Dr. Marco Kalz is a researcher at the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands. CELSTEC conducts research on learning and cognition, professional development, and learning media. It also offers master's programs and provides commercial training services. Dr. Kalz has been involved in several European projects related to technology-enhanced learning and learning in different professional fields. His research focuses on mobile lifelong learning, including an iPad pilot study examining factors influencing acceptance of eBooks and their impact on learning practices.
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
Open Education Research: Insights from the Global OER Graduate Network (GO-GN)Robert Farrow
This presents an overview of the Global OER Graduate Network (GO-GN) Research Methods Handbook. The aims of the GO-GN are:
- to raise the profile of research into open education,
- to offer support for those conducting PhD research in this area, and
- to develop openness as a process of research.
More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice.
The Handbook was developed by members of the network who are researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be described. Theoretical perspectives will be outlined (though not fully explored).
The Handbook benefits from a range of illustrations (courtesy of Bryan Mathers) which are intended to make the Handbook more relatable and accessible. Reflections on the process of creating the visual journey will be shared.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Learning Outcomes:
- Delegates will benefit from an overview of research methods in open education
- Processes of open collaboration to produce a manuscript will be shared
- Supporting critical reflection on practice
Learning analytics adoption in Higher Education: Reviewing six years of exper...Bart Rienties
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process. The talk will specifically focus on the Open University UK (OU) experience of implementing learning analytics to support its 170k students and 5k staff. Its flagship OU Analyse has been hailed as one of the largest applications of predictive learning analytics at scale for the last five years, making OU one of the leading institutions in learning analytics domain. The talk will reflect on the strong connections between research and practice, educational theory and learning design, scholarship and professional development, and working in multi-disciplinary teams to explain why the OU is at the forefront of implementing learning analytics at scale. At the same time, not all innovations and interventions have worked. During this webinar, Prof Rienties will discuss the lessons learned from implementing learning analytics systems, how learning analytics has been adopted at OU and other UK institutions, and what the implications for higher education might be.
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
Open Education Research: Insights from the Global OER Graduate Network (GO-GN)Robert Farrow
This presents an overview of the Global OER Graduate Network (GO-GN) Research Methods Handbook. The aims of the GO-GN are:
- to raise the profile of research into open education,
- to offer support for those conducting PhD research in this area, and
- to develop openness as a process of research.
More than 100 doctoral and post-doctoral researchers form the core of the network with more than 200 experts, supervisors, mentors and interested parties forming a community of practice.
The Handbook was developed by members of the network who are researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be described. Theoretical perspectives will be outlined (though not fully explored).
The Handbook benefits from a range of illustrations (courtesy of Bryan Mathers) which are intended to make the Handbook more relatable and accessible. Reflections on the process of creating the visual journey will be shared.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Learning Outcomes:
- Delegates will benefit from an overview of research methods in open education
- Processes of open collaboration to produce a manuscript will be shared
- Supporting critical reflection on practice
Learning analytics adoption in Higher Education: Reviewing six years of exper...Bart Rienties
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process. The talk will specifically focus on the Open University UK (OU) experience of implementing learning analytics to support its 170k students and 5k staff. Its flagship OU Analyse has been hailed as one of the largest applications of predictive learning analytics at scale for the last five years, making OU one of the leading institutions in learning analytics domain. The talk will reflect on the strong connections between research and practice, educational theory and learning design, scholarship and professional development, and working in multi-disciplinary teams to explain why the OU is at the forefront of implementing learning analytics at scale. At the same time, not all innovations and interventions have worked. During this webinar, Prof Rienties will discuss the lessons learned from implementing learning analytics systems, how learning analytics has been adopted at OU and other UK institutions, and what the implications for higher education might be.
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". Iniciativas y pol...eMadrid network
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". Iniciativas y políticas de Analítica de Aprendizaje en Estonia. Universidad de Tallinn. 21/10/2016.
Frederik Smit & Geert Driessen (2009) ERNAPE Parental involvement in their ch...Driessen Research
Smit, F., & Driessen, G. (2009). Parental involvement in their children’s homework in Dutch primary schools. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education’. Malmö, Sweden, August 26-28, 2009.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
Computational Social Science – what is it and what can(‘t) it do?Christian Bokhove
Title: Computational Social Science – what is it and what can(‘t) it do?
What is your talk about?
In Computational Social Science (CSS) we use computer science algorithms to analyse qualitative data at scale. In this talk I define CSS, describe what the opportunities and barriers are in using such methods, and give examples from published research, for example on analysing thousands of Ofsted documents.
What are the key messages of your talk?
The use of CSS methods makes it is possible to analyse some data sources at scale that previously would be unrealistic to analyse ‘by hand’.
What are the implications for practice or research from your talk?
CSS allows both more qualitative and more quantitative researchers to analyse unstructured data sources at scale.
Short Biography
Dr Christian Bokhove is an Associate Professor in Mathematics. In his research, he combines conventional qualitative and quantitative methods with novel computational methods.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
UFCG - SAC2014 - Lessons Learned from an Online Open Course: A Brasilian Case...Ranilson Paiva
This article presents some lessons learned regarding the analysis of interactional data from an online course that provided certified basic level in Spanish language (UFAL Línguas - Espanhol). The data was collected after the end of the course, and concerned the students’ interactions with the learning environment’s educational resources, that were represented and stored using ontologies, and used by the Pedagogical Recommendation Process. This process aims to detect pedagogical practices happening in the classroom, discover the patterns responsible for these practices, create recommendations to improve the students’ performance, and monitor and evaluate if the process is working appropriately. In the end of the analysis, we identified that a considerable amount of dropouts, and other students who were very close to approval, failed. The results showed that if we had used the Pedagogical Recommendation Process during the progress of the course, we could have rescued some of these dropouts and assisted some who failed.
In England, an important role for the judgement of educational quality, is provided by the national school inspectorate Ofsted. Periodically they inspect schools and judge them. The result of the inspection is captured in inspection reports and associated documents. Ofsted has had several chief inspectors (HMCI) since 2000 and every HMCI tends to put his/her own mark on the inspectorate. This paper extends the analysis of the corpus in Author (2020) using the corpus of more than 17,000 Ofsted documents which were scraped from their website with text-mining techniques. Using the computational research method of structural topic modelling I re-analyse a set of documents that typically could not be analysed with manual methods. I juxtapose the findings with previous findings from sentiment analyses. The paper does not just cover the substantive topic at hand, but also provide insight in how the methods work, and how they provide insight in policy shifts during the ‘reign’ of different HMCIs. All in all, we can see how such text-mining techniques allow us to analyse existing documents at scale.
Exploring learner experiences in open cross-institutional and cross-boundary professional development courses in higher education,
a Phd project work-in-progress
Chrissi Nerantzi, Manchester Metropolitan University, United Kingdom, @chrissinerantzi
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
Lifelong mobile learning: Increasing accessibility and flexibility with table...Marco Kalz
Presentation given during the handout ceremony of the iPad pilot with the law faculty of the Open University of the Netherlands.
If you want to download these slides, please visit http://dspace.ou.nl.
State of the art analysis of MOOC provisions for the EU labour marketRobert Farrow
Presentation given at the Huis van de Nederlandse Provincies (HNP) in Brussels for the European MOOC Consortium: Labour Markets project. The slides summarise the outcome of a rapid assessment of evidence about the provision of Massive Open Online Courses in the European area.
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". Iniciativas y pol...eMadrid network
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". Iniciativas y políticas de Analítica de Aprendizaje en Estonia. Universidad de Tallinn. 21/10/2016.
Frederik Smit & Geert Driessen (2009) ERNAPE Parental involvement in their ch...Driessen Research
Smit, F., & Driessen, G. (2009). Parental involvement in their children’s homework in Dutch primary schools. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education’. Malmö, Sweden, August 26-28, 2009.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
Computational Social Science – what is it and what can(‘t) it do?Christian Bokhove
Title: Computational Social Science – what is it and what can(‘t) it do?
What is your talk about?
In Computational Social Science (CSS) we use computer science algorithms to analyse qualitative data at scale. In this talk I define CSS, describe what the opportunities and barriers are in using such methods, and give examples from published research, for example on analysing thousands of Ofsted documents.
What are the key messages of your talk?
The use of CSS methods makes it is possible to analyse some data sources at scale that previously would be unrealistic to analyse ‘by hand’.
What are the implications for practice or research from your talk?
CSS allows both more qualitative and more quantitative researchers to analyse unstructured data sources at scale.
Short Biography
Dr Christian Bokhove is an Associate Professor in Mathematics. In his research, he combines conventional qualitative and quantitative methods with novel computational methods.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
UFCG - SAC2014 - Lessons Learned from an Online Open Course: A Brasilian Case...Ranilson Paiva
This article presents some lessons learned regarding the analysis of interactional data from an online course that provided certified basic level in Spanish language (UFAL Línguas - Espanhol). The data was collected after the end of the course, and concerned the students’ interactions with the learning environment’s educational resources, that were represented and stored using ontologies, and used by the Pedagogical Recommendation Process. This process aims to detect pedagogical practices happening in the classroom, discover the patterns responsible for these practices, create recommendations to improve the students’ performance, and monitor and evaluate if the process is working appropriately. In the end of the analysis, we identified that a considerable amount of dropouts, and other students who were very close to approval, failed. The results showed that if we had used the Pedagogical Recommendation Process during the progress of the course, we could have rescued some of these dropouts and assisted some who failed.
In England, an important role for the judgement of educational quality, is provided by the national school inspectorate Ofsted. Periodically they inspect schools and judge them. The result of the inspection is captured in inspection reports and associated documents. Ofsted has had several chief inspectors (HMCI) since 2000 and every HMCI tends to put his/her own mark on the inspectorate. This paper extends the analysis of the corpus in Author (2020) using the corpus of more than 17,000 Ofsted documents which were scraped from their website with text-mining techniques. Using the computational research method of structural topic modelling I re-analyse a set of documents that typically could not be analysed with manual methods. I juxtapose the findings with previous findings from sentiment analyses. The paper does not just cover the substantive topic at hand, but also provide insight in how the methods work, and how they provide insight in policy shifts during the ‘reign’ of different HMCIs. All in all, we can see how such text-mining techniques allow us to analyse existing documents at scale.
Exploring learner experiences in open cross-institutional and cross-boundary professional development courses in higher education,
a Phd project work-in-progress
Chrissi Nerantzi, Manchester Metropolitan University, United Kingdom, @chrissinerantzi
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
Lifelong mobile learning: Increasing accessibility and flexibility with table...Marco Kalz
Presentation given during the handout ceremony of the iPad pilot with the law faculty of the Open University of the Netherlands.
If you want to download these slides, please visit http://dspace.ou.nl.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
POERUP was an EU-funded project which began in November 2011 and produced its final report in October 2014. Its purpose was to develop OER-friendly policy recommendations, based on analysis of existing OER initiatives, countries, policies and case studies.
A key part of the work was collecting a wide range of OER and MOOC initiatives from countries round the world. By the end of the project POERUP had created a curated map/database of over 500 open education initiatives, both OER and MOOC. This mapping work had three important aspects:
1. The project began by creating a number of Google Map Tools consisting of ad hoc maps and charts, using Google Map Engine Pro and Google Charts. The initial aim was to gain familiarity with the mapping issues, but the end result was a simple set of procedures whereby many projects can map their results using data from a spreadsheet such as Excel or GoogleDocs, rather than from a sophisticated database.
2. The project then created a Custom Map Tool driven by the sophisticated "noSQL" database MongoDB to allow display of and search for OER initiatives, as part of a wider initiative to document and allow search for open education initiatives, including MOOCs. The core database technology and approach were chosen to be scalable to high performance as well as being open source and Linked Data-ready. The Open API it makes available facilitates future use by different groups working collaboratively on problems of collecting, mapping and analysing open education initiatives, including but not only eMundus, SharedOER, D-TRANSFORM, OER Africa and Hewlett-funded initiatives in this area. Though sophisticated, the database can be loaded from a standard spreadsheet using some simple mark-up conventions.
3. Sero created Semantic Map Tools using Semantic Maps, a module of Semantic MediaWiki, hosted on Referata to support the POERUP wiki. Semantic MediaWiki is a powerful extension of the MediaWiki software. (MediaWiki is used also for WikiEducator and Wikipedia.)
The implication of this work is that a wide range of projects looking to analyse "initiatives" of a wide range of types, can now represent them on maps. It is especially easy and powerful to do this if the project makes use of Semantic MediaWiki. Since standard MediaWiki databases can be loaded into Semantic MediaWiki and spreadsheets can be used to create sets of template-driven wiki pages, this means that many of the existing wikis of educational material can rapidly benefit from this approach. Already this work is being applied to wikis of virtual schools, virtual universities and quality and benchmarking projects and agencies.
The presentation concludes with some reflections on the POERUP and related work and leaves the audience with some Thoughts.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
One of the requirements of my role at The University of Hong Kong is to keep abreast of what is happening in the eLearning world in order to advise senior management concerning eLearning trends that HKU might need to take into consideration. I made a start in this PowerPoint.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation of a Higher Education Academy (HEA) funded teacher education project by Dr Elspeth McCartney (University of Strathclyde) on supporting student teachers to engage with research at a dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Presentations from the 8th International Evidence Based Library and Information Conference held in Brisbane 6-8 July 2015. Full details of the program can be found at http://eblip8.info
Presentation provided during workshop on the Digital Education Initiative for Schools in Germany on 8 May 2019 at the Heidelberg University of Education
SchnOERzeljagden, Landkarten und MOOCs: Wem nutzt Open Education?Marco Kalz
Eine kritische Reflexion zu den Irrungen und Wirrungen der Open Education Bewegung
Invited keynote during the joint conference between GMW18 and ELEARNNRW18 (http://gmw18.de), 13. September 2018. Essen, Germany.
Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?Marco Kalz
Invited keynote during joint conference between DELFI and HDI (https://www.delfi2018.de) "Digitalisierung(wahn)sinn - Wege der Bildungstransformation", 12 September 2018, Frankfurt, Germany
Von offenen Lernressourcen zu offenen LernprozessenMarco Kalz
Kalz, M. (2016). Von offenen Lernressourcen zu offenen Lernprozessen. Präsentation im Rahmen des Fachforums Open Educational Resources (OER16de). Berlin, 1 March 2016.
OER Repositorien: Erfahrungen aus internationaler PerspektiveMarco Kalz
Invited presentation for feasibility workshop on establishment of a German national OER repository. University Duisburg-Essen, Germany. 27 August 2015.
Europäische Perspektiven offener technologiegestützter BildungMarco Kalz
Presentation provided during online session "The European Perspective" of the virtual PH (http://innovation.virtuelle-ph.at/2014/11/02/die-europaeische-perspektive-diskussion-am-11-11-um-17-uhr/)
Mobile und spielebasierte Ansätze für Lerntransfer von kritischen Entscheidun...Marco Kalz
This presentation provides an overview about the foundation, goals, design, implementation and evaluation of three case studies of mobile learning for critical decision making situations.
EMuRgency: New approaches for resuscitation support and training - 2nd year r...Marco Kalz
Kalz, M. (October 7, 2013). COMAC meeting year 2 EMuRgency project. Presentation provided during the internal advisory board meeting. Heerlen, The Netherlands.
If MOOCs are the answer, did we ask the right questions? Implications for the...Marco Kalz
Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the Maastricht School of Management. Revolutions in Education: New Opportunities for Development? 6 September 2013, Maastricht, The Netherlands.
To download this presentation please see http://dspace.ou.nl
EMuRgency: New approaches for resuscitation support and training. Overview ab...Marco Kalz
Presentation provided for the COMAC meeting of the Interreg IVa-project EMuRgency. New approaches for resuscitation support and training. (http://www.emurgency.eu). Visit http://dspace.ou.nl for a PDF version to download.
Peer review - Why does it matter for your academic career?Marco Kalz
Presentation provided in the context of the Young Researchers Special Issue for the International Journal of Technology-Enhanced Learning (IJTEL). Download available via http://dspace.ou.nl
Orchestration of TEL proposals for the European Framework ProgrammeMarco Kalz
Presentation provided during the Research Away Days of the Medical Education Group of University College Cork. January 27, 2012
Rosscarberry, Ireland.
Please see http://dspace.ou.nl for a download version of these slides.
Structuration of Personal Learning EnvironmentsMarco Kalz
Lecture given in the context of the MUPPLE lecture series at The Open University. If you want to download the slides please see here http://hdl.handle.net/1820/3433.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Tablet Computers and eBooks. Unlocking the potential for personal learning environments?
1. Dr. Marco Kalz
Centre for Learning
Sciences and Technologies
Open University of the Netherlands
marco.kalz@ou.nl
http://twitter.com/mkalz
Dr. Marco Kalz, Centre for Learning Sciences and Technologies
Open Universiteit Nederland
marco.kalz@ou.nl
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2.
3. Open Universiteit NL:
- 20.000 Students
- 60 Mio Budget
- 15 Study Centers
CELSTEC
- 120 fte, 7 Mio budget
4. Open Universiteit NL:
- 20.000 Students
- 60 Mio Budget
- 15 Study Centers
CELSTEC
- 120 fte, 7 Mio budget
5. CELSTEC Activities
• Three programmes, each with three themes:
– Learning and Cognition
– Learning Networks for Professional Development
– Learning Media
• Each programme integrates three activities:
– Research Activities
– Laboratory Activities for Open Innovations
– Providing Solutions and Services to the market
• Institute for Education & Training
– MSc Learning Sciences
– Commercial Training (provided by the staff of 3 programmes)
• Temporary Strategic Programmes
– Lifelong Learning Services
– OUNL related programmes (e.g. IPO)
– Open Educational Resources
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6. Involvement in European Projects
Technology Enhanced Learning (TEL)
Cooperation
Learning Environments Learner Support
TEL
Content Creativity
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7. Involvement in European Projects
Learning in different professions
Health Logistics
Water management
Teacher education
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8. Structure
• Mobile lifelong learning
• State of the art: Market & academic
studies
• iPad pilot study
• Technological trends: PLE & ePub 3
• The end of the book as we know it
• New authoring environments
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18. Seamless Learning Support
• (MSL1) Encompassing formal and informal
learning;
• (MSL2) Encompassing personalized and social
learning;
• (MSL3) Across time;
• (MSL4) Across locations;
• (MSL5) Ubiquitous knowledge access
• (MSL6) Encompassing physical and digital worlds;
• (MSL7) Combined use of multiple device types
(including “stable” technologies such as desktop
computers, interactive whiteboards);
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Looi et al., 2010
19. Seamless Learning Support
•(MSL8) Seamless switching between multiple
learning tasks (such as data collection + analysis +
communication).
•(MSL9) Knowledge synthesis (a combination of prior
+ new knowledge, abstract + concrete knowledge,
and multi-disciplinary learning);
•(MSL10) Encompassing multiple pedagogical or
learning activity models
Looi et al., 2010
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33. Media-comparison
• Woody, Daniel & Baker
(2010): Preference for
traditional books, no
effects on learning results
• Rockinson-Szapkiw,
Holder, & Dunn (2011):
Higher motivation to
study instructional
material for eBook-group
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34. Media-comparison
• Woody, Daniel & Baker
(2010): Preference for
traditional books, no
effects on learning results
• Rockinson-Szapkiw,
Holder, & Dunn (2011):
Higher motivation to
study instructional
material for eBook-group
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36. Reading/Literacy studies
• Korat (2010) shows significant effects of
eBooks for word reading and story
comprehension (kindergarten level)
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37. Reading/Literacy studies
• Korat (2010) shows significant effects of
eBooks for word reading and story
comprehension (kindergarten level)
• Jones & Brown (2011) show no significant
effects of eBooks for comprehension tests with
3rd graders
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38. Changing learning practices
Nie et al. (2011) study: 28 students of
masters’s programme occupational
psychology & education
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41. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
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42. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
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43. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
• 4 courses (7 modules)
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44. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
• 4 courses (7 modules)
• Mixture of textbooks & study books
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45. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
• 4 courses (7 modules)
• Mixture of textbooks & study books
• Mixture of ePub & PDFs
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46. iPad pilot study
• Small-scale, longitudinal study
(n=12)
• September 2011 - August 2012
• iPad 2 WiFi
• 4 courses (7 modules)
• Mixture of textbooks & study books
• Mixture of ePub & PDFs
• Cooperation with publishers (Kluwer,
Boom, SDU)
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51. iPad pilot study
• 3 (4) research questions
– Which factors influence acceptance?
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52. iPad pilot study
• 3 (4) research questions
– Which factors influence acceptance?
– Changing learning practices?
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53. iPad pilot study
• 3 (4) research questions
– Which factors influence acceptance?
– Changing learning practices?
– Handling & functionality of eBooks
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54. iPad pilot study
• 3 (4) research questions
– Which factors influence acceptance?
– Changing learning practices?
– Handling & functionality of eBooks
– Effect on assessment scores?
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59. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
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60. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
• Pervasive access to learning material
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61. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
• Pervasive access to learning material
• Combination of learning resources
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62. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
• Pervasive access to learning material
• Combination of learning resources
• Effects on study strategies
(annotations, marking, exchanging)
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63. Changing learning practices
• Additional learning contexts due to
weightless learning material
• Use of small time-slots
• Pervasive access to learning material
• Combination of learning resources
• Effects on study strategies
(annotations, marking, exchanging)
• Effects on in-class-lectures
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67. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
• Clear preference for ePubs
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68. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
• Clear preference for ePubs
• Problems during lectures with printed
versions
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69. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
• Clear preference for ePubs
• Problems during lectures with printed
versions
• Switching between material problematic
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70. Handling & functionality
• Annotations are critical for students
• Pop-up questions are added value
• Clear preference for ePubs
• Problems during lectures with printed
versions
• Switching between material problematic
• Integrated video-lectures as add-on,
but no social media integration
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71. Effects on test-scores
•No visible effects on test-scores (not
really statistically grounded due to the
low number of participants)
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76. Two trends: PLE & ePub3
“Personal Learning Environments are
learning environments where learners can
integrate distributed information, resources
and contacts and reflect about learning
progress and learning products based on
standards and interfaces”.
Schaffert/Kalz 2010
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77. The end of the book as we know it...
Stein, 2011
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