Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Organizing higher education in changing society
1. Organizing higher education in
changing society
- Open educational practices in animal
welfare
Anne Algers
Swedish University of Agricultural Sciences
&
IT-University Gothenburg
Swedish University of Agricultural Sciences
www.slu.se
2. Research aim
Analyse open educational practices in
higher education for a sustainable, global
and inclusive knowledge development in
the subject of animal welfare.
More generally the research aim is to
better understand new ways of organizing
higher education in a changing society.
Swedish University of Agricultural Sciences
www.slu.se
3. A few words about animal welfare (AW)
• Animals can suffer and have cognitive abilities
(e.g. Pepperberg, 1999)
• Recognised scientific discipline in the 80es
(Broom, 1991; Duncan, 1996; Broom, 2005)
• Intensified production and global trade of farm
animals (Fraser, 2008)
• Animal welfare is partly normative -animal
ethics (Tannenbaum, 1991)
• Animal welfare in its cultural context (Fraser,
2008)
Swedish University of Agricultural Sciences
www.slu.se
4. Activity theory (Engeström)
Empowerment and democracy
Social production, contradiction and reflective communication
Negotiation, reciprocity and peer review
The very object of activity is unstable, resists attempts of control and standardization
Requires rapid integration of expertise from various locations and traditions
The knowledge domain on animal welfare is typically affiliated in numerous activity
systems (farmers, citizens, industry, consumers, researchers, NGO´s)
Moving up and outward it tackles multiple interconnected activity systems
(e.g. different stakeholders roles in relation to animal welfare)
Moving down and inward it tackles issues of subjectivity, emotion,
embodiment, identity, and moral commitment. Swedish University of Agricultural Sciences
www.slu.se
5. Towards a mutual view on animal
welfare
Farmers
Consumers Citizens
Industry
Producer views
GAP
Non-producer views
Swedish University of Agricultural Sciences
www.slu.se
6. Effect of open education
Education
OVERLAP
Producer views Non-producer views
Swedish University of Agricultural Sciences
www.slu.se
7. Knowledge gap affected by
• Achieved scientific understanding
• Increased and intensified global production
• Reduced number of people living close to farm
animals (Israelsson, 2005)
• Enhanced concern in society (Eurobarometer, 2007)
• Increased incidence of regulations and standards
for knowledge at all levels (EC, 2012)
Swedish University of Agricultural Sciences
www.slu.se
11. Research questions
RQ1
Which are the incentives for animal welfare teachers in higher
education to
engage in OER and OEP? And which are the implications for
HE?
RQ2
What is the need, availability, access and origin of OER in animal
welfare?
RQ3
Which are the important quality issues of OER in animal welfare?
RQ4
How can a peer-review process on OER be conducted?
RQ5
Which are the important design features of OER in animal welfare?
RQ6
How can design research be used for the development of an infrastructure
for knowledge sharing?
RQ7
Which are the concerns with students as knowledge creators?
www.slu.se
Swedish University of Agricultural Sciences
12. Change of paradigm
in education
• Responsive to society (Buckley, 2012)
• Demand driven (Thomas & Brown, 2011)
• Blurring distinction between formal and informal
learning (Jenkins et al., 2009)
• Participatory cultures and approaches (Jenkins et
al., 2009)
Swedish University of Agricultural Sciences
www.slu.se
13. Participatory culture
• Web2.0 (interact or collaborate ≠
passive viewing of content)
• Students and citizens as prosumers
(Lane & Law, 2012)
• Most effective when they are valuebased
• Networked learning (Jones,
Dirckinck-Holmfeld, Lindström,
2006)
Swedish University of Agricultural Sciences
www.slu.se
14. Open Educational
Resources
• “The phenomenon of OER is an
empowerment process, driven by
technology, in which various types
of stakeholders are able to interact,
collaborate, create, and use
materials and pedagogic practices,
that are freely available, for
enhancing access, reducing costs,
and improving the quality of
education and learning at all levels”
Swedish University of Agricultural Sciences
www.slu.se
(Kanwar et al., 2010)
15. Internet and Animal welfare
• Science and values
• Media carrying information
• Participatory cultures, OER and social
media
• Impact - Change in attitude
Swedish University of Agricultural Sciences
www.slu.se
16. Internet and Animal welfare
Swedish University of Agricultural Sciences
www.slu.se
17. Animal welfare at slaughter
Biological principles
Legislation
Ungulate animals
Poultry
Game/Ostrich
Rabbit
Fur animals
Index
Welcome to a learning resource in animal welfare at slaughter!
Instruction how to use
About the content
Authors behind
From 2013 a new Council Regulation (EC) No 1099/2009 on the protection of animals at the time of slaughter comes
into force and is directly applicable in all EU Member States. It requires e.g. that any person handling animals at
slaughter and killing should have taken a course and has a certificate of competence. To ease the transition, the
Swedish University of Agricultural Sciences developed training materials, which are freely available for anyone to use
to gain the necessary knowledge in the subject and a common ground to stand on. The material, which is web based, is
available on this site to everybody who want to learn more about animal welfare at slaughter and killing.
Course registration
Swedish University of Agricultural Sciences
www.slu.se
19. The learning resource
• Target group
• Goal
• Theory
• Survey on attitudes
• Provocation model
• Aid functions
• Development of own case
• From Learning resource
to course
• OER
Swedish University of Agricultural Sciences
www.slu.se
22. Role-play games
• Animal Ethics Dilemma
–
–
–
–
–
–
–
–
–
–
–
Ethical theories as a starting point
Single player game
Five+2 cases
Choice between standard “text-book” arguments
Development of personal case
Food Ethics Dilemma
Stakeholder perspectives as a starting point
Multiplayer game
Three cases
Development of personal arguments
Real time discussions
Swedish University of Agricultural Sciences
www.slu.se
Development of joint statements
25. Joint statements in FE-dilemma
Swedish University of Agricultural Sciences
www.slu.se
26. Open Learning Platform
– developed together with UNESCO
www.porktraining.org
Swedish University of Agricultural Sciences
Anne Algers
www.slu.se
Anne.Algers@lmv.slu.se
th
GA meeting 8 December 2010, Dublin
28. Published and planned papers
Paper I
Inventory of OER´s on farm animal welfare. (Algers et al. 2011)
RQ: What is the need, availability, access and origin of OER in animal welfare.
Paper II
Incentives for a new strategy on teaching animal welfare based on OER (Algers & Lindström, 2010)
Paper III
The development of a new methodology for knowledge sharing in the interface
between university and society - an example from the meat sector (Algers et al., 2013)
RQ: How can design research be used for the development of an infrastructure for knowledge sharing?
Paper IV
OER – value, usage and quality aspects – a study based on survey to teachers
RQ : What evidence is there of use (and re-use) of OER and how are they used?
RQ : Which are the incentives and the barriers for using OER and which are the implications for HE??
RQ : Which are the quality expectations on OER?
Paper V
Quality issues related to OER on farm animal welfare – a peer review process on OER for teaching
animal welfare to children.
RQ: Which are the quality issues of OER in animal welfare?
RQ: How can a peer-review process on OER in animal welfare be conducted?
Paper VI
Work-based learning through partnership, from university and industry point of view
RQ: Which are the concerns with students as knowledge creators in food science?
Paper VII Students’ experience and view on being prosumers of knowledge
RQ: Which are the students views on accuracy versus legitimacy in knowledge production in food
science?
Swedish University of Agricultural Sciences
www.slu.se
29. Some reflections so far….
• Only few OER are available within the subject of animal welfare
•
Contextual differences between cultures are of great concern
•
A standardized quality evaluation tool can be used for the
assessment of quality of OER in animal welfare
• Trust is of great importance for sharing and reuse of OER and the size
of communities and the subject may be of importance for trust
• Students can be part of knowledge creation ….but different stakeholde
opinions on e.g. accuracy versus legitimacy is under analysis
Swedish University of Agricultural Sciences
www.slu.se
30. Looking forward to open discussions!
It’s a privilege to be here!
Swedish University of Agricultural Sciences
www.slu.se
31. Animal Welfare in a Global Perspective
Wageningen UR Livestock Research
Rapport 240, 2009
http://edepot.wur.nl/49888
Swedish University of Agricultural Sciences
www.slu.se
Master in animal husbandry, specialised in animal welfare which is a rather new Global scientific domain
Institutional level, how to develoop HE which is inclusive and sustainable,
It became a scientific discipline in the 1980s and the first professor in animal welfare was appointed at Cambridge University in 1986 (Broom, 2005). The development of animal welfare as a subject taught to university students, such as veterinary, agriculture, and biology students, was slow in the beginning and only 10 professors were appointed in the subject before 1995 (Broom, 2005). 25 today
Engeström has activity as a unit of analysis, which is including a complex system of individuals, artifacts and activities or human actions in communities, with multiple point of view, traditions and interests.
Akt teori can set the premissis for 1) DBR (you have to look at the context and culture) 2) an iterativ design process 3) how to interpret the results
Concern (Fraser 2008 + Eurobarometer 2007) Legal change (Lisbon treaty, 2009), Broad target group (Allesadrini, 2008 + Siegford et al 2005)
OER as an activity in a learning environment (pedagogical issues) Product ..increasingly interested in the practices – the process. Content driven OEP – burning subject that bring people together. intrinsic benefits, such as joy and identification may be of the highest importance (West & O’Mahony, 2008),
Ej design science! Design-based research.
R6 är en metodisk fråga
The traditional way to view and do higher education is to have a push approach where knowledge is transmitted to the learners and the institutions certify the knowledge. The consequence is that the knowledge is locked in behind passwords. A new trend or complement is to take more of a pull approach , where education is demand driven, and look at a broad range of methods to make knowledge available to the society.
The general changes that have been associated with the explosion of internet services has been characterised as ‘Web 2.0’ (O’Reilly, 2005).
A Web 2.0 site gives its users the free choice to interact or collaborate with each other in a social media dialogue as creators (prosumer) of user-generated content, in contrast to websites where users (consumer) are limited to the passive viewing of content that was created for them. PC for knowledge sharing are most effective learning communities when they are value based. Jenkins?
Meso-level of collaborative learning – how to design att institutional level, and how the technology and infrastructure mediates the learning that takes place.
Towards a mutual view on AW, knowledge complience
OER in AW at slaughter – umbrella organisations for slaughter industry in SW was against openness+even got our financers ”The Swedish Board of Agriculture” to question if openness should damage the image of the slaughter industry…
Sustainability and democracy
Governance – topdown + bottom up+ quality assurance
Science- physiology and behaviour of animals and ethical concerns– Internet efficient for dissemination knowledge but is increasingly also a media for discussions of values
Video, audio and photo are media carrying a great amount of information, which contextualise animal welfare and therefore facilitates understanding. information of importance for AW can more easily be illustrated in new media like in a text book (physiological capacity, stockman ship, animal care), we want to have impact and by using Internet we can accomplish a broad and fast dissemination. Change in attitude towards animals and treatment of animals. Internet can also be used for scientific measurements of impact (change in attitudes).
Science- physiology and behaviour of animals and ethical concerns– Internet efficient for dissemination knowledge but is increasingly also a media for discussions of values
Video, audio and photo are media carrying a great amount of information, which contextualise animal welfare and therefore facilitates understanding. information of importance for AW can more easily be illustrated in new media like in a text book (physiological capacity, stockman ship, animal care), we want to have impact and by using Internet we can accomplish a broad and fast dissemination. Change in attitude towards animals and treatment of animals. Internet can also be used for scientific measurements of impact (change in attitudes).
Problem with umbrella organisations who wanted to stop the openness and even the financers The Swedish Agricultural Board.
Ostriches
For Swedish slaughter personell it is a stand alone course where you can choose to add on other teaching activities/ For better training for safer food it will be a possibility to combine lectures with this add on OER.
Adapt a role of a particular stakeholder. Ments (1999) has found that role-playing develops awareness of and sensitivity to the different stakeholder roles and perspectives. Role-playing also can promote an experience of handling the pressure of getting consensus among stakeholders with different perspectives. This prepares learners to deal with ethical dilemmas when participating, for example, in work groups in more formal settings.
Identification – role game
Multiplayer
Real-time discussions
Drama and increased complexity
Scientific knowledge and statistics
Training in argumentation
Repeat from another stakeholders point of view
Learning ethics while playing a role-game
The first accutomized open training platform
100 out of 250 responded to the survey
China and Brazil were not represented
Handlar också om andra aspekter på hur man ska utbilda och kompetensutveckla.
Historically, access to knowledge about animal welfare has been limited to formal structures such as classrooms and libraries. A number of courses and teaching materials in the subject are available on the internet but protected behind passwords and only a few universities develop and disseminate open educational resources in animal welfare (Algers et al., 2011).
Förklara hur det kopplar till inledande frågeställningar
Highly contectualised but can still be used for local needs (Judit)
Content driven communities and OEP. intrinsic benefits, such as joy and identification may be of the highest importance (West & O’Mahony, 2008), Value based?