- Registration
- Opening Plenary
- Interactive Session
- Morning Tea
- Parallel Session A
- Lunch
07:30 – 08:30 Registration
Conference delegates arriving and registering can familiarise themselves with the environment at the Hotel Lobby
08:30 – 09:30 Opening Plenary
Chair: Antonio Moreira Teixeira, EDEN President
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Opening Remarks
- Antonio Moreira Teixeira, President of EDEN
Belinda Tynan, Pro Vice-Chancellor (Learning and Teaching), The Open University, United Kingdom
Keynote speech:
- Moving into Context and not Content
- Cristobal Cobo, University of Oxford, United Kingdom
09:30 – 10:15 Interactive Session
Chair: Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg, Germany
Homegroups questions on the opening keynote
10:15 – 10:45 Morning Tea
10:45 – 12:30 Parallel Session A
Session A1
E-learning Methodology: Models and Practices
Chair: Ildiko Mazar, EDEN, United Kingdom
- Faculty Role Change: Adjustment to the Influence of Online Teaching and Learning
- Martha Cleveland-Innes, The Royal Institute of Technology KTH, Sweden and Athabasca
University, Canada, Sarah Gauvreau, Contact North, Canada
- Successful Online Distance Learners: An Exploration of Learner Characteristics and Patterns in Online Learning
- Trish Andrews, University of Southern Queensland, Australia, Belinda Tynan, The Open University, United Kingdom
- Individual Learning Path in Gamified Environment
- Maria Zajac, Marcin Piekarczyk, Pedagogical University of Cracow, Poland
- Teachers Professional Development through Learning Ecologies: What are the Experts Views?
- Marc Romero Carbonell, Lourdes Guardia, Montse Guitert, Albert Sangra, Universitat Oberta de Catalunya – UOC, Spain
- Teachers Perception on Innovative Services and ICT in Teaching and Learning in Primary and Secondary Schools in Croatia
- Jasna Tingle, Dragana Kupres, Croatian Academic and Research Network – CARNet, Croatia
- Where is the Teacher in Online Learning: Centre Stage or Cameo Appearance?
- Julie Peschke, Athabasca University, Canada
Session A2
Open Educational Resources
Chair: Elsebeth Korsgaard Sorensen, Aalborg University, Denmark
- Developing 21st Century Skills through Colearning with OER and Social Networks
- Alexandra Okada, Cintia Rabello, The Open University, United Kingdom, Giselle Ferreira, Universidade Estácio de Sá – UNESA, Brazil
- Promoting Engagement in MOOCs through Social Collaboration: Common Lessons from the Pedagogical Models of Universidad Galileo and Universidade Aberta
- Rocael Hernandez, Miguel Morales, Universidad Galileo, Guatemala, Jose Mota, Antonio Moreira Teixeira, Universidade Aberta, Portugal
- Internal Responses to Informal Learning Data: Testing a Rapid Commissioning Approach
- Patrina Law, Leigh-Anne Perryman, The Open University, United Kingdom
- OER in Alberta Canada & the eMundus Europroject
- Rory McGreal, Athabasca University, Canada
- Developing Critical Perspectives on Technology in Education: A Tool for MOOC Evaluation
- Antonella Poce, University Roma III, Italy
- A Networked Learning Framework for Effective MOOC Design: The ECO Project Approach
- Francis Boruns, Open Universiteit Nederland, The Netherlands, Jose Mota, Lina Morgado, Universidade Aberta, Portugal, Darco Jansen, European Association of Distance Teaching Universities – EADTU, The Netherlands, Santiago Fano, Universidad de Oviedo, Alejandro Silva, Universidad de Zaragoza, Spain, Antonio Moreira Teixeira, Universidade Aberta, Portugal
Workshop Session A3
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Learning across Disciplines: A Step Too Far for Educational Research?
- Alexandra Mihai, Vrije Universiteit Brussel – SCOM, Belgium
This workshop aims at challenging researchers to get involved in a meta-engagement exercise whereby they reflect (individually and in groups) on some of the salient issues currently linked to researching learning design. Would a cross-disciplinary approach to educational research help shift the focus from discipline specific issues towards essential pedagogical considerations that transcend the disciplinary silos? Or would that level of abstraction be one step too far and actually lead to an even greater disconnect between researchers and teachers? Can valuable lessons be learned by building bridges across disciplines and trying to involve teachers as much as possible in a sort of “crowd sourcing of learning design” exercise? These are a few of the main questions to be debated in an attempt to work towards a research framework combining in the right proportion the practical value of (discipline) specific learning designs with the structure and coherence provided by a sound theoretical framework focusing on the essential pedagogical principles. The challenge is finding the right proportion as well as finding the best ways of engaging teachers, as stakeholders, in co-creating and sharing research designs, ideally in a cross-disciplinary context. The goal of the workshop is to engage the participants together with other interested researchers and practitioners attending via social networks in an open discussion about how we can best research on how to teach, leaving aside our disciplinary backgrounds and focusing on learning objectives and how to design learning activities aligned with them.
Workshop Session A4
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From Beans on Toast to Molecular Gastronomy (and a Bit of MasterChef): Linking Learning Design with Learning Analytics
- Bart Rienties, Denise Whitelock, Lisette Toetenel, Alison Ashby, The Open University, United Kingdom
Using a “MasterChef” format with tasting, judging and participating in designing own recipes, we will provide an interactive, hands-on workshop on learning design and learning analytics. Educators have to continuously fine-tune their learning designs based upon the (changing) tastes of its customers, the quality of the ingredients, the interactions of the chosen flavours etc. Over the last twenty years, a range of pedagogical approaches and learning designs have been suggested but few have been robustly analysed to ascertain whether they indeed lead to consistent learning designs that enrich and improve learning performanceand taste nice according to our main customers, the students.
Using the experience from wide-scale implementations at the OU UK we will link learning design with actual behaviour of students and teachers to unpack which ingredients in learning designs may work well, and which do not. As Hester Blumenthal uses molecular gastronomy to analyse the physical attributes of ingredients, by applying learning analytics to learning design we can start to analyse the attributes that create a true gastronomic experience. But we are “cooking on a large scale”, which will further enhance its impact. Come and make your own recipes in learning design in our kitchen. “If you can’t stand the heat in the kitchen”, join us and taste whether other participants’ recipes work for you and your organisation.