Tag Archives: open education

New Title: Learning from our Past

Learning from our Past is a new release published by the University of Victoria Libraries ePublishing Services. It can be downloaded for free on UVicSpace

 


cover for Learning from our Past textbook

This middle school learning resource focuses on the history of livelihoods and lifeways in the Banda District of Ghana, West Africa. Today a rural district in west central Ghana, Banda has long been a crossroads of trade and a place where people from different backgrounds settled and formed communities. The fascinating history of how Banda area people interacted with neighbouring communities, responded to changing climate, and drew on local knowledge and resources to sustain their families comes from studying archaeology, oral histories and textual sources. Among the topics covered in this open-access resource are trade and the effects of global connections on rural life; the science and innovation behind local industries like potting and metallurgy; the role of weaving as a technology that transformed local materials into valued goods; and the range of ways in which people provided for their families through farming, fishing and hunting. The resource combines background information with suggested hands-on activities that support learning. The resource is available in English and in Nafaanra, which is one of several languages spoken in the Banda District.


Authors

Allison Balabuch is a PhD candidate in Curriculum and Instruction at the University of Victoria. She earned her degrees from the University of British Columbia – a Bachelor of Arts in International Relations and Political Science and a Bachelor of Education – and the University of Victoria – a Master of Arts in Curriculum and Instruction. She has been a French Immersion teacher for 25 years in British Columbia and England. Her teaching and research are centered on project-based learning, arts-based learning, land-based learning, and interdisciplinary studies in the classroom. Her current research is focused on community-based and interdisciplinary collaboration with the goal of improving and decolonizing educational systems and pedagogy.

Dr. Esther Attiogbe is a Senior Lecturer at the University of Professional Studies Accra. She holds a PhD in Adult Education and Human Resource Studies from the University of Ghana. She earned her Bachelor of Science in Administration and Master of Philosophy in Administration from the University of Ghana. Esther did her Post-Doctoral Fellowship with the University of Ghana in collaboration with the University of Victoria, Canada. She teaches at both graduate and undergraduate levels. Her research interests are in the areas of higher education management, adult learning and human resource management. Her teaching philosophy is underpinned by the concept of gameful learning where learners and instructors collaborate and interact to make the learning environment interesting, engaging and personalized. With a passion for educating the youth, she is involved in youth programmes in her community. She is an Associate Member of the Chartered Institute of Human Resource Management, Ghana.

Dr. Ann Stahl is a Professor in the University of Victoria’s Department of Anthropology who earned her M.A. in Archaeology from the University of Calgary (1978) and Ph.D. in Anthropology from the University of California, Berkeley (1985). She is an anthropological archaeologist whose long-term research has focused on how daily life in rural West Africa has been reshaped over centuries by involvement in global exchange networks. Funded by a Canadian Social Sciences and Humanities Research Council (SSHRC) Partnership Development Grant (“Improving African Futures Using Lessons from the Past,” 2018-2022), a recent project involved collaborations with partners in Ghana and the University of Victoria Libraries to develop sustainable and accessible digital heritage resources that help communities to sustain place-based relationships and foster knowledge revitalization (Banda Through Time). Her most recent work, supported by an SSHRC Connection grant, has involved collaborations with educators to enhance the role of heritage-based knowledge in classroom learning. She has held faculty positions at Binghamton University in New York (1988-2008) and University College London’s Institute of Archaeology (1985-1988) and her work has been funded over the years by the British Academy, the Wenner Gren Foundation for Anthropological Research, the National Geographic Society, the American Council of Learned Societies, and the U.S. National Science Foundation, and the British Museum’s Endangered Material Knowledge Programme. She is editor of a key text on African archaeology (African Archaeology. A Critical Introduction, 2005, Blackwell), co-editor with Andrew P. Roddick of a multidisciplinary collection, Knowledge in Motion. Constellations of Learning across Time and Place (2016, University of Arizona) and author of Making History in Banda. Anthropological Visions of Africa’s Past (2001, Cambridge University Press). Her most recent book, Archaeology. Why It Matters was published by Polity Press (2023). She is the 2020 recipient of the University of Victoria’s REACH Award for Excellence in Knowledge Mobilization and a Faculty of Social Sciences Lansdowne Distinguished Fellow (2020-2023).

Translator – English to Nafaanra

Mr. Sampson Attah is a resident of Banda-Ahenkro, Banda District, Bono Region, Ghana. He is a member of the community-based Banda Heritage Initiative and a long-time contributor to work of the Banda Research Project (1986-2011), which studied the archaeology and history of Banda’s global connections. From the mid 1980s to the early 2000s, Mr. Attah worked as a Ghana Institute of Linguistics, Literacy and Bible Translation (GILLBT) translator and he is a strong promoter of indigenous language literacy and revitalization of Nafaanra, which is among Ghana’s at-risk minority languages.

New Title: Toward a Moral Horizon

Toward a Moral Horizon: Nursing Ethics for Leadership and Practice edited by Rosalie Starzomski, Janet L. Storch, and Patricia Rodney is a new release published by the University of Victoria Libraries ePublishing Services. It can be downloaded for free on UVicSpace: https://dspace.library.uvic.ca/handle/1828/13021


This third edition of Toward a Moral Horizon: Nursing Ethics for Leadership and Practice will assist nurses and all health care providers to take up the challenge of embedding ethics in health care practice, education, research, and policy at all levels—from local to regional to global. In the current, complex health care environment, more nurses are engaging in graduate studies to enhance their knowledge and expertise in providing necessary leadership in all health care settings. As a result, there is a growing need for an advanced nursing ethics text, and so this book is targeted towards graduate-level and upper-level undergraduate nursing students, as well as nurses in leadership roles—providing a much-needed resource for these groups.

This edition was written during a period when the COVID‑19 pandemic caused a health care crisis in Canada and around the world, provoking what the authors of one of the chapters called “a clarion call for change” in health care provision. The pandemic brought the fault lines of the Canadian health care system to the forefront of awareness, and profoundly affected patients, families, communities, as well as nurses and other health care providers. In addition to the influence of the pandemic, society is in the midst of rapid growth in science and technology. Now, more than ever, nurses need to use nursing ethics when developing their moral compasses for leadership. In this book, the writers focus on ethical knowledge for advanced practice nurse leaders to effect change and improve moral climates in nursing research, education, practice, and policy settings. They focus on social justice and equity as essential values of nursing ethics. Several chapter authors describe ways that nurses can press for improvements in the health care of vulnerable people who may be lacking access to quality health care: for example, Indigenous people, older adults, those who are coping with mental illness, substance use challenges, and those who have a disability. Social justice and equity issues are also explored in a chapter on global health.

This book is structured in three sections, comprised of 22 chapters written by Canadian experts in ethics. In the book, authors map the moral climate for health care and nursing ethics and describe theory related to nursing ethics. They illuminate the use of nursing ethics in diverse populations and with people at all stages of life; and apply nursing ethics to new developments in health care issues and technologies. Educators will be able to bring the content of this book alive with Ethics in Practice scenarios and reflective questions for students that are located in each chapter. Many chapters also include figures or appendices showing models and guidelines that can be used to assist with ethical decision making.

This third edition includes several new chapters, including a chapter on nursing ethical theory as distinct from bioethics, as well as chapters related to people with disabilities, Indigenous health ethics, nursing leadership, and digital health technology. Many topics covered in previous editions are revised and updated. For example, the updated chapter about health care at the end of life now includes an in-depth discussion of medical assistance in dying (MAID). Further updates are included in the areas of research ethics in nursing; the development of the Canadian health care system; nurses as moral agents, and the problem of moral distress; the application of nursing ethics in caring for patients at all stages of life; home health care ethics; ethical issues in biotechnology, and the broad areas of public health ethics and global health ethics. Chapter authors model the use of inclusive language in their writing as applied to gender diverse people and people with disabilities. Extensive references and resources are provided for readers at the end of all chapters.

This edition is cutting-edge as the authors recognize the importance of inclusive language, since language affects attitudes towards people and the way they are treated. In particular, chapter authors in this text model the use of inclusive language in their writing as applied to gender diverse people and people with disabilities.

This third edition is an open access, online publication, meaning that the book is accessible to all with no cost to the readers. This online publication also allows for new features, including two videos, with their accompanying transcripts, where listeners will gain a personal understanding of the contributors’ perspectives. In one video, Indigenous nurse scholars form a traditional circle online, as they discuss nursing ethics from their Indigenous perspectives. The other video showcases two nurses with expertise in digital health technologies in conversation with the book’s editors.

It is the hope of the editors that readers of this third edition will step boldly into shaping the future of health care by becoming more engaged in ethical practice, and becoming more confident in their leadership roles in health care. The content of this text can contribute to the knowledge needed for nurses to make ethical choices knowingly and wisely, so they can demonstrate moral imagination and moral courage in the face of challenges that confront them at all levels of the health care system.


Editors

Dr. Rosalie Starzomski is a professor emeritus at the University of Victoria School of Nursing. She is a graduate of Dalhousie University with a Bachelor of Nursing, the University of Calgary with a Master of Nursing, and the University of British Columbia (UBC) with a Doctor of Philosophy (PhD) in Nursing. Her research, practice, teaching, and publications are focused on health care and nursing ethics, organ donation and transplantation, nephrology, biotechnology, end-of-life care, and advanced nursing practice. She is an advanced practice nurse leader in nephrology and transplantation, and for a number of years, was an ethics consultant at the Vancouver Coastal Health Authority and committee chair for several ethics committees. Dr. Starzomski is co-editor of three editions of the book Toward a Moral Horizon: Nursing Ethics for Leadership and Practice.

Dr. Janet (Jan) Storch is a professor emeritus at the University of Victoria School of Nursing. She earned her degrees from the University of Alberta: a Bachelor of Science in Nursing, a Master of Health Services Administration, and a Doctor of Philosophy (PhD) in Sociology. Dr. Storch has been a scholar in health care ethics and nursing ethics since the mid-1970s. She was a professor in the Health Services Administration program at the University of Alberta and developed and taught courses on the history and values of the Canadian health care system. Dr. Storch is a former dean of the Faculty of Nursing at the University of Calgary, and a former director of the School of Nursing at the University of Victoria. She is co-editor of three editions of the book Toward a Moral Horizon: Nursing Ethics for Leadership and Practice.

Dr. Patricia (Paddy) Rodney is an associate professor emeritus at the University of British Columbia School of Nursing. She holds a Bachelor of Science in Nursing from the University of Alberta; a Master of Science in Nursing from UBC; and a Doctor of Philosophy (PhD) in Nursing from UBC. Dr. Rodney worked in critical care nursing at St. Paul’s Hospital, where she had the opportunity to learn about—and later teach in—a rapidly evolving area of clinical nursing practice. She came face to face with ethical challenges regarding end-of-life decision making for patients and their families, and witnessed the moral distress experienced by nurses and other health care providers. This fostered her lifelong interest in nursing ethics and health care ethics. She is a co-editor of three editions of the book Toward a Moral Horizon: Nursing Ethics for Leadership and Practice.

Mobilize Your Knowledge!: An Introduction to Creating Open Textbooks using Pressbooks

Presenter: Liam McParland (University of Victoria)

Are you a UVic faculty member who is interested in creating/adapting and disseminating accessible educational resources? This workshop will introduce you to Pressbooks – an open source, online authoring and publishing platform.

By the end of the workshop, you will be able to:

    • Create and build an e-text
  • Create accessible headings, tables, and footnotes
  • Insert accessible media into your material

When: Wednesday, December 7, 2022
Time: 2:30pm – 3:30pm (Pacific Time – US & Canada)

This is an online event. Event URL will be sent via registration email.

2022 OTESSA Conference

OTESSA-flyer

We are excited to announce that the second international conference of the Open/Technology in Education, Society, and Scholarship Association (OTESSA) will be held ONLINE at the Congress of the Humanities and the Social Sciences between May 16-20, 2022 with co-chairs: Aras Bozkurt (Anadolu University, Turkey), Terry Greene (TrentU, Canada), and Kathy Snow (UPEI, Canada).

Please visit otessa.org for more information. We welcome submissions pertaining to educational technologyonline learningblended or hybrid learningmulti-access learningopen educationdigital and open scholarship, and intersections where technology and openness intersect with education, society, or scholarship.

We were pleased to be approaching 200 participants this year already and thank BCcampus, eCampusOntario, CampusManitoba, LearnQuebec, Trent University, and the University of Victoria for supporting OTESSA as we build and grow. We are on a growth trajectory and are excited to welcome more into our community!

Our call for proposals is closed, but we did save some space for late additions on a first-come/first-reviewed basis until they are full. More information can be found on our OTESSA Conference Submission and Proceedings website.

We support both research-oriented and practice-oriented sessions. Although not required, we have options for short papers to be submitted for review and published in our proceedings (see 2021 Proceedings Issue) or full papers for publication in our new OTESSA Journal. Please check out Volume 1 Issue 1 and Volume 1 Issue 2 of our journal from 2021. All of our publications are open access.

Visit our OTESSA 2022 Conference Website to learn more about our program and wonderful line-up of speakers:

Keynote speakers: Martin Weller (Open University, UK), Sherri Spelic (American International School Vienna), Maha Bali (American University in Cairo), Brenna Clarke Gray (Thomson Rivers University).

Invited speakers: Enilda Romero-Hall (UTampa, USA), Jess Mitchell (OCAD, Canada), Beyhan Farhadi (York University, Canada), Lyn Trudeau (Brock University), sava saheli singh (University of Ottawa/QueensU, Canada), AJ Boston (Murray State University), Verena Roberts (UCalgary, Canada), Terry Anderson (Athabasca University, Canada), Tony Bates (Ryerson & CDLRA, Canada), Stephanie Moore (University of New Mexico, USA), Matt Bower (Macquarie University, Australia), Nadia Naffi (Université Laval), Trevor Mackenzie (Greater Victoria School District), Sadik Shahadu (Dagbani Wikimedians User Group & Art+Feminism), and Simon Collin (Université du Québec à Montréal)

Our social program includes Gurdeep Pandher of the Yukon running an online Bhangra dance class, Jon Dron of Athabasca University performing music with song, Kendra Coupland facilitating a mindfulness session, and Dr. Jones (alias for one of our favourite edtech people) who will be here as a DJ arranging beats for us! We will also facilitate cohorted social pods for the conference, so you can connect, network, and debrief with others in the OTESSA community!

You can see our welcome videos coming out on the @OTESSA_org Twitter account on #OTESSA22 hashtag with early ones found here:

Martin Weller’s Welcome Video,

Maha Bali’s Welcome Video, and

Gurdeep Pandher’s Welcome Video!

We added an extra day on May 20 with workshops and an unconference/edcamp event to enjoy.

JOIN US!  Sign up today on our Member Info page.

OTESSA-flyer-8.5×11-v4Information on Fees and Registration are available on our OTESSA Conference website. We support all Black or Indigenous persons with free registration for both Congress and OTESSA. We support additional equity-deserving groups and all those for whom these fees are too much. Please contact us and we will break down barriers together.

Open Education Week 2022: March 7-11

Open Education Week 2022 is being held internationally from March 7-11. It is celebrated every year as a community-built forum to raise awareness and highlight innovative Open Education successes worldwide. It was first launched by Open Education Global in 2012.

OE Week gives practitioners, educators, and students the chance to learn more about open educational practices and be inspired by the amazing work that is being done by the community across the world.

What is Open Education?

According to a definition from Opensource.com, Open Education is a philosophy about how individuals should generate, distribute, and build on knowledge. Open education advocates believe that everyone around the globe should have access to excellent educational experiences and materials, and they strive to remove obstacles to that aim. High monetary costs, outdated or expired resources and legal restrictions that limit collaboration between students and educators are examples of such hurdles. A collection of different definitions of Open Education can be found here.

Which core concepts behind Open Education bring the idea to life?

  • Open Educational Resources (OER) are learning, teaching, and sometimes research resources that have been published under an open license (such as Creative Commons) or that are part of the public domain. No technological or copyright-related barriers should exist to freely reuse, revise, remix, retain, and redistribute OERs (the 5Rs).
    While the roots of OER reach back further, the term was established during a UNESCO forum in 2002. To this day, UNESCO remains one of the most important contributors to the evolution of OER and has issued its Recommendation on Open Educational Resources, which is the world’s only international framework for establishing norms in this field. Promoting Open Education, especially OER, is also part of UNESCO’s efforts to meet the United Nations Sustainability Goals. Find the UNESCO definition for OER and detailed information on their commitment in that area here.

  • Open Pedagogy is a concept that aims to open up the entire teaching, learning, and study experience, not only through the use of OERs but also by challenging established methods of knowledge creation. By using dynamic, open, and innovative methods, students, hand-in-hand with instructors, liberate themselves from the role of passive consumers of lectured “chalk and talk” content and become an active part of the educational process, for example by creating a textbook together with their instructor over the course of a semester.
    It is important to note that the Open Education movement did not
    invent alternative pedagogical approaches but can draw on many groundbreakers in this area. What is new in this context are the chosen methods and the strong association with the Open philosophy.

What are Indigenous perspectives on Open Education? Which resources address the relationship between Indigenous ways of Teaching, Learning and Knowing and Open Education?

Indigenous ways of knowledge building and sharing can be fundamentally different from Western approaches. The desire to (re)open access to knowledge and education for all only emerges from a predicament created by a Western claim to education and educational resources as a potentially marketable good and means of gaining distinction and power, which may not necessarily be found in Indigenous practices around knowledge creation, retention, and sharing.

The white paper Community First: Open Practices and Indigenous Knowledge by Skylee-Storm Hogan and Krista McCracken offers a first perspective on the relationship between Open Education and Indigenous Knowing and emphasizes that this relationship needs to be reflected on more, as the Open Education movement gathers momentum around the world.

UBC hosted The 6R’s of Indigenous OER: Re-imagining OER to Honour Indigenous Knowledge and Sovereignty, an online talk about the relation of Indigenous Knowledge Systems and OER on March 10 as part of OE Week. Find the recording of that session here.

Pulling Together: A Guide for Curriculum Developers by Asma-na-hi Antoine, Rachel Mason, Roberta Mason, Sophia Palahicky, and Carmen Rodriguez de France is a companion on the Indigenization of curricula and other educational contexts, that was developed as a collaboration between Royal Roads University, University of Victoria, and Arrive Consulting. It is part of the Pulling Together series, a set of professional learning guides stemming from a project on the Indigenization of post-secondary institutions in B.C.
The series is available as OER in the BCcampus Open Textbook Collection, each in a variety of formats.

What role does Open Education play in the UVic community?

Awareness of and advocacy for Open Education is widespread among stakeholders on UVic Campus.

  • An overview of Open Education and Open Educational Resources (OER) is being provided by the Office of Scholarly Communications at Uvic Libraries. 
  • UVic awards OER grants, to foster the adoption, adaptation or creation of Open Educational Resources (OERs). The aim is to replace existing textbooks or other educational resources with OERs that will be useable not just at UVic, but other post-secondary institutions, bringing down prohibitive barriers like high cost along the way.
  • The University of Victoria Student’s Society (UVSS) is providing a template for an advocacy letter, ready to be sent out to professors and lecturers to inform them about the benefits of OER. Read more about the initiative here.

Where can resources around Open Education be found?

Events for Open Education Week

The OE Week website lists a large number of events being organized around the globe
Events hosted in BC, sometimes with a provincial focus, are being listed on the BC Campus website. Some archived events of note include:

This blogpost was created adapting material from the following sources, which are licensed under a Creative Commons license:

New Title: Cultivating Feminist Choices

Cultivating Feminist Choices: A FEminiSTSCHRIFT in Honor of Ruth-Ellen Boetcher Joeres edited by Brigetta M. Abel, Nicole Grewling, Beth Ann Muellner, and Helga Thorson is a new release published by the University of Victoria. It can be downloaded for free on UVicSpace: https://dspace.library.uvic.ca/handle/1828/13021 or purchased from the UVic bookstore: https://www.uvicbookstore.ca/general/browse/uvic+publications/9781550586794


This book is a Festschrift in honor of Ruth-Ellen Boetcher Joeres, written by several former graduate students, whom she supervised over her years as professor of German Studies at the University of Minnesota, and some of her colleagues and collaborators. The book pays tribute to Joeres’s influence on the German Studies profession as well as to her influence on the contributors’ lives and the feminist choices they have made. Dr. Joeres is known for her feminist scholarly contributions to women’s writing in the eighteenth and nineteenth century, including her book Respectability and Deviance: Nineteenth-Century German Women Writers and the Ambiguity of Representation (U of Chicago Press, 1998), and her collaborative feminist editing practices as editor of both Signs: Journal of Women in Culture and Society and the Women in German Yearbook.”Together with Angelika Bammer, she edited a volume On the Future of Scholarly Writing: Critical Interventions (Palgrave MacMillan, 2015) that navigates the terrain of academic writing practices and calls for a focus not only on what scholars write but on how they write it. Because of her critical interventions in the realm of academia in general and feminist studies and German studies, in particular, as well as her influence on the lives of the next generations, this book will be of interest beyond those who know her personally.


Editors

Brigetta (Britt) Abel is Associate Professor of German Studies and Director of Writing at Macalester College (St Paul, MN). She is a lead author and co-project director of Grenzenlos Deutsch, an open-access, collaboratively produced online curriculum for beginning German, which is funded in part through a digital humanities advancement grant from the National Endowment for the Humanities.

Nicole Grewling is an Associate Professor of German Studies at Washington College (Chestertown, Maryland), where she has taught language, literature, and culture courses since 2011. Her research and teaching interests include nineteenth-century literature and culture, portrayals of America in German literature, travel literature, and the exotic. Her work focuses particularly on German colonial fantasies and German relationships to their others, especially their love for Native Americans.

Beth Ann Muellner is a Professor of German Studies in the German and Russian Studies Department at the College of Wooster, where she has taught language and culture courses
since 2004. Her research focuses on nineteenth- and twentieth-century autobiographical writing, photography studies, museum studies, and interdisciplinary approaches to literature.

Helga Thorson is an Associate Professor in the Department of Germanic and Slavic Studies at the University of Victoria in Canada, on the traditional lands of the Lekwungen peoples. Her
research focuses on a diverse range of topics, including modernist German and Austrian literature and culture, Scandinavian studies, gender studies, history of medicine, foreign language pedagogy, and Holocaust studies.

 

Open Education Week: Featuring Why Write? English 135 Textbook

Presenters: Dr. Sara Humphreys & Dr. Erin Kelly (University of Victoria)

Why Write? is an Open Education Resource (OER) textbook created primarily for students enrolled in UVic’s largest Academic Writing Requirement course, ATWP135: Academic Reading and Writing. What makes this OER special is not just that it’s specifically designed for first-year composition courses; it explicitly takes into account anti-racist pedagogy, needs of Indigenous students, and Canadian perspectives while building upon the latest research and developments in the field of writing studies. Not simply a style handbook, documentation guide, or introduction to rhetoric, this text offers a holistic perspective on what it means to be a writer in the context of Canadian higher education institutions. The holistic, organic content of the textbook is a result of the equally holistic, organic working relationship between the Academic and Technical Writing Program, the Centre for Academic Communication, and Learning and Teaching Innovation Support and Innovation. Our presentation will discuss the working and learning communities Open Education projects build both in terms of our own experience and more broadly. We argue that the Open Source projects break down institutional barriers and siloing, producing rich resources and relationships.

When: Tuesday, March 2, 2021
Time: 12:00pm – 1:00pm (Pacific Time – US & Canada)

This is an online event. Event URL will be sent via registration email.

Featured research: Emergency remote education and COVID-19

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis

By Aras Bozkurt, et al.

Two UVic researchers are co-authors on this open access paper: Valerie Irvine and Michael Paskevicius.

Abstract:

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K-12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62,7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
This is an open access article distributed under the terms of the
Creative Commons Attribution License. https://creativecommons.org/licenses/by-sa/4.0/
This article was originally published at:
10.5281/zenodo.3878571
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., … &
Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19
pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance
Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572.

To read more, visit UVicSpace