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

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Emergent Evaluation: An Initial Exploration of a Formative Framework for Evaluating Distance Learning Modules Palitha Edirisingha, Phil Wood Figure 3. Enhanced modified lesson study cycle for distance learning contexts Figure 4. Overall schematic of data collection for emergent evaluation approach 22 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Emergent Evaluation: An Initial Exploration of a Formative Framework for Evaluating Distance Learning Modules Palitha Edirisingha, Phil Wood Initial Results This pilot study allowed us to gain a number of insights. Here, we focus on the reflections and advantages we gained as curriculum developers, and also consider some of the possible issues and challenges of scaling up the approach to larger groups. At the beginning of the module, the initial interviews we completed gave us very useful insights into relevant prior learning of students. One student had completed a social research methods course at undergraduate level, and therefore felt that she had a relatively clear foundation on which to build her studies. Another student had come from a non-social sciences discipline, but had been involved professionally in small-scale research projects, so had some practical experiences of research involvement, but little theoretical perspective. This helped us understand the very different starting points from which students enter the module on research methods. The interviews also gave us opportunity to understand in some detail the learning practices students had developed in their first module, prior to research methods. Again, even though we only conducted interviews with three students, all had very different approaches to their studies, often based on prior learning approaches, but also practical, work-based constraints. By using the information from the initial interviews we were able to gain some critical and rich insights into prior learning and students’ approaches to their learning. These provided useful starting points for our collaborative planning sessions once the lesson study cycles started. The first two modified lesson study cycles (see Figure 2) which focused on research questions and data organisation/ analysis/ interpretation, proved to be very positive experiences for the two researchers. The opportunity to discuss and build a week-long work package through discussion allowed us to develop a more critical and in-depth consideration of the content to be covered. During the second cycle, we were also able to use student stimulated recall data from the first cycle to inform our discussions. In the planning meetings we built out from some basic principles to create possible narratives and activities to create a coherent package for students. An example of board notes from the planning meeting for modified lesson study cycle 2 is shown in Figure 5. Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 23 ISBN 978-615-5511-12-7
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Page 3 and 4: Introduction Distance education is
Page 5 and 6: TABLE OF CONTENTS ADVANCED DISTANCE
Page 7 and 8: LEARNING ANALYTICS Scaling Learning
Page 9 and 10: Forging new pathways of research an
Page 11 and 12: Towards a Framework for Virtual Int
Page 19 and 20: Towards Designing an Oxford Experie
Page 27 and 28: Emergent Evaluation: An Initial Exp
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Page 33 and 34: Emergent Evaluation: An Initial Exp
Page 37 and 38: A MOOC with a Difference: Creating
Page 43 and 44: Use of MOOCs in Traditional Classro
Page 53 and 54: Head Start Online: A MOOC for those
Page 63 and 64: Carrots and Sticks: Workload and Pe
Page 75 and 76: Online Learning in Community Colleg
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Online Learning in Community Colleg
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Forging new pathways of research an
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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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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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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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Forging new pathways of research and innovation in open and distance learning

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