Forging new pathways of research and innovation in open and distance learning

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Forging new pathways of research and innovation in open and distance learning: Reaching from the roots Proceedings of the 9 th European Distance and E-Learning Network Research Workshop, 2016 Oldenburg, 4-6 October, 2016 ISBN 978-615-5511-12-7 THE IRISH ONLINE LEARNING LANDSCAPE: A CRITICAL TOUR THROUGH THE VALLEY OF THE SHADOW OF THE MOOC Mark Brown, Eamon Costello, Dublin City University, Mairead Nic Giolla-Mhichil, National Institute for Digital Learning, Dublin City University, Republic of Ireland Summary This paper adopts a multi-layered metaphorical framework drawing on a combination of critical discourse and policy analysis and a single institutional case study to describe the somewhat messy and fragmented nature of the Irish online learning landscape. At a macro– level it adopts a bird’s eye bifocal perspective to identify some of the grand narratives and competing and co-existing discourses in the current drive to build digital capacity in Irish higher education. Through this analysis the framing of online learning is shown to be part of wider social practice that cannot be separated from deeper debates about the funding of public education and the nature of the good society. At the meso-level a critical tour through the valley of the shadow of the MOOC illustrates that in Ireland new models of online learning have generally failed to engender mainstream support from educators, politicians and policymakers. Indeed, there is a notable gap in recent policy responses to the challenges and opportunities presented by the MOOC movement. At the micro-level an ecological perspective is adopted in the era of the MOOC towards the complex landscape of innovation and institutional change. A case study is reported of the experience of Dublin City University (DCU) in the strategic selection and carefully phased implementation of the new Academy MOOC platform. Throughout the paper the importance of agency and ability to skilfully border cross and navigate the contested terrain of online learning is emphasised to help shape the future trajectory of higher education. Introduction A central tenet of this paper is that the Massive Open Online Course (MOOC) movement is inherently political and part of wider social practice (Brown, 2016a). The concept of social practice recognises that the current language of crisis, disruption, democratisation and reimagination in the age of the MOOC is entwined with much bigger issues over who controls the system, funding model and future of higher education. Accordingly, in reporting on the Irish MOOC experience this paper argues that we need to adopt a type of multi-layered bifocal perspective combining both political and pedagogical viewpoints in efforts to shape our preferred education futures. At a macro-level adopting the metaphorical lens of a telescope looking down on a deep mountain valley of the higher education system the paper 233
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Forging new pathways of research an
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Online Learning in Community Colleg
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The Usability Evaluation of UniCamp
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Connecting in the Online Environmen
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Contextualising Learner Experience:
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Investigating the Effectiveness of
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WhatsApp: “Going where the Conver
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A Study of the Use of Ubiquitous Mo
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Differentiated Technology-Based Int
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Using Digital Technologies for Incl
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Video in Higher Education: Examinin
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Policy Review of Open Badges for Op
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Open Educational Resources (OER): G
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Learning Reprioritised: Supporting
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Personal Learning Environments: Mov
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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t-MAIL Teacher Mobile Application f
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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