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

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Learning Reprioritised: Supporting the ODeL Student by Developing a Personal Information Management Systems and Strategies Program (PIMSS) Ignatius G.P. Gous and followed in designing post-school courses, it has to be admitted that our knowledge of how people learn is very patchy. Much of the research on adult learning has been conducted on very small groups, often of middle-class learners in the developed world. The limitations of our knowledge are discussed further by Brookfield (1995).” Most of us have heard and agree with the age-old and well-known proverb of Chinese origin: “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.” Having heard that, do we listen to this advice when teaching? Often in teaching and learning the focus seems to be on mastering course content. Knowledge expands at such a pace, however, that qualifications have a limited life span before they become outdated. Hence the need for students to become life-long learners, in order to initially master prescribed content, but then also to keep up to date by learning and re-learning. Successful life-long learners display certain characteristics, with certain meta-skills part and parcel thereof. Metacognition is the ability to plan, monitor and evaluate self, tasks and strategies in pursuit of meaningful goals (Flavell, 1976). Strategies crucial for successfully completing learning tasks are listening, reading, writing and study skills. The reality is that these skills are seldom taught or being taught continuously. Students are expected to study the subject matter and course content, but how they are supposed to do it, is not attended to systematically or even not at all. It is for this reason that students often arrive at college or university as rote learners, as well as poor readers and listeners. In similar vein, good writing seems to be an endangered skill. What is needed, is support programmes for students. Anderson and Dron (2011; p.80) state “It is clear that whether the learner is at the centre or part of a learning community or learning network, learning effectiveness can be greatly enhanced by applying, at a detailed level, an understanding of how people can learn more effectively: Cognitive, behaviourist, constructivist and connectivist theories each play an important role.” A challenge to effective learning, is the availability of many popular programs claiming to teach effective learning strategies, but which are in actual fact promoting neuromyths. Neuromyths are ideas that are popularly believed, but that are lacking any scientific support, and that do not really make a difference for the better, such as left-brain right-brain distinction, VAK learning styles and Mozart music. Students and staff need to be able to discern what is good science and what is pseudo- or pop-science, and put that into practice (Dekker et al., 2012; Tokuhama-Espinosa, 2015). What is interesting, but extremely difficult to explain conclusively, is a downward trend in the search for terms on the Internet regarding Learning and Learning how to learn. A Google Analytics search for the term Learning with the focus of interest over time, pints to a downward interest. Numbers represent search interest relative to the highest point on the chart for the given region and time. A value of 100 is the peak popularity for the term. A value of 50 means that the term is half as popular. Likewise, a score of 0 means the term was less than 1% as popular as the peak. 286 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Learning Reprioritised: Supporting the ODeL Student by Developing a Personal Information Management Systems and Strategies Program (PIMSS) Ignatius G.P. Gous Figure 2. A similar search regarding interest in the term Learning by region, returned the following results. Values are calculated on a scale from 0 to 100, where 100 is the location with the most popularity as a fraction of total searches in that location, a value of 50 indicates a location which is half as popular, and a value of 0 indicates a location where the term was less than 1% as popular as the peak. Note: A higher value means a higher proportion of all queries, not a higher absolute query count. So a tiny country where 80% of the queries are for bananas will get twice the score of a giant country where only 40% of the queries are for bananas. Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 287 ISBN 978-615-5511-12-7
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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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Monitoring Progress on Open Educati
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A Programmatic Approach to Blended
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Teaching Science through Technology
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Contributions to Teaching Practice
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Page 243 and 244: The Irish Online Learning Landscape
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Page 255 and 256: The State of Distance Education in
Page 273 and 274: Scaling Learning Analytics: The Pra
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Page 289 and 290: Learning Reprioritised: Supporting
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Page 311 and 312: Personal Learning Environments: Mov
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Page 333 and 334: Supporting the Capacity Development
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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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