- Plenary Session 3
- Interactive Session
- Morning Tea
- Parallel Session C
- Lunch
08:30 – 09:30 Plenary Session 3
Chair: Belinda Tynan, Pro Vice-Chancellor (Learning and Teaching), The Open University, United Kingdom
- Tony Bates, Workshop Rapporteur and General Moderator, President and CEO, Tony Bates
Associates Ltd. Canada
Report from the Rapporteur:
- Keynote speeches:
- Philipp Schmidt, Massachusetts Institute of Technology, Media Lab, United States of America
- Mark Brown, Dublin City University, Ireland, Helen Hughes, University of Bristol, United Kingdom
- Denise Whitelock, Alison Twiner, John T. E. Richardson, The Open University, Debora Field, Stephen Pulman, University of Oxford, United Kingdom
- Stefanie Brunner, Svenja Bedenlier, Joachim Stoter, Gunter Hohlfeld, Carl von Ossietzky University of Oldenburg, Germany
- Martha Cleveland-Innes, KTH Royal Institute of Technology, Sweden, Athabasca University, Canada, Stefan Stenbom, Stefan Hrastinski, The Royal Institute of Technology – KTH, Sweden
- Benita Thompson, The University of the West Indies, Barbados
- Patricia Ines Gandara de Marshall, Universidad de Buenos Aires, Argentina
- Brahim Batouche, Universite de Lorraine, Armelle Brun, LORIA – Nancy Universite, Anne Boyer, Ministere de l’Enseignement Superieur et de la Recherche, France
- Sharon Slade, The Open University, United Kingdom, Paul Prinsloo, University of South Africa, South Africa
- Lorraine Delaney, Dublin City University, Ireland
- Marianne Oberg Tuleus, Orebro University, Sweden
- Fabio Nascimbeni, MENON Network, Belgium, Vana Kamtsiou, Brunel University, United Kingdom
- Karin Krey, Sebastian Vogt, Wencke Bauhaus, FernUniversitat in Hagen (FernUni), Germany
- Elsebeth Korsgaard Sorensen, Aalborg University, Denmark
- Blazenka Divjak, Nina Begicevic Redep, University of Zagreb, Croatia
- Alan Tait, The Open University, United Kingdom, Margarita Tereseviciene, Airina Volungeviciene, Vilma Zydziunaite, Lina Kaminskiene, Vytautas Magnus University, Lithuania
- Which of these areas are mostly affected by openness?
- How openness should be created at education institutions?
- Is this an institutional task or a broader perspective?
- How not to get confused by the models of openness and how to choose the best ones?
- Selcuk Karaman, Engin Kursun, Ataturk University, Turkey
- J. Minguillon, Christine Appel, F. Santanach, Universitat Oberta de Catalunya – UOC, Spain
- Anne Algers, Magnus Ljung, Swedish University of Agricultural Sciences, Sweden
- Adrian Kirkwood, Linda Price, The Open University, United Kingdom
- Rhonda Leece, University of New England, Australia
- Opening up Educational Institutions
09:30 – 10:15 Interactive Session
Chair: Bart Rienties, The Open University, United Kingdom
Homegroups reflections and questions on the opening keynote
10:15 – 10:45 Morning Tea
10:45 – 12:30 Parallel Session C
Session C1
E-learning Methodology: Models and Practices
Chair: Sandra Kucina, University of Zagreb, Croatia
- Understanding the Student Experience: Doing Things Better in Studying First-Time Distance Learners
- Feedback on Academic Essay Writing through Pre-Emptive Hints Moving Towards Advice for Action
- Are They Ready? Exploring (Non-Traditional) Students Self-Directed Learning Readiness and their Acceptance of E-Learning Tools
- The Influence of Emotion on Cognitive Presence in a Case of Online Math Coaching
- Faculty Satisfaction in an Online Learning Environment: A Caribbean University Experience
- Crossroads and Challenges for Research into a Massive Distance Learning Program: UBA XXI
- Clustering Based Recommendation of Pedagogical Resources
Session C2
Policy, Theory and Conception in e-Learning
Chair: Deborah Arnold, La Passerelle, University of Burgundy, France
- Student Perspectives on the Use of Their Data: Between Intrusion, Surveillance and Care
- Who Graduates from Irish Distance University Education?
- Learning Effectiveness – A Case Study on Critical Thinking and Collaboration within Higher Education
- Speeding-up Adoption of e-Learning Innovation in Europe: Mission Possible?
- Life-World Factors of Distance Education Students and their Influence on Learning Achievement
- Promoting Awareness and Ownership in Digital Processes of Teaching and Learning
Workshop Session C3
-
Decision Making on e-Assessment Criteria
Assessment guides student learning. Deep learning is enhanced when assessment methods are clearly connected with intended learning outcomes of the study program or the course. It is widely accepted that assessment should be based on well defined assessment criteria, but it is very rarely explained how to define them. Furthermore, when assessment criteria and learning outcomes are defined, they can easily be implemented by rubrics in a virtual environment. Well defined rubrics can help to communicate to students what is asked from them and support their reflection and critical skills (deep learning); they are especially useful when more than one teacher is involved in the process of assessment and grading and when combination of teacher and automated grading is implemented; they are vital in a case of a complex task including problem-based learning, group work or peer assessment that are authentic to the skills being tested. But in process of building comprehensive and consistent rubrics there are two essential steps that have to be considered carefully.
Firstly, it is a process of formulating and describing assessment criteria that are clearly connected to defined learning outcomes.
Secondly, it is a process of determining weights of assessment criteria that take into account different perspectives (teachers, students, employers, other experts & stakeholders). We recommend a comprehensive method to prepare, moderate and execute two steps mentioned above. The Analytic Hierarchy Process (AHP) is a multi-criteria decision making technique that supports group decision making performed by heterogeneous group and it is crucial for the method.
In the workshop, we plan to briefly cover the Constructive Alignment (Biggs, 2003) and the AHP (Saaty, 1980). The workshops core is dedicated to group work of aligning of learning outcomes with problem-based learning and tasks in open and distance learning (ODL), building assessment criteria, assigning weights to intended criteria and making decisions about success of student learning. The whole process is supported by the AHP decision making tool.
Workshop Session C4
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The Impact of Openness on Technology Enhanced Learning Integration in Education Organizations
Education organizations struggle with the technology enhanced learning. During the last years, universities have been experimenting with the use of technologies in order to look at what technologies can offer to create interactive, flexible and student centred learning. In the run, competition increased among education institutions trying to differentiate their services by target groups, quality procedures and openness of their curriculum. Though openness intrigued a lot of education service providers, it challenged academic community in terms of curriculum designing, and institutions in terms of technology enhanced learning integration.
Technology enhanced learning integration is based on the following parameters: strategy and management, curriculum designing, infrastructure development, support systems and services, quality procedures, staff continuous professional development and marketing strategies. However, new parameter of openness is discussed as a hot topic today on European level. The workshop will address the following questions:
Session C5
Research Approaches and Perceptions in ODL
Chair: Gill Kirkup, The Open University, UK
- The Challenges behind Research-Based Practices and Practice-Focused Researches in Distance Education
- Learning Analytics in Practice: Setting up a Laboratory for Action Research at the Universitat Oberta de Catalunya
- Peer Review of OER is not Comprehensive- Power and Passion Call for Other Solutions
- Achieving Improved Quality and Validity: Reframing Research and Evaluation of Learning Technologies
- Belonging and Mattering through a Technological Lens – Meeting One Challenge for Open and Distance Learning in 21st Century