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

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Head Start Online: A MOOC for those Thinking about, or Preparing for, Flexible Study James Brunton et al. Student Success Toolbox Activities Am I Ready for Study? Figure 2. Contained within Week Two of Head Start Online, this activity enables course participants an opportunity to self-assess whether they are ready to commence part-time online/distance study. A quiz consisting of six sections addressing relevant issues is presented: (a) Previous Study, (b) Work and Family, (c) Study Intentions, (d) Study Skills, (e) Computer Skills and (f) Work Habits. Upon finishing each of the aforementioned quiz sections and the quiz in its entirety, personalised feedback is delivered to participants (e.g., “you probably need to talk with your close family and friends. It’s really important that they understand why you’re thinking about undertaking further study…”). Essentially feedback is provided from two distinct standpoints: (a) the educational institution and (b) former/current flexible learner. Do I Have Enough Time? Figure 3. 48 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Head Start Online: A MOOC for those Thinking about, or Preparing for, Flexible Study James Brunton et al. Week Three offers a self-reflective life calculator, helping the course participants to assess the amount of the time they spend on various activities during a typical week. This helps them to gain a realistic perspective on whether they have enough spare time for study whilst balancing their current life, work and family commitments. Having calculated how users spend their time currently under six sections (a) Work, (b) Family, (c) Household, (d) Hobbies, (e) Leisure and (f) Sleep, feedback is then provided as to whether they have adequate time for flexible study (e.g., You can probably go ahead and register for your course but don’t forget to talk with the staff and check the requirements for the particular programme of study you wish to undertake). Who Can I Ask? Figure 4. Also within Week Three participants interact with a tool designed to get them thinking about their support network and how they might garner support in order to assist them in their progression through their studies. Information slides detail methods of finding support from Friends, Family, Employers, Universities and Other Students. Examples of students in both supported and unsupported scenarios are displayed, and advice for those lacking in support is also provided. Lastly, a series of typical student support problems coupled with information on how various support outlets may be of assistance are demonstrated (e.g., Problem: I am struggling with the technology on this course, Other Students Solution: Other students may be a good source of help with technology problems as they may have experienced similar problems themselves. However be careful not to share your user name and password with anyone.) Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 49 ISBN 978-615-5511-12-7
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9 th EDEN Research Workshop Forging
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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
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
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Page 63 and 64: Carrots and Sticks: Workload and Pe
Page 75 and 76: Online Learning in Community Colleg
Page 85 and 86: The Usability Evaluation of UniCamp
Page 97 and 98: Connecting in the Online Environmen
Page 105 and 106: Contextualising Learner Experience:
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Forging new pathways of research an
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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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