Towards Personalized Guidance and Support for Learning.

EDEN 2018 Research Workshop, Barcelona (E) Towards Personalized Guidance and Support for Learning focused on the crucial and changing roles of teachers in supporting student learning in the digital world. This includes the creation of enabling conditions that encourage learning personalization, learner agency and self-direction.

Introduction

EDEN 10th Research Workshop Contribution to Research in Open and Distance Learning

Airina Volungeviciene, Josep M. Duart

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1-6

MOOCs

	Designing a New Generation MOOC for Undergraduate Mathematics Geoff Woolcott, Raina Mason, Carolyn Seton	PDF 7-14
	Oscar and Niamh two MOOC Animation Robots: How did Learners Respond? Sally Mhic Dhomhnaill, Mairead Nic Giolla Mhichil	PDF 15-21
	Moody MOOCS: An Exploration of Emotion in an LMOOC András Benedek, János Horváth Cz.	PDF 22-29

Learner Needs, Attitudes, Behaviour

	Can you Give me Sanctuary? Exploring the Transition Experiences of Refugees and Asylum Seekers to Online Distance Learning Orna Farrell, Mark Brown, James Brunton, Eamon Costello, Lorraine Delaney, Colum A. Foley	PDF 30-35
	Support Holes: Distance Students Experience of Support in a Dual Mode University Lorraine Delaney, Mark Brown	PDF 36-44
	The Experience of Distance Learners as Writers Phil Wood, Palitha Edirisingha	PDF 45-53
	Scholars’ Changing Social Media use: Implications for Teaching and Learning in Higher Education George Veletsianos, Nicole Johnson, Olga Belikov	PDF 54-59
	Virtual and Mobility Activities to Promote Dual Learning Approach in Higher Education: The Euroduale Project Experience Antonella Poce, Maria Rosaria Re, Francesca Amenduni	PDF 60-69
	Best Practice for Supporting Students in the Workplace Hilary MacQueen, Fiona Aiken	PDF 70-76
	Achieving Student Centred Facilitation in Online Synchronous Tutorials Diane Butler, Lynda Cook, Vikki Haley-Mirnar, Catherine Halliwell, Louise MacBrayne	PDF 77-83
	How Science University Students use the Video in their Learning Process? Victor García, Antoni Pérez-Navarro, Jordi Conesa	PDF 84-92
	Wiki Course Builder, a System for Managing and Sharing Didactic Material and Concept Maps Carlo De Medio, Carla Limongelli, Fabio Gasparetti, Filippo Sciarrone, Giovanni Adorni, Frosina Koceva, Ilaria Torre	PDF 93-99

Educational Systems

	How do you Build a Bold Research Culture? Insights from the National Institute for Digital Learning Experience Mark Brown, Grainne Conole	PDF 100-109
	Don't do Evil: Implementing Artificial Intelligence in Universities Mark Nichols, Wayne Holmes	PDF 110-118
	Personalised Learning in Developing Countries – Is Higher Education Ready? Jennifer Roberts	PDF 119-132

Open Education

	Open Education Practices in Higher Education Ulf-Daniel Ehlers, Elena Trepule, Estela Dauksiene, Marius Sadauskas	PDF 133-144
	University Teacher Skills and Attitudes to Create and Use OER Marius Sadauskas, Margarita Tereseviciene, Estela Dauksiene, Ulf-Daniel Ehlers	PDF 145-150
	Open Virtual Mobility: A Learning Design 4 SRL Gemma Tur, Santos Urbina, Olga Firssova, Kamakshi Rajagopal, Ilona Buchem	PDF 151-159

Teacher Training and Competences

	Enhancing Teacher Decisions through Learning Analytics Airina Volungeviciene, Josep M. Duart, Giedre Tamoliune, Justina Naujokaitiene	PDF 160-162
	Developing a Framework of e-Leadership Literacies for Technology-Enhanced Learning in Higher Education: A Delphi Study Deborah Arnold, Albert Sangra Morer	PDF 163-171
	Learner Agency and the “Self”-Pedagogies Lisa Marie Blaschke	PDF 172-180
	Videomining for the Assessment of Teacher Skills in Higher Education Merce Gisbert, Mireia Usart	PDF 181-193
	Teachers' Perceptions on Digital Technologies: Identification of Patterns and Profiles in the Catalan Context Montse Guitert, Teresa Romeu, Marc Romero Carbonell, Pedro Jacobetty	PDF 194-202
	Teachers’ Digital Competencies for e-Learning Application in Higher Education Sandra Kucina Softic	PDF 203-212

Assessment

	The Design of a Rubric for Defining and Assessing Digital Education Skills of Higher Education Students Herve Platteaux, Emmanuelle Salietti, Laura Molteni	PDF 213-222
	Rethinking Assessment Potential in Massive Open Online Courses to Support Student Learning: The Experts’ Point of View Maite Fernandez-Ferrer	PDF 223-231
	Digital Competence Assessment Framework for Primary and Secondary Schools in Europe: The CRISS Project Lourdes Guardia, Marcelo Maina, Pablo Baztan	PDF 232-240

Methodology

	Maturity Models for Improving the Quality of Digital Teaching Felix Sanchez Puchol, Joan A. Pastor Collado, Lourdes Guardia Ortiz	PDF 241-256
	Towards a Structured Process for Involving Distributed Teachers in Facilitation Strategy Design and Review Ann Walshe	PDF 257-263
	Personalised and Multi-Sensory Approaches to Engaging Students at A Distance: A Case Study from Religious Studies John Maiden, Stefanie Sinclair	PDF 264-272

Theory

	Selecting the Best Open Access Journal Articles: To What Extent does this go Beyond Being a Subjective Exercise? Mark Brown, Mark Brown, Eamon Costello, Mairead Nic Giolla Mhichil	PDF 273-282
	Revisiting the Transactional Distance Theory: A qualitative Study of Two Web-based Distance Learning Courses at a Campus-based University Palitha Edirisingha, Mengjie Jiang	PDF 283-292
	Learning Explained: A Schema-building Scaffolding Framework to Make Sense of Personalised Guidance and Support for Learning Ignatius G.P Gous	PDF 293-315

Socio-cultural-economic

	Teacher Roles and Digital Threats: Preventing and Addressing Cyberbullying in European Schools Alan Bruce, Imelda Graham	PDF 316-324
	Understanding Media Usage Patterns of Students and Faculty via a Media Acceptance Approach: A Case of a Multi-campus University in Ghana Frank Senyo Loglo, Selorm Agbleze	PDF 325-336
	Supporting Learners and Societal Needs through Evolution of Innovative Digital Learning Architectures William Dorman, Rick Shearer	PDF 337-347

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