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

Recommendations

Info

Acknowledgement and thanks are given to the Programme and Evaluation Committee Airina Volungeviciene, EDEN President, Vytautas Magnus University, Lithuania; Diana Andone, Politechnica University of Timisoara, Romania; Deborah Arnold, University of Burgundy, France; Ulrich Bernath, Ulrich Bernath Foundation for Research in ODL, Germany; Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg, Germany; Mark Brown, National Institute for Digital Learning, Dublin City University, Ireland; Helga Dorner, Central European University, Hungary; Josep M. Duart, Universitat Oberta de Catalunya, Spain; Maxim Jean-Louis, Contact North, Canada; Anikó Kálmán, Budapest University of Technology and Economics, Hungary; Andrea Kárpáti, Eotvos Lorand University – ELTE, Hungary; Mehmet Kesim, Anadolu University, Turkey; Elsebeth Korsgaard Sorensen, Aalborg University, Denmark; Sandra Kucina Softic, University of Zagreb, Croatia; Gila Kurtz, The Center for Academic Studies Or Yehuda, Israel; Ildikó Mázár, EDEN, United Kingdom; György Molnár, Budapest University of Technology and Economics, Hungary; Fabio Nascimbeni, Universidad Internacional de la Rioja; Mark Nichols, The Open University, United Kingdom; Don Olcott Jr., Carl von Ossietzky University of Oldenburg, Germany; Ebba Ossiannilsson, Swedish Association of Distance Education, Sweden; Wim Van Petegem, Katholieke Universiteit Leuven, Belgium; Antonella Poce, University Roma III, Italy; Alfredo Soeiro, University of Porto, Portugal; Sofoklis Sotiriou, Ellinogermaniki Agogi, Greece; Andras Szucs, EDEN, United Kingdom; Alan Tait, The Open University, United Kingdom; António Teixeira, Open University, Lisbon, Portugal; Steve Wheeler, University of Plymouth, United Kingdom; Dénes Zarka, Budapest University of Technology and Economics, Hungary; Olaf Zawacki-Richter, Carl von Ossietzky University of Oldenburg, Germany; iv
TABLE OF CONTENTS ADVANCED DISTANCE AND E-LEARNING METHODOLOGY CASES Towards a Framework for Virtual Internationalization .................................................................................................... 1 Elisa Bruhn, Carl von Ossietzky University Oldenburg, Germany Towards Designing an Oxford Experience in an Online Distance Program .......................................................... 10 Jill Fresen, Xavier Laurent, University of Oxford, United Kingdom Emergent Evaluation: An Initial Exploration of a Formative Framework for Evaluating Distance Learning Modules .............................................................................................................................. 17 Palitha Edirisingha, Phil Wood, University of Leicester, United Kingdom RECENT RESEARCH ON MOOCS A MOOC with a Difference: Creating Community for Learning in MOOCs .......................................................... 27 Martha Cleveland-Innes, Daniel Wilton, Nathaniel Ostashewski, Nancy Parker, Athabasca University, Canada Use of MOOCs in Traditional Classroom: Blended Learning Approach ................................................................. 34 Antonia Bralić, Blaženka Divjak, Faculty of Organization and Informatics, University of Zagreb, Croatia Head Start Online: A MOOC for those Thinking about, or Preparing for, Flexible Study ................................. 44 James Brunton, Open Education Unit, National Institute for Digital Learning, Dublin City University, Mark Brown, Eamon Costello, Orna Farrell, Conor Mahon, Dublin City University, Ireland SOCIO-ECONOMIC ASPECTS OF ICT ENHANCED LEARNING Carrots and Sticks: Workload and Performance Management in ODL .................................................................. 54 Thomas Hülsmann, Mpine Makoe, Britta Zawada, University of South Africa (UNISA), South Africa Online Learning in Community Colleges of the State University of New York: Initial Results on Differences between Classroom-Only and Online Learners ....................................................................................... 66 Peter Shea, University at Albany, State University of New York, Temi Bidjerano, Furman University, United States of America The Usability Evaluation of UniCampus – the Romanian MOOC .............................................................................. 75 Diana Andone, Vlad Mihaescu, Andrei Ternauciuc, Politehnica University of Timisoara, Romania ANALYSING AND VALIDATING LEARNER NEEDS AND CHARACTERISTICS Connecting in the Online Environment: Student Preferences for Communication with Faculty ............... 87 Jill Buban, Online Learning Consortium, United States of America Contextualising Learner Experience: Using Learning Analytics and Other Methods ....................................... 96 Daphne Chang, Gerald Evans, The Open University, United Kingdom Investigating the Effectiveness of the ‘Online Learner Profiling Questionnaire’ in Generating a Profile of Learners Based on Learner Dispositions: A Pilot Study ............................................................................. 99 Pengiran Shaiffadzillah Pengiran Omarali, University of Manchester, United Kingdom v
Page 1 and 2: 9 th EDEN Research Workshop Forging
Page 3: Introduction Distance education is
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
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 55 and 56:
Head Start Online: A MOOC for those
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Carrots and Sticks: Workload and Pe
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Online Learning in Community Colleg
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Forging new pathways of research an
Page 85 and 86:
The Usability Evaluation of UniCamp
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Connecting in the Online Environmen
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Contextualising Learner Experience:
Page 107 and 108:
Page 109 and 110:
Investigating the Effectiveness of
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
WhatsApp: “Going where the Conver
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
A Study of the Use of Ubiquitous Mo
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Differentiated Technology-Based Int
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Using Digital Technologies for Incl
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Video in Higher Education: Examinin
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Policy Review of Open Badges for Op
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Open Educational Resources (OER): G
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Monitoring Progress on Open Educati
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
A Programmatic Approach to Blended
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Teaching Science through Technology
Page 223 and 224:
Page 225 and 226:
Page 227 and 228:
Page 229 and 230:
Page 231 and 232:
Contributions to Teaching Practice
Page 233 and 234:
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
The Irish Online Learning Landscape
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
The State of Distance Education in
Page 257 and 258:
Page 259 and 260:
Page 261 and 262:
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Scaling Learning Analytics: The Pra
Page 275 and 276:
Page 277 and 278:
Page 279 and 280:
Integration of Learning Analytics i
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Learning Reprioritised: Supporting
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Personal Learning Environments: Mov
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Learning Analytics in Distance Educ
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Credit, Trust and Open Education Ka
Page 329 and 330:
Credit, Trust and Open Education Ka
Page 331 and 332:
Page 333 and 334:
Supporting the Capacity Development
Page 335 and 336:
Supporting the Capacity Development
Page 337 and 338:
Page 339 and 340:
The Role of Learning Design and Lea
Page 341 and 342:
Page 343 and 344:
Page 345 and 346:
Page 347 and 348:
Changing Landscape of the Lifelong
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
eLene4work - Developing a Framework
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
Collection of "Synergy" Synopses 35
Page 363 and 364:
I-LINC The stakeholders’ platform
Page 365 and 366:
EuroDuaLE European cooperative fram
Page 367 and 368:
t-MAIL Teacher Mobile Application f
Page 369 and 370:
eLene4work Learning to learn for ne
Page 371 and 372:
ARMAZEG Developing Tools for Lifelo
Page 373 and 374:
LeHo Learning at Home and the Hospi
Page 375 and 376:
SeaL Seamless Learning in Lake Cons
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?