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The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers' personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities' aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities.

Brokers are individuals who facilitate transfer of knowledge and resources, and coordinate efforts across boundaries of organizations. They are defined by their role rather than their organizational position. Brokers might be imperative for the formation and maintenance of inter-institutional relationship as they have the responsibility and the necessary structural position to connect otherwise separate groups. In the context of this study, brokers had the role to cultivate an inter-institutional community around open educational resources (OER) by connecting groups of teachers across higher education institutes. OER provide higher education institutes with an aid to face the challenges of improving teaching and learning. Yet most OER users encounter challenges that relate to finding resources that are relevant, up-to-date, and of good quality. Communities could minimize this issue, but many OER initiatives fizzle out as expanding their impact is an arduous task. This qualitative descriptive study draws upon cultural-historical activity theory to understand the complexities associated with the role of brokers in creating sustainable collaboration on OER across 15 higher education institutes in the Netherlands. Data was collected from project documents, process reports, reflections reports, and a retrospective focus group. The findings show that brokers engaged in a wide variety of actions but that a small-scale, personal, and content-oriented approach to encourage teachers to engage with the OER repository and the online community was perceived as the most valuable. Brokers also experienced conflicts due to the demanding context they were operating in, the ambiguity of their role, and the organizational constraints they were confronted with. Practical implications refer to supporting higher education institutes that wish to initiate sustainable collaboration across institutes.

Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire (n = 143) and semi-structured interviews with teachers who had some experience with sharing or using OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The results revealed that informal sharing of resources within teachers' personal networks happens frequently whereas the use of OER is more limited. If teachers use OER, they are mainly used 'as-is' or for a source of inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite for teachers to explore their capacity and volition. Hence, the findings underline the need of support on subject-specific overviews of OER and the creation of national or institutional teacher communities. To improve our understanding, future research should focus on qualitative studies focusing on one case in which teachers engage with OER. This could lead to extensive insights on the factors and sequence of the OER Adoption Pyramid within different contexts.

Excipients, considered "inactive ingredients," are a major component of formulated drugs and play key roles in their pharmacokinetics. Despite their pervasiveness, whether they are active on any targets has not been systematically explored. We computed the likelihood that approved excipients would bind to molecular targets. Testing in vitro revealed 25 excipient activities, ranging from low-nanomolar to high-micromolar concentration. Another 109 activities were identified by testing against clinical safety targets. In cellular models, five excipients had fingerprints predictive of system-level toxicity. Exposures of seven excipients were investigated, and in certain populations, two of these may reach levels of in vitro target potency, including brain and gut exposure of thimerosal and its major metabolite, which had dopamine D3 receptor dissociation constant K d values of 320 and 210 nM, respectively. Although most excipients deserve their status as inert, many approved excipients may directly modulate physiologically relevant targets.

This article addresses the questions, "How should we evaluate the quality of teaching?" and "What kind of evaluation system will move all California teachers on a path of improvement throughout their careers?" The article, adapted from a report written by a group of accomplished California teachers, recommends seven core principles to develop a system of teacher evaluation that provides meaningful and ongoing inputs and moves teachers on a path of continuous improvement throughout their careers. It also addresses some of the elements of accountability that the state system writ large can adopt to create a system that fosters high-quality teaching.

Today, many institutions of higher education support students in conducting practice-oriented research. This research refers to a broad array of approaches geared toward practitioners' practice. The supervision of such research is of crucial importance, but little is known about its nature and characteristics. This study examined what research supervisors and postgraduate, in-service teacher students perceive are key elements of successful action research supervision. Four action research supervisors and eight postgraduate students were interviewed. Data were analysed by using theory and empirical data. Findings reveal 24 key elements of action research supervision, which refer to supervisors' (1) skills in supporting knowledge development through and about action research and creating a supportive environment for developing knowledge, (2) knowledge and expertise in supervising action research, (3) attitude in the supervision of action research and (4) the motives driving supervisors' actions in the student-supervisor relationship.

This article reports the development of an instrument to measure preservice teachers' perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching practice. This study comprised a qualitative and quantitative part. Six factors derived from interviews with users formed the basis of the instrument: (1) Support of Learners' Initiatives; (2) Support of Information Searches; (3) Support of Interaction; (4) Relationship with Fellow Students; (5) Relationship with Teacher Educators; and (6) Relationship with SLS Staff. Once developed, the questionnaire was responded to by 186 students. Analysis of the data supported five out of six factors.

This article is about the relation between case-based learning and transfer in teacher education. Through a design research approach a multimedia case has been developed. The topic of the case is "outdoor activities in science education." The core of the case is a 17 minute video that is supplemented by all kinds of background information. Results indicate that preservice teachers with the guidance of open assignments retrieve substantial information from the case. We also found that preservice teachers were motivated to transfer their learning into teaching practice. This transfer effect, however, is best characterized as near transfer, because the actual outdoor activities stayed close to that portrayed in the video of the multimedia case. A few students were able to go beyond the information given in the case. This far transfer only occurred if prompted by the context specific features of the student teaching situation.

This paper discusses the findings of a study into the potentials of peer coaching as part of a professional development program, consisting of an in-service course and exemplary curriculum materials, in supporting the implementation of learner-centred teaching in senior secondary science and mathematics education in Botswana. Teachers in the study organised several peer coaching activities and considered them beneficial. They primarily indicated having learned about general teaching issues while comments referring specifically to the implementation of learner-centred teaching were sparse. It is argued that for peer coaching to be an effective support tool teachers should have a thorough conceptualisation of this innovative approach.

Multimedia cases are perceived as bridging the gap between theory and practice in teacher education. Examines how multimedia cases can stimulate reflective thought among preservice teachers. Employs Gestalt psychology as a theoretical lens to examine how seven preservice teachers work with a multimedia case. Concludes that there is still much to be learned about how such cases might stimulate reflective practice. (Author/MM)

Focuses on the rationale behind case-based instruction by describing the design and development of a prototype and addressing the justification of underlying design decisions. Outlines the prototype and presents formative evaluation results. (DDR)