27 October 2014 – Monday Morning

  • 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

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

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

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.

12:30 – 13:30 Lunch