The Eccoe Approach to Quality Reviewing Online Descriptions of Learning Opportunities

As learners seek more flexible learning opportunities, and employers become gradually more open to accepting alternative forms of credentials, there is a need to improve the visibility and quality of the online information available about such opportunities. This information includes not only the descriptions of formal and non-formal learning opportunities, from full degree programmes to optional courses and MOOCs, but also the credentials learning opportunities can lead to and by whom these credentials are recognised. The new Europass initiative of the European Union is a major step forward in this respect, offering the possibility to search for both learning and employment opportunities via a platform that will support a variety of different credentials. Building on the Europass Learning Model, the Erasmus+ ECCOE project makes a significant contribution to this future platform, by defining specific quality criteria for evaluating both learning opportunities and their credentials. This paper describes the methodology applied for the quality review of online descriptions with the ultimate aim of developing a catalogue showcasing learning opportunities that meet the criteria defined by the project. This methodology concerns two levels: (a) the actual process designed and implemented transnationally for the first iteration of over 100 learning opportunity descriptions, and (b) the two PDCA (Plan, Do, Check, Act) quality improvement cycles applied to refining the process itself. The paper also presents the results of this first iteration and formulates recommendations relevant for learning opportunity providers. Future work involving stakeholder consultation is also presented, as are the synergistic interactions between this research and the overall ECCOE project outcomes within the wider context of European work on Digital Credentials and open, online and flexible learning

Collaborative International Research in Clinical and Longitudinal Experience Study in NMOSD.

Objective: To develop a resource of systematically collected, longitudinal clinical data and biospecimens for assisting in the investigation into neuromyelitis optica spectrum disorder (NMOSD) epidemiology, pathogenesis, and treatment. Methods: To illustrate its research-enabling purpose, epidemiologic patterns and disease phenotypes were assessed among enrolled subjects, including age at disease onset, annualized relapse rate (ARR), and time between the first and second attacks. Results: As of December 2017, the Collaborative International Research in Clinical and Longitudinal Experience Study (CIRCLES) had enrolled more than 1,000 participants, of whom 77.5% of the NMOSD cases and 71.7% of the controls continue in active follow-up. Consanguineous relatives of patients with NMOSD represented 43.6% of the control cohort. Of the 599 active cases with complete data, 84% were female, and 76% were anti-AQP4 seropositive. The majority were white/Caucasian (52.6%), whereas blacks/African Americans accounted for 23.5%, Hispanics/Latinos 12.4%, and Asians accounted for 9.0%. The median age at disease onset was 38.4 years, with a median ARR of 0.5. Seropositive cases were older at disease onset, more likely to be black/African American or Hispanic/Latino, and more likely to be female. Conclusions: Collectively, the CIRCLES experience to date demonstrates this study to be a useful and readily accessible resource to facilitate accelerating solutions for patients with NMOSD

Active use of social media and online learner engagement and development

This research project was undertaken during the spring semester 2012 within the OMDE601 Foundations of Distance Education and E-learning course, the first course that graduate students take upon entering the Master of Distance Education and E-learning (MDE) program. The purpose of the research was to explore the role of social media in engaging learners and in promoting cognitive and meta-cognitive learner development.THE ACTIVE USE OF SOCIAL MEDIA AND ONLINE LEARNER ENGAGEMENT AND DEVELOPMENT Lisa Marie Blaschke Assistant Professor (Adjunct) Master of Distance Education and E-learning (MDE) TOPICS Research question What the literature says Research outcomes/objectives Methodology Background Key findings Practical application and considerations RESEARCH QUESTION Question: What role can social media play in engaging learners and in promoting cognitive and meta-cognitive learner development? Self-determined learning Wikis Blogs Twitter Diigo Mind maps Google Maps WHAT THE LITERATURE SAYS Over 80% of faculty uses social media, with 52% using it in the classroom, only 10 to 12% of faculty uses it in an active way (Pearson Social Media in Higher Education Survey, 2010) Active use of social media may be more pedagogically beneficial by : increasing interaction levels promoting cognitive and meta-cognitive skill development (Weisberger as cited in Educational-Portal blog, 2010; Blaschke, Porto, & Kurtz, 2010) Affordances of social media: connections and social rapport, collaboration (information finding and sharing), learner-generated content, and accumulation of knowledge and information (McLoughlin & Lee, 2007, 2008, 2010) RESEARCH OUTCOMES/OBJECTIVES Present research on the pedagogical application and benefits of the active use of social media in the online classroom in terms of its influence on learner engagement and development Long-term: Measure learner competency and capability development over time Improve educational practice by providing guidance and best practices for instructors in using social media in the classroom so as to maximize pedagogical benefit Social media skill building Skill building activities aligned with: •Course objectives •CLA objectives •Program outcomes Master of Distance Education and E-Learning (MDE) •Research •Interaction •Collaboration •Reflection METHODOLOGY: HOLISTIC DESIGN METHODOLOGY: SKILL BUILDERS Skill Builder Social Media Post a biography in WebTycho and location in class Google Map. Complete pre-course survey. Google Map Join Twitter and follow OMDE601 course and a DE scholar. Retweet an interesting article by the scholar. Twitter Create mind map with key words from own DE definition. Mind map Develop group grid depicting evolution of DE across waves of development. Google Docs Research topic and create bibliography of resources. Write an annotation for one resource and post to Diigo. Diigo Post group grid, bibliography, annotation, mind map to personal e-portfolio. E-portfolio (e.g., wiki, blog, other) METHODOLOGY: DATA GATHERING TECHNIQUES Pre-course survey: measured student perceptions of competency level (online learning, research writing, social media use) Post-course survey: measured perceptions of competency and impact of social media on cognitive/meta-cognitive skill development: Connectedness with instructor/other students Understanding of course content New knowledge construction Reflection Empathy Understanding of own learning process Skill development applicable to work environment Student interviews Instructor interview BACKGROUND Two sections of OMDE01 in Spring 2012, with 23 students in 9040 and 22 in 9041 (Start of semester: N=45; end of semester: N=18, with 9 non-participants) 100% of the students had previously taken an online course (N=40, with 5 non-participants). Familiarity with social media: Most unfamiliar with (never used) mind maps (75% in 9040; 90% in 9041) and Twitter (55% in both sections) Most familiar with blogs (60% in both sections), Google Docs (50% in 9041), and Facebook (90% in 9040, 84% in 9041 Primary uses: connecting with friends and family (85% in 9040; 90% in 9041), learning new things (80% in 9040, 61% in 9041), and business and academic connections (60% in 9040). Dropout rate in course was high: 11 of 24 students in 9040 (nearly 50%), 9 of 23 students in 9041 KEY FINDINGS: PERCEPTIONS Students: felt competent in social media tools used in the course, albeit in differing degrees understood purpose of each tool developing cognitive/meta-cognitive skills sense of connectedness with teaching staff through use of social media differed between sections Instructor: felt students were not prepared to participate in social media saw tools as helpful in developing critical thinking and knowledge construction, but not empathy, creativity, student autonomy or understanding of own learning process found tracking of learning activities to be time-consuming KEY FINDINGS: BY MEDIA e-portfolio/learning journal, Google Docs, and mind map tools most effective in cognitive and meta-cognitive skill development such as critical thinking and knowledge construction (student survey/instructor interview) Google Docs helped students feel more connected to other students (more than any other media) and promoted empathy in one section (7 out of 10 agreeing) but not in the other (6 out of 8 disagreeing) (student survey) Diigo helped students feel connected to faculty and other students in one section, but not in the other; both sections felt it helped them construct new knowledge (student survey) In one section, students felt Google Maps contributed to cognitive/meta-cognitive skill development; in the second section, students mostly disagreed (student survey) Twitter contributed the least to cognitive/meta-cognitive development although helped student become more self-directed in learning (student survey/interview) KEY FINDINGS: COMPETENCY DEVELOPMENT All students established an online presence using a form of web 2.0 media (e.g., wikis, blogs, or Weebly) Each student presented two or more examples of work that represented competency in using social media as part of a learning activity or skill builder In most cases, students reflected upon the individual learning experience (reflective learning journal as part of e-portfolio) Most students felt competent in the social media used in class. PRACTICAL APPLICATION AND CONSIDERATIONS Incorporate social media in a holistic way, aligning its use with overall course and learning objectives Plan for possible gaps in learner skill levels (digital native vs. digital immigrant) Provide guidance on tool use and mirror desired behavior where possible Encourage students to create social media accounts/e-mails for academic purposes only Be prepared to spend significant time tracking student activity Strive for establishing competency and building capability QUESTIONS? Lisa Marie Blaschke Assistant Professor (Adjunct) Master of Distance Education and E-Learning (MDE) [email protected] For more information: (www.slideshare.net) REFERENCES Blaschke, L..M., Porto, S., & Kurtz, G. (2010). Assessing the added value of web 2.0 tools for e-learning: The MDE experience. Proceedings of the European Distance and E-learning Network (EDEN) Research Workshop, October 25-27, 2010. Budapest, Hungary. Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113 Educational-portal blog. (2010). Social media in the college classroom: Professor Corinne Weisgerber talks about the educational value of new media. Retrieved from: http://education-portal.com/articles/Social_Media_in_the_College_Classroom_Professor_Corinne_Weisgerber_Talks_About_the_Educational_Value_of_New_Media.html McLoughlin, C. & Lee, M.J.W. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Proceedings from ascilite, December 2-5, 2007. Singapore. Retrieved from: http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf McLoughlin, C., & Lee, M.J.W. (2008). Mapping the digital terrain: New media and social software as catalysts for pedagogical change. Proceedings from ascilite, November 30, December 3, 2008. Melbourne, Australia. Retrieved from: http://www.ascilite.org.au/conferences/melbourne08/procs/mcloughlin.pdf McLoughlin, C., & Lee, M.J.W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. Retrieved from: http://www.ascilite.org.au/ajet/ajet26/mcloughlin.pdf Pearson Social Media in Higher Education Survey. (2010). Retrieved from: http://www.prweb.com/releases/2010/05/prweb3960844.htm SLIDE FOR REFERENCE (AS NEEDED) HEUTAGOGY IN RELATION TO OTHER -GOGIES (based on Canning, 2010, p. 63

Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning

Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education

Using social media to engage learners and support skill development

This research project was undertaken during the spring semester 2012 within the OMDE601 Foundations of Distance Education and E-learning course, the first course that graduate students take upon entering the Master of Distance Education and E-learning (MDE) program. The purpose of the research was to explore the role of social media in engaging learners and in promoting cognitive and meta-cognitive learner development. Research was conducted using student and instructor surveys and interviews, and e-portfolios were generally evaluated to assess development of cognitive and meta-cognitive skills. This report describes the methodology that was used in approaching the research and the initial research results.Lisa Marie Blaschke / Research Grant Report (Spring 2012) UMUC Graduate School – MDE 1 May 14, 2012 Description of Research Project: This research project was undertaken during the spring semester 2012 within the OMDE601 Foundations of Distance Education and E-learning course, the first course that graduate students take upon entering the Master of Distance Education and E-learning (MDE) program. The purpose of the research was to explore the role of social media in engaging learners and in promoting cognitive and meta-cognitive learner development. Research was conducted using student and instructor surveys and interviews, and e-portfolios were generally evaluated to assess development of cognitive and meta-cognitive skills. This report describes the methodology that was used in approaching the research and the initial research results. Methodology: In the summer and fall of 2011, the OMDE601 course underwent an extensive redesign intended to help new students build a stronger foundation of knowledge and skills in preparation for their MDE graduate studies. Using the backward design approach to course design, this researcher and another MDE faculty, Jane Brindley, identified the desired outcomes and then worked backward in developing learning activities and course content that would support development of those outcomes. As part of the redesign, digital skill building activities were developed, which incorporated social media tools for research, interaction, collaboration, and reflection. These activities were closely tied with course objectives and UMUC’s core learning area (CLA) objectives. Course learning activities that incorporated social media were: 1) “pinning” student locations on a class Google Map (icebreaker activity); 2) following a DE scholar on Twitter and re-tweeting an interesting article or tweet by/from the scholar; 3) contributing to a class wiki of e-portfolio best practices; 4) creating an individual web site using a wiki, blog, or other web tool for the student e-portfolio, which included a reflective learning journal; 5) creating an online mind map that represented the student’s initial and ongoing definition of DE; 6) using Google Docs to document the development of DE over time as part of an ongoing collaborative group project; and 7) conducting research within the UMUC library, selecting a scholarly article, and writing and posting an annotation to the class Diigo account. In conducting the research, both student and instructor surveys were used to gather information. The student survey gathered data about students’ familiarity with social media, their current experience using social media in OMDE601, and their perceptions on how social media use influenced their level of engagement and development of their individual cognitive and meta-cognitive skills. The instructor survey gathered information about perceptions on the active use of social media and its influence on engagement levels and development of student cognitive and meta-cognitive skills. In-depth student interviews were planned as a follow-up to the student surveys; however, only two students volunteered for the interviews. One interview took place; the second interview did not take place, and the student did not reply to follow up e-mails. Research Findings: Two sections of OMDE01 were offered in Spring 2012, with 23 students in 9040 and 22 in 9041 (N=45). Pre-course survey findings showed that 100% of the students had previously taken an online course (N=40, with 5 non-participants). In terms of familiarity with social media, students were most unfamiliar with (never used) mind maps (75% in 9040; 90% in 9041) and Twitter (55% in both sections). Students were most familiar with blogs (60% in both sections), Google Docs (50% in 9041), and Facebook (90% in 9040, 84% in 9041), although Facebook was not used in the course. Primary uses of social media were: connecting with friends and family (85% in 9040; 90% in 9041), learning new things (80% in 9040, 61% in 9041), and business and academic connections (60% in 9040). Lisa Marie Blaschke / Research Grant Report (Spring 2012) UMUC Graduate School – MDE 2 May 14, 2012 At the end of the semester, 27 students in total were still registered in the two sections. The end-of-semester surveys (N=18, with 9 non-participants) showed that students felt they were competent in all social media tools used in the course, albeit in differing degrees. The exception was 9041, where one student stated that s/he was not competent (never used) with wikis (1) and blogs (1). In general, students understood the purpose of each tool in helping them to develop cognitive/meta-cognitive skills. For example, they did not view Twitter as a tool that helped them understand course content, but saw how it helped them feel connected to other students. The e-portfolio/learning journal, Google Docs, and mind map tools seemed to have been most effective in helping students develop cognitive and meta-cognitive skills (e.g., over 75% of students agreeing that the tool helped them construct new knowledge, reflect on course content, and better understand their individual learning process). Students perceived that the use of Twitter contributed the least to development of cognitive/meta-cognitive skills. Use of Google Maps differed significantly between the two sections, with students in 9040 agreeing with most of the statements, and students in 9041 disagreeing to most statements. Students’ sense of connectedness with teaching staff also differed between sections, which could indicate that level of interaction with teaching staff perceived by students may be more influenced by the instructor than the tool. Use of Google Docs in one section seemed to promote empathy in one section (7 out of 10 students agreeing), while in the other it did not (6 out of 8 students disagreeing); this could indicate that the sense of empathy may be dependent on group constellation rather than upon the media used. In both sections, use of Google Docs helped students feel more connected to other students, more so than any of the other social media tools used. In the student interview, the student noted that generational gaps made it difficult to keep up with the new media, and, although she was able to successfully complete the activities, they were very time consuming. She also noted that Twitter and Diigo helped her to follow and create and explore her own trails of learning, as well as aided her in becoming more self-directed in her learning. From the instructor perspective, which aligned with the student findings, the e-portfolio/learning journal, Google Docs, and mind map activities were found to be helpful in development of critical thinking and knowledge construction (although mind maps only partially). Specifically, the e-portfolios and learning journals were useful in giving “found to be most useful a broader and at times deeper picture of a learner”, although journals were “low to average” in terms of reflective quality. The instructor also found that students were not prepared to participate in social media, which may be due to the “old” course description still appearing as the official course description in UMUC publications. In general, the instructor of 9041 did not find the social media tools to be instrumental in development of cognitive and meta-cognitive skills such as empathy, creativity, student autonomy, and the students’ understanding of their learning process. However, the instructor noted that there is potential for ongoing development of these skills across courses and in the program and recommended tracking students as they progressed through the program. The instructor also found the tracking of student activities within the social media tools to be very time-consuming. In evaluating the course e-portfolios, the researcher found that students demonstrated basic competencies in using the e-portfolio to: 1) establish an online presence using a form of web 2.0 media (e.g., wikis, blogs, or Weebly); 2) present two or more examples of work that represented competency in using social media as part of a learning activity or skill builder (e.g., mind map of personal definition of DE, group grid of the evolution of DE); and 3) in most cases, reflect upon the individual learning experience (e.g., how a student’s understanding of DE changed as s/he progressed through the course and what specifically influenced the student’s thinking). The dropout rate in both sections was relatively high. In 9040, 11 students withdrew, with 12 passing the course and 2 receiving an “FN”. In 9041, nine students dropped, with 13 passing the course and 1 receiving an “FN”. Research data was not available on student reasons for dropping the course. Additional research could explore whether there is a correlation between student technology skills and/or preparedness for graduate level studies and the relatively high dropout rate

Aplicaciones de la heutagogía en el uso educativo de e-portfolios

Preparing students for the complex and changing nature of the workforce has become an overriding objective within higher education. New pedagogies, which incorporate both informal and formal learning and support personalization of learning, are central to this objective. Educators are required to reassess the use of traditional pedagogies, as they attempt to foster development of skills and competencies for lifelong learning. Heutagogy, or self-determined learning, is a learning theory that addresses this need, giving students agency in determining what and how they learn. The theory is based in the principles of learner agency, capability and self- efficacy, reflection and metacognition, and non-linear learning, and when used with technology can be a powerful instructional approach for building students’ self-directed and lifelong learning skills. A compelling example of this is the e-portfolio. As a platform and assessment tool, the e- portfolio spans the spectrum of lifelong learning, as well as encompasses both formal and informal learning of the individual learner and addresses critical aspects of learning and reflection, showcasing the learner’s acquired skills and competencies. Based on successful cases in the literature, this article discusses the principles of heutagogy, the pedagogy-andragogy-heutagogy (PAH continuum) and its application in online learning environments, and the use of the e- portfolio in further cultivating and advancing self-determined learning. The article also offers recommendations for future practice and theory.Preparar a los estudiantes para la compleja y cambiante naturaleza del mercado de trabajo se ha convertido en un objetivo primordial en el contexto de la educación superior. Para alcanzar este objetivo, es crucial partir de nuevas pedagogías, que incorporan tanto el aprendizaje formal como el informal y que apoyan la personalización del aprendizaje. Se requiere que los educadores revalúen el uso de pedagogías tradicionales, a medida que intentan fomentar el desarrollo de habilidades y competencias para el aprendizaje permanente. La heutagogía, o el aprendizaje autodeterminado, es una teoría del aprendizaje que aporta a los estudiantes la gestión del aprendizaje para determinar qué y cómo aprenden. La teoría está basada en los principios de la gestión del aprendizaje, la capacidad y la autoeficacia, la reflexión y la metacognición, y el aprendizaje no lineal, y puede ser un enfoque de enseñanza poderoso cuando se emplea utilizando tecnología para el desarrollo de las habilidades de autodirección y aprendizaje a lo largo de la vida de los estudiantes. Un ejemplo persuasivo es el e-portfolio. En tanto que plataforma y herramienta de evaluación, el e-portfolio abarca el especto de aprendizaje a lo largo de la vida, así como aúna el aprendizaje formal e informal del aprendiz individual, aborda los aspectos críticos del aprendizaje y la reflexión y la demostración de las habilidades y competencias adquiridas por el alumno. Partiendo de casos exitosos en la literatura, este artículo discute los principios de la heutagogía, la pedagogía-andragogía-heutagogía (continuo de la PAH) y su aplicación en entornos online, y el uso del e-portfolio para seguir cultivando y desarrollando el aprendizaje autodeterminado. El artículo también ofrece recomendaciones para la práctica y teoría futuras

Critics of Digitalisation

In his most recent publication, Against the Tide: Critics of Digitalisation, Otto Peters brings together some of the most formidable and critical voices and compelling perspectives on the potential hazards of digitalization. The viewpoints presented range from personal, anthropological, and pedagogical to more scientific and technical, and arise from multiple disciplines. Peters has long been a respected scholar in the field of distance education, and while Peters’ earlier work has advocated the affordances of digitalization, this latest book is an abrupt shift to the darker side of digitalization. The assembly of critics Peters has gathered come from around the world and different walks of life: journalists, educators, scientists, philosophers, lawyers, mathematicians, and computer scientists, to name a few. Their one shared bond is a deep-seated belief that digitalization will have a profound and lasting impact on humankind – and not only in positive ways. ..

New trends and challenges

In his most recent publication, Against the Tide: Critics of Digitalisation, Otto Peters brings together some of the most formidable and critical voices and compelling perspectives on the potential hazards of digitalization. The viewpoints presented range from personal, anthropological, and pedagogical to more scientific and technical, and arise from multiple disciplines. Peters has long been a respected scholar in the field of distance education, and while Peters’ earlier work has advocated the affordances of digitalization, this latest book is an abrupt shift to the darker side of digitalization. The assembly of critics Peters has gathered come from around the world and different walks of life: journalists, educators, scientists, philosophers, lawyers, mathematicians, and computer scientists, to name a few. Their one shared bond is a deep-seated belief that digitalization will have a profound and lasting impact on humankind – and not only in positive ways. ..

Elements of Open Education: An Invitation to Future Research

This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided