Have a personal or library account? Click to login
Addressing Global Challenges by Contextualising Learning at Scale: Future Professional Learning for the Health Sector Cover

Addressing Global Challenges by Contextualising Learning at Scale: Future Professional Learning for the Health Sector

Open Access
|Sep 2024

References

  1. 1Adam, T. 2020. Between social justice and decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices. Journal of Interactive Media in Education, 1: 7 DOI: 10.5334/jime.557
  2. 2Antimicrobial Resistance Collaborators. 2022. Global burden of bacterial antimicrobial resistance in 2019: A systematic analysis. Lancet, 399: 629655. DOI: 10.1016/S0140-6736(21)02724-0
  3. 3Bettiol, S, Psereckis, R and MacIntyre, K. 2022. A perspective of Massive Open Online Courses (MOOCs) and public health. Front Public Health. DOI: 10.3389/fpubh.2022.1058383
  4. 4Billett, S. 2004. Learning through work: Workplace participatory practices. In: Rainbird, H, Fuller, A and Munro, A (eds.), Workplace learning in context. London: Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203571644-13/learning-work-stephen-billett. DOI: 10.1108/13665620410550295
  5. 5Bolon, I, Mason, J, O’Keeffe, P, Haeberli, P, Adan, HA, Karenzi, JM, Osman, AA, Thumbi, SM, Chuchu, V, Nyamai, M, Martins, SB, Wipf, NC and Ruiz de Castañeda, R. 2020. One health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges. One Health. DOI: 10.1016/j.onehlt.2020.100158
  6. 6Bower, M and Vlachopoulos, P. 2018. A critical analysis of technology-enhanced learning design frameworks. British Journal of Educational Technology, 49: 981997. DOI: 10.1111/bjet.12668
  7. 7Carvalho, L, Castañeda, L and Yeoman, P. 2023. The ‘birth of doubt’ and ‘the existence of other possibilities’: Exploring how the ACAD toolkit supports design for learning. Journal of New Approaches in Educational Research, 12(2): 340359. DOI: 10.7821/naer.2023.7.1494
  8. 8Castañeda, L, Marín, VI, Scherer Bassani, P, Camacho, A, Forero, X and Pérez, L. 2023. Academic tasks to promote PLE in higher education: International perspectives on educational design and agency. Journal of Distance Education (RED), 23(71). DOI: 10.6018/red.526541
  9. 9Charitonos, K and Littlejohn, A. 2022. Professional learning in healthcare settings in resource-limited environments: What are the tensions for professionals’ knowing and learning about antimicrobial resistance? Studies in Continuing Education, 44: 475492. DOI: 10.1080/0158037X.2021.1883577
  10. 10Conole, G, Brasher, A, Cross, S, Weller, M, Clark, P and Culver, J. 2008. Visualising learning design to foster and support good practice and creativity. Educational Media International, 45(3): 177194. DOI: 10.1080/09523980802284168
  11. 11Diaz-Infante, N, Lazar, M, Ram, S and Ray, A. 20 July 2022. Demand for online education is growing. Are providers ready? McKinsey & Company [Online]. https://www.mckinsey.com/industries/education/our-insights/demand-for-online-education-is-growing-are-providers-ready.
  12. 12Dimitriadis, Y and Goodyear, P. 2013. Forward-oriented design for learning: Illustrating the approach. Research in Learning Technology, 21. DOI: 10.3402/rlt.v21i0.20290
  13. 13Engeström, Y. 2015. Learning by expanding: An activity-theoretical approach to developmental research (2nd Copy). Cambridge: Cambridge University Press. DOI: 10.1017/CBO9781139814744
  14. 14Farrow, R, Coughlan, T, Goshtasbpour, F and Pitt, B. 2023. Supported open learning and decoloniality: Critical reflections on three case studies. Education Sciences, 13(11): Art. 11. DOI: 10.3390/educsci13111115
  15. 15Garrido, M, Koepke, L, Andersen, S, Mena, A, Macapagal, M and Dalvit, L. 2016. An examination of MOOC usage for professional workforce development outcomes in Colombia, the Philippines, & South Africa. Seattle: Technology & Social Change Group, University of Washington Information School.
  16. 16Goodyear, P and Carvalho, L. 2014. Framing the analysis of complex learning environments. In: Goodyear, P and Carvalho, L (eds.), The architecture of productive learning networks. London: Routledge. DOI: 10.4324/9780203591093
  17. 17Goodyear, P, Carvalho, L and Yeoman, P. 2021. Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments. Educational Technology Research and Development, 69: 445464. DOI: 10.1007/s11423-020-09926-7
  18. 18Greene, JA, Oswald, CA and Pomerantz, J. 2015. Predictors of retention and achievement in a Massive Open Online Course. American Educational Research Journal, 52(5): 925955. DOI: 10.3102/0002831215584621
  19. 19Green, JK, Ruwhiu, PA, Carvalho, L and Sheridan, N. 2023. Indigenous learning practices: Creating reflective spaces for growth and transformation. In: Jaffer, T, Govender, S and Czerniewicz, L (eds.), Learning design voices. Edtech Books. DOI: 10.59668/279.9898
  20. 20Hamori, M. 2018. Can MOOCs solve your training problem? Harvard Business Review, 96: 7076. https://hbr.org/2018/01/can-moocs-solve-your-training-problem#:~:text=The%20Solution,helps%20ensure%20relevance%20and%20quality.
  21. 21Heredia, JM, Carvalho, L and Vieira, EMF. 2019. Designing for distance learning in developing countries: A case study. Journal of Open, Flexible, and Distance Learning, 23(1): 516. DOI: 10.61468/jofdl.v23i1.346
  22. 22Ilvenkov, E. 1982. The dialectics of the abstract and the concrete in Marx’s Capital. Moscow: Progress. https://www.marxists.org/archive/ilyenkov/works/abstract/index.htm.
  23. 23Jordan, K. 2015. Massive Open Online Course completion rates revisited: Assessment, length and attrition. The International Review of Research in Open and Distributed Learning, 16(3). DOI: 10.19173/irrodl.v16i3.2112
  24. 24Kaatrakoski, H, Littlejohn, A and Charitonos, K. 2021. Antimicrobial resistance challenging professional learning in three LMICs. Journal of Workplace Learning, 33: 446459. DOI: 10.1108/JWL-10-2020-0166
  25. 25Kennedy, E and Laurillard, D. 2023. Co-designing collaborative open online learning for professional communities. In: Kennedy, E and Laurillard, D (eds.), Online learning futures: An evidence based vision for global professional collaboration on sustainability. Bloomsbury Publishing. DOI: 10.5040/9781350324268
  26. 26Kennedy, E, Sherman, S, Weitz, N, Crabbe, S, Devaney, V, Tariq, H and Worsfold, C. 2022. Get interactive: The value of a MOOC for continuing professional learning and development. In: Forbes, D and Walker, R (eds.), Developing online teaching in higher education: Global perspectives on continuing professional learning and development. Singapore: Springer Nature Singapore. pp. 4355. DOI: 10.1007/978-981-19-5587-7_4
  27. 27Koukis, N and Jimoyiannis, A. 2019. MOOCS for teacher professional development: Exploring teachers’ perceptions and achievements. Interactive Technology and Smart Education, 16(1):, 7491. DOI: 10.1108/ITSE-10-2018-0081
  28. 28Lambert, SR. 2020. Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18. Computers & Education, 145: 103693. DOI: 10.1016/j.compedu.2019.103693
  29. 29Launois, P, Maher, D, Certain, E, Ross, B and Penkunas, MJ. 2021. Implementation research training for learners in low- and middle-income countries: Evaluating behaviour change after participating in a massive open online course. Health Research Policy & Systems, 19:, 9. DOI: 10.1186/s12961-021-00703-3
  30. 30Laurillard, D. 2002. Rethinking university teaching: A conversational framework for the effective use of learning technologies. London: Routledge. DOI: 10.4324/9780203304846
  31. 31Laurillard, D. 2012. Teaching as a design science: Building pedagogical patterns for learning and technology. New York: Routledge. DOI: 10.4324/9780203125083
  32. 32Laurillard, D. 2024. Trust the teachers: A collaborative approach to learning design solutions. In: Huang, R, Liu, D, Adarkwah, MA, Wang, H and Shehata, B (eds.), Envisioning the future of education through design. Singapore: Springer Nature Singapore. pp. 119145. DOI: 10.1007/978-981-97-0076-9_6
  33. 33Laurillard, D and Kennedy, E. 2020. MOOCs and professional development. In: Callender, C, Locke, W and Marginson, S (eds.), Changing higher education for a changing world. Bloomsbury.
  34. 34Lave, J. 1991. Situating learning in communities of practice. In: Resnick, LB, Levine, JM and Teasley, SD (eds.), Perspectives on socially shared cognition American Psychological Association. DOI: 10.1037/10096-003
  35. 35Littlejohn, A, Charitonos, K and Kaatrakoski, H. 2019. The role of professional learning in addressing global challenges: Tensions and innovations associated with AMR. In Frontiers in Education, 4: 112. Frontiers Media SA. DOI: 10.3389/feduc.2019.00112
  36. 36Littlejohn, A, Kennedy, E and Laurillard, D. 2022. Professional learning analytics: Understanding complex learning processes through measurement, collection, analysis, and reporting of MOOC data. In: Goller, M, Kyndt, E, Paloniemi, S and Damşa, C (eds.), Methods for researching professional learning and development: Challenges, applications and empirical illustrations. Cham: Springer International Publishing. pp. 557578. DOI: 10.1007/978-3-031-08518-5_25
  37. 37Littlejohn, A, Milligan, C and Margaryan, A. 2012. Charting collective knowledge: Supporting self-regulated learning in the workplace. Journal of Workplace Learning, 24(3): 226238. DOI: 10.1108/13665621211209285
  38. 38Markauskaite, L, Carvalho, L and Fawns, T. 2023. The role of teachers in a sustainable university: From digital competencies to postdigital capabilities. Educ Technol Res Dev., 71: 181198. DOI: 10.1007/s11423-023-10199-z
  39. 39Markauskaite, L and Goodyear, P. 2017. Epistemic fluency and professional education. Professional and Practice-based Learning, 14. DOI: 10.1007/978-94-007-4369-4
  40. 40Mettenleiter, TC, Markotter, W, Charron, DF, Adisasmito, WB, Almuhairi, S, Behravesh, CB, Bilivogui, P, Bukachi, SA, Casas, N, Becerra, NC, Chaudhary, A, Ciacci Zanella, JR, Cunningham, AA, Dar, O, Debnath, N, Dungu, B, Farag, E, Gao, GF, Hayman, DTS, Khaitsa, M, Koopmans, MPG, Machalaba, C, Mackenzie, JS, Morand, S, Smolenskiy, V and Zhou, L. 2023. The One Health High-Level Expert Panel (OHHLEP). One Health Outlook, 5: 18. DOI: 10.1186/s42522-023-00085-2
  41. 41Pherali, T, Chan, ML, Charoensukaran, W, Chase, E, Kennedy, E, Tyrosvoutis, G, Witthaus, G and Laurillard, D. (forthcoming). Pedagogical approaches to teacher professional development in contexts of mass displacement: An agenda for research and practice. JIME, Special Issue: Connected Learning in Contexts of Forced Displacement.
  42. 42Tasquier, G, Knain, E and Jornet, A. 2022. Scientific literacies for change making: Equipping the young to tackle current societal challenges. Frontiers in Education, 7. DOI: 10.3389/feduc.2022.689329
  43. 43Yeoman, P. 2015. Habits & habitats: An ethnography of learning entanglement. Thesis (Phd), University of Sydney. Available at: http://hdl.handle.net/2123/139.
DOI: https://doi.org/10.5334/jime.904 | Journal eISSN: 1365-893X
Language: English
Submitted on: Mar 1, 2024
Accepted on: Jun 10, 2024
Published on: Sep 20, 2024
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2024 Koula Charitonos, Rachel McMullan, Allison Littlejohn, Hilary MacQueen, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.