Web 2.0 Technologies: Disruptive or Liberating for Adult Education?

Adult educators have been reluctant to engage with the latest second generation Internet technologies. New ideas on how these technologies could reform the structure and processes of adult education are examined in relation to Illich’s educational vision from the 1970s

The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course

Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning

Colouring the gaps in learning design: Aesthetics and the visual in learning

© 2016, IGI Global. The visual is a dominant mode of information retrieval and understanding however, the focus on the visual dimension of Technology Enhanced Learning (TEL) is still quite weak in relation to its predominant focus on usability. To accommodate the future needs of the visual learner, designers of e-learning environments should advance the current attention on usability and functionality to include aesthetics, the visual and the affective. The challenge lies in finding a way to fully address the needs of the visual learner. This paper explores the role of visual aesthetics in improving engagement in online learning

Clinicians' use of breast cancer risk assessment tools according to their perceived importance of breast cancer risk factors: an international survey.

The BOADICEA breast cancer (BC) risk assessment model and its associated Web Application v3 (BWA) tool are being extended to incorporate additional genetic and non-genetic BC risk factors. From an online survey through the BOADICEA website and UK, Dutch, French and Swedish national genetic societies, we explored the relationships between the usage frequencies of the BWA and six other common BC risk assessment tools and respondents' perceived importance of BC risk factors. Respondents (N = 443) varied in age, country and clinical seniority but comprised mainly genetics health professionals (82%) and BWA users (93%). Oncology professionals perceived reproductive, hormonal (exogenous) and lifestyle BC risk factors as more important in BC risk assessment compared to genetics professionals (p values < 0.05 to 0.0001). BWA was used more frequently by respondents who gave high weight to breast tumour pathology and low weight to personal BC history as BC risk factors. BWA use was positively related to the weight given to hormonal BC risk factors. The importance attributed to lifestyle and BMI BC risk factors was not associated with the use of BWA or any of the other tools. Next version of the BWA encompassing additional BC risk factors will facilitate more comprehensive BC risk assessment in genetics and oncology practice

Corrections to: Use of the BOADICEA Web Application in clinical practice: appraisals by clinicians from various countries.

The article "Use of the BOADICEA Web Application in clinical practice: appraisals by clinicians from various countries" written by Anne Brédart · Jean‑Luc Kop · Antonis C. Antoniou · Alex P. Cunningham · Antoine De Pauw ·Marc Tischkowitz · Hans Ehrencrona · Sylvie Dolbeault · Léonore Robieux · Kerstin Rhiem ·Douglas F. Easton · Peter Devilee · Dominique Stoppa‑Lyonnet· Rita Schmutlzer, was originally published electronically on the publisher's internet portal (currently SpringerLink) on 16th June 2017 without open access

The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course

Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning

The Unexpected Connection: Serendipity and Human Mediation in Networked Learning

Major changes on the Web in recent years have contributed to an abundance of information for people to harness in their learning. Emerging technologies have instigated the need for critical literacies to support learners on open online networks in the mastering of critical information gathering during their learning journeys. This paper will argue that people will have to adapt to using information in a new way and will advocate the movement by learners into and inside information streams on open online networks. Their own control and aggregation of information, preferably through human mediation, should provide information not only relevant to their learning, but also slightly unexpected. We will highlight why this serendipity is important in a learning context and also take three emerging technologies under the loupe; recommenders, RSS and microbloggers, and their effectiveness in supporting serendipitous learning on open online networks

The Design and Development of a Personal Learning Environment : Researching the Learning Experience

Peer reviewed: YesNRC publication: Ye