented, engaging 457 participants. At each event, pre-post tests and a Ux survey were implemented, whenever it was feasible for the trainers and participants' objectives. The intervention is based on a case study approach, where the relevant activity is connected to learning and experiencing with technologies. Data was collected accordingly, but without interferring teaching and training goals.  This dataset presents all the data collected, already polished for study or usage. The dataset introduce:

A codebook with the relevant variables adopted in each of the instruments (Knoweldge Tests on OER and DGE competences and the Ux survey based on an adapted version of the UTAUT, Unified Theory of Acceptance and Use of Technology)

The procedures and instruments adopted.

Three datasets (Pre-post test on OER; DGE survey; UTAUT after the session survey)

The datasets' relevance are connected with the diversity of profiles that adopted the tool and the several experiences generated through the sessions. 

This dataset is complementary to the learning scenarios and narrative reports produced by each institution, integrated to the Pedagogical Guidelines.

References

Ghislandi, P. M. M., Raffaghelli, J. E., & Yang, N. (2013). Mediated Quality: An Approach for the eLearning Quality in Higher Education. International Journal of Digital Literacy and Digital Competence, 4(1), 56–73. https://doi.org/10.4018/jdldc.2013010106

Inamorato Dos Santos A, Punie Y and Castaño Muñoz J. Opening up Education: A Support Framework for Higher Education Institutions. EUR 27938. Luxembourg (Luxembourg): Publications Office of the European Union; 2016. JRC101436

Ossiannilsson, E., Zhang, X., Wetzler, J., Gusmão, C., Aydin, C. H., Jhangiani, R., Glapa-Grossklag, J., Makoe, M., & Harichandan, D. (2020). From Open Educational Resources to Open Educational Practices. Distances et médiations des savoirs. Distance and Mediation of Knowledge, 31, Article 31. https://doi.org/10.4000/dms.5393

Raffaghelli, J. E., Foschi, L. C., Crudele, F., Doria, B., Grion, V., & Cecchinato, G. (2023). The ENCORE Approach. Pedagogy of an AI-driven system to integrate OER in Higher Education & VET (https://hdl.handle.net/11577/3502320; DLV 5.1; ENCORE Project Report Series, pp. 1–94). University of Padova; Padova Research Archives. https://www.research.unipd.it/handle/11577/3502320

UNESCO. (2011). A Basic guide to open educational resources (OER). UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000215804