European Distance and E-Learning Network (EDEN). Conference Proceedings

Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio

Open World Learning

This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education. Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries. The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education

Open World Learning

This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education. Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries. The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education

Building Bridges Towards Self-regulation: The Goal-Setting Behaviour of Adult Language Learners in MOOCs

Massive Open Online Courses (MOOCs) offer educational opportunities to a wide range of learners. Language learners can use these courses to develop knowledge and practise language skills needed daily or in different areas of specialisation. However, learners may not benefit from this learning opportunity if they do not know how to self-regulate their learning. Self-regulated learners employ various processes to master their learning and accomplish their goals. The literature shows that goal setting is a helpful self-regulatory process that contributes to a successful MOOC learning experience. Goal setting is the driving force behind any educational intention and can provide the basis for a strategic plan formulated by learners at the start of a learning task. Moreover, this self-regulatory process holds the key to activating, monitoring, and assessing an effective learning process. Nonetheless, goal-setting support in these online courses is scarce. Research on goal setting in MOOCs has not previously investigated the personal learning goals that learners bring to these non-formal learning environments. This represents a twofold omission in the field of Computer-Assisted Language Learning (CALL), in which MOOCs are themselves an under-researched area. Although CALL practitioners have gradually integrated MOOCs into the L2 classroom, little research has examined adult learners' goals during their MOOC-based learning. To address this gap in the literature, this research uncovers the goal-setting behaviour of 19 adult learners who studied MOOCs for four weeks as part of their classroom-based language courses. To achieve this aim, the researcher gathered and analysed 38 semi-structured interviews, 71 weekly monitoring surveys, 19 open-ended questionnaires and 19 MOOC screenshots. The findings of this study advance the field of CALL by providing a comprehensive picture of the different aspects of language, traditional and non-traditional goals, and MOOC elements involved when L2 adult learners self-regulate their learning online

Language learning and technology

By and large, languages, both as first, second or foreign languages remain one of the most important core subjects at every educational level. In early stages, their inclusion in the curriculum is intricately connected with (pre-)literacy practices, but also as a main driver for the successful integration of minority students learning a second language. In addition, the attainment of a certain level of a foreign language by the end of compulsory education is a common goal in most educational systems around the globe. Arguably, the key drivers of success in learning a language range from motivational to attitudinal, but ultimately they also have to do with the amount of target language use, the access to quality input, and especially language teachers' readiness to incorporate the latest educational trends effectively in the language classroom, educational technologies amongst them

Quality Model for Massive Open Online Course (MOOC) Web Content

With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider’s reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content’s provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C’s model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content

MOOC (Massive Open Online Courses)

Massive Open Online Courses (MOOCs) are free online courses available to anyone who can sign up. MOOCs provide an affordable and flexible way to learn new skills, advance in careers, and provide quality educational experiences to a certain extent. Millions of people around the world use MOOCs for learning and their reasons are various, including career development, career change, college preparation, supplementary learning, lifelong learning, corporate e-Learning and training, and so on

Designing and implementing online assessment in the clinical workplace

Peer reviewe