27 October 2014 – Monday Afternoon

  • Plenary Session 2
  • Afternoon Tea
  • Parallel Session B
  • Poster Session
  • Oxford Debate
  • Gala Dinner

13:30 – 14:45 Plenary Session 2

Chair: Airina Volungeviciene, Vytautas Magnus University, Lithuania

Report from the Rapporteur:

Tony Bates, Workshop Rapporteur and General Moderator, President and CEO, Tony Bates Associates Ltd. Canada
Keynote speeches:

MOOCs, Two Years Later
Pierre Dillenbourg, Swiss Federal Institute of Technology – EPFL, Switzerland


Teaching, Research and the More-than-human in Digital Education

Sian Bayne, University of Edinburgh, United Kingdom

14:45 – 15:05 Afternoon Tea

15:05 – 16:45 Parallel Session B

Session B1
eLearning Quality and Assesment

Chair: Adrian Kirkwood, The Open University, United Kingdom

Assessing Transformational Learning in Online Professional Programs: Methodological Approaches and Challenges

Swapna Kumar, University of Florida, United States of America, Patricia Arnold, Munich University of Applied Sciences, Germany

A Review of a Faculty-Wide Change in Assessment Practice for Open and Distance Learners of Science

Sally Jordan, The Open University, United Kingdom

An Exploration of Tutor Feedback on Essays and Development of a Feedback Guidance Tool

Anthea Wilson, The Open University, United Kingdom

Assessing Oral Presentations in Distance and Open Learning

Stefanie Sinclair, The Open University, United Kingdom

Exploring Quality in Teaching and Learning with ICT: A Qualitative Study

Cathrine Tomte, Dorothy Sutherland Olsen, Nordic Institute for Studies in Innovation, Research and Education – NIFU, Norway

University as an Extended Environment: A Question of “E-Quality”

Francesca Ravanelli, Free University of Bozen-Bolzano, Italy

The LIBE Project Distance Learning Platform – Evaluating an Adaptive e-Learning Solution

Francesco Agrusti, University Roma III, Italy

Session B2
Social media and Mobile Learning

Chair: Sharon Slade, The Open University, United Kingdom

Making Online Teams Work: The Tutor View

Jane Barrett, Helen Kaye, The Open University, United Kingdom

Mobile Learning Delivery via Social Networks: What Platforms Do First-Year University Students Prefer?

Yaacov Katz, Bar-Ilan University, Israel

Evaluating Web Connectivity for Adult Distance Learners – Facebook or Forums?

Christine Gardner, The Open University, United Kingdom

Measuring Impact of Using E-learning Portals on Educational Systems

Masoud Fakhimi, Munir Abbasi, Lampros Stergioulas, Georgios Xydopoulos, University of Surrey, United Kingdom, Maria Fragkaki, Computer Technology Institute and Press “Diophantus”, Sofoklis Sotiriou, Ellinogermaniki Agogi, Greece, Luis Anido Rifon, University of Vigo, Spain, Ruxandra Margineanu, Unisoft Romania SA, Romania, Ferenc Tatrai, EDEN, Hungary

The Internet in Icelandic Teacher Education, Twenty Years History, Problems and Possibilities

Thuridur Johannsdottir, Solveig Jakobsdottir, University of Iceland, Iceland

A Murky Business: The Ethics of Conducting Educational Research in Facebook Groups

Leigh-Anne Perryman, Tony Coughlan, The Open University, United Kingdom

Workshop Session B3

From Lightning to Enlightenment: How to Apply Learning Analytics in Practice

Kevin Mayles, Bart Rienties, Zdenek Zdrahal, Sharon Slade, Alison Ashby, Kevin Mayles, The Open University, United Kingdom

Big Data and learning analytics in particular have created high or even lightning expectations. While some early adopters of learning analytics, such as Carnegie Mellon University and Open University UK, have realised and worked with the opportunities and the challenges learning analytics adoption raise, most institutions have either ignored the thunder of learning analytics. Early adopters of learning analytics approaches acknowledge that while HEIs may have access to large amounts of data, linking these various datasets together and making (pedagogical) sense of these vast data flows is challenging.

In this workshop, we will “enlighten” participants with a blend of lightening presentations and practical applications of real case-studies at the Open University UK. Using principles of role-play¸ participants will be able to play, experiment and learn from the leading early-adopter experience in order to allow participants to work with the originally presented frameworks and experiences of the four presentations. This will allow participants to play, adapt, adjust, criticise and re-create these frameworks. Role-play allows participants to act-out a different role than normal, thereby allowing them to freely engage in discussions (rather than potentially defending their own position) and potentially learn from different perspectives. At the end of the workshop, participants/groups will present their experiences to one another in order to learn from each others’ experiences. The following main questions will be addressed during the workshop:

  1. Which learning analytics data are actually useful to collect?
  2. How can we measure the impact of learning analytics interventions?
  3. What are the ethical considerations when implementing learning analytics?
  4. How can organisations use the power of learning analytics to improve the students’ learning experience and reduce drop-out?

Workshop Session B4

Teaching Strategies and Design for Online and Blended Learning

Martha Cleveland-Innes, Athabasca University, D. Randy Garrison, University of Calgary, Norman Vaughan, Mount Royal University, Canada, Stefan Stenbom, The Royal Institute of Technology – KTH, Sweden

This workshop is available as a webinar online at 15:05 BST (16:05 CET) via the link: https://connectmeeting.ucalgary.ca/edencoiworkshop/

Based on the book published by the authors identified above, this participatory workshop will engage those involved in a discussion about new pedagogies and the supporting instructional opportunities.  This discussion will focus in particular creating inquiry opportunities in learning communities, in place-based, online, and blended learning.

Blending diverse learning experiences has been in existence since humans started thinking about teaching.  Recently, the term blended learning emerged to describe the infusion of new technologies into the traditional learning and teaching process.  In particular, the Internet provides the opportunity to create, support and/or maintain a community of learners in a blend of place-based and Internet-based environments.  Still under discussion are the fine distinctions and effects of activities in learning environments touched by the Internet, and its social, instructional, and cognitive impact.

16:45 – 17:45 Poster Session

Poster Session D1

Pedagogical Speedbumps and Life’s Potholes and Diversions on a Distance Learner’s Journey

Anthea Wilson, The Open University, United Kingdom

ICT in Emancipatory Education: An Approach to Crisis Alleviation

Maria Fragkaki, Computer Technology Institute and Press “Diophantus”, Greece, Lampros Stergioulas, University of Surrey, United Kingdom

Digital Learning – Exploring the Leadership Factor

Colum Foley, Dublin City University, Ireland

SpeakApps: Studies on Oral Production and Speaking Interaction

Christine Appel, Maria Luisa Malerba, Universitat Oberta de Catalunya – UOC, Spain

Social Networking in Second Language (L2) Learning

Maria Luisa Malerba, Universitat Oberta de Catalunya – UOC, Spain

Vision, Scenarios, Insights and Recommendations on How ICT may Help Making Lifelong Learning a Reality for All – The Stakeholders’ Voice

Andras Szucs, Livia Turzo, EDEN, United Kingdom

Patterns of Non-Encouraged in-Class Mobile Technologies Use at Budapest University of Technology and Economics (BME)

Judit Videkine-Remenyi, Budapest University of Technology and Economics, Hungary

From Library Place to Library Space: Investigating Distance Learner Engagement with Online Library Services

Jacqueline Baxter, Megan Doolittle, Non Scantlebury, Sam Thomas, The Open University, United Kingdom

Assessment Strategy – Designing and Developing Assessments for Online Distance Education

Elaine Walsh, James Brunton, Dublin City University, Ireland

Digital Learning Objects Design for Teachers Continuing Professional Development

Daina Gudoniene, Danguole Rutkauskiene, Kaunas University of Technology, Lithuania, Emma Beatty, Fast Track into Information Technology, Ireland, Brigita Latvelyte, Kaunas University of Technology, Lithuania

Critical Reflections on Course Design in Open University

Satu Hakanurmi, University of Turku, Finland

The South Baltic Weblab: Captivating Pupils in Marine Science

Dalia Baziuke, Klaipeda University, Lithuania

E-Learning Paradigms in Apulian Living Labs

Giovanna Avellis, InnovaPuglia, Adriana Agrimi, Apulia Region, Gaetano Grasso, Marco Di Ciano, Francesco Surico, InnovaPuglia, Italy

EMPORT – Improve Employability and Enhance European Competitiveness through the Acquisition of Language and Cultural Competences in Portuguese

Amador Ordonez, Silvia Capon, Dirección Xeral de Educación, Formación Profesional e Innovación Educativa, Ana Ma Jorquera, Asesoramiento, Tecnologia e Investigacion S.L., Spain, Livia Turzo, EDEN, United Kingdom, Simone Schwambach, Universita degli Studi di Roma Tor Vergata, Italy, Rui Azevedo, Lusophone University of Humanities and Technologies, Carla Laranjeria, Magensinus – Empresa Promotora de Servicos de Ensino, S.A., Portugal, Gerd Merke, European & International Federation of Natural Stone Industries, Germany, Jose Carlos Paes de Almeida Filho, Universidade de Brasilia, Brazil

The Online Classroom – Developing Learning Spaces Using Blogs, Wiki and Twitter

Per Arne Godejord, Hogskolen i Nord-Trondelag, Norway

Internet Services in the Work of University Teacher

Alexey Kozlov, Tatiana Kozlova, Ilya Ashavskiy, Moscow State University of Economics, Statistics Informatics – MESI, Russian Federation

Blended Learning: A View from a Research Angle

Alla Nazarenko, Lomonosov Moscow State University, Russian Federation

An Experience of Blended Learning in an International Distance Education Context

Jose I. Navarro, University of Cadiz, Spain

17:45 – 18:45 Oxford Debate

Plenary Session – An Oxford-Style Debate

Moderator: Mark Brown, National Institute for Digital Learning, Dublin City University, Ireland

Uptake and Impact of OER

Rory McGreal, UNESCO/COL/ICDE Chair in OER, Athabasca University, Canada

Maria Soledad Ramirez Montoya, UNESCO Chair in OEP/ICDE Chair in OER & CLARISE, Tecnológico de Monterrey, Mexico

20:00 – 22:00 Gala Dinner

Cathedral Suite of Oxford Spires Four Pillars Hotel

During the event:
Presentation of the EDEN Best Research Paper Award
For those who have booked places, please bring your dinner ticket.