1st Edition

Open World Learning Research, Innovation and the Challenges of High-Quality Education

    298 Pages 34 B/W Illustrations
    by Routledge

    298 Pages 34 B/W Illustrations
    by Routledge

    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.

    The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

    1. Introduction
    2. Bart Rienties, Regine Hampel, Eileen Scanlon, Denise Whitelock

    3. Powers and Limitations of open world learning: Experiences from the Field of Education
    4. Bart Rienties

      Part 1 Learners and the power of language in an Open World


    5. Digital stories in science: the role of story sequencing
    6. Popi Anastasiou

    7. Can WhatsApp facilitate interaction? A case study of adult language learning
    8. Dimitrios Vogiatzis, Koula Charitonos, Korina Giaxoglou & Tim Lewis

    9. First steps towards self-regulated learning: Setting goals in MOOCs
    10. Barbara Conde Gafaro

    11. Discourse practices in MOOC discussions: A corpus linguistic approach
    12. Shi Min Chua

    13. Simplification of Open Educational Resources in English: Exploring its effect on text processing of non-native English speakers
    14. Irina Rets, Ursula Stickler, Tim Coughlan & Lluisa Astruc

    15. Culturally-adaptive learning design – A mixed-method study of cross-cultural learning design preferences in MOOCs
    16. Saman Rizvi, Bart Rienties, Jekaterina Rogaten, René Kizilcec

      Part 2 Innovative technologies in an Open World

    17. Accessibility in MOOCs: the stakeholders’ perspectives
    18. Francisco Iniesto, Patrick McAndrew, Shailey Minocha and Tim Coughlan

    19. Internet kiosks in Uganda: A window of opportunities?
    20. Khadija Mohamud, Alison Buckler, Beck Pitt, and Peter Twining

    21. Eliciting students’ preferences for the use of their data for learning analytics: A crowdsourcing approach
    22. Maina Korir, Sharon Slade, Wayne Holmes & Bart Rienties

    23. Measuring player creativity in digital entertainment games using the Creativity in Gaming Scale
    24. Hall, Herodotou & Iacovides

    25. Incorporating student opinion into opinion mining: A student sourced sentiment analysis classifier
    26. Garron Hillaire, Bart Rienties, Mark Fenton-O'Creevy. Zdenek Zdrahal, Dirk Tempelaar

      Part 3 Educators and inclusive practice in an Open World

    27. Informing learning design in online education using learning analytics of student engagement
    28. Quan Nguyen, Bart Rienties, Denise Whitelock

    29. UDL and its implications in MOOC accessibility evaluation
    30. Francisco Iniesto and Garron Hillaire

    31. Practitioner’s perspective on young children’s use of mobile technology
    32. Pinsuda Srisontisuk


    33. Antecedents and consequences of uncertainties perceived by finance professionals
    34. Vasudha Chaudhari, Allison Littlejohn, Simon Cross

    35. The identity trajectories of older academics: workplace affordances and individual subjectivities
    36. Gosia Iwaniec-Thompson

    37. Reflecting on the main findings and practical applications

    Rienties, Hampel, Scanlon, Whitelock




    Bart Rienties is Professor of Learning Analytics and the Institute of Educational Technology at the Open University, UK.

    Regine Hampel is Professor of Open and Distance Language Learning at the Open University, UK, and Associate Dean (Research) in the Faculty of Wellbeing, Education and Language Studies.

    Eileen Scanlon is the Regius Professor of Open Education and Associate Director of Research and Innovation at the Institute of Educational Technology, Open University and an Honorary Professor at the Centre for Digital Education, University of Edinburgh, UK.

    Denise Whitelock is Professor of Technology Enhanced Assessment and Learning at the Open University, UK and Director of the Institute of Educational Technology.