1,721,165 research outputs found
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Virtual worlds are authentic sites for learning
Full text linkThis chapter considers how ‘meaningful learning’ can be understood in the context of knowledge-age skills. Through a study conducted in Second Life™, it investigates whether terms such as ‘authentic’, ‘active’ and ‘collaborative’ can be applied to activities undertaken in virtual worlds. It examines the knowledge-age skills employed in virtual worlds, relating these skills to the characteristics of the learning environment. Finally, it asks whether the distinction between meaningful and non-meaningful learning environments is more important for the development of knowledge-age skills than the distinction between formal and informal situations or between staff-run and student-run situations
Teaching and Learning at Scale: Futures
Full text linkThis chapter considers recent work toward the vision ‘Teams can successfully teach any number of students at a distance’, showing how a substantial body of TEL research work can be built up over time, responding to changes in society. In particular, it demonstrates how continuing work towards this vision relates to the emergence of massive open online courses (MOOCs) and, more broadly, to teaching and learning at scale. The chapter shows how the different elements of the Beyond Prototypes framework, and its emphasis on bricolage and persistent intent, can be used to support the development of a research agenda that supports practice worldwide. The chapter also looks at current and future work in this area, identifying key areas where work is still needed – learning design, educator teams, widening access, approaches to assessment and accreditation, and new forms of pedagogy
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British Journal of Educational Technology, Vol. 46, Issue 2. Special Issue: Teacher-led Inquiry and Learning Design
No full textThis special issue deals with three areas. Learning design is the practice of devising effective learning experiences aimed at achieving defined educational objectives in a given context. Teacher inquiry is an approach to professional development and capacity building in education in which teachers study their own and their peers' practice. Learning analytics use data about learners and their contexts to understand and optimise learning and the environments in which it takes place. Typically, these three—design, inquiry and analytics—are seen as separate areas of practice and research. In this issue, we show that the three can work together to form a virtuous circle. Within this circle, learning analytics offers a powerful set of tools for teacher inquiry, feeding back into improved learning design. Learning design provides a semantic structure for analytics, whereas teacher inquiry defines meaningful questions to analyse
Educational visions: The lessons from 40 years of innovation
Full text linkEducational Visions looks to future developments in educational technology by reviewing our history of computers and education, covering themes such as learning analytics and design, inquiry learning, citizen science, inclusion, and learning at scale. The book shows how successful innovations can be built over time, informs readers about current practice and demonstrates how they can use this work themselves.
This book is intended for anyone who is involved in the study and practice of technology-enhanced learning. It includes examples from informal learning such as MOOCs and citizen science, as well as higher education. Although the foundations of this work are in the UK, its influence has spread worldwide, so it will be of interest internationally
Introduction
No full textThis chapter forms the introduction to the book, “Educational Visions” and describes the nature of the book. It presents the four principles or visions which inform the work of the Computers and Learning research group (CALRG) and are reflected in this book, and then provides the context with a discussion of the innovative nature of the early Open University. The CALRG is then described briefly before the introduction of a further framework used in the book to analyse the factors that make educational innovations successful, the Beyond Prototypes model. The last section describes the organisation and contents of the rest of the book
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Developing a strategic approach to MOOCs
Full text linkDuring the last eight years, interest in massive open online courses (MOOCs) has grown fast and continuously worldwide. Universities that had never engaged with open or online learning have begun to run courses in these new environments. Millions of learners have joined these courses, many of them new to learning at this level. Amid all this learning and teaching activity, researchers have been busy investigating different aspects of this new phenomenon. In this contribution we look at one substantial body of work, publications on MOOCs that were produced at the 29 UK universities connected to the FutureLearn MOOC platform. Bringing these papers together, and considering them as a body of related work, reveals a set of nine priority areas for MOOC research and development. We suggest that these priority areas could be used to develop a strategic approach to learning at scale. We also show how the papers in this special issue align with these priority areas, forming a basis for future work
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