RESUMO
The Purdue Repository for Online Teaching and Learning (PoRTAL) was developed as an Open Educational Resource (OER) for graduate students and faculty in higher education settings to enhance their online teaching skills and strategies. The PoRTAL team used a design-based research approach (DBR; Wang & Hannafin, Educational Technology Research and Development, 53(4), 5-23, 2005). In this study context, we used Van Tiem et al.'s (2012) model to identify problems faced by instructors who struggled with or were new to online teaching from a Human Performance Technology (HPT) standpoint. To address the identified needs, we created resources for online teaching and embedded our research within practical activities to further study our design process. Our efforts resulted in an HPT-OER Model for Designing Digital Repositories. The purpose of this paper is to share the DBR process that we used to develop an OER repository within an HPT model.
RESUMO
The rapid and unexpected onset of the COVID-19 global pandemic has generated a great degree of uncertainty about the future of education and has required teachers and students alike to adapt to a new normal to survive in the new educational ecology. Through this experience of the new educational ecology, educators have learned many lessons, including how to navigate through uncertainty by recognizing their strengths and vulnerabilities. In this context, the aim of this study is to conduct a bibliometric analysis of the publications covering COVID-19 and education to analyze the impact of the pandemic by applying the data mining and analytics techniques of social network analysis and text-mining. From the abstract, title, and keyword analysis of a total of 1150 publications, seven themes were identified: (1) the great reset, (2) shifting educational landscape and emerging educational roles (3) digital pedagogy, (4) emergency remote education, (5) pedagogy of care, (6) social equity, equality, and injustice, and (7) future of education. Moreover, from the citation analysis, two thematic clusters emerged: (1) educational response, emergency remote education affordances, and continuity of education, and (2) psychological impact of COVID-19. The overlap between themes and thematic clusters revealed researchers' emphasis on guaranteeing continuity of education and supporting the socio-emotional needs of learners. From the results of the study, it is clear that there is a heightened need to develop effective strategies to ensure the continuity of education in the future, and that it is critical to proactively respond to such crises through resilience and flexibility.
