Codebook - External Pilots - ENCORE APPROACH

The digital age is transforming education, especially now that generative AI expands the possibilities for students and teachers. This change requires critical reflection on the educational and social impact of technology and a rethinking of methods and priorities for advanced and sustainable interventions by educators (Williamson et al., 2020). Added to this is how the information landscape is undergoing a significant transformation too, meeting the spread of the Open Education concept and the growth of Open Educational Resources (OER). The Open approach seeks to promotes a culture of shared knowledge to remove barriers, leveraging digital technologies, and connecting formal and informal learning (Inamorato dos Santos et al., 2016).

Within this paradigm, teachers continue to play a key role especially in the quality of instruction and learning (Darling-Hammond et al., 2017). Improving their continuos training is widely recognized as a priority in international educational policies (OECD, 2019) and European strategies (European Council, 2020).

From this perspective, the ENCORE (ENriching Circular use of OeR for Education) Project emerges (https://project-encore.eu/ ). The ENCORE Approach is based on the idea of developing an innovative AI-based system to support the search and collection of high-quality OER to improve the teaching-learning process in a context of global challenges and lifelong learning (Raffaghelli et al., 2023). During the second part of the piloting of the ENCORE approach and platform, external workshops were organized for HE teachers, VET trainers and learners (external pilots). Eight external pilots were organized for the occasion, involving 226 participants. To collect data on the acceptance level of the tested instrument, the questionnaire used was inspired by a shortened version of the UTAUT model (Venkatesh et al., 2003; Kurelovic, 2020; Raffaghelli et al., 2022).

This dataset presents the 92 questionnaires collected by individual partners, already polished for study or use. The dataset introduces:

A codebook with relevant variables adopted to collect sample distribution data (Provenance and Institution) and inherent to the survey object (Area of Knowledge, Level of Usefulness, Intention to Use, ENCORE Best and Least and ENCORE improvements).

The procedures and questionnaire’s questions adopted.

The main dataset.

This dataset is complementary to the narrative reports produced by each institution and the final report to be constructed later.

References

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute, 1-76. https://learningpolicyinstitute.org/sites/default/files/productfiles/Effective_Teacher_Professional_Development_REPORT.pdf

European Council (2020). Council conclusions on “European teachers and trainers for the future”. Official Journal of the European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:52020XG0609(02)&rid=5 

Inamorato Dos Santos, A., Punie, Y., & Castaño, M. J. (2016). Opening up Education: A Support Framework for Higher Education Institutions. JRC Publications Repository. https://doi.org/10.2791/293408 

Kurelovic, E. K. (2020). Acceptance of open educational resources driven by the culture of openness. In INTED2020 Proceedings (pp. 429-435). IATED

OECD (2019). TALIS 2018 Results (Vol. 1): Teachers and School Leaders as Lifelong Learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en 

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 & V ET. In ENCORE project results [Report]. ENCORE. https://www.research.unipd.it/handle/11577/3502320 

Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly. https://doi.org/10.2307/30036540

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2). https://doi.org/10.1080/17439884.2020.1761641