Open World Learning
Research, Innovation and the Challenges of High-Quality Education
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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.
Table of Contents
- Powers and Limitations of open world learning: Experiences from the Field of Education
- Digital stories in science: the role of story sequencing
- Can WhatsApp facilitate interaction? A case study of adult language learning
- First steps towards self-regulated learning: Setting goals in MOOCs
- Discourse practices in MOOC discussions: A corpus linguistic approach
- Simplification of Open Educational Resources in English: Exploring its effect on text processing of non-native English speakers
- Culturally-adaptive learning design – A mixed-method study of cross-cultural learning design preferences in MOOCs
- Accessibility in MOOCs: the stakeholders’ perspectives
- Internet kiosks in Uganda: A window of opportunities?
- Eliciting students’ preferences for the use of their data for learning analytics: A crowdsourcing approach
- Measuring player creativity in digital entertainment games using the Creativity in Gaming Scale
- Incorporating student opinion into opinion mining: A student sourced sentiment analysis classifier
- Informing learning design in online education using learning analytics of student engagement
- UDL and its implications in MOOC accessibility evaluation
- Practitioner’s perspective on young children’s use of mobile technology
- Antecedents and consequences of uncertainties perceived by finance professionals
- The identity trajectories of older academics: workplace affordances and individual subjectivities
- Reflecting on the main findings and practical applications
Bart Rienties, Regine Hampel, Eileen Scanlon, Denise Whitelock
Part 1 Learners and the power of language in an Open World
Dimitrios Vogiatzis, Koula Charitonos, Korina Giaxoglou & Tim Lewis
Barbara Conde Gafaro
Shi Min Chua
Irina Rets, Ursula Stickler, Tim Coughlan & Lluisa Astruc
Saman Rizvi, Bart Rienties, Jekaterina Rogaten, René Kizilcec
Part 2 Innovative technologies in an Open World
Francisco Iniesto, Patrick McAndrew, Shailey Minocha and Tim Coughlan
Khadija Mohamud, Alison Buckler, Beck Pitt, and Peter Twining
Maina Korir, Sharon Slade, Wayne Holmes & Bart Rienties
Hall, Herodotou & Iacovides
Garron Hillaire, Bart Rienties, Mark Fenton-O'Creevy. Zdenek Zdrahal, Dirk Tempelaar
Part 3 Educators and inclusive practice in an Open World
Quan Nguyen, Bart Rienties, Denise Whitelock
Francisco Iniesto and Garron Hillaire
Vasudha Chaudhari, Allison Littlejohn, Simon Cross
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.